USF TELEPHONE DIRECTORY - University of Sioux Falls

USF TELEPHONE DIRECTORY 

General University Switchboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(605) 331-5000 

Toll Free (Admissions & Development) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(800) 888-1047 

General University Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6615 

USF Home Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .www.usiouxfalls.edu 

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6600 

Bookstore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6610 

Center for Women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6697 

Degree Completion Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6735 

Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6623 

Fredrikson School of Education Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6710 

Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6683 

M.B.A. Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6680 

Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6660 

President’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6684 

Registrar’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6650 

Residence Life (Housing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6620 

Stewart Center (Athletics) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6791 

Student Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6640 

Student Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6788 

Student Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331-6740 

Telephone Directory 

1

ACADEMIC CALENDAR 

Fall Semester 

2 Academic Calendar 

2005-2006 2006-2007 

Classes Begin August 31 September 6 

Opening Fall Convocation September 1 September 7 

Midterm October 22 October 28 

Fall Break October 23-25 October 29-31 

Assessment Day November 2 November 8 

Thanksgiving Vacation November 23-27 November 22-26 

Final Exams December 12-14 December 18-20 

Semester Exams December 14 December 20 

Interim 

Classes Begin January 3 January 3 

Interim Ends January 27 January 26 

Spring Semester 

Classes Begin February 2 February 1 

Midterm March 25 March 18 

Spring Break March 27-31 March 19-23 

Easter Vacation April 14-17 April 6-9 

Reading Day May 16 May 15 

Final Exams May 17-19 May 16-18 

Semester Ends May 19 May 18 

Commencement May 21 May 20 

Summer Sessions 

Session I May 30 - June 29 May 29 - June 28 

Session II July 3 - August 3 July 2 - August 2 

Full summer Session May 30 - August 3 May 29 - August 2 

*Dates may be subject to change. Please refer to the academic calendar posted on the 

USF Web site at www.usiouxfalls.edu for the most up-to-date information.

TABLE OF CONTENTS 

General Information. . . . . . . . . . . . . . . . . . . 5 

Our Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

On This We Stand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

A Caring Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

A Significant History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 

Accreditation & Affiliations . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Environment/Legal Compliance . . . . . . . . . . . . . . . . . . . . . . 7 

City of Sioux Falls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

University of Sioux Falls Campus . . . . . . . . . . . . . . . . . . . . 7 

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 

Admission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . 10 

Application Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 

Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . 13 

Tuition & Fees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 

Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 

Types of Aid Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 

Campus Life . . . . . . . . . . . . . . . . . . . . . . . . . 23 

Residential Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 

Campus Ministries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 

Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 

Specific Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 

Academic Information. . . . . . . . . . . . . . . . 27 

Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 

Liberal Arts Core Requirements. . . . . . . . . . . . . . . . . . . . . 28 

Liberal Arts Core Requirements Checklist . . . . . . . . . . . . 30 

University Degrees & Programs. . . . . . . . . . . . . . . . . . . . . 31 

Non-traditional Credit Options . . . . . . . . . . . . . . . . . . . . . . 31 

Academic Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 

Off-Campus Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 

Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 

Graduation Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 

Interdisciplinary Courses . . . . . . . . . . . . . . . . . . . . . . . . . . 36 

Special Academic Programs . . . . . . . . . . . . . . . . . . . . . . . . 36 

Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 

Bachelor’s Degree Programs . . . . . . . . . . 43 

Applied Mathematics (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . 44 

Applied Mathematics for Engineering (B.A.) . . . . . . . . . . 44 

Art (B.A.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Art Education (B.A.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Art Minor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 

Biology (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Biology Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Biology Secondary Education Certification. . . . . . . . . . . . 47 

Business Administration (B.A.) . . . . . . . . . . . . . . . . . . . . . 48 

Public Accounting (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . 49 

Business Administration Minor . . . . . . . . . . . . . . . . . . . . . 49 

Economics Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 

Chemistry (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 

Chemistry Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 

Chemistry Secondary Education Certification. . . . . . . . . . 51 

Communication Studies & Theatre (B.A.) . . . . . . . . . . . . .52 

Communication Studies & Theatre Minor . . . . . . . . . . . . .52 

Communication Studies & Theatre 

Secondary Education Certification . . . . . . . . . . . . . . .53 

Computer Information Systems (B.S.). . . . . . . . . . . . . . . . 54 

Computer Information Systems Minor . . . . . . . . . . . . . . . 54 

Computer Science (B.S.). . . . . . . . . . . . . . . . . . . . . . . . . . . 55 

Computer Science Minor . . . . . . . . . . . . . . . . . . . . . . . . . . 55 

Criminal Justice (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 

Criminal Justice Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 

Degree Completion Program–Management (B.A.) . . . . . 57 

DCP Undergraduate Courses . . . . . . . . . . . . . . . . . . . . . . . 58 

Elementary Education (B.A.) . . . . . . . . . . . . . . . . . . . . . . . 59 

Early Childhood Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 

Kindergarten Endorsement . . . . . . . . . . . . . . . . . . . . . . . . . 60 

Reading Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 

Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 

Secondary and K-12 Education Certification . . . . . . . . . . 60 

Middle School Endorsements. . . . . . . . . . . . . . . . . . . . . . . 61 

English (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 

English Secondary Education Certification . . . . . . . . . . . . 63 

Language Arts Composite Secondary Education 

Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 

English Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 

Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 

Spanish Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 

Exercise Science (B.S.). . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 

Coaching Concentration . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

History (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 

History Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 

History Secondary Education Certification . . . . . . . . . . . . 68 

Interdisciplinary (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 

Mathematics (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 

Mathematics Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 

Mathematics Secondary Education Certification. . . . . . . . 70 

Media Studies (B.A.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 

Table of Contents 

3

Medical Technology (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . . 72 

Music (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 

Music Education (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 

Music Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 

Paramedic Technology (B.S.) . . . . . . . . . . . . . . . . . . . . . . . 74 

Political Science/History (B.A.) . . . . . . . . . . . . . . . . . . . . . 75 

Political Science Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 

Pre-Professional Programs . . . . . . . . . . . . . . . . . . . . . . . . .76 

Pre-Mortuary Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Medical–Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Dental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Veterinary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Physical Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Chiropractic Science . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

Pre-Medical–Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

Pre-Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 

Psychology (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 

Radiologic Technology (B.S.) . . . . . . . . . . . . . . . . . . . . . . .81 

Social Science (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 

Social Work (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 

Social Work Minor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 

Sociology (B.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 

Theology & Philosophy (B.A.) . . . . . . . . . . . . . . . . . . . . . .86 

Theology & Youth Ministry (B.A.) . . . . . . . . . . . . . . . . . .86 

Theology Minor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 

Pre-Seminary Interdisciplinary (B.A.) . . . . . . . . . . . . . . . . 87 

Joint B.A./M.Div. Program (with NABS) 3-3 . . . . . . . . . . 88 

Associate’s Degree Programs . . . . . . . . .89 

Business Administration (A.A.) . . . . . . . . . . . . . . . . . . . . .90 

Child Development (A.A.) . . . . . . . . . . . . . . . . . . . . . . . . .90 

Interdisciplinary (A.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 

Paramedic Technology (A.A.) . . . . . . . . . . . . . . . . . . . . . .90 

Social Science (A.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91 

Graduate Programs . . . . . . . . . . . . . . . . . .93 

Master of Business Administration (M.B.A.) . . . . . . . . . .94 

M.B.A. Graduate Courses . . . . . . . . . . . . . . . . . . . . . . . . . .95 

Fredrikson School of Education Graduate Programs . . . .97 

Master of Education (M.Ed.) . . . . . . . . . . . . . . . . . . . . . . .98 

Administrative Education Endorsements . . . . . . . . . . . . .100 

Master of Education in Teaching (M.Ed.) . . . . . . . . . . . .101 

M.Ed. Graduate Courses . . . . . . . . . . . . . . . . . . . . . . . . . .102 

Educational Specialist Degree Program 

for Superintendents (Ed.S.) . . . . . . . . . . . . . . . . . . . .105 

Educational Specialist (Ed.S.) Degree Courses 

for Superintendents . . . . . . . . . . . . . . . . . . . . . . . . . .106 

Collaborative Doctorate in Educational Leadership . . . .107 

4 Table of Contents 

Undergraduate Course Descriptions . .109 

Accounting (ACC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 

Art (ART) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 

Biology (BIO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 

Business (BUS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 

Chemistry (CHE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114 

Computer Science (COM) . . . . . . . . . . . . . . . . . . . . . . . .114 

Criminal Justice (CRJ) . . . . . . . . . . . . . . . . . . . . . . . . . . .116 

Communication Studies & Theatre (CST) . . . . . . . . . . . .116 

Economics (ECO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 

Education (EDU) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 

English (ENG) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120 

Exercise Science (EXS) . . . . . . . . . . . . . . . . . . . . . . . . . .122 

Fine Arts (FA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 

History (HIS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 

Health & Physical Education (HPE) . . . . . . . . . . . . . . . .124 

Liberal Arts (LAR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124 

Mathematics (MAT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 

Media Studies (MED) . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 

Music (MUS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 

Natural Science (NSC) . . . . . . . . . . . . . . . . . . . . . . . . . . .129 

Philosophy (PHI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 

Physics (PHY) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 

Political Science (PSC) . . . . . . . . . . . . . . . . . . . . . . . . . . .130 

Psychology (PSY) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130 

Sociology (SOC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131 

Spanish (SPA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 

Social Science (SSC) . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 

Social Work (SWK) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 

Student Development (SDV) . . . . . . . . . . . . . . . . . . . . . .134 

Theology (THE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 

Personnel . . . . . . . . . . . . . . . . . . . . . . . . . .137 

USF Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . .138 

USF Foundation Board of Directors . . . . . . . . . . . . . . . .138 

University of Sioux Falls Cabinet . . . . . . . . . . . . . . . . . . .139 

Academic Area Chairpersons & 

Graduate Program Directors . . . . . . . . . . . . . . . . . . .139 

Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 

Faculty Emeriti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 

Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 

Support Staff & Maintenance . . . . . . . . . . . . . . . . . . . . . .142 

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144

General 

Information

OUR MISSION 

The University of Sioux Falls, a Christian University in the 

liberal arts tradition, educates students in the humanities, sciences, 

and professions. The traditional motto of the University is Culture 

for Service, that is, we seek to foster academic excellence and the 

development of mature Christian persons for service to God and 

humankind in the world. 

Through programs in the humanities, sciences and professions, 

the University helps persons grow intellectually, discern truth and 

develop a Christian worldview. As a Christian institution, the 

University of Sioux Falls fosters in all members of its community the 

development of emotional maturity, physical well-being, 

interpersonal skills and values which reflect the character and 

teaching of Christ. 

The University of Sioux Falls is committed to the Lordship of 

Jesus Christ and to the integration of biblical faith and learning; it 

affirms that Christians are called to share their faith with others 

through lives of service. 

The University is affiliated with the American Baptist Churches, 

U.S.A. and welcomes students of any faith or denomination. 

ON THIS WE STAND 

The University of Sioux Falls affirms the historic Christian 

commitment to Jesus Christ as Prophet, Priest and King. As Christ, 

Jesus of Nazareth was God Incarnate in truly human form. As 

Prophet, He provided, through His life and teachings, the definitive 

revelations of God’s nature and the normative model for all human 

life. As Priest, Jesus overcame, through His death and resurrection, 

the separation between humanity and God resulting from sin. As 

King, He reigns in resurrected glory over the restoration of God’s 

peace and justice to creation. 

We affirm the authority of the Bible as God’s written Word. The 

Scriptures of the Old and New Testaments were given to God’s 

people by the Holy Spirit through human witness. Their purpose is 

to point us to Christ. Though they were written long ago, they speak 

to us and to the world in the present, calling us to peace with God 

and to reconciliation with each other. 

As a Christian institution, we are an academic community that 

seeks greater understanding in the light of our faith. Never content 

with our current knowledge of God or creation, we search openly 

and actively for new insights—in the humanities, the sciences, the 

professions—by which to advance human understanding and to 

serve God more effectively in the world. 

A CARING COMMUNITY 

The University of Sioux Falls seeks to be a Christian 

community of caring people. We want relationships among students, 

faculty and staff to reflect the love, trust, forgiveness and patience 

that are gifts of life in the Spirit of Jesus. 

This caring is seen in our support of each other as we study, 

teach and serve in God’s name. It is also evident in the way we 

challenge each other to excellence; we see our daily work as service 

to Christ and for God’s glory. Therefore, we seek to treat each person 

with love and our work with devotion. 

This campus community is open to people of different 

backgrounds, cultures and viewpoints. We are enriched by all the 

6 General Information 

diversity that God has created in the world. We need to learn to listen 

to each other and be alert for new insight, to respect each other 

without prejudging and to encourage each other to grow 

intellectually and spiritually. 

A SIGNIFICANT HISTORY 

On June 5, 1872, pastors and delegates of the nine Baptist 

churches in the Dakota Territory assembled in Vermillion for the first 

meeting of the Baptist Association. There they adopted the following 

resolution: “Resolved, that we take immediate steps for the 

establishment of an institution among us, and that we devote a 

suitable portion of time at each annual meeting to the consideration 

of this important subject, and give our individual and associated 

influence to encourage a more general and complete education of 

our youth under distinctively Christian influence.” 

In 1883, the school that was to become the University of Sioux 

Falls began offering both secondary and collegiate programs under 

the name Dakota Collegiate Institute. The name of the institution 

was changed to Sioux Falls University in 1885, with the secondary 

program being known as the Academy and the college department as 

Sioux Falls College. The college department graduated its first 

bachelor of arts student in 1904. As the college department grew, 

enrollment in the Academy began to drop, and trustees closed the 

Academy in 1925, leaving only Sioux Falls College. 

Between 1929 and 1931, Sioux Falls College became the heir 

of four other Baptist schools that had ceased operation. These 

schools were Des Moines University, Grand Island College, Cedar 

Valley Seminary, and Parker College. With the formal merger in 

1931 of Grand Island College and what was still legally Sioux Falls 

University, the corporate name of Sioux Falls College was formally 

adopted. 

Due to economic hardships, Sioux Falls College became a 

junior college in 1941 and returned to baccalaureate status in 1943. 

The ‘40s and ‘50s were times of financial difficulty at the college, 

but the ‘60s and early ‘70s were times of great growth. Seven 

buildings were erected in seven years and the college had a record 

enrollment that was not surpassed again for thirty years. 

The Board of Trustees voted in 1994 to change the name of 

Sioux Falls College to the University of Sioux Falls, effective 

January 1995. The change reflected a desire on the part of the board 

to “name the future,” one in which there would be growth in the 

student body, expansion of academic programs, especially at the 

graduate level, improvement in facilities, and enhancement of the 

reputation of the school. Dr. Mark Benedetto assumed the 

presidency of the University in 1997, and many of the changes 

envisioned by the board began to take shape. Pierce Gym renamed 

Pierce Hall, one of the historic buildings on campus, was remodeled, 

and another historic building, Glidden-Martin Hall was renovated 

during the 2001-02 academic year. The newly renovated building 

houses the Roger & Ruth Fredrikson School of Education and 

Center for Christian Thought. A major addition was made to the 

Stewart Center, and the Cleveland Professional Development Center 

and Mary Collier Baker residence hall were built. In September 

2004, the total student headcount reached 1586–the largest 

enrollment in the history of the institution. In the fall of 2005, the 

Bill and Marian Sullivan Faith and Living Center is scheduled to 

open. 

The University of Sioux Falls has come far since 1883, but it

emains faithful to the vision of its founders. The University affirms 

its heritage as a distinctively Christian college in the liberal arts 

tradition, fostering academic excellence and the development of 

mature Christian persons for service to God and humankind in the 

world. 

ACCREDITATION & AFFILIATIONS 

The University of Sioux Falls is fully accredited by The Higher 

Learning Commission, a commission of the North Central 

Association of Colleges and Schools (30 North LaSalle Street, Suite 

2400, Chicago, IL 60602-2504, phone 312-263-0456). In addition, 

the undergraduate and graduate teacher education programs are 

accredited by the National Council for Accreditation of Teacher 

Education (NCATE) and the social work program by the Council on 

Social Work Education (CSWE). All undergraduate and graduate 

teacher education programs are also approved by the South Dakota 

Division of Education. The undergraduate and graduate degree 

programs in the Vucurevich School of Business are accredited by the 

International Assembly for Collegiate Business Education. 

The University holds membership in the South Dakota 

Association of Independent Colleges, the Council of Independent 

Colleges, the Association of South Dakota Colleges and 

Universities, the American Association of Colleges for Teacher 

Education, and the Council for Christian Colleges and Universities. 

Proof of academic accreditation is located in the Vice President for 

Academic Affairs’ Office. 

ENVIRONMENT/LEGAL COMPLIANCE 

A Drug-Free Environment 

It is the policy of the University of Sioux Falls to maintain a 

drug-free environment. The use of alcohol or drugs on University 

property is prohibited, and the University of Sioux Falls certifies its 

compliance with Public Law 101-226, the Drug-Free Schools and 

Communities Act of 1989, as well as compliance with the Drug-Free 

Workplace Act of 1988. 

The University of Sioux Falls is committed to the development 

of mature Christian persons and, as such, seeks to provide 

opportunities whereby both students and employees may grow and 

develop in an environment free from alcohol and illegal drugs. 

Students and employees are expected to comply with all 

University regulations and all laws regarding the unlawful 

possession, use or distribution of alcohol or illegal drugs, both on 

campus and at University-sponsored events. 

Any student or employee who violates University policies, or 

breaks civil or criminal laws, must assume the penalties imposed by 

the appropriate authority. Specific regulations regarding the use or 

possession of alcohol or other drugs are described for students in the 

Student Handbook, on the USF website at www.usiouxfalls.edu, and 

for employees in the Faculty/Administrative Handbook and the 

Support Staff Handbook. 

Additional information or interpretation of these laws and 

policies may be obtained from the Dean of Students’ Office. 

CITY OF SIOUX FALLS 

Few small Christian universities enjoy the advantages that come 

from being located in a city the size of Sioux Falls. 

A growing community of more than 140,000 people, Sioux 

Falls has been rated by Time-Life’s Money magazine as one of the 

nation’s 10 best for quality of life. Small enough to retain the 

friendliness that characterizes the Midwest, it is also large enough to 

provide University of Sioux Falls students and graduates with 

excellent employment, cultural and entertainment opportunities. 

The largest city in the state, Sioux Falls can also boast of a 

booming economy, fresh air, clean water and safe neighborhoods. 

USF students study in a city that is a major banking and medical 

center, the site of credit card operations for several national 

companies, and the home of two large hospitals, a university medical 

school and numerous clinics. The city’s schools, businesses, and 

social and religious institutions make various internships, 

apprenticeships, supervised field instructions and student teaching 

assignments readily available. A modern city library supplements the 

resources of the University and other institutions of higher learning 

in Sioux Falls. Three network-affiliated television stations, 15 radio 

stations and South Dakota’s largest daily newspaper are all based in 

Sioux Falls. 

Located in the heart of the United States at the crossroads of 

Interstates 90 and 29, Sioux Falls is within convenient travelling 

distance of the beautiful South Dakota Black Hills; Minneapolis, 

Minn.; St. Paul, Minn.; Omaha, Neb.; and Des Moines, Iowa. 

Several major commercial airlines and bus lines serve the city. 

UNIVERSITY OF SIOUX FALLS 

CAMPUS 

Jorden Hall, built in 1908, is an historic landmark in Sioux 

Falls. It houses administrative services, classrooms and faculty 

offices. A major remodeling project was completed in 1980. Jorden 

Hall was remodeled again in 1994-95 to improve wiring, plumbing 

and air conditioning. Jorden Hall is often pictured on materials, such 

as letterhead, to identify USF. 

Joseph E. Salsbury Science Center, completed in 1967, 

contains scientific equipment, laboratories and classrooms for 

instructional programs in biology, chemistry, physics, mathematics 

and computer science. Located within are the Zbornik Lecture Hall 

and Warren W. Burgess Computer Science Laboratory. 

Reuben P. Jeschke Fine Arts Center, occupied in February 

1971, includes the Bright Music Halls, Abbott Hall of Art, Bernice 

Stier Jones Studio Theatre, and E. B. Meredith Chapel-Auditorium. 

It houses studios, classrooms and rehearsal areas for art, music, 

speech and drama. A television studio and two radio stations are also 

housed in the Fine Arts Center. 

Salsbury Student Center is the center of student social life. 

The campus dining hall, Student Development Office, and Student 

Association/Activities offices are located here. The Student Center 

was opened in 1963. 

Glidden-Martin Memorial Hall, completed in 1929 and 

remodeled in 2002, houses the Roger & Ruth Fredrikson School of 

Education and Center for Christian Thought. It contains classrooms 

and faculty offices for the Education and Theology & Philosophy 

departments and USF Campus Ministries. It is also the home for the 

American Baptist Churches of the Dakotas office. 

Pierce Hall was completed in 1923 and underwent major 

renovation in 2000. Once a site for athletic contests, it now contains 

the bookstore, mail room, locker rooms, training and weight 

General Information 

7

facilities, and offices for coaches, Fellowship of Christian Athletes, 

and the USF Buildings and Grounds department. 

Norman B. Mears Library, Norman B. Mears Library, 

completed in 1965, contains approximately 87,500 items. The 

library is a member OCLC, an international database of 58 million 

records; MINITEX a public supported regional consortium of 

academic, public, state agency, and other special libraries throughout 

the states of South Dakota, North Dakota, and Minnesota; and a full 

member of the South Dakota Library Network, a statewide network 

that provides an on-line catalog of member groups and on-line 

databases that give students a wide variety of full-text and abstracted 

periodicals and e-books. The library adds approximately 1,800 new 

book titles to the collection each year, subscribes to 385 periodical 

titles and a number of on-line databases. The library houses campus 

audiovisual equipment, a computer lab, a curriculum lab, an art 

gallery and the University archives. The library has endowed 

materials funds from the following sources: William Bush Library 

Book Memorial Fund (English materials), Louise E. MacKay 

Memorial Book Fund (well-illustrated fine arts materials), Dr. Ernest 

E. Smith Book Fund (education materials),and the Leonard & Nina 

Tripp Audio Visual Endowment Fund. 

The Stewart Center, the University’s physical education, 

wellness and athletic facility, opened in the fall of 1987. A 15,000square-foot 

expansion was completed in 2000. The new area 

contains offices, additional classrooms and new workout facilities. 

Contained in the 41,000-square-foot building are a 160-meter 

running track; three playing courts for volleyball, tennis and 

badminton; a full-size basketball court; four sets of locker rooms; 

areas for aerobic exercise and fitness machines; a whirlpool; and 

offices for faculty and coaches. 

The Cleveland Professional Development Center was 

completed in 2001. It is the home of the Vucurevich School of 

Business and includes a large auditorium, classrooms, seminar 

rooms, computer labs, faculty offices, and a boardroom. It also 

houses the Center for Women (CFW), the CFW Business Institute, 

and the USF Learning and Career Institutes. 

Patterson Hall, completed in 1978 has 23 one- and twobedroom 

apartments available to upperclass students. 

Grand Island Memorial Hall is a residence hall for 122 

women built in 1963. 

John W. Kroske Hall is a residence hall for 78 students built in 

1959. 

Warren W. Burgess Residence for Men can house 116 men 

built in 1966. 

Mary Collier Baker Hall completed in 2001 has 18 twobedroom 

apartments available to up to 72 upperclass students. 

Bill & Marian Sullivan Faith & Living Center is named in 

honor of Sioux Falls entrepreneur Marian Sullivan, a 1950 Sioux 

Falls College graduate, and her late husband, Bill. The Bill and 

Marian Sullivan Faith & Living Center, opening in 2005, is a home 

for nearly 200 undergraduates. The 3-floor residence hall offers 

contemporary suite-style living and the largest rooms on the USF 

campus. USF’s associate campus pastor leads faith and living forums 

in the new community residence hall. 

8 General Information

Admissions

ADMISSION REQUIREMENTS 

The University of Sioux Falls welcomes applications from 

prospective students of any age who would like to study, grow and 

pursue their educational goals in this academic and spiritual 

community. The University considers a variety of credentials for 

acceptance and generally admits students of above average ability as 

judged by ACT/SAT scores and high school class rank. 

Recommended High School Courses: 

1) Math: Algebra I & II, Geometry 

2) English: 4 years 

3) History: 3 to 4 years 

4) Science: 2 years 

5) Computer Science: 1 year 

APPLICATION PROCESS 

Those seeking admission should write, call or access USF’s 

website. 

Admissions Office 

University of Sioux Falls 

1101 West 22nd Street 

Sioux Falls, SD 57105-1699 

(605) 331-6600 

(800) 888-1047 

Fax: (605) 331-6615 

www.usiouxfalls.edu 

Students who prefer to apply online may do so at: 

www.usiouxfalls.edu/admissions/OnlineApp/Apply.html 

Applicants must submit the following materials: 

1) A completed application for admission 

2) A $25 matriculation fee which must accompany the 

application (non-refundable) 

3) Academic credentials: 

a. Official high school transcript listing credits, rank in 

class and cumulative grade point average, or certificate 

of GED scores 

b. High school juniors and seniors should supply the 

American College Test (ACT) or Scholastic Aptitude 

Test (SAT) results. Our code number for the ACT is 

3920 and for the SAT is 6651 

c. Official transcript from any post-high school 

coursework or institutions 

Notice to Applicants 

The University will promptly consider all applications when 

items 1-3 have been received. A notice of action taken will be sent to 

the prospective student immediately. 

Applicants Submitting GED Scores 

To be considered for full admission (without restrictions), 

applicants submitting GED scores must score a minimum of 2250. 

GED tests taken prior to 2001 with scores of 50 or above also meet 

the requirements for full admission. 

10 Admissions 

Early Admission for High School Students 

The University of Sioux Falls welcomes the application of 

students prior to completing their senior year of high school. An 

early admission decision will be granted to students who submit: 

1) A completed application for admission 

2) A $25 matriculation fee which must accompany the 

application (non-refundable) 

3) A high school transcript of credits for not fewer than six 

complete semesters (Grades 9-11) that demonstrates the 

achievement of two out of the three following academic 

credentials: 

a. Class rank in upper half or better 

b. 2.5 cumulative grade point average 

c. ACT profile report showing a composite score of 19 or 

better, or an SAT score of 900 or better 

The student is responsible for completion of the application 

process as outlined on this page and must provide a final transcript 

showing that he or she has graduated from high school prior to 

enrollment at the University of Sioux Falls. 

The American College Test (ACT) & Scholastic 

Aptitude Test (SAT) 

The University of Sioux Falls Admissions Office or local high 

school counselors can advise students on how to register for these 

tests. While these test results do not always determine the applicant’s 

eligibility for admission, the University requests profile reports from 

all candidates except those applicants over age 18. The University’s 

code for the ACT is 3920 and for the SAT is 6651. 

Part-Time Students 

Part-time students who enroll for more than two classes (6 

semester hours) of degree credit in any semester must complete the 

admission process. Any student who has accumulated 12 semester 

hours of credit at the University of Sioux Falls must complete the 

application process and matriculate to continue enrollment. Those 

who desire to become candidates for degrees must meet all degree 

requirements prior to graduation. Students planning to apply for 

financial aid must apply for admission. 

Transfer Students 

A student wishing to transfer to the University of Sioux Falls 

should follow the general application process. Official academic 

transcripts from each post-secondary institution previously attended 

must be submitted. 

Primary consideration for accepting previous credit from postsecondary 

institutions is based on accreditation. Credits for transfer 

will be evaluated after a complete application is received and an 

acceptance decision is rendered. 

Transfer students are granted full admission status with a 

minimum of 24 semester hours and a 2.5 CGPA. Transfer students 

who have been suspended from another institution must sit out for 

one semester before enrolling at USF. 

All courses with a “D” grade or higher may be used for 

graduation credit at the University of Sioux Falls and will be 

evaluated for fulfilling liberal arts core or major course requirements 

by the Registrar and the appropriate academic area chairperson. All

grades are recorded including “F”s and “I”s. “I”s are incompletes 

and carry zero grade points. Advanced standing will not be granted 

beyond 98 semester hours. The final 30 semester hours applicable to 

a B.A. or B.S. degree and at least half of major coursework must be 

taken at the University of Sioux Falls. 

Any graduate from an accredited A.A. or A.S. degree program 

is given junior standing upon matriculation at the University of 

Sioux Falls. Graduates of a junior college program receive a 

maximum of 64 semester hours to be applied toward the 128 hours 

required for graduation from the University of Sioux Falls. 

The University of Sioux Falls will accept credits from 

regionally accredited (e.g., North Central Association) vocationaltechnical 

schools. The transfer credit is limited to 15 semester hours 

of blanket elective credit for a completed one-year program from 

such a school. Credit for specific courses might be included in the 

limit of 15 semester hours. A completed two-year program will be 

accepted as 15 s.h. of elective credit, plus credit granted for specific 

courses judged to be equivalent to college coursework, up to a total 

of 30 s.h. 

Reactivation for Returning Students 

Any student who has withdrawn or been academically 

suspended must complete the Student Reactivate Application and 

contact the Director of Retention and Academic Advising for further 

registration instructions. Students who are readmitted from 

academic suspension will re-enter on academic probation, unless 

they have taken coursework at another institution and the new 

cumulative GPA is 2.0 minimum or above. Students who are 

readmitted after academic suspension must present a plan for 

overcoming previous issues and commit to completing a semester 

with acceptable grades. 

International Students 

Students from outside the United States are advised to begin the 

application process at least nine months prior to the anticipated 

enrollment date. Applicants must present complete official 

transcripts from secondary and post-secondary schools. 

Applicants whose native language is not English (including 

students with refugee immigration status living in the United States) 

are required to take the Test of English as a Foreign Language 

(TOEFL). A minimum score of 500 paper-based score, 173 

computer-based score, or 61 internet-based score, is required for full 

admission; 550 paper-based score, 213 computer-based score or 

above is recommended. USF does not currently offer an ESL 

(English as a Second Language) program. 

An international student who is accepted for admission to the 

University of Sioux Falls must pay the total amount due in U.S. 

dollars for a year of education prior to the beginning of the school 

year. When the application, TOEFL scores, transcripts and affidavit 

of support have been received and approved, an official I-20 form is 

provided, permitting the student to apply for a visa to study in the 

United States. 

Veteran Students 

Any student who is eligible for veteran’s benefits should contact 

the Office of the Registrar. This office will assist with the 

certification process. 

Military credits are evaluated according to guidelines set forth 

by the American Council on Education and published in the Guide 

to the Evaluation of Education Experiences in the Armed Services. 

Students requesting evaluation of military work should provide a DD 

Form 214 or a course evaluation done by the American Council for 

Education (ACE) to the Registrar. 

Enrollment Agreement with Southeast 

Technical Institute and Lake Area Technical 

Institute 

The University of Sioux Falls entered into an agreement with 

Southeast Technical Institute (STI) and Lake Area Technical 

Institute (LATI) which includes the following provisions. This 

agreement pertains only to those students who have received an 

A.A.S. degree from STI or LATI. 

• USF will offer an annual scholarship of $1,600 to any 

STI or LATI student who is a full-time day student at USF; 

• USF will guarantee acceptance of 64 LATI or STI credits 

(units) of coursework (any courses transferred into LATI or 

STI will be evaluated separately and may affect the total 

hours transferrable to USF); 

• Students will enter USF with a Junior level status; 

• USF will offer immediate entry into the Degree Completion 

Program; 

• Ability to earn a bachelor’s degree in only two years* 

*Some programs may require additional coursework 

to meet competencies. 

Further information regarding course equivalences and 

courses which can transfer when NOT part of an A.A.S. degree 

may be obtained in the Registrar’s Office. 

Articulation Agreement with Kilian 

Community College 

Students who transfer from Kilian Community College with an 

A.A. degree may transfer 64 s.h. and receive junior status at USF. 

Otherwise, courses are evaluated by the Registrar for possible 

transfer. A list of transferable courses is available in the Registrar’s 

Office. 

Taylor University College & Seminary 

A transfer program has been established with Taylor University 

College & Seminary (formerly known as North American Baptist 

College), Edmonton, Alberta, Canada, in which a student completes 

two years at Taylor and the last two years at the University of Sioux 

Falls. An associate’s degree is awarded by Taylor and a bachelor’s 

degree by the University of Sioux Falls. Coursework is articulated 

between the institutions to assure completion of any major within 

four years. 

Graduate Program Admission 

See Graduate Programs, pgs. 94 & 97. 

Non-Discrimination Policy 

The University of Sioux Falls accepts students without regard to 

race, color, national or ethnic origin, sex, handicap or age. The 

University policy of non-discrimination, which is in compliance 

with Title IX of the Education Amendment of 1972, includes 

admission practices, the administration of financial aid, educational 

Admissions 

11

and adjunct services and employment. 

Disability Services 

The University of Sioux Falls complies with the nondiscrimination 

requirements of Section 504 of the Rehabilitation Act 

of 1973 and the Americans with Disabilities Act of 1990 to ensure 

that no qualified person shall, solely by reason of disability, be 

denied access to, participation in or benefits of any program or 

activity sponsored by the University. For more information visit the 

web site at www.usiouxfalls.edu/stuserv/disabilities.htm. Students 

who need accommodations for a disability should contact the 

Student Development Office at (605) 331-6740. 

Harassment Policy 

USF holds the conviction that interpersonal relationships in its 

community should be conducted in accordance with the model of 

Christ's life and the enduring Christian commitment to human rights. 

The University reaffirms that it does not condone harassment 

directed toward any person or group within its community – 

students, employees, or visitors. Every member of the University 

should refrain from actions that intimidate, humiliate, or demean 

persons or groups, or that undermine their security or self-esteem. 

Harassment consists of abusive behavior directed toward an 

individual or group because of race, ethnicity, ancestry, national 

origin, religion, gender, sexual orientation, age, or physical or mental 

disabilities, including learning disabilities, mental retardation, and 

past/present history of a mental disorder. 

In implementing and enforcing this policy, the University 

recognizes as a primary concern the protection of personal safety, 

human dignity and individual self-respect, both of complainant(s) 

and of alleged violator(s). Every attempt will be made to protect any 

complainant or alleged violator from further harassment or injury. 

Strict confidentiality will be maintained. Unsubstantiated case 

records will be kept in the employee's/student's confidential file for 

a minimum of three years, after which time those records will be 

destroyed. Substantiated case records will be kept in the 

employee's/student's confidential file while he/she is a member of 

the University community and for a minimum of three years 

following termination. 

All members of the University community are responsible for 

the maintenance of a social environment in which people are free to 

work and learn without fear of discrimination and abuse. Offensive 

or harassing behavior will not be tolerated against any student, 

employee, vendor, customer, or others who enter our institution. This 

policy against harassment will be communicated to each employee 

and student of the institution through the appropriate handbook. No 

employee or student will be exempt from this policy. 

Sexual Harassment Policy 

Sexual harassment is an abuse of power that is demeaning and 

interferes with the ability to work or participate in an educational 

setting. Under state law, sexual harassment is a form of sex 

discrimination and is illegal. Sexual harassment is defined as sexual 

advances, requests for sexual favors, and other verbal or physical 

conduct of a sexual nature when one of the following is met: 

1. submission to or rejection of such conduct by an individual is used 

as a basis for employment decisions, a criterion for evaluation, or a 

basis for academic decisions or other decisions affecting such 

individual; or 

12 Admissions 

2. such conduct has the purpose or effect of unreasonably interfering 

with work performance or educational experience or creating an 

intimidating, hostile, or offensive work or educational environment; 

or 

3. submission to such conduct is made either explicitly or implicitly 

a term or condition of the individual's employment or of the 

individual's status in a program, course, or activity. 

Sexual harassment encompasses any sexual attention that is 

unwanted and can take many forms, but most sexual harassment falls 

into three categories: verbal, visual, and physical. All forms of sexual 

harassment cause the victim to feel uncomfortable or threatened by 

the behavior and may cause the victim to fear retaliation such as the 

loss of job or poor grades. 

Please note that sexual assaults may be criminal acts, and, as 

such, investigation and processing by the criminal justice system, 

local police, and crisis intervention centers may supersede the 

process developed under this policy. 

Any employee or student of the University of Sioux Falls who 

believes that he or she has been or is being harassed and/or 

discriminated against, should immediately report it to the 

appropriate officer as outlined under "Grievance Procedure." The 

University of Sioux Falls has established a grievance procedure. 

Information for students is available from the Dean of Students.

Financial 

Aid

TUITION & FEES 

The Board of Trustees reserves the right to adjust tuition and fees 

presented in publications at any time. 

Tuition and fees vary according to the number, and character, 

of credit hours registered. A regular tuition charge applies to all 

students meeting the criteria for full-time status. Full-time status 

is attained with enrollment of 12 to 16 semester hours of 

coursework, and entitles a student to receive up to four credit 

hours, taken during the Interim period, at no additional charge. 

Each semester hour exceeding 16 hours is considered overload, 

billed at a per credit hour rate. 

Special fees may apply to a student, dependent on individual 

circumstances. Examples of special fees include, but are not 

limited to, application fees, graduation fees, music lessons, 

transcripting fees, and fees to audit classes. 

Residence costs vary depending on living situation and meal 

plan selected. No refund is given on room charges after the first 

week of classes. Board will be pro-rated by the week until the end 

of the semester. 

Graduate and DCP students are charged according to a 

specialized tuition and fee structure. 

Current costs for traditional undergraduate programs can be 

viewed on the USF website in the cost of attendance section for 

prospective students. Graduate and DCP program costs are 

available online in their respective academic sections. 

Insurance 

USF students are required to carry health insurance. If students 

are not covered under their family’s insurance, it would be to the 

student’s advantage to check with an insurance representative for 

advice concerning coverage. (See the USF Student Handbook for 

additional information.) 

Senior Citizen Tuition Waiver 

Any person age 60 or over who is not applying for financial aid 

is eligible for a 80 percent Senior Citizen Tuition Waiver at the 

University of Sioux Falls on a “space available” basis. This policy 

applies to all college credit courses, including all full-time day, parttime 

day, evening, Summer School, Center for Women and interim 

courses up to a maximum of six hours. It does not apply to classes 

taken for “audit,” Center for Women non-credit courses, APriL 

(Assessment of Prior Learning), workshops, Degree Completion 

Program and graduate studies. 

Terms of Payment 

Tuition, fees, board and room are payable in advance or at 

the time of registration. No student is officially enrolled until all 

financial arrangements have been completed and prior charges have 

been paid. Overdue accounts are subject to a 12 percent annual 

interest charge. 

The academic year at the University of Sioux Falls is divided 

into three parts: Fall semester, Interim term, and Spring semester. 

The Interim term is an integral part of the academic year. Payment 

of tuition for Fall or Spring semester entitles a full-time (excluding 

DCP) student to an Interim course (up to 4 credit hours) without 

additional cost. Students who contract for board or room in a 

residence hall during the Fall or Spring semester will not be charged 

14 Financial Aid 

extra for the Interim. Since no charges are assessed, no refunds will 

be granted if students choose not to attend school during Interim. 

An Installment Payment Plan is available to spread costs over 

each semester. Payments must be kept current to re-enroll. 

Application must be made through the Student Accounts Office. 

Transcripts of credits earned and the granting of degrees are 

contingent upon the full payment of money due to the University. 

Institutional Refund Policy 

This policy applies to students who withdraw from a class or 

classes, reducing his or her enrollment status to less than full-time, 

and it applies to students who completely withdraw from school and 

have not applied for or been awarded Federal Title IV financial aid. 

The amount of the refund will be determined by the following 

University of Sioux Falls Institutional Refund Policy. 

First Week 100% 

Second Week 90% 

Third Week 50% 

After Third Week NO REFUND 

Students receiving Federal Title IV financial aid will have their 

refunds applied to the aid program from which the student received 

the funding based on the calculation in the Federal Return of Title IV 

Funds Policy. Students receiving institutional aid will have their aid 

refunded based on the Institutional Refund Policy and the Federal 

Return of Title IV Funds Policy when applicable. 

The refund policy for summer sessions is published in the 

course offering booklet for those terms. No refunds will be issued 

after the third day of classes. Federal Title IV aid refunds are 

calculated based on those sessions. 

Policy for Reserves Called to Active Duty 

The University of Sioux Falls wants to minimize 

inconveniences and disruptions that may be caused when students in 

the reserves are called to military duty. The following policy became 

effective September 1, 2001, for enrolled students. 

1. Any student called to active duty may withdraw from all courses 

and receive a 100% refund of tuition and fees. 

2. If the student is called to active duty after mid-term and if time 

permits, the student may request permission from the instructor to 

receive an Incomplete in the course. No refund would be issued. 

3. A copy of the student’s orders must be provided to the Office of 

the Registrar with a signed letter indicating whether the student is 

withdrawing or requesting Incomplete grades. 

4. Grades of “W” will be assigned for those students choosing the 

withdraw option. 

5. Students receiving financial aid will be subject to the refund 

policies for the agencies sponsoring the aid. 

6. Degree Completion or MBA students would not receive a refund 

but would continue the program with a current group upon their 

return. In the event a student does not or cannot return to the 

program, there would be a 100% refund of tuition and fees for that 

course (or component) provided the request is made within two 

months of the student’s return from active duty. 

7. Refunds for room and board would be for the unused portion only. 

Questions concerning this policy should be directed to the 

appropriate office:

Office of the Registrar 605-331-6732 

Residence Life 605-331-6620 

Financial Aid 605-331-6623 

Student Accounts 605-331-6640 

Federal Return of Title IV Funds Policy 

This policy applies to all students who have been awarded 

Federal financial aid (including FFELP loans). The University of 

Sioux Falls is in compliance with the Higher Education 

Amendments of 1998. This refund policy provides a fair and 

equitable refund for students who have applied for and been awarded 

Title IV funds and completely withdraw from the University. In 

order for refunds to be calculated accurately a student must complete 

official withdrawal forms. The official withdrawal date is the date a 

student initiates withdrawal. For undergraduate students the official 

office to begin withdrawal is the Office of Retention and Academic 

Advising. For the Degree Completion Program and all graduate 

programs, official withdrawal notice must be given to the director of 

the respective program. Failure to withdraw officially will result in 

grades of "F". 

This Federal Return of Title IV Funds Policy does not apply to 

students who withdraw after 60 percent of the enrollment period has 

elapsed. 

The University of Sioux Falls will calculate refunds based on a 

percentage of the period of enrollment completed on the date of 

withdrawal. The number of days completed in the enrollment period 

will be divided by the total number of days in the enrollment period 

to determine the percentage of aid to be refunded. If no date of 

withdrawal can be determined, the University of Sioux Falls will use 

the midpoint of the semester as the date of withdrawal. No refund 

will be calculated after 60 percent of the enrollment period has 

elapsed. 

In accordance with the mandated Federal Return of Title IV 

Funds Policy, refund amounts calculated for Federal Title IV 

programs will be returned to the aid programs in the following order: 

1) Federal Unsubsidized Stafford Loan 

2) Federal Subsidized Stafford Loan 

3) Federal Perkins Loan 

4) Federal PLUS Loan 

5) Federal Pell Grant 

6) Federal SEOG Grant 

7) Other Title IV assistance for which a return is required. 

If the Federal Return of Title IV Funds Policy allows for a 

"Post-Withdrawal Disbursement" to the student, the student will be 

notified by mail. The student will also be notified by mail of any 

refunds the University is required to make to Federal Title IV 

programs as well as any refunds (repayments) that the student is 

required to make. 

The Return of Title IV Funds calculation may result in an 

amount that must be repaid by the student. Federal regulation 

mandates that the student repay the Title IV programs in the same 

order as the refund made by the institution on behalf of the student. 

If the repayment is to a FFEL Program, it can be made in accordance 

with FFELP regulations. 

FINANCIAL AID 

The University of Sioux Falls offers a comprehensive financial 

aid program to provide students the opportunity to attend college. In 

addition to awarding University scholarship and work programs, 

USF participates in the federal financial aid programs as well as 

programs with churches and private agencies. More than 95 percent 

of the students at USF are presently receiving some type of financial 

aid. 

The primary responsibility for financing a college education 

rests upon the student and the student’s family. Financial aid funding 

is intended to supplement these sources. The University of Sioux 

Falls participates in Federal Title IV financial aid programs that are 

based on need. Financial need is determined when a student 

completes the Free Application for Federal Student Aid, also called 

the FAFSA. The result of the FAFSA is the Expected Family 

Contribution (EFC). Not all financial aid is based on need. There are 

federal and non-federal loan programs that are not based on need. 

The University of Sioux Falls gives strong consideration to a 

student’s academic achievements, talents, leadership strengths and 

Christian commitment. Because of this, all students who are 

planning to enroll in at least six credit hours are encouraged to use 

the FAFSA to apply for financial aid. 

How to Apply for Aid 

1. Complete the Application for Admission to the University of 

Sioux Falls. 

2. Complete the Free Application for Federal Student Aid 

(FAFSA) at www.fafsa.ed.gov listing the USF code 003469. 

A paper FAFSA is available from your high school guidance 

counselor or the USF Financial Aid Office. 

3. The USF Financial Aid staff will review applications and 

determine eligibility. Financial Aid will be awarded based 

on need, merit, and availability of funds. The student then 

receives an award letter as official notification of assistance. 

4. Research financing options: loans, payment plans, outside 

scholarships and grants, and part-time employment. 

When to Apply 

The priority date for applying for financial aid is 

March 1. Financial aid applicants must be aware that awards are 

granted in accordance with the funds available at the time and that 

some programs have limited funding. Therefore, it is very important 

that a student apply early in order to be considered for all types of 

aid available. 

University of Sioux Falls scholarships and grants will be given 

only to full-time students (12 or more credit hours per semester) with 

a cumulative grade point average of 2.0 or above. Incoming students 

must have a 19 composite score on the ACT or an upper-half class 

rank in high school. Transfer students who have 24 hours completed 

must have at least a 2.0 cumulative GPA. 

Degree Completion students are not eligible for USF 

institutional aid. Students who have completed their 

graduation/degree requirements as defined by the USF Registrar are 

not eligible to receive USF institutional aid. Institutional financial 

aid is designated to students seeking their first undergraduate 

baccalaureate degree. 

Many USF institutional scholarships are limited to four-year 

Financial Aid 15

awards. Students continuing into a fifth year, or ninth semester, 

should consult the USF Financial Aid Office as to what financial aid 

he or she would be eligible for. 

Students who have completed their first baccalaureate degree 

are not eligible for institutional aid. 

Aid is awarded on a yearly basis. A new FAFSA is required for 

each award year (fiscal year). Aid may be continued, increased or 

decreased according to the financial conditions existing at the time 

the application for renewal is processed. Institutional aid awarded to 

a student upon initial entrance to USF is the institutional aid USF is 

committed to offering that student during their time at USF, provided 

the student maintains the standards of eligibility. All applicants will 

receive notification of award via an official award notification letter. 

If a family has more than one member applying for financial 

assistance, each must submit an application. 

The University of Sioux Falls complies with the Drug-Free 

Schools and Communities Act of 1989 and certifies compliance in 

its distribution of federal financial aid to eligible students. Any 

student found guilty of a violation of University policy regarding 

alcohol or drug possession, use or distribution may lose 

institutional and/or external financial aid. 

Tuition Exchange Programs 

The University of Sioux Falls is a participating member in three 

tuition exchange programs: Council for Christian Colleges and 

Universities, Council for Independent Colleges, and Tuition 

Exchange, Inc. Students eligible to participate in the tuition 

exchange programs are those whose parent works full-time at an 

institution who participates in any of these exchange programs. The 

school for which the parent works is considered the “host” school. 

Students complete an application for an exchange program through 

the host school who then submits the application to a participating 

school. Each school has its own application deadline and notification 

process. Tuition benefits at each participating institution vary. 

Students are encouraged to apply for programs early as space is 

limited at most institutions. Some tuition exchange programs require 

annual renewal. 

USF accepts a limited number of incoming tuition exchange 

student participants each year. Students must be accepted for 

admission without restriction in order to be considered for a tuition 

exchange benefit. USF begins reviewing applications for the fall 

semester in February. Students are encouraged to complete the Free 

Application for Federal Student Aid (FAFSA) to help offset 

additional tuition fees not covered by the program exchange. USF’s 

tuition exchange liaison officer is located in the Financial Aid Office. 

TYPES OF AID AVAILABLE 

University of Sioux Falls Scholarships & 

Grants 

The Board of Trustees reserves the right to change or adjust 

institutional scholarships and grants presented in this document at 

any time. The following scholarship award amounts are for the 

2005-2006 academic year. All awards require the maintenance of a 

2.0 cumulative grade point average (CGPA) for renewal unless 

otherwise noted. 

Joseph E. Salsbury Scholarship The endowed gift from the Joseph 

E. Salsbury Foundation funds scholarships for a select group of 


students at the University of Sioux Falls known as Salsbury Honors 

Scholars. The scholarship will provide awards worth $36,000 over 

four years. 

Students with a score of 30 or higher on the ACT (1320 or 

higher on the SAT) automatically qualify for the award. Students 

scoring 27, 28, or 29 on the ACT (1210-1310 on the SAT) will also 

be eligible to receive this award if they demonstrate extraordinary 

achievement and potential through the application and interview 

process. The application deadline is January 15, and awards are 

based on the qualifying scores that have been achieved as of that 

deadline. This scholarship is renewable for three years with a 3.2 

CGPA. Transfer students are not eligible. Students are required to 

live in University housing for all four years. Students who petition to 

live off campus and are approved will forfeit a portion of their 

scholarship amount. 

Trustee Scholarships The Trustee Honors Scholarship is a 4-year 

award of $24,000. An interview is required to receive this award. 

Students scoring at least 27 on the ACT (1210 on the SAT) are 

eligible to apply for the scholarship. The application deadline is 

January 15, and awards are based on the qualifying scores that have 

been achieved as of that deadline. The scholarship is renewable for 

three years with a 3.2 CGPA. Transfer students are not eligible. 

Students are required to live in University housing for all four years. 

Students who petition to live off campus and are approved will 

forfeit a portion of their scholarship amount. 

Harold W. and K. Lorette Lackey Presidential Scholarship The 

Presidential Honors Scholarship is a 4-year award of $20,000. 

Students scoring at least 27 on the ACT (1210 on the SAT) are 

eligible to apply for the scholarship. An interview is required in order 

to receive this award. The application deadline is January 15, and 

awards are based on the qualifying scores that have been achieved as 

of that deadline. The scholarship is renewable for three years with a 

3.2 CGPA. Transfer students are not eligible. Students are required 

to live in University housing for all four years. Students who petition 

to live off campus and are approved will forfeit a portion of their 


National Merit Finalist Scholarships A limited number of full 

comprehensive educational fee scholarships are awarded to National 

Merit Finalist students. This scholarship is renewable with a 3.5 

CGPA. Transfer students are not eligible. Students are required to 

live in University housing for all four years. Students who petition to 

live off campus and are approved will forfeit a portion of their 


Academic Scholarships Consideration is given to high school 

seniors in the top 25 percent of their graduating class or with an ACT 

score of at least 23. Upperclass students and transfer students with a 

CGPA of 3.0 or higher are also considered. Students must maintain 

a 3.0 CGPA for renewal. 

Academic Area Award An award of up to $2,000 recommended by 

a member of the University of Sioux Falls faculty to a qualified 

prospective student. This award is presented in the form of a 

certificate to a student who has not yet applied or been accepted for 

admission to the University. 

Board of Trustee Award, Former Trustee Award & Foundation 

Board Award The trustee awards are designed to introduce a 

prospective student to the University of Sioux Falls. The $2,000 

award is presented in the form of a certificate to a qualified student 

who has not yet applied or been accepted to the University.

Baptist Student Award This award is given to Baptist students who 

must give evidence of membership and “active participation” in a 

Baptist church. A special application must be completed for this 

award. 

Partners Program The University of Sioux Falls will match every 

dollar a student’s church provides, up to $1,000 per year. The 

student’s church must sign the Partners Agreement form and return 

it to USF prior to April 1 each year. Funds are limited and therefore 

a priority or deadline date is necessary. Contact the Admissions 

Office or Financial Aid Office for the agreement form. 

Bailey Wyoming Scholarship A $2,000 scholarship is available to 

a limited number of students who are residents of Wyoming. 

Minimum academic requirements are an ACT score of at least 19 or 

class rank in the upper half of one’s high school graduating class. 

Transfer students must have a 2.0 GPA. Priority selection is given to 

students completing and submitting an application form prior to 

February 1. 

Johnson Leadership Scholarship Students demonstrating active 

involvement and leadership ability in high school, community and 

church are encouraged to apply for this scholarship opportunity. A 

limited number of scholarships are available to new students each 

year and a separate application is required by the February 1st 

deadline. Transfer students, Honors Scholarship recipients and FCA 

Scholarship recipients are not eligible. 

Fellowship of Christian Athletes (FCA) Scholarship This 

scholarship opportunity is for students involved in an active FCA 

Huddle demonstrating community involvement, Christian leadership 

and athletic achievement. February 1st is the deadline for these 

application forms. Scholarships are offered to a limited number of 

new students each year. Transfer students, Honors Scholarship 

recipients and Johnson Leadership Scholarship recipients are not 

eligible. 

Family Grant The University of Sioux Falls grants assistance to 

families who have two students attending USF at the same time as 

undergraduate students. A separate application is required and can be 

obtained from the Admissions or Financial Aid Offices. 

Legacy Award Students whose parents or grandparents graduated 

from Sioux Falls College or the University of Sioux Falls are 

considered for this award. A separate application is required and can 

be obtained from the Admissions or Financial Aid Offices. 

Southeast Technical Institute Transfer Grant This $2,000 award 

is given to students who transfer to USF following the completion of 

their associate’s degree from Southeast Technical Institute and the 

transcribing of credits to USF. 

University of Sioux Falls Participation Grants 

& Scholarships 

Participation grant and scholarship recipients must meet all 

admission requirements of the University. They must also have an 

ACT score of 19 or above or be ranked in the upper half of their high 

school graduating class. Upperclass students and transfer students 

must have a CGPA of 2.0 or above. 

Music Participation Grant The University of Sioux Falls offers a 

number of Music Participation Grants to selected students with 

outstanding musical ability. Awards may be made in voice, keyboard 

and instrumental performance areas. These awards stipulate that 

recipients participate in school musical organizations and private 

music lessons. Selection of recipients and the amounts are 

determined by competitive audition and completed application. 

Music Performance Scholarship A performance scholarship is 

recommended by University of Sioux Falls Music Department 

faculty to a qualified freshman or upperclassman. A competitive 

audition and application is required. These awards are given without 

regard to financial need and recipients are expected to participate in 

a major music organization on campus and to take private lessons. 

The award is renewable. 

Theatre/Speech Participation Grant Selection of recipients and 

grant amounts are determined by competitive audition and a 

completed application form. The grant is renewable annually with 

new auditions. The award stipulates that recipients must participate 

in college dramatic productions and organizations. 

Athletic Participation Scholarship The University of Sioux Falls 

offers a number of Athletic Participation Scholarships to selected 

male and female students with outstanding athletic ability. These 

scholarships vary in amount and are awarded annually, based on the 

talents of the individual. Renewal is dependent upon the judgment of 

the coaches and maintaining standards of eligibility. 

Financial Aid 

17

Endowed Scholarships 

The University of Sioux Falls has received generous designated funds from friends, alumni and businesses with the purpose of establishing 

endowed scholarships. Some of these scholarships are awarded according to certain stipulations. From the information supplied on endowed 

scholarship applications and applications for financial aid, USF awards these scholarships: 

American Association of University Women Endowed 

Scholarship 

Ames Memorial Scholarship 

John Aning Memorial Trustee Scholarship 

Bailey-Wyoming Endowed Scholarship 

Harold and Bertha Ballenger Memorial Scholarship 

Ella Lillibridge Barron Speech, Drama & Forensics 

Memorial Scholarship 

Gretha Bates-Marlin Scholarship 

Leon and Darline Thole Bill Endowed Scholarship 

Clara Blatherwick Memorial Scholarship 

Ballard and Joyce Blount Endowed Scholarship 

Earl and Betty Bonacker Endowed Scholarship 

Boyd Volleyball Scholarship 

Lenore S. Brady Memorial Scholarship 

JoAnn and Kurt Brenner Endowed Scholarship 

Dr. Lee Bright Memorial Scholarship 

Gertrude Bryan-Grim Memorial Scholarship 

Guildford D. Bryan Memorial Scholarship 

Lena Bryan Memorial Scholarship 

Joseph and E. Vicky Burcham Endowed Scholarship 

Nettie Belle Butler Memorial Scholarship 

Stephen and Viola Butler Memorial Scholarship 

Viola C. Chase Endowed Scholarship 

Dave and Mary Jo Christensen Endowed Scholarship 

Jason Christensen Memorial Scholarship 

Christenson Adult Learner Scholarship 

Christian Ministry Scholarship 

Rev. J. Clyde and Mary E. Clark Endowed Scholarship 

Class of 2004 Endowed Scholarship 

George Collins Drama & Speech Memorial Scholarship 

J.D. Coon Memorial Scholarship 

A.J. Cooper Memorial Scholarship 

Cougar Athletic Foundation Endowed Scholarship 

Dale and Hazel Cramer Memorial Scholarship 

Olive and John Cressey Memorial Scholarship 

Danish Baptist Scholarship 

Barbara Hughes Dappen Memorial Endowed Scholarship 

Barry Davison Memorial Scholarship 

DeGroot Family Endowed Scholarship 

Abel and Norma DeGroot Trustee Scholarship 

Ray and Pearl DeKramer Athletic Scholarship 

Dakota Corps Endowed Scholarship 

Mary Ann Dennis Endowed Scholarship 

Des Moines University Foundation Scholarship 

Freda Dirksen Memorial Scholarship 

Viola Doty Memorial Scholarship 


Dr. Firman A. Early Memorial Scholarship 

Mr. and Mrs. J.G. Eddy Memorial Endowed Scholarship 

Edwards Family Scholarship 

Egger Steel Company Scholarship 

William and Helga Eichel Endowed Scholarship 

Ferguson Endowed Scholarship for Religion or Music 

Fett Health Science Scholarship 

Reuel Clark and Eva Wood Finley Endowed Scholarship 

Wilber J. and Joann L. Fitch Endowed Scholarship 

Mary Goldenstein Foster Speech Scholarship 

Ruth Fredrikson Endowed Scholarship 

Friends Endowed Scholarship 

Lysle H. Gaffin and Mary L. Gaffin-Wagner Endowed 

Scholarship 

Ruth M. Garhart Memorial Music Scholarship 

Richard M. and M. Louise George Memorial Scholarship 

Gibbon Baptist College Memorial Scholarship 

Alfred M. and Faye Gowan Memorial Endowed 

Scholarship 

Grand Island College Foundation Scholarship 

Mamie and Vernon Gretschmann Memorial Scholarship 

Phyllis E. Griffin Memorial Scholarship 

David S. and Paul B. Haram Memorial Scholarship 

Tom Harkison Memorial Scholarship 

Dr. Alvin and Evella Harsch Christian Service 

Scholarship 

Sammie I. Hasegawa Endowed Scholarship 

Melvin C. and Laura C. Haugse Endowed Scholarship 

John E. and Ina Goff Hiigel Endowed Memorial 

Scholarship 

Ethel Hildebrand Memorial Health Science Scholarship 

Roy W. Hodges North Dakota Memorial Scholarship 

Ernest V. Hoffman Endowed Scholarship 

Cyril and Edna Horn-McGowan Iowa Memorial 

Scholarship 

House Endowed Scholarship 

Tony L. and Kathleen Houseman Endowed Scholarship 

Wesley and Verla Husman Memorial Scholarship 

Helen Kasten Jensen Endowed Memorial Scholarship 

Bernice Stier Jones Communication Studies and Theatre 

Endowed Scholarship 

Steven Kamm Memorial Scholarship 

Robert C. King Memorial Music Scholarship 

Helen Knipping Endowed Music Scholarship 

Koch Hazard Baltzer Endowed Scholarship 

Leonard V. Kowalski Memorial Music Endowed 

Scholarship 

Ernest and Laura Krueger Memorial Trustee Scholarship 

Ernest and Laura Krueger Natural Science and Math 

Scholarship 

Reuben and Vera Kruschwitz Memorial Scholarship 

Harold W. Lackey Endowed Scholarship 

Harold W. and K. Lorette Lackey Scholarship 

A.O. and Margaret Larsen Endowed Scholarship 

Chong Hi Lee Memorial Scholarship 

Opal Leonard Speech and Theatre Memorial Endowed 

Scholarship 

John and Linda Lillibridge Endowed Scholarship 

Tom and Cindy Lillibridge Endowed Scholarship 

Wayne W. Loftis Memorial Scholarship 

Barrett Lowe Memorial Scholarship 

George L. Macha Business/Trustee Scholarship 

Louise E. MacKay Memorial Scholarship 

Leola Marshall Memorial Scholarship 

Gene Mashek Memorial Endowed Scholarship 

Kenneth and Jo Ann Mattheis Endowed Music 

Scholarship 

Evelyn McKillop Endowed Elementary Education 

Scholarship 

James O. McLellan Memorial Scholarship 

Loretta Braese Merrill and James J. Merrill Endowed 

Scholarship 

Mid-American Baptist Churches Scholarship 

Adam Bruce Millikan Memorial Endowed Scholarship 

Mitchell, SD First Baptist Church Memorial Scholarship 

Annadell Morgan Memorial Scholarship 

Mabel Mortensen Memorial Scholarship 

Oliver and Lillian Nelson Memorial Scholarship 

Oliver and Lillian Nelson Trustee Scholarship 

Newport Endowed Scholarship 

Clifford Nickerson Endowed Scholarship 

Dr. Janet L. Norberg Endowed Scholarship 

Paul L. and Stanley A. Norberg Athletic Scholarship 

Robert Olson Memorial Scholarship 

Dr. Ernest Sterling Palmerton Memorial Scholarship 

Frank Patterson Endowed Scholarship 

Gail Patterson Endowed Scholarship 

Dr. Perry W. Patterson Theatre Scholarship 

Raymond Arthur Paul and Marie Priscilla Luellah Paul 

Endowed Scholarship 

Scott Pennock Memorial Scholarship 

Belle Bryan Peterson Memorial Scholarship 

Merton Peterson Memorial Scholarship 

Margaret Pink Memorial Scholarship 

Lillie Porter-Bryan Memorial Scholarship 

Bernice Ptacek Endowed Scholarship

Endowed Scholarships continued 

Raven Industries Endowed Scholarship 

Reader’s Digest Foundation Endowed Scholarship 

Martha and Milo Rice Memorial Scholarship 

Rock Springs First Baptist Endowed Scholarship 

Rodriguez Christian Mission Scholarship 

Henry R. Roose Memorial Scholarship 

Rowe/Hinkel Leadership Scholarship 

Glenna Rundell Endowed Scholarship 

Elmer Rustad Athletic Scholarship 

Max and Lorraine Rysdon Trustee Scholarship 

Phil and Jimmie Rysdon Endowed Scholarship 

Salsbury Foundation Scholarships 

Paul Scaringi Endowed Scholarship for Religious Studies 

William and Shirley Schaper Endowed Music 

Scholarship 

Wayne and Lucile Schmitz Endowed Scholarship 

Fred and Mary Schwabenland Memorial Academic 

Scholarship 

Fred and Mary Schwabenland Memorial Trustee 

Scholarship 

John Freeman and Dorothy Borrow Shaw Endowed 

Scholarship 

George L. and Doris M. Shaw Memorial Scholarship 

Cash Scholarships 

American Baptist Women Ministries Scholarships 

Availability Employment/Loftesness Adult Learner 

Scholarship 

Earl and Betty Bonacker Cash Scholarship 

George Boom Funeral Home Scholarship 

Center for Women Scholarship 

Coldwell Banker Cash Scholarship 

Convencion Regional Bautista Dios Con Nostros 

Student Scholarship 

Dacotah Bank Business Scholarship 

Dakota Corps Cash Scholarship 

Barbara Hughes Dappen Memorial Cash Scholarship 

Daughters of the American Revolution (DAR) 

Scholarship 

DeGroot Family Scholarship 

Jeanie Sherman Memorial Scholarship 

Helen Beede Sill Scholarship for English 

Singer Speech and Theatre Scholarship 

Sioux City First Baptist Scholarship 

Somerset-Minnesota Trustee Scholarship 

H. Almeda Sorenson Memorial Scholarship 

Edna M. Spencer Scholarship 

Dr. Fred and Mary Stahmann Endowed Scholarship 

A.O. and Lillian Stewart Memorial Scholarship 

Florence E. Stewart Memorial Scholarship 

Everett Sugarbaker Memorial Scholarship 

Sullivan Endowed Scholarship 

Elmer Taylor Endowed Scholarship 

Clara Terry Memorial Trustee Scholarship 

Robert and Clara Terry Christian Ministry Scholarship 

Larry Terveen Memorial Endowed Scholarship 

Ralph and Kathleen Tingley Endowed Scholarship 

Fern E. Tolliver Memorial Scholarship 

M. Lucille Burgett Trautner Memorial Scholarship 

Trent Baptist Church Endowed Scholarship 

United Christian and Baptist Scholarship of Kalona, IA 

USF Alumni Scholarship 

Mary Ann Dennis Cash Scholarship 

Leonard and Irene DeSchepper Munson Cash 

Scholarship 

First Premier Bank Scholarship 

Jolaine Wollman Gerlach Cash Scholarship 

Tim and Glenda Glasser Cash Scholarship 

Handong University/USF Partnership Cash Scholarship 

Jon E. Hansen Memorial Cash Scholarship 

Dorothea E. Howard Trust Cash Scholarship 

HSBC Card Services Scholarship 

Humanitarian Cash Scholarship 

Dr. Thomas F. and Michele E. Johnson Leadership 

Scholarship 

LAR Faculty Award for Liberal Thought and 

Expression 

USF Endowed Scholarship 

USF Vocational Ministry Scholarship 

Van Ausdall Memorial Scholarship 

Robert E. Van Demark Scholarship 

Mabel Van Wickle Memorial Scholarship 

Dr. Helen V. Van Zante Scholarship 

Fred and Ruth Bryan Venhauer Memorial Scholarship 

Karen Smit Veninga Student Scholarship 

John T. Vucurevich Scholarship 

Walker Adult Learner Endowed Scholarship 

James S. and Floretta M. Ward Endowed Scholarship 

Wear Family Endowed Scholarship 

Amos Weaver Memorial Scholarship 

Dr. Frank R. Weaver Pre-Med/Pre-Dentistry Endowed 

Scholarship 

Barbara M. White Endowed Scholarship 

Nicholas and Emma Wik Memorial Scholarship 

Mary L. Wilkes-Hull Endowed Scholarship 

Wolitarsky Family Endowed Scholarship 

Sam and Lucille Woltzen Memorial Scholarship 

Fern Gray Wood Memorial Scholarship 

Merle Woodden Memorial Scholarship 

Karen Ann Yeager Drama Scholarship 

The University of Sioux Falls receives cash scholarships from organizations, friends, alumni and businesses. These cash funds are used to 

aid students selected by the University or are awarded directly to individuals by the organization. Recent funds received have been provided 

by: 

Foundations & Trusts 

Marlo and Marlene Mahlstedt Scholarship 

Kenneth and JoAnn Mattheis Cash Music Scholarship 

Donald McCabe Memorial Cash Scholarship 

Tristen Larson Merriman Cash Scholarship 

Adam Bruce Millikan Cash Scholarship 

Rotary Club of Sioux Falls Cash Scholarship 

Scheels Cash Scholarship 

South Dakota Bankers Association Cash Scholarship 

Gordon and Dee Stewart Cash Scholarship 

USF Freshman Business School Cash Scholarship 

USF Master’s of Business Administration Cash 

Scholarship 

Wells Fargo Financial Bank Scholarship 

Xcel Energy Scholarship 

Foundations and trusts provide funds to be awarded to students as financial assistance. Those providing aid to students at the University of 

Sioux Falls include: 

Hatterscheidt Foundation Inc. Educational Scholarship 

Hayward Trust 

Dorthea E. Howard Trust 

Sioux Falls Area Community Foundation 

University of Sioux Falls Foundation 

Walnut Street Baptist Church Trust 

Financial Aid 

19

Federal Financial Aid 

Federal Pell Grant 

A student applies for this grant annually by completing a 

FAFSA. Eligibility is determined by the federal government and 

conveyed to the USF Financial Aid Office. Award amounts vary 

based on each student’s need and enrollment status. 

Federal Supplemental Educational Opportunity Grant 

(FSEOG) 

The federal government allocates monies to institutions to 

award SEOG grants to exceptionally needy students. Priority must 

be given to Pell Grant recipients. Since the funds are limited, the 

federal aid application must be mailed or submitted online to the 

federal processor prior to the March 1 priority deadline. 

Federal Perkins Loan 

This loan program is awarded to students who show need 

through the financial aid application process. The federal funds are 

loaned by the University of Sioux Falls. Interest and repayment 

begin nine months after the student ceases to be enrolled at least halftime. 

Funds are limited, and therefore awarded, to students who file 

the FAFSA to the federal processor prior to the March 1st priority 

deadline. 

Federal Subsidized Stafford Loan 

The Subsidized Stafford Loan Program is a low interest loan 

made to students by a private lender such as a bank or credit union. 

The interest rate is variable and capped at 8.25 percent. Interest is 

paid by the Federal government until repayment begins. Repayment 

begins six months after the student ceases to be at least a half-time 

student. 

Loan eligibility is determined by the need calculated through 

the federal aid FAFSA application process. Annual loan maximum 

is based on the grade level of the borrower. 

Freshman (0-23 credits) $2,625 

Sophomore (24-59 credits) $3,500 

Junior (60-89 credits) $5,500 

Senior (90+ credits) $5,500 

Graduate $8,500 

The total outstanding Federal Stafford Loan debt limit for a 

dependent undergraduate student is $23,000. The total for graduate 

or professional study is $65,500, including any loans borrowed at the 

undergraduate level. 

Federal Unsubsidized Stafford Loan 

This program was established to allow all students who apply 

for federal financial aid to be eligible for a loan regardless of 

financial need. Loan limits are the same as the Federal Subsidized 

Stafford Loan with one exception. Interest begins to accrue as soon 

as the first check is disbursed. Repayment of the loan begins six 

months after the student ceases to be at least a half-time student. The 

interest rate is variable capped at 8.25 percent. 

Additional Federal Unsubsidized Stafford Loan 

Independent students who have borrowed their annual 

maximum through the Stafford program, or dependent students 

whose parents are unable to secure a parent PLUS loan, are also 

eligible to borrow an Additional Unsubsidized Stafford Loan. 

Amounts are restricted to the cost of attendance minus all other 


financial aid with maximums of $4,000 for the first and second years 

and $5,000 for the third year and all further undergraduate years. The 

same provisions apply as with the Federal Unsubsidized Stafford 

Loan. 

Federal PLUS Loan 

This is a non-need-based loan taken out by the parent on behalf 

of the student. Loan amounts are limited to the cost of attendance 

less any financial aid. The parent borrower must complete a credit 

application and be creditworthy. The interest rate is variable capped 

at nine percent. Repayment begins within 60 days of final 

disbursement. 

Federal Work-Study Program 

The Federal Work-Study Program provides part-time jobs for 

students who apply for federal financial aid. The total award depends 

on the student’s need as determined by the FAFSA and the amount 

of money the school has received for the program. Students are able 

to secure on-campus jobs with extremely flexible work hours. Funds 

are limited, and therefore, work eligibility is awarded to students 

who file the FAFSA to the federal processor prior to the March 1st 

priority deadline. 

Summer Financial Aid/Employment 

Depending upon the availability of federal funds, some loans, 

grants and employment may be offered during the summer. Students 

must request funds prior to April 30 by completing the institutional 

application and the family needs analysis. 

Other Types of Financial Assistance 

Private, Non-Federal Loan Assistance 

Various lenders make private, alternative loans available to 

students. These loans offer low interest, do not require payment 

while in school, and offer options for length of repayment. A list and 

descriptions of these types of loans may be obtained from the 

University of Sioux Falls Financial Aid Office. 

Off-Campus Employment 

A large number of Sioux Falls businesses list part-time jobs 

with the USF Student Development Office. In a city the size of Sioux 

Falls (more than 140,000 population), University of Sioux Falls 

students have numerous opportunities for employment. 

Monthly Payment Plan 

Many families prefer to pay by the month rather than by the 

semester. The University of Sioux Falls offers a monthly payment 

service through FACTS. The payment plan is a no-interest option 

which does require a set-up fee. Contact the USF Student Accounts 

Office for details and an application. 

Satisfactory Academic Progress Policy 

Federal regulations require that a student maintain satisfactory 

academic progress toward the completion of a degree program in 

order to receive Title IV Federal financial aid. Title IV funds include 

the Federal Pell Grant, Federal SEOG, Federal Perkins Loan, 

Federal Work-Study, Federal Subsidized Stafford Loan, Federal 

Unsubsidized Stafford Loan, and Federal PLUS Loan. Checking 

satisfactory progress involves a measurement of the student’s 

performance qualitatively, through grade point average, and 

quantitatively, through successful completion of credit hours 

attempted. A third area looks at the maximum credit hours

attempted for a student to earn a degree. 

Satisfactory academic progress for financial aid eligibility is 

evaluated separately from the institution’s academic policies. 

Students who fail to maintain satisfactory academic progress will 

have their financial aid suspended. 

A student must maintain ALL THREE STANDARDS listed 

below in order to remain eligible for Federal Title IV financial 

aid. 

1. A student must maintain a minimum cumulative grade point 

average according to his/her current grade level: 

Freshman (0-23 credits) 1.50 

Sophomore (24-59 credits) 1.75 

Junior (60-89 credits) 2.00 

Senior (90+ credits) 2.00 

Graduate 3.00 

A review of the student’s cumulative GPA takes place at the end 

of each semester. A student is placed on probation at the end of a 

semester if he or she fails to maintain the required cumulative GPA. 

Financial Aid GPA includes all coursework, including grades 

excluded by academic amnesty. If this GPA is below the standard 

while on probation, the student’s financial aid eligibility will be 

suspended. (See appeal process.) 

2. A student must complete with a passing grade (A, B, C or D) at 

least 70 percent of the credits attempted in one year. A review takes 

place at the end of the Spring semester and encompasses the 

preceding 12-month period (Summer sessions, Fall, Interim and 

Spring semester) including terms in which a student did not receive 

Title IV aid. If a student is not enrolled the entire period, progress is 

measured only for the applicable term(s). 

“Credits attempted” is defined as the number of hours (regular 

and remedial) for which a student is registered after the final 

add/drop date (generally two weeks or less after the semester 

begins). Courses that are repeated are counted toward the total 

credits attempted. Grades of “F” (failure), “I” (incomplete), “W” 

(withdraw), and “NC” (no credit) will count as credits attempted but 

not satisfactorily completed. Students who do not maintain the 70 

percent completion standard will have their financial aid eligibility 

suspended. (See appeal process.) 

3. The University of Sioux Falls has established a limit on the 

maximum number of credit hours attempted for which a student 

may receive Title IV financial aid. All credits attempted, including 

transfer hours, repeated hours and those for which the student 

received no financial aid are included in the total. (Remedial 

coursework hours are excluded.) The maximum number of credits is 

based on the degree pursued. 

Type of Degree Maximum Credit 

Pursued Hours Attempted 

Associate’s 96 

Bachelor’s 192 

Master’s 50 

A student exceeding the maximum number of credit hours 

allowed for the intended degree program will not be eligible to 

receive Title IV financial aid. (See appeal process.) 

Appeal Process of Financial Aid Suspension 

Students who fail to maintain satisfactory academic progress 

will be notified via certified mail and may appeal the suspension of 

their financial aid eligibility. Students must request a Financial Aid 

Appeal Form from the Financial Aid Office. All appeals must 

include an unofficial copy of the student’s most recent academic 

transcript. Students must submit an appeal prior to the date listed on 

their suspension letter. Appeals will be dealt with on a case-by-case 

basis by the Financial Aid Appeals Committee. All students filing an 

appeal will be notified in writing of the committee’s decision. 

Reinstatement of Eligibility 

A student whose appeal is denied or who chooses not to appeal 

can reestablish eligibility by enrolling at his or her own expense and 

successfully completing 12 credits with a 2.00 GPA or higher. The 

student should then provide an academic transcript and written letter 

of appeal to the Financial Aid Office and request reinstatement of aid 

eligibility. A student who has been out of school for a period of three 

years can also regain eligibility by requesting reinstatement at the 

Financial Aid Office. 

Students who have lost their eligibility for an Honors or 

Academic Scholarship have the chance to reinstate that scholarship 

by increasing their CGPA to the required level of eligibility. At the 

point their CGPA has increased to that level, the student may submit 

a written letter of appeal and academic transcript to the Director of 

Financial Aid for consideration of reinstatement. 

Financial Aid 

21

22 Financial Aid

Campus 

Life

RESIDENTIAL LIFE 

Living in a residence hall places students near all academic 

resources and activities, which enables them to be an active part of 

the University of Sioux Falls. Because of this interaction, essential 

“people skills” are developed, as well as personal relationships that 

become lifelong friendships. Research indicates that traditional 

students residing on campus more often complete their college 

program than those living off campus. 

The University of Sioux Falls has six residence halls which 

provide the opportunity to live, interact and share with a variety of 

people who have differing backgrounds, interests and values. 

A resident director and student resident assistants provide 

leadership in programming, government and counseling in each 

residence hall. Student leaders assist in government and 

programming in the halls. As members of the residential community, 

students participate in the social, educational, spiritual and 

informational activities in the residence hall. 

Before accepting a room assignment at the University of Sioux 

Falls, it is important to understand and accept the basic policies of 

the University as listed in the Student Handbook published on the 

USF website at www.usiouxfalls.edu. To promote community and 

enhance the living environment for all, important policies apply to 

residence hall life. Possession, use or distribution of alcohol and 

other drugs is prohibited. Also, the program of intervisitation (room 

visitation by members of the opposite sex during established hours) 

is followed in residence halls to ensure privacy for residents. 

Students are responsible for information contained in the University 

of Sioux Falls Student Handbook published on the USF website at 

www.usiouxfalls.edu. 

All unmarried, full-time students are required to live on campus 

in residence halls as long as space is available. Exceptions include 

those students who either live with their parents, have completed 

four semesters of full-time coursework (summer sessions excluded) 

or are at least age 21 at the beginning of the semester for which offcampus 

housing is desired. Exceptions to the requirements of oncampus 

residence hall living must be secured from the Student 

Development Office. 

All students below age 21 must complete a Residence Hall 

Application or an Off-Campus Request Form. Verification of offcampus 

living arrangements is sought from parents when applicable. 

If students provide false information to the University regarding their 

place of residence in an attempt to qualify to live off campus, they 

will be in violation of policy and will be charged for room costs until 

compliance occurs. 

If a person is not required to live in the residence halls but 

wishes to do so, that person must be an admitted student taking a 

minimum of six semester credit hours of coursework. (Should the 

number of requests to live on campus exceed available space, fulltime 

students will be given priority for room assignments. 

Students living in residence halls, or freshmen and sophomores 

living in campus apartments, are required to purchase the 

appropriate meal plan for eating on campus. Meals are served in the 

Salsbury Student Center. 

Students contract to occupy rooms only during the times that 

classes are in session. Residence halls are closed during Christmas 

and spring vacations. However, an attempt will be made to make 

arrangements for students needing housing during those vacations. 

24 Campus Life 

Students planning to live on campus must complete the 

Application for Residence Hall/Meal Program and return it to the 

Student Development Office at the University. 

CAMPUS MINISTRIES 

Spiritual activities at the University of Sioux Falls are a unique 

quality of campus life. While many students come to USF seeking 

spiritual growth as a central goal, participation in programming is a 

matter of personal choice. 

Campus ministry activities take many forms. There are small 

group meetings, chapel services, mission projects, Bible studies, 

retreats and service opportunities in the community and around the 

world. 

Mission trips include travels to Mexico, Amsterdam, the inner 

city of Chicago, Kansas City, Milwaukee, and Native American 

reservations. Summer internships in ministry organizations are often 

available. 

Weekly chapels offer worship in many creative forms. Each 

chapel is different in style, but similar in purpose. All students are 

invited to participate in this significant time on a voluntary basis. 

Small groups are led by students or faculty/staff members. The 

purpose is to facilitate the growth and development of students in 

their spiritual walk. These groups serve as a continuing means for 

training and equipping students to discover their own individual 

ministry. 

Sioux Falls offers a strong church community. More than 100 

churches in the city offer worship, fellowship and ministry 

opportunities for students of many denominations. The Sioux Falls 

youth ministry network, First Priority, works directly with USF to 

provide students with internship opportunities and youth ministry 

training. 

The Fall Spiritual Life Retreat takes place in the Black Hills of 

South Dakota. The retreat is a special time for renewal and for 

deepening personal relationships. 

Outreach and mission opportunities are an ongoing emphasis. 

Students serve the Sioux Falls community and beyond in such 

contexts as Habitat for Humanity, the Union Gospel Mission, the 

state penitentiary, and a local shelter for the homeless. At USF, 

service is considered an essential component in each person’s 

spiritual growth. 

Students are always encouraged to initiate and lead campus 

programs of ministry and service on campus and in the community 

at large. The vision of USF is to empower students to make an 

impact on the world in the name of Jesus Christ whenever and 

wherever possible. 

For those students who take advantage of the opportunities 

listed above, the University of Sioux Falls will be a place for 

deepening their own personal walk with Jesus Christ. 

STUDENT LIFE 

The full benefit of an academic program at the University of 

Sioux Falls is received only when the student becomes actively 

involved in the life of the campus community. The organized 

activities of campus life are designed to supplement and support 

academic achievement and maturing of the total person. 

Competition and cooperation are effectively balanced in the context 

of a community that rejoices in both individual and corporate

achievement. 

But more than this, all members of the USF community are 

expected to exhibit mutual concern in everyday living. While the 

administration will not hesitate to enforce the minimal social 

standards required to maintain a constructive Christian community, 

the true quality of the community depends primarily upon students 

accepting responsibility to live far beyond such a minimum in 

interpersonal relations. Basic to such a lifestyle are respect for other 

persons, understanding of other views and honest sharing of 

criticisms in the spirit of love. Students are encouraged to seek and 

to give forgiveness readily when wrongs occur. When discipline is 

required, it is administered judiciously and redemptively in the hope 

that it will be received in a spirit of openness and responsibility. 

The USF community seeks to support each individual in fully 

exercising the freedom found in a life committed to God. This 

includes fostering community standards of excellence, as well as 

defining limits of responsibility, in the conviction that community 

standards and individual ambitions are fully compatible when they 

share the primary goal of glorifying God. 

The Student Handbook, published on the USF website at 

www.usiouxfalls.edu, provides specific information regarding 

University policies as they affect student life at USF. The University 

reserves the right to dismiss, at any time, students whose conduct or 

academic progress is regarded as unacceptable. 

Academic Advising 

All new students receive academic advising during a new 

student registration day before school begins. Once a student 

officially declares a major, he or she will be assigned a faculty 

member in that area as an advisor. All majors are declared or 

changed through the Director of Retention and Academic Advising. 

Students are expected to assume the primary responsibility for 

defining their academic program and arranging their class schedule. 

However, the academic advisor fills an important role in providing 

assistance to each student. 

SPECIFIC INTERESTS 

Athletics 

The University of Sioux Falls is a member of the National 

Association of Intercollegiate Athletics (NAIA) and the Great Plains 

Athletic Conference. Men’s intercollegiate competition is provided 

in football, basketball, track, cross country, baseball, soccer, golf and 

tennis. Women’s intercollegiate competition is provided in 

volleyball, soccer, basketball, track, cross country, softball, golf and 

tennis. All full-time students are eligible provided they meet the 

academic eligibility requirements of the respective governing 

bodies. 

Intramurals 

Intramurals provide an opportunity for students to participate in 

a variety of recreational sports and activities. These activities vary 

each year according to the interest shown by students. 

Publications 

The Student Association has traditionally authorized and 

sponsored one major publication, a student newspaper entitled The 

Vessel. The Vessel contains news and features of interest to the 

campus community and beyond. The newspaper editor is selected by 

the USF Publications Board and is salaried by the Student Senate. 

The Publications Board, comprised of students, faculty and 

administration, selects the newspaper editor. The editor then recruits 

volunteers to produce the paper. 

Music 

Instrumental and vocal groups contribute to the social and 

cultural life of the campus community. The Jeschke Fine Arts Center 

houses the William Lee Bright Hall of Music. 

The Concert Chorale, acclaimed for its outstanding 

performances of sacred and secular choral music, is open by audition 

to all members of the student body. In addition to local concerts, the 

group takes an extended tour each year. 

Chosen from members of the Concert Chorale, the Singing 

Camerata is a select ensemble. At the annual Madrigal Dinners, the 

Singing Camerata performs in sixteenth-century costumes. The 

group also tours. 

The Men’s and Women’s Choirs have been established as 

independent choral groups. The main performance responsibilities 

of these ensembles are chapel services and other campus events. 

The Wind Ensemble presents local concerts and tours annually, 

while the Jazz Ensemble provides an opportunity for students 

interested in jazz to perform all styles of jazz. 

Other ad hoc ensembles are organized to showcase talent. In 

most cases, these groups are coached by full-time and adjunct 

faculty who are members of the South Dakota Symphony. 

The University of Sioux Falls Preparatory School of Music is a 

program of the Music Department which provides courses for 

members of the Sioux Falls community ages 18 months through 

adult. Classes such as Kindermusik, Orff, piano classes and lessons, 

voice lessons and Suzuki guitar are taught by experts in each field 

and also provide labs and pedagogy experience for University music 

students. 

Radio & Television 

The University of Sioux Falls Telecommunication Center in the 

Jeschke Fine Arts Center is home to two radio stations and a 

television production center. One of those radio stations, KCSD, is 

part of the South Dakota Public Radio network. The National Public 

Radio-affiliated station brings programming from the state network 

to Sioux Falls, as well as cultural and public affairs programming 

originating from Sioux Falls to the entire state. Qualified students 

may apply for employment at the public radio station. 

KCFS, the Media Studies lab radio station, is operated entirely 

by students with a faculty advisor. Its citywide signal features a 

format combining contemporary hit music during the day with 

contemporary Christian music at night. Weekends are devoted to 

rhythm and blues, classical and jazz. During sports seasons, students 

broadcast play-by-play descriptions of most Cougar games. 

The Media Studies TV Lab also produces public affairs and 

sports programs regularly for broadcast on citywide cable TV. It 

also has produced instructional materials for other University of 

Sioux Falls academic programs. Students may work as producers, 

directors, program hosts, camera operators, technical directors and in 

many other capacities. 

Students may receive work credit, academic credit or a 

Campus Life 

25

combination of both for their involvement with any of the activities 

of the Telecommunication Center. 

Theatre 

Theatre productions at the University of Sioux Falls are an 

important part of the cultural life of the campus and the city of Sioux 

Falls. 

Several plays are produced each year in the Jeschke Fine Arts 

Center, home of the Meredith Auditorium main stage proscenium 

theatre and the Bernice Stier Jones Studio Theatre. Theatre seasons 

typically include a balance of comedies, dramas, children’s theatre, 

classics, contemporary scripts and musicals. In addition to mainstage 

and studio productions, student-directed plays are presented each 

year. 

Each Interim a special theatre project is introduced, such as a 

major musical, specialty theatre and communication classes, or 

theatre trips to regional or national centers such as the Kennedy 

American College Theatre Festival, New York City, or London, 

England. Further, the CST program prides itself on creating 

opportunities with local venues including the Washington Pavilion 

of Arts and Sciences and hosting guest artists and lecturers who 

conduct master classes. The Los Angeles Film Studies Center in Los 

Angeles, a Christ-centered educational program, offers a unique 

opportunity for our students to examine Hollywood behind the 

scenes with full semester credit. 

All students are encouraged to audition for performing roles or 

to participate on technical crews (set construction, costuming, 

lighting and business management). Students may receive academic 

credit for their work on University and community theatre 

productions. 

26 Campus Life

Academic 

Information

DEGREE PROGRAMS 

The University of Sioux Falls offers a Master of Business 

Administration degree, a Master of Education degree with emphasis 

on leadership in schools, reading or technology, a Master of 

Education in teaching, an Educational Specialist degree for 

Superintendents, and a Collaborative Doctorate in Educational 

Leadership, as well as a number of academic programs leading to 

Bachelor of Arts, Bachelor of Science and Associate of Arts degrees 

in both liberal arts and professional fields. 

To secure a Bachelor of Arts degree, the student must complete 

a program of at least 128 semester hours of study with a minimum 

grade point average of “C” (2.0). This must include the appropriate 

courses for completing the liberal arts core requirements of the 

University and those of a major program. The final 30 semester 

hours and at least half of the major are to be taken in residence, and 

no student will be granted a degree without having earned 30 

semester hours of credit at the University of Sioux Falls. 

The Bachelor of Science degree also has the same requirements 

as the Bachelor of Arts degree but stipulates that the student’s 

program must include 18 semester hours from the Natural Science 

Area (biology, chemistry, mathematics, natural science, computer 

science, physics, and exercise science); furthermore, nine of these 18 

semester hours must be in laboratory courses. 

The Associate of Arts program has the same requirements as the 

Bachelor of Arts except that the total number of hours required is 64. 

Philosophy of the Bachelor’s Degree Program 

The University of Sioux Falls has framed its 

bachelor’s degree requirements in light of a specific philosophy of 

higher education, a philosophy synthesized from two of the most 

influential approaches in American higher education–the classicist 

and pragmatist. 

The classicist approach to higher education has as its major goal 

the development of each person to his or her full potential 

intellectually, morally, aesthetically and physically. The pure 

classicist rejects any vocational specialization and any preoccupation 

with the contemporary setting in favor of a clear focus on intellectual 

and cultural history. 

By contrast, the pragmatist approach to higher education 

justifies the acquisition of knowledge according to the utility of that 

knowledge for the solution of concrete practical problems in 

contemporary life. Any course not directly related to a practical 

problem or a vocational need would be eliminated. 

From a Christian perspective, both of these approaches have 

elements of truth. On one hand, human beings as creatures made in 

the image of God have a special mandate to develop their unique 

capacities to the fullest extent. On the other hand, persons affirming 

the Christian mission and lifestyle have a responsibility to confront 

the practical problems of this world and to pursue professions with 

competence. Thus, the problem lies not with either of these 

approaches in itself, but rather in the artificial separation of the two. 

At the University of Sioux Falls, we believe that a program of 

higher education should prepare students for dealing with every 

aspect of their lives, including such practical aspects as profession 

and family life. At the same time, it should seek to develop students 

with the insight, creativity and moral sensitivity that our world so 

desperately needs. To achieve these goals, we have developed a 

28 Academic Information 

program that combines a core of liberal arts core courses with a wide 

selection of individual academic majors. 

Associate of Arts Degree Program 

An Associate of Arts degree, normally a two-year course, is 

available in selected areas at the University of Sioux Falls. It is 

designed to fulfill the need for an introductory college experience as 

well as to provide vocational training. It is intended to serve those 

whose interest does not include the four-year program. 

The Associate of Arts degree requires a total of 64 semester 

hours (half the number required for the bachelor’s degree). The study 

includes 32 semester hours from the liberal arts core and 32 

additional semester hours chosen in such fashion as to give the 

student an area of emphasis with 24 or more semester hours. 

A student who completes the requirements for an associate’s 

degree and a bachelor’s degree at the same time will be formally 

awarded the bachelor’s degree; the registrar will enter a notation on 

the student’s transcript showing that he or she has fulfilled the 

requirements for the associate’s degree. The student must request 

that such a notation be placed on the transcript. 

LIBERAL ARTS CORE REQUIREMENTS 

The liberal arts core requirements for the bachelor’s degree are 

designed to help students develop basic competencies, knowledge, 

and values characteristic of maturing, educated Christians. Some of 

the requirements in the liberal arts core curriculum are intended to 

assure that our graduates are proficient in basic skills needed for 

career success, and thus we require competence in speaking and 

writing, computer literacy, and facility in computation. Beyond these 

things, however, the liberal arts core curriculum is grounded in the 

liberal arts tradition. This tradition values the development of 

students as individuals and citizens rather than simply as workers or 

professionals, or even as scholars. Furthermore, as befits a Christian 

university in the liberal arts tradition, our liberal arts core curriculum 

reflects our desire to help students develop a sound Christian 

worldview. 

Toward these ends, we require all students to take courses in 

speech and computer science and a specially designated “critical 

thinking” course to establish basic proficiencies. All students are 

required to complete a two semester sequence in “Western 

Heritages” that is intended to help students become familiar with 

some of the ideas, themes, and texts that have influenced Western 

culture and to develop the ability to write with force and grace. We 

require that all students take a course that introduces the content and 

teachings of the Bible and one that introduces the major doctrines of 

historic Christianity. Acquaintance with great texts is deepened 

through the requirement of an introductory literature course, and 

familiarity with our cultural heritage is broadened through liberal 

arts core options in English, philosophy, religion, and history. 

We would like to see all students develop an appreciation for the 

fine arts, and so we require an introductory course in art, music, or 

theatre, as well as a participative experience in one of the fine arts. 

Because ours is a world in which science plays a dominant role, we 

expect all students to develop a familiarity with the scientific method 

and with basic concepts of one of the natural sciences. We require a 

course in mathematics because math is crucial to science and to so 

many human enterprises and because it offers an elegant way of 

understanding much of the world around us.

Because we are relational beings shaped by and shaping the 

social environment in which we live, we require three courses in the 

social sciences, and because we have a special concern for helping 

individuals to become aware, responsible citizens, we require that at 

least one of the social science courses be in economics or 

government. We also require that all students take a course that raises 

awareness of the social and cultural diversity of our world. 

Finally, we require that all students take a “wellness” course that 

addresses the wholeness and integration of the physical, social, 

spiritual, intellectual, and emotional aspects of our lives. 

At the University of Sioux Falls, we do not believe that the 

liberal arts core curriculum completes the liberal arts education of 

students. Instead, we hope that it lays a solid foundation upon which 

students can build honorable and fulfilling lives. 

Assessment Program 

Assessment is the central component in the process of 

continually improving the educational experience for students at the 

University of Sioux Falls. Diverse data are collected and analyzed 

to evaluate what students have learned and are capable of 

accomplishing as a result of their educational experiences. The end 

result of this assessment process is changing the method or content 

of instruction, the institution’s environment, or other extracurricular 

factors in order to improve student learning and development inside 

and outside of the classroom. 

The goal of the University of Sioux Falls academic assessment 

program is to measure student learning against the academic goals 

and objectives of both specific academic programs and the broader 

university. Through the administration of tests and surveys as well as 

coursework, data are gathered and analyzed to measure student 

achievement and perceptions prior to, during, and after the college 

experience at the University of Sioux Falls. Assessment of the 

student's knowledge, skills and attitudes in the liberal arts core 

curriculum as well as the student's major field of study is conducted 

during the course of each academic year. 

The Assessment Committee monitors the efficacy of assessment 

within each major or academic area as well as to the greater 

educational community–including the liberal arts core. The 

Assessment Committee recommends changes to modify or enhance 

existing plans of academic assessment. These recommendations are 

discussed and acted upon in an effort to improve the overall quality 

of the education program and enhance student learning. For a 

greater depth of information concerning the assessment program at 

the University of Sioux Falls visit the website at 

www.usiouxfalls.edu/faculty/assessment/index.htm. 

Academic Information 

29

Basic Proficiencies 6-7 s.h. 

❏ COM 104 Computer Solutions 3-4 

or COM 201 Introduction to Computer Science I 

❏ CST 100 Fundamentals of Communication 3 

Traditions of Western Heritage 8 s.h. 

❏ LAR 111 Western Heritages I 4 

❏ LAR 112 Western Heritages II 4 

Theology 6 s.h. 

❏ THE 140 Introduction to the Bible 3 

❏ THE 240 Introduction to Christian Thought 3 

Fine Arts (choose one) 3 s.h. 

ART 100 Introduction to Art 3 

ART 209 Art History: Prehistory – 14th Century 3 

ART 210 Art History: 14th Century – Present 3 

ART 310 Art History: Twentieth Century 3 

CST 200 Introduction to Theatre 3 

FA 200 Humanities Through the Arts 3 

MUS 200 Introduction to Music 3 

MUS 202 American Jazz Styles 3 

❏ ______________________________________ 

Science 4-5 s.h. 

BIO 100 Concepts in Biology 4 

CHE 111 General Chemistry I 5 

CHE 121 Introduction to Chemistry 4 

PHY 101 Introductory College Physics OR 

PHY 201 University Physics 4 

NSC 110 Perspectives on the Natural Sciences 4 

NSC 120 Physical Science AND 2 

NSC 121 Earth Science 2 

NSC 140 Introduction to Astronomy 4 

❏ ______________________________________ 

Mathematics 4 s.h. 

MAT 112 College Algebra & Trigonometry (or higher) 4 

❏ ______________________________________ 

History 3 s.h. 

Any History Course (except 213 or 390) 3 

❏ ______________________________________ 

Literature 3 s.h. 

ENG 200 Introduction to Literature 3 

ENG 220 World Literature 3 

ENG 221 British Literature 3 

ENG 222 American Literature 3 

❏ ______________________________________ 

Exercise Science 2 s.h. 

❏ EXS 200 Dimensions of Wellness 2 


LIBERAL ARTS CORE REQUIREMENTS CHECKLIST 

Social Science 9 s.h. 

One course from three different disciplines, at least 

one course from Economics or Political Science 

ECO 212 Microeconomics 3 

ECO 213 Macroeconomics 3 

PSC 211 American Federal Government 3 

PSC 212 State & Local Government 3 

PSY 201 General Psychology 3 

Geography 3 

History 3 

Sociology 3 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

Creative Arts (choose one) 1-3 s.h. 

Applied Music Lessons or Ensembles 1 

ART 101 Drawing I 3 

ART 110 Introduction to Computer Imaging 3 

ART 120 Introduction to Design 3 

ART 122 eDesign 3 

ART 180 Photography I 3 

ART 290 Art Education: Primary 3 

CST 117 Participation in Theatre 1 

CST 118 Theatre Lab: Technical 1 

CST 209 Oral Interpretation of Literature 3 

CST 210 Theatre: Beginning Acting 3 

CST 260 Applied Theatre–Design 3 

CST 310 Directing 3 

CST 409 Special Topics in Communication Studies 3 

❏ ______________________________________ 

Each student is required to take a designated course for 

Cultural Awareness _________________________________ and 

a designated course for 

Critical Thinking ____________________________________. 

These courses will be identified in each semester course listing. They 

may be courses that also satisfy any of the above requirements, or 

students may choose to take it as an additional course. 

Bachelor’s degree candidates must complete 128 s.h. including 

all of the above liberal arts core requirements. 

Associate’s degree candidates must complete 64 s.h. including 

32 s.h. from the Liberal Arts Core requirements which must include 

the basic proficiencies courses. 

LAR 111, LAR 112, CST 100, and the Mathematics 

requirement should be taken within the student’s first three semesters 

or 32 s.h. of study. Transfer students should complete these courses 

by the end of the first year at USF.


DEGREES & PROGRAMS 

The various major programs will also make contributions to the 

development of the student as a well rounded Christian person. 

However, their focal contribution to the overall educational 

experience is the preparation of the student for professional and 

scholarly opportunities. The University of Sioux Falls offers majors 

in the following fields for those students seeking a bachelor’s degree: 

Page 

Applied Mathematics (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . .40 

Applied Mathematics for Engineering (B.A.)* . . . . . . . . . . .40 

Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 

Art Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 

Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

Business Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 

Communication Studies & Theatre . . . . . . . . . . . . . . . . . . . .48 

Computer Information Systems . . . . . . . . . . . . . . . . . . . . . . .50 

Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 

Criminal Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 

Elementary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

Exercise Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 

Interdisciplinary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 

Management** . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

Media Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 

Medical Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

Music Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

Paramedic Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 

Political Science/History . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 

Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 

Public Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

Radiologic Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 

Social Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 

Theology & Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 

Theology & Youth Ministry . . . . . . . . . . . . . . . . . . . . . . . . . .80 

*The engineering major (with specializations in agricultural, civil, 

electrical and mechanical engineering, and engineering physics) is 

offered in cooperation with South Dakota State University and 

Washington University in St. Louis, Missouri. 

**This major is available only through USF’s Degree Completion 

Program. 

Associate of Arts Program 

Those students electing the Associate of Arts Program may select 

their concentration from among the following: 

Page 

Business Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 

Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 

Interdisciplinary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 

Paramedic Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 

Social Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 

Teacher Certification 

Teacher Certification is available in the following majors or 

disciplines: 

Page 

Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 

Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 

Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 

Communication Studies & Theatre . . . . . . . . . . . . . . . . . . . .48 

Elementary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 

Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 

Special Education* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 

*Cooperative program with Augustana College. 

Cross-Registration 

In order to diversify the academic possibilities for students, the 

University of Sioux Falls has agreements with Augustana College 

and the North American Baptist Seminary which allow students to 

take a limited number of courses at the other campuses. In general, 

students may not take such courses when their equivalent is offered 

on the home campus. 

Student exchanges in the January Interim are made possible 

through mutual tuition waiver agreements with many other colleges 

that are also on a 4-1-4 calendar. 

Information about available exchange opportunities and the 

procedures to follow for cross-registration can be obtained in the 

Registrar’s Office. 

NON-TRADITIONAL CREDIT 

OPTIONS 

The University of Sioux Falls recognizes many ways for 

awarding non-traditional credit. No more than one-third of any 

student’s credit toward graduation can be non-traditional credit. The 

following are what the University of Sioux Falls considers 

non-traditional credit and the individual category limits: 

Workshops 6 s.h. 

CLEP 32 s.h. 

Internships (total) 8 s.h. 

(in any one discipline) 4 s.h. 

APriL (Assessment of Prior Learning) 16 s.h. 

Test-Out 16 s.h. 

Elected P/NC 1 course per semester, 

non-major or elective, to a total of 20 s.h. 

Independent Study 16 s.h. 

Center for Management Converted Credit 16 s.h. 

College Level Exam Program 

Students may earn college credit by taking CLEP exams in 

various subject areas. A grade of “P” (Pass) is assigned when a 

student scores an equivalent to a grade of “C.” Up to 32 hours may 

be gained in this way. For CLEP policies, see pg. 41. 

Course Test-out 

Students may “test out” of certain courses after receiving 


31

faculty approval and passing a comprehensive examination. Up to 16 

hours may be accumulated in this way. The grade assigned is “P.” 

Assessment of Prior Learning 

The APriL (Assessment of Prior Learning) program provides a 

means for students to receive college credit for learning gained 

through life experiences. People gain knowledge and competencies 

through many experiences: work, training for work, travel, hobbies, 

independent reading, volunteer work and many other life 

experiences. This learning must be equivalent to college level work 

and documented in a portfolio that can be evaluated by appropriate 

faculty. An educational planning seminar or individual guidance is 

offered to assist persons with portfolio preparation. A total of 16 

semester hours may be earned in this manner. APriL credits will be 

awarded and placed on the transcript following the completion of 

three semester credit hours with a grade of “C” or higher in regular 

classroom work at the University of Sioux Falls. A special fee 

schedule has been established for this program. For further 

information, contact the Director of the Degree Completion 

Program. 

American Council on Education 

As a general rule, the University of Sioux Falls will accept 

credit for prior learning as recommended by the ACE (American 

Council on Education) National Guide, except that (1) the student 

must meet the usual USF requirements for graduation, (2) no more 

than 24 semester hours of non-USF equivalent courses may be 

transferred in, and (3) the student must take at least one half of the 

hours toward his or her major at USF. All hours accepted toward the 

major must be approved by a majority of the full-time teaching 

faculty of that major. Credit is transcripted after a person is enrolled 

as a student at USF. 

Internships 

An internship is an academic experience for credit in a 

degree-related job supervised jointly by the University and an 

employer. Such an experience is designed to 

1) Improve the student’s understanding of the application and 

practicality of the theory; 

2) Foster development and a deeper understanding of his or her own 

discipline by exposure to new topics in a non-classroom 

atmosphere; 

3) Expose the individual to the realities of the employee-employer 

relationship and thus prepare him or her for a more effective 

post-graduation transition; 

4) Encourage the emotional development and maturation of the 

student so as to achieve a more successful, rewarding and 

meaningful life. 

An internship may be a paid or non-paid work experience for a 

specific duration of time, such as less than one semester, a semester, 

Summer session, Interim or other time period as approved by the 

Assistant Academic Dean. The amount of credit given for such an 

experience is determined by the advisor in the major area of study. A 

maximum of four semester hours per discipline may be applied 

toward graduation or eight semester hours total. Student academic 

internships are also available in each academic department of the 

university each semester. 

Students interested in inquiring about internship credit should 


contact the Student Development Office. 

Workshops 

Workshops are offered at both the graduate and undergraduate 

levels in a wide array of subjects. Workshops are usually one 

semester hour credit and involve concentrated study on a single 

topic. A maximum of six semester hours of workshop credit may be 

applied toward the undergraduate degree. A maximum of three 

semester hours of workshop credit may be applied toward the 

graduate degree. Workshops are graded “P/NC.” 

ACADEMIC CENTERS 

John T. Vucurevich School of Business 

The Vucurevich School of Business includes the University’s 

undergraduate and graduate business programs and the Degree 

Completion Program. In addition to academic courses, the Business 

Administration faculty provide training, certification and seminars 

for local companies and organizations. The Vucurevich School of 

Business mission is: To liberally educate students in business 

foundations preparing for (1) careers in accounting, business, and 

service organizations and (2) advanced professional study. 

Fredrikson School of Education & Center for 

Christian Thought 

The Fredrikson School of Education & Center for Christian 

Thought is named for Roger and Ruth Fredrikson in honor of their 

many years of service to the Christian community. The school is 

housed in Glidden-Martin Hall which includes lecture halls, 

classrooms, seminar rooms, a computer lab and offices. 

Center for Management 

The Center for Management provides business professionals 

with courses to enhance business knowledge and career skills. 

Seminars and training workshops may be designed to meet 

organizational needs and presented at the organization’s location. 

Center for Women 

Within the University and Sioux Falls communities, The Center 

for Women is one of the identified resources for leadership, 

advocacy, information and referral services. The Center for Women 

seeks to help individuals design their own program for growth, set 

goals for their lives and become involved in the opportunities of 

lifelong learning. Each year, the Center hosts a luncheon fundraiser 

to raise money to award academic scholarships to traditional and 

non-traditional women students of USF and to support outreach 

programs. The Center is committed to helping individuals in their 

personal, professional and business development goals. 

The Center for Women Business Institute provides services to 

prospective, new and existing women business owners in South 

Dakota. Services include: individual business consultation; business 

development workshops in the areas of writing a business plan, 

marketing on a budget, resource procurement and financing, and 

personnel management and customer service; and networking and 

mentoring opportunities through small community based 

roundtables and statewide conferences. 

The University of Sioux Falls Career Institute provides career 

testing and career consultation services to individuals from the

community and surrounding areas. Services include: career 

assessment using the Meyers Briggs Type Indicator and Strong 

Interest Inventory; assistance with resume development; and 

individualized coaching in the areas of employability and interview 

skills. 

The University of Sioux Falls Learning Institute provides 

workshops to USF students and the community in a variety of 

academic areas for credit, non-credit and continuing education units 

(CEUs). Topics for workshops and seminars focus on personal, 

professional and business development and are designed to meet the 

needs of adult learners. 

Anyone wishing to make an appointment or receive more 

information on programs may call (605) 331-6697 or toll free (866) 

556-1778. 

Center for Youth Ministry Impact 

The Center for Youth Ministry Impact was formed to provide 

academic and experiential training for emerging youth ministers, 

whether they become professional or volunteer leaders, and to serve 

as a center which generates new ministry initiatives and networks of 

youth ministers who will creatively and prayerfully support one 

another’s kingdom building work. Building on the strengths of both 

organizations, the Center is a joint initiative on the part of the 

University of Sioux Falls and First Priority of the Sioux Empire. 

Students may complete a theology and youth ministry major or work 

toward a certificate in youth ministry. The program consists of 

coursework, seminars, and a supervised internship. 

OFF-CAMPUS PROGRAMS 

There are many opportunities for students to study and serve at 

off-campus programs. Students who wish to participate in offcampus 

programs must have completed at least forty (40) credits 

with a minimum GPA of 2.5. In addition, students must complete an 

“Application for Off-Campus or Study-Abroad Semester”. 

Applications are available in the Office of the Registrar and are due 

October 1st for the following spring semester study and by March 

1st for the following fall semester study. Application forms must be 

approved and signed by the student’s academic advisor and other 

members of the administrative staff. Applications are then reviewed 

and students are notified in writing of the decision. If approved for 

the program, the student can receive federal and institutional 

financial aid at USF as long as they are an eligible student. The 

student is responsible for their own travel and any additional 

expenses. Tuition is paid at USF for approved CCCU programs; but 

for some off-campus programs, tuition is paid to the host institution 

by the student. 

Council for Christian Colleges & Universities 

USF is a member of the Council for 

Christian Colleges and Universities, an 

association of more than 100 private liberal arts 

Christian colleges and universities, and a 

number of off-campus learning opportunities 

exist. These include a variety of Semester 

Study and Summer Study Programs, as well as 

many CCCU Partner Programs. For a complete listing of the Partner 

Programs or more information about any of the Semester or Summer 

Study Programs visit their website at www.bestsemester.com. 

CCCU Semester Study Programs: 

American Studies Program 

Founded in 1976, the American Studies Program has served 

hundreds of students from member institutions as a "Washington, 

D.C. campus." ASP uses Washington as a stimulating educational 

laboratory where collegians gain hands-on experience with an 

internship in their chosen field. Internships are tailored to fit the 

student's talents and aspirations and are available in a wide range of 

fields. They also explore pressing national and international issues in 

public policy seminars which are issue-oriented, interdisciplinary 

and led by ASP faculty and Washington professionals. ASP bridges 

classroom and marketplace, combining biblical reflection, policy 

analysis and real-world experience. Students are exposed to on-thejob 

learning that helps them build for their future and gain 

perspective on the calling of God for their lives. They are challenged 

in a rigorous course of study to discover for themselves the meaning 

of Christ's lordship in putting their beliefs into practice. The aim of 

the program is to help Council schools prepare their students to live 

faithfully in contemporary society as followers of Christ. Students 

earn 16 semester hours of credit. 

China Studies Program 

The China Studies Program enables students to engage this 

large and intriguing country from the inside. While living in, and 

experiencing Chinese civilization firsthand, students participate in 

seminar courses on the historical, cultural, religious, geographical 

and economic realities of this strategic and populous nation. In 

addition to the study of standard Chinese, students are given 

opportunities such as assisting Chinese students learning English or 

working in an orphanage, allowing for one-on-one interaction. The 

program introduces students to the diversity of China, including 

Hong Kong, Beijing, Shanghai, Xi'an and Xiamen. This 

interdisciplinary, cross-cultural program enables students to deal 

with this increasingly important part of the world in an informed, 

Christ-centered way. Students earn 16 semester hours of credit. 

Contemporary Music Center 

The Contemporary Music Center provides students the 

opportunity to live and work in community while seeking to 

understand how God will have them integrate music, faith and 

business. Both interdisciplinary and multidisciplinary in nature, the 

CMP offers two tracks: the Artist Track and the Executive Track. 

The Artist Track is tailored to students considering careers as 

vocalists, musicians, songwriters, recording artists, performers, 

producers and recording engineers. The Executive Track is designed 

for business, arts management, marketing, communications and 

other majors interested in possible careers as artist managers, agents, 

record company executives, music publishers, concert promoters 

and entertainment industry entrepreneurs. Both Artist and Executive 

track students receive instruction, experience and a uniquely 

Christian perspective on creativity and the marketplace, while 

working together to create and market a recording of original music. 

Both tracks include course work, labs, directed study and a 

practicum. Students earn 16 semester hours of credit. 

Honours Programme–CMRS, Oxford 

Honors and other highly qualified students have the exciting 

opportunity to study in England through this interdisciplinary 

semester in Oxford. The rigorous academic program, aimed at 

increasing critical thinking skills and scholarship from an integrated 

Christian perspective, allows participants to choose from a wide 

Academic Information 33

variety of tutorial study programs in numerous disciplines, including 

the arts, religion, history, literature and philosophy. In addition to 

two tutorials, students participate in a seminar and an integrative 

course through which they produce a scholarly project or term paper. 

Field trips provide opportunities for experiential learning in 

England's rich historical setting. Students earn 16 semester hours of 

credit. 

Latin American Studies Program 

Students of CCCU colleges have the opportunity to live and 

learn in Latin America through the Latin American Studies Program, 

based in San Jose, Costa Rica. The program introduces students to a 

wide range of experiences through the study of the language, 

literature, culture, politics, history, economics, ecology and religion 

of the region. Living with a Costa Rican family, students experience 

and become a part of the day-to-day lives of typical Latin Americans. 

Students also take part in a service opportunity and travel for three 

weeks to nearby Central American nations. Students participate in 

one of four concentrations: Latin American Studies (offered both fall 

and spring terms); Advanced Language and Literature (limited to 

Spanish majors and offered both fall and spring terms); International 

Business and Management (offered only in fall terms); and Tropical 

Sciences (offered only during spring terms). Students in all 

concentrations earn 16 semester hours of credit. 

Los Angeles Film Studies Center 

The Los Angeles Film Studies Center is designed to train 

students of Council institutions to serve in various aspects of the film 

industry with both professional skill and Christian integrity. Students 

live, learn and work in the LA area near major studios. The 

curriculum consists of two required seminars focusing on the role of 

film in culture and the relationship of faith to work in this very 

influential industry. In addition, students choose two elective courses 

from a variety of offerings in film studies. Internships in various 

segments of the film industry provide students with hands-on 

experience. The combination of the internship and seminars allow 

students to explore the film industry within a Christian context and 

from a liberal arts perspective. Students earn 16 semester hours of 

credit. 

Middle East Studies Program 

This program, based in Cairo, Egypt, allows Council students to 

explore and interact with the complex and strategic world of the 

modern Middle East. The interdisciplinary seminars give students 

the opportunity to explore the diverse religious, social, cultural and 

political traditions of Middle Eastern people. In addition to seminars, 

students study the Arabic language and work as volunteers with 

various organizations in Cairo. Through travel to Israel, Palestine, 

Jordan, Syria and Turkey, students are exposed to the diversity and 

dynamism of the region. MESP encourages and equips students to 

relate to the Muslim world in an informed, constructive and Christcentered 

manner in a time of tension and change. Students earn 16 

semester hours of credit. 

Russian Studies Program 

RSP students are exposed to the depth and diversity of the 

culture during a semester spent in Russia's three largest cities: 

Moscow, St. Petersburg and Nizhni Novgorod. In addition to three 

seminar courses entitled History and Sociology of Religion in 

Russia; Russian Peoples, Cultures and Literature; and Russia in 

Transition, students receive instruction in the Russian language, 

choosing either 4 or 6 semester hours of language coursework. For 


those choosing 4 hours of Russian, a seminar course, International 

Relations and Business in Russia, is available. RSP strives to give 

students as wide an experience as possible in this complex nation, 

beginning with time in Moscow, the heart of both medieval and 

modern Russia. Students then spend 12 weeks in Nizhni Novgorod, 

a strategic city on the Volga River. After six weeks of language 

instruction, students live with a Russian family for the remainder of 

their stay in this city. Students also participate in a service 

opportunity in Nizhni Novgorod. The program concludes with time 

in the complex and intriguing city of St. Petersburg, the Russian 

"window to the West." Students earn 16 semester hours of credit. 

CCCU Summer Study Programs: 

Oxford Summer Programme 

This program allows students to spend a summer term studying 

at the Centre for Medieval and Renaissance Studies (CMRS) in 

Oxford, England. The program includes multi-disciplinary study of 

the Renaissance and Reformation through examination of 

philosophy, art, literature, science, music, politics and religion of 

early modern Europe in a choice of lectures, seminars and field trips. 

Students earn 6-9 semester credits, which are administered directly 

to member institutions by CMRS. Additional information is 

available through the Assistant Academic Dean’s Office. 

Summer Institute of Journalism 

Council campuses are invited to choose two student journalists 

to apply for this four-week, all-expenses-paid experience in 

Washington, D.C. Fifteen students are selected to participate in the 

Institute, which lasts from mid-May to mid-June. The Institute 

blends classroom experience with hands-on work and provides 

excellent opportunity to learn through lectures and panels with 

leading journalists who share a strong Christian commitment. 

Students also participate in seminars taught by communications 

professors from Council member institutions, take part in field trips 

and complete workshop projects for hometown newspapers. SIJ 

provides valuable insight and training in gathering and writing news, 

editing copy and designing layout. The Institute develops students as 

Christian journalists–exhibiting both professionalism and 

legal/ethical integrity. Students earn 4 semester hours of credit. 

CCCU International Partner Programs: 

Uganda Studies Program at Uganda Christian University 

The Uganda Studies Program (USP) offers an invaluable 

opportunity for studies in and about East Africa, for authentic crosscultural 

exposure, and for participation in the lively faith and 

worship of Global South Christianity. Students live and study with 

the UCU Honours College, a group of 35 students committed to high 

academic standards and self-guided learning. Core courses focus on 

religion, culture, literature, and history of Africa. Electives give 

students the opportunity to explore areas of interest, studying with 

and learning from Ugandans. USP participants gather together in a 

faith and practice seminar where they will process and apply their 

experiences in Uganda. The program features group travel to sights 

in Uganda. Students also may enjoy the opportunity of visiting the 

home of fellow UCU students. Each USP student finds a place to 

serve regularly in the local community. In addition, USP and 

Honours College students will join together for a larger service 

project of their own design.

Australia Studies Centre at Wesley Institute for Ministry & the 

Arts 

If Picasso was right and, "Art is a lie that makes us see the 

truth," then every good artist has to be a little irreverent. Australia is 

a great place to test the bounds of reverence. As a student at the 

Wesley Institute for Ministry and the Arts, you will have 

opportunities to discuss what it means to be a Christian artist and 

better understand your own calling. Students attend Wesley Institute, 

a dynamic evangelical Christian community of people from a variety 

of vocations, locations, churches, languages and cultures. Enrolling 

in a course of study involves a commitment to personal development 

through the study and fellowship with others who share a common 

goal: being equipped to undertake ministry opportunities in all walks 

of life. Wesley Institute is located in Drummoyne, a beautiful 

harborside suburb of Sydney located just 10 minutes away from the 

City Centre. Students will receive a travel card, a pass allowing them 

to navigate the city on school-related travel. Sydney boasts stunning 

sights ranging from architectural landmarks to expansive beaches, 

from museums to quaint neighborhoods. Excursions to the Blue 

Mountains and Jenolan Caves and Canberra, Australia's Capital, are 

included as part of the program cost. Students live with carefullyselected 

Australian families, providing a great setting for cultural 

interaction. Most homes are within a 10-15 minute walking range 

from Wesley Institute. Breakfast and dinner are provided daily with 

the families, and students will be able to make their own lunch to 

take to school or purchase from the Drummoyne shops. 

USF Exchange & Foreign Study Programs 

Focus on the Family Institute 

The Institute is a challenging one-semester academic and 

spiritual life training program for all academic majors. The Institute 

has a unique combination of a Christian Worldview curriculum 

integrated with their leadership development program. Students are 

responsible for all tuition, housing, and travel costs. To be eligible for 

USF financial aid, students must inquire at the USF Financial Aid 

Office about the possibility of a consortium contract. 

Handong University 

The University of Sioux Falls has an exchange program with 

Handong University in Pohang, South Korea. Handong is a Christian 

university with programs in the arts and sciences; many courses are 

taught in English and are available to University of Sioux Falls 

students. Students pay tuition at the University of Sioux Falls. 

Additional funds for travel and living expenses may be available for 

approved students. 

Hong Kong Baptist University 

The University of Sioux Falls has a one-semester exchange 

program with Hong Kong Baptist University. Students pay their 

tuition at USF but attend HKBU, a university with a strong liberal 

arts tradition. Students study in an English-speaking environment 

while being exposed to the Chinese culture. The majority of the 

academic load will be in coursework directly connected to the 

student’s major. 

Institute of Italian Studies 

The University of Sioux Falls is affiliated with the Institute of 

Italian Studies (I.I.S.), one of the oldest and most experienced 

college-level programs for American students in Italy. Students are 

considered for admission provided they are currently enrolled in a 

college or university, have achieved a 2.75 (or better) CGPA, and 

have at least sophomore status. Approval of the student’s academic 

advisor or the academic dean is also required. Students who enroll in 

I.I.S. programs are able to study for a summer, semester, or year in 

Florence, Rome, or Venice. The Florence program is affiliated with 

the Centro Lorenzo de Medici and the Art Institute of Florence; the 

Rome program is affiliated with the American University of Rome; 

and the Venice program is affiliated with the Venetian Instituto 

Zambler. Located in a historic district of each city and attended by 

students from around the world, each program offers a wide range of 

courses, field trips, and cultural experiences. Instruction is in 

English, but all students are required to study Italian. 

Jerusalem University College 

Jerusalem University College, formerly known as the Institute 

of Holy Land Studies, is an extension campus for more than 100 

accredited Christian universities around the world as well as an 

independent, degree granting, institution of higher education in 

Israel. The College provides students with the opportunity to study 

the Christian Scriptures in the context of the land where the events 

occurred as well as the languages, social and political culture, and 

religious and historical relationships of the Middle East. 

Students are responsible for all tuition, housing, and travel 

costs. To be eligible for USF financial aid, students must inquire at 

the USF Financial Aid Office about the possibility of a consortium 

contract. 

Social Work in a Latin American Context 

Offered on site in Cuernavaca, Mexico, the Social Work in Latin 

American Context program was jointly created in 2003 by a 

collaboration of CSWE accredited social work programs in the 

Minnesota/South Dakota area. The program satisfies the curriculum 

requirements for the BSW degree and is in accord with CSWE 

accreditation standards. When space is available, it is open to social 

work majors who meet the pre-requisites for the program. The 

mission of the program is to develop cross-culturally competent, 

ethical social work professionals with a global perspective by 

providing a semester of transformative, experiential learning focused 

on social and economic justice. Students pay tuition at the University 

of Sioux Falls. Additional funds for housing and travel may be 

available for approved students. 

HONORS PROGRAM 

The Honors Program is a challenging academic experience for 

high ability, committed students. It strives to encourage exceptional 

students to explore widely, to think creatively and critically, to study 

earnestly, to live enthusiastically, to serve sincerely—to engage 

wholeheartedly and with integrity the world of ideas, scholarship, 

culture, and service. The USF Honors Program also seeks to further 

enhance the general academic environment of the University. The 

program, which is regularly assessed to determine how well it is 

accomplishing its educational goals, is under the guidance of the 

Honors Committee of the Faculty Association. 

Typically, the initial curricular experience for Honors Scholar 

Students is the University Honors Seminar. This interdisciplinary, 

team-taught course delves deeply into matters closely identified with 

the liberal arts. National Merit Finalists, Salsbury Scholars, Trustee 

Scholars and Lackey Presidential Scholars are required to include 

this course in their second year at the University of Sioux Falls. 

Beyond the University Honors Seminar course, one or two other 

honors courses are offered each semester. These are typically 


35

interdisciplinary, team-taught experiences in all areas of the 

curriculum. In some cases, they fulfill major or liberal arts core 

requirements. Prerequisites may be waived for honors students, with 

consent of the instructor. A thesis or independent project opportunity 

is also available for up to four semester hours of credit. 

The Honors Program strives to build community and enrich the 

academic and cultural life of the University through a calendar of 

social and cultural activities, both on and off campus. 

Eligibility Requirements 

Continuing eligibility of an Honors Scholarship requires 

students to maintain a high level of academic achievement through 

the maintenance of a minimum cumulative grade point average 

(CGPA). Students receiving the National Merit Finalists Scholarship 

are required to maintain a minimum 3.5 CGPA. Students receiving 

the Salsbury, Trustee, Lackey Presidential and Dean’s Scholarships 

are required to maintain a minimum 3.2 CGPA. 

Students receiving Honors Scholarships are required to live in 

University housing each year of receiving the scholarship. Students 

wishing to have this requirement waived due to special 

circumstances may petition the Honors Committee of the Faculty 

Association in writing to make the request. Any request granted by 

the Honors Committee will result in the student receiving a 20 

percent reduction in his or her Honors Scholarship. 

Honors Scholars 

The distinction “Honors Scholar” will be reserved for graduates who 

fulfill the following requirements: 

• Write an honors paper or project directed by a faculty advisor; 

• Complete a minimum of 15 semester hours of honors course 

work that may include four semester hours for the honors 

paper/project; 

• Maintain a minimum cumulative grade point average of 3.7 

for all post-secondary coursework. 

Those who complete the Honors Scholar requirements are 

accorded the distinction, “Honors Scholar,” at graduation, in addition 

to receiving the traditional graduation honors based on cumulative 

grade point average. For further information on the Honors Scholar 

Program, students may contact the Registrar or the Honors 

Committee of the Faculty Association. 

GRADUATION HONORS 

Traditional graduation honors are awarded on the basis of 

cumulative grade point average as follows: 

Summa Cum Laude 3.9 - 4.00 

Magna Cum Laude 3.8 - 3.89 

Cum Laude 3.7 - 3.79 

INTERDISCIPLINARY COURSES 

Liberal Arts Courses 

Courses designated as Liberal Arts present a wide range of 

interdisciplinary and cross-disciplinary public interest and honors 

programs. For a complete listing of these courses see the 

Undergraduate Courses section, pg. 124. 


Student Development Courses 

The University of Sioux Falls is concerned about the 

development of mature Christians. It is recognized that students 

grow during their college years intellectually, emotionally, morally, 

physically, spiritually and in their interpersonal relations. The 

university seeks to assist students in setting goals for their own 

growth and personal fulfillment. This happens in counseling, in 

academic advising and in courses specifically designed for this 

purpose. For a complete listing of these courses see the 

Undergraduate Courses section, pg. 134. 

SPECIAL ACADEMIC PROGRAMS 

January Interim 

In-depth study and unique experiences are hallmarks of Interim. 

Most of the courses offer opportunities significantly different from 

those found in the Fall and Spring curricula. Interim also offers the 

opportunity to travel to exotic places and to be immersed in other 

cultures. Some Interim courses will satisfy the University of Sioux 

Falls liberal arts core requirements or major requirements. 

Students may initiate and design their own independent study 

programs during Interim. It is also possible for students to attend 

Interim at other colleges. These arrangements are facilitated through 

mutual tuition waiver agreements. 

Interim tuition and board and room for on-campus students are 

included in the Fall and Spring semester tuition and residence costs. 

For full-time students attending either Fall or Spring semester, there 

is no charge for the Interim, unless there are extra costs for travel 

experiences or particular courses covered by special course fees. 

Full-time students enrolled in the Degree Completion Program 

who choose to enroll for an Interim course will pay the part-time 

tuition fee as set by the University. 

Summer School 

The Summer session is an integral part of the University of 

Sioux Falls academic program. Courses are offered in a ten-week 

term with some courses offered during a 5-week term. Students are 

permitted to take 15 semester hours of academic work during 

summer school. In addition, a number of short workshops are 

offered each summer which attract special interest groups. 

Students attending summer school are eligible to receive federal 

financial aid as long as they are enrolled in at least 6 credit hours for 

undergraduate study or at least 4.5 credit hours for graduate study. 

The University of Sioux Falls defines summer sessions as a “leader” 

to the fall/spring semesters. Students receiving federal loan funds for 

the summer sessions will have their loan eligibility reduced during 

the following fall/spring semesters. 

Students who are interested in receiving federal financial aid 

during the summer sessions must be accepted for admission into an 

eligible program of study, must complete an application for summer 

school, and must file the Free Application for Federal Student Aid 

(FAFSA). USF institutional aid is not available during the summer 

sessions. 

Degree Completion Program 

The Degree Completion Program provides a unique alternative 

to the traditional method of obtaining a degree. This program is

tailored for non-traditional adult learners who need to balance school 

with work and family schedules. 

The accelerated program meets one evening each week for four 

hours over 17 months and leads to a Bachelor of Arts degree in 

Management. An academic background in business is helpful, but 

not required. Students work in a variety of occupations, including 

business, health care and administration, government, social service 

and agriculture. For admission criteria and course descriptions, see 

Degree Completion Program Section, pg. 57. 

ACADEMIC POLICIES 

General 

The academic regulations of the university are designed to 

insure the quality of the degrees earned by students. The student is 

responsible for seeing that all degree requirements are met. Each 

student is assigned to an academic advisor who is available to assist 

the student in planning his or her program. Academic advising is 

coordinated by the Director of Retention and Academic Advising in 

cooperation with the academic areas of the faculty. Where the 

student believes a modification of graduation requirements or 

academic regulations is in order, the request and reasons justifying it 

should be presented in writing to the Assistant Academic Dean and 

to the Academic Policies Committee of the faculty. 

Registration & Class Changes 

Registration for enrolled students who plan to return for the next 

academic year is held in the spring. New and transfer students 

entering in the Fall term may register during the summer. Those 

entering Interim or Spring semester may register prior to the first day 

of classes. Stsudents are expected to register online during the 

announced registration dates. Class attendance is not permitted until 

enrollment is completed with the Office of the Registrar and 

financial arrangements are made in the Student Accounts Office. 

The academic program of the University is offered in a 4-1-4 

calendar supplemented by a summer program. The normal course 

load for a full-time student is 14-15 semester hours in the Fall and 

Spring terms and 3-4 semester hours in the January Interim. Tuition 

paid by the full-time student allows him or her to take up to 16 

semester hours in the Fall and Spring terms and up to four semester 

hours in the January Interim. The student is charged at the part-time 

hourly rate for additional semester hours. No student may carry 

more than 17 semester hours in the Fall or Spring terms without 

special permission from the Assistant Academic Dean. 

Students are permitted to audit courses without credit or grade 

with permission of the Registrar and the instructor of the course. 

Audited courses are counted in the load of full-time students and are 

charged at the audit rate for part-time students. 

Once a student has enrolled in a course, he/she is considered an 

official member of that class unless he/she submits the necessary 

withdrawal forms to the Office of the Registrar. Through the second 

Friday of the semester, courses may be dropped with no record on 

the transcript. No courses can be added after the second Friday of the 

semester without the instructor’s written permission. 

Students may withdraw from a course after the second Friday of 

the semester until the second Friday after midterm. A grade of “W” 

will be issued for withdrawals during this period. No withdrawal 

from courses for the semester will be permitted after this date. 

Withdrawal deadlines are prorated for summer sessions, interim, and 

accelerated courses. All deadlines will be published in the Academic 

Calendar for each semester. For refund information refer to pg. 14. 

If a student in good academic standing finds it necessary to 

withdraw from school because of extenuating circumstances, he or 

she may petition the Assistant Academic Dean to withdraw from all 

classes after the published deadline. If the petition is granted, the 

student will receive a grade of “W” for all classes in which he/she is 

currently enrolled. 

A student may choose to change a course to “audit” until the 

second Friday after midterm and have the course recorded as “AU” 

for no credit on his or her transcript. No changes from credit to audit 

can be made after the withdraw deadline. 

Classification 

A student will be classified as a freshman prior to completing 

24 semester hours of college work, as a sophomore prior to 

completing 60 semester hours, and as a junior prior to completing 90 

semester hours. These classifications are defined in terms of credit 

earned and not length of time in residence. A student is considered a 

full-time student when he or she is registered for 12 or more 

semester hours during a Fall or Spring semester. 

Application for Graduation 

Those who anticipate receiving degrees at the Spring 

commencement shall file with the Registrar an application for 

graduation when registering for their senior year or no later than the 

deadline published in the academic calendar. Those who complete 

their work for a degree during the summer will participate in the 

preceding Spring graduation exercises. The student has the final 

responsibility for seeing that all degree requirements are met. 

Advisors and other university personnel will assist the student in this 

process. 

Candidates for degrees must be certified with the Registrar for 

graduation by their area chairpersons upon recommendation of the 

major program faculty. Competency of the student for graduation 

may be determined by special examinations, research papers, 

successful completion of designed courses or by other prescribed 

methods. 

Academic Performance and Grading 

Student work in each course is carefully evaluated by the 

instructor in order to help the student monitor his or her performance 

and achieve his or her educational goals. Grades are formally 

reported at the middle and at the end of each semester, but the 

student is encouraged to check his or her progress with the instructor 

whenever there is any uncertainty. An overall grade average of “C” 

is required for graduation, and a number of major programs set 

minimum grade levels for performance in courses within the major 

field. 

The evaluation of coursework at the University of Sioux Falls 

employs the following grades: 

Grade Points Grade Points 

A 4.0 D 1.0 

A- 3.7 D- .7 

B+ 3.3 F 0 

B 3.0 I 0 

B- 2.7 WF 0 (discontinued in Fall 2001) 

Academic Information 37

C+ 2.3 WP — (discontinued in Fall 2001) 

C 2.0 P — 

C- 1.7 NC — 

D+ 1.3 W — 

All course work in regular semesters is graded on a scale from 

“A” through “F,” except where the student elects to take advantage 

of the Pass/No Credit grading option. A student who has successfully 

completed 24 semester hours may, during the first two calendar 

weeks of the semester, request the Registrar to record a grade of “P” 

(Pass) or “NC” (No Credit) in one non-major elective course. No 

more than 20 semester hours of such credit may be used for 

graduation, exclusive of courses offered as “P/NC.” The same type 

of option is available to students in January Interim courses. Grades 

of “P” or “NC” are not used in the calculation of grade point 

averages. 

The grade of “I,” indicating incomplete work, may be given 

only to a student who is unavoidably prevented from completing the 

work of the course. Students must complete a Request for an 

Incomplete Grade Form, which is available in the Office of the 

Registrar. For the student to receive credit in the course, the “I” must 

be removed during the first six calendar weeks of the next Fall or 

Spring semester. The time for removal of the “I” may be extended if 

special arrangements have been made with the instructor and written 

notice filed in the Registrar’s Office. Until changed to an appropriate 

letter grade, the “I” counts 0 grade points and has the same impact 

on the grade point average as an “F.” The instructor is responsible for 

reporting any change to the Registrar’s Office. 

The grade of “X” is assigned at midterm only and is used when 

a student stops attending a class before completing enough work to 

determine a course grade, yet has not officially withdrawn from the 

course. 

Academic Probation Policy 

To assure satisfactory progress toward a degree, the university 

has set the following minimum cumulative grade point standards for 

students to achieve: 

Freshman (0-23 credits) 1.50 

Sophomore (24-59 credits) 1.75 

Junior (60-89 credits) 2.00 

Senior (90+ credits) 2.00 

Students who fail to meet minimum cumulative grade point 

standards at the end of a semester at the University of Sioux Falls 

will be notified and placed on academic probation. The conditions of 

probation require that students achieve the minimum cumulative 

grade point standard for their classification upon completion of the 

next semester. All students who do not achieve this minimum 

standard will be asked to discontinue their program at the University 

of Sioux Falls for at least one semester. Anyone who then wishes to 

return must reapply to the Assistant Academic Dean. When 

readmitted, students will be placed on academic probation for the 

term enrolled and must achieve a 2.0 grade point average for the 

term. If this grade point average for the term is achieved, but the 

cumulative grade point average is still below the minimum 

standards, the student will continue on probation for another 

semester. 

The Assistant Academic Dean determines which students are 

placed on and released from academic probation. Appeals regarding 

the probation policy or dismissal may be made to the faculty 


Academic Policies Committee. 

Student Records Policy 

The Family Educational Rights and Privacy Act of l974 

(Buckley amendment) provides college students with more control 

over their educational records. The University of Sioux Falls accords 

all rights under the law to students who are declared independent. 

Students’ records may only be released to the student or proper 

authorities within the institution unless the student has provided 

written authorization for release of his or her academic records. 

Students’ financial aid and billing account records are also protected 

under the law. Students who wish to release their financial aid and 

billing account information may also sign a release form on an 

annual basis to give written authorization to others needing to access 

their records. More complete details about the act are published each 

year in the Student Handbook on the USF website at 

www.usiouxfalls.edu. 

Directory Information 

Directory information at the University of Sioux Falls is defined as: 

Student name, campus address, campus phone, permanent 

address, permanent telephone, email address, parents’ names, 

hometown, religious affiliation, high school attended, dates of 

attendance, full-time/part-time status, honors, awards, special 

recognition, degree(s) received, major, classification (Senior, Junior, 

etc.), activity, photographs, and sports participation (including height 

and weight of team members). 

Student Access to Records 

The PAW (Personal Access through the Web) allows students to 

view course schedules, grades, degree audit, financial aid, and 

student account information. Students can also email address 

changes through PAW to the Office of the Registrar. Web registration 

is currently in the development stages for access through PAW. 

Computer Use Policies 

Every USF student (part or full time) is urged to obtain a 

computer account through the Computer Center. This account is one 

of the official ways the University communicates to students and 

staff. Professors use e-mail for class announcements and the 

University offices use the campus e-mail to make contact with 

students. This service is provided through the USF Student Access 

and Technology fee. 

To obtain a computer account, simply stop by the USF 

Computer Center (2nd floor Salsbury Science Center) or you may 

obtain an account request form at either the Information Desk in 

Jorden Hall, the DCP Office (Cleveland Center) or the Student 

Services Office (Salsbury Student Center). This is an easy and 

simple process. Student access to the USF network is for ONE 

TERM only and needs to be renewed each semester. 

USF Software Policy 

It is the intent of the University of Sioux Falls to adhere to all 

provisions of the copyright laws of the United States in the area of 

microcomputers. It is the policy of this university that no person shall 

use or cause to be used in the University's micro-computer 

laboratories any software that does not fall into one of the following 

categories: 

1. It is in the public domain. 

2. It is covered by a licensing agreement with the software

author, authors, vendor or developer, whichever is applicable 

3. It has been donated to the University and a written record of a 

bona fide contribution exists. 

4. It has been purchased by the University and a record of a bona 

fide purchase exists. 

5. It has been purchased by the user and a record of a bona fide 

purchase exists and can be produced by the user upon demand. 

6. It is being reviewed or demonstrated by the users in order to 

reach a decision about possible future purchase or request for 

contribution or licensing. 

7. It has been written or developed by the USF Computer Center, 

faculty or staff for the specific purpose of being used in USF 

computer laboratories. 

8. It is being written or has been developed by the user and 

reasonable documentation exists to verify the user's ownership. 

It is also the policy of the University that there is no copying of 

copyrighted or proprietary programs on computers belonging to the 

University. 

Improper Use of Computers 

Definition: Using computers to obtain or distribute improper/illegal 

communications; degrading, compromising, or tampering with 

computer files, equipment, and systems; circumventing systems that 

are protected; using computers to cheat. 

Examples: 

1. downloading or transmitting libelous material, obscene or 

offensive messages, or threats 

2. using computers to harass, intimidate, or make trouble for 

another person 

3. hacking, circumventing protection codes, obtaining/using 

another person’s pass-word without permission, invading protected 

files 

4. deleting, changing, or introducing erroneous information into 

grade records, confidential files, or another user's files (whether 

protected or not) 

5. constructing viruses or knowingly introducing viruses into a 

system; attempting to halt the system or to compromise its 

performance 

6. stealing software or copying programs and data without 

written permission 

7. cheating, obtaining/using unauthorized material, 

supplying/communicating unauthorized information to another user 

using a stand-in respondent or substitute participant in an online 

course. 

Sanction for Failure to Log-Off the Computer 

If an individual fails to log-off the network and subsequently an 

unacceptable email message is sent by another person, the individual 

who failed to log off will be held responsible and will be subject to 

a fine and possible suspension of email privileges. 

Attendance Policy 

Faithful and consistent class attendance should be considered 

the standard for regular coursework at the University of Sioux Falls. 

Such attendance is important for both the integrity of the course and 

the student's own sake. The responsibility for monitoring student 

attendance is assigned directly to the instructor of the course. 

If an instructor judges that a student's pattern of class absences 

is excessive, the instructor should inform the student to this effect in 

a certified letter (with a copy going to the Vice President for 

Academic Affairs.) In the event that unexcused absences continue 

after such written notice, the instructor is permitted (at his or her 

discretion) to suspend the student from the course – removing the 

name from the grade roster, and notifying the student. Reinstatement 

would require an appeal through the Office of the Vice President for 

Academic Affairs within ten calendar days of the suspension. 

The USF community is committed to the principle of mutual 

respect and support regarding regularly scheduled classes and the 

extracurricular activities (including specially scheduled co-curricular 

activities) we offer our students. Recognizing both that such 

activities can sometimes legitimately conflict with class time and 

that the conflicts need to be limited, we seek a balance. The 

guideline for that balance will be that students who participate in any 

single extracurricular activity (e.g. an athletic team’s regular season 

schedule, an arts organization’s performance schedule, or a regular 

course’s required additional meetings) can legitimately expect their 

participation to conflict with class attendance in any course up to but 

no more than the equivalent of one week of the class time per term 

(e.g. three fifty-minute sessions in a three-hour course). Activity 

schedules will conform to this guideline. Students involved during 

the same term in more than one extracurricular activity in a way, 

which creates additional class conflicts beyond the guideline, must 

expect some negative impact in their academic experience and 

perhaps on their grades. 

Policy on Academic Misconduct 

USF holds firmly to the conviction that personal and intellectual 

integrity should be fundamental values at a Christian university. For 

this reason, USF expects all students and employees of the 

University to act honestly, ethically, and fairly and to avoid activities 

that would compromise the academic mission of the University. To 

make this standard explicit, therefore, the University offers the 

following list of actions that it considers being inappropriate, 

unethical, and harmful to the learning environment at USF. 

Although the following list is relatively comprehensive, it is 

neither complete nor uniformly enforceable. Nevertheless, by 

providing practical guidance for students on issues related to 

personal and institutional integrity at USF, the University is hoping 

to implement its mission "to foster academic excellence and the 

development of mature Christian persons..." 

Abuse of Confidentiality 

Definition: Revealing, using, or discussing confidential information 

that one acquires during classroom discussions, service projects, 

internships, practice teaching assignments, work-study employment, 

or other activities sponsored by the University. 

Cheating 

Definition: Using or attempting to use unauthorized assistance, 

material, or equipment while preparing for or working on an 

examination or other academic assignment. 

Dishonesty, Destruction or Theft of Academic Resources, 

Obstructing Access, or Other Acts that Interfere with Another 

Person's Work 

Definition: Seeking to gain an unfair advantage by lying, stealing, 


39

estricting access to facilities and data, destroying or damaging 

resources, corrupting the research environment, or otherwise 

interfering with someone else's work; preventing or attempting to 

prevent another person from utilizing authorized assistance and 

resources. 

Fabrication 

Definition: Presenting or submitting fraudulent information (i.e., 

information that has been altered or created for the purpose of 

deceiving one's audience, readers, instructors, or colleagues). 

Impersonation 

Definition: Posing or presenting one's self as another person or 

stealing the identity of another person. (Coercing or encouraging 

someone to assume the identity of a third party is similarly offensive 

to the integrity of the university as an academically and socially 

responsible community.) 

Improper Collaboration 

Definition: Attaching one's name to a group project without: (1) an 

authentic understanding of the work submitted, (2) a fair and 

proportional contribution to the efforts of the collaborating group, 

and/or (3) the ability to defend or interpret individually the work 

submitted. 

Improper Use of Computers 

See pg. 38 for Computer Use Policies. 

Misrepresentation of Academic Records 

Definition: Submitting incomplete or altered transcripts, grade 

reports, standardized test scores, or other records that one knows to 

be inaccurate or incomplete. 

Multiple Submission 

Definition: Fulfilling requirements in a second/subsequent course by 

submitting substantially similar work from a previous course, unless 

permission was obtained in advance from the second/subsequent 

instructor. (If the same/similar work would be submitted in courses 

meeting concurrently, permission must be obtained in advance and 

separately from each instructor.) 

Plagiarism 

Definition: Appropriating or imitating the words, ideas, data, and/or 

thoughts of others and using them as if they were one's own (i.e., 

without appropriate attribution). 

Procedures for Handling Incidents of 

Academic Misconduct 

First Review Process 

As a rule, acts of academic misconduct should be addressed first 

at the level at which the incident occurred (e.g., course level). If an 

infraction occurred unwittingly or unintentionally, the faculty 

member may decide to handle the case as a "teachable moment." 

However, when a faculty member suspects that a student has with 

knowledge and intent violated the standards that govern academic 

conduct at USF, the faculty person shall document his/her suspicions 

and keep on file all evidence related thereto, including any material 

evidence, written work, written comments, e-mail, verbal exchanges, 

telephone calls, or any other contact he/she may have with persons 

involved in the case. The initial review shall be held no later than five 

business days after the alleged infraction was discovered. This 

meeting should include both the faculty member and the student 


whose conduct is in question. The review process should be 

completed as soon as possible, and the faculty member shall report 

his/her decision to the student in writing no later than forty-eight 

hours after concluding the initial review. The faculty member shall 

keep a copy of this letter on file and send duplicate copies to both the 

Vice President for Academic Affairs and the Dean of Students. 

Second Review Process 

If a student thinks the first review process was incomplete or 

unfair, she/he may ask the Chairperson of the Area in which the 

problem arose to review again the facts of the case and to provide an 

advisory opinion. This request must be submitted in writing to the 

Area Chairperson no later than five business days after the first 

review process was completed. Students who request a second 

review may also choose a person from the University community to 

participate in discussions and to represent their interests during the 

second review process. 

Appeals Process 

The Academic Policies Committee (APC) for undergraduate 

students or the Graduate Policies Committee (GPC) for graduate 

students serves as the appellate body for those students seeking 

appeal. This appeal must be in writing and must be received by the 

Vice President for Academic Affairs within 14 days of the original 

decision. The decision by the APC or GPC is final. 

Penalties 

Because circumstances will vary from one instance of academic 

misconduct to another, there is no prescribed penalty for each 

offense. As an alternative to a prescribed table of penalties, faculty 

members may attempt to match the severity of the penalty with the 

egregiousness of the misconduct. The following examples suggest a 

range of penalties that might fit offenses of various kinds: 

• requiring a student to rewrite or redo an assignment 

• giving a grade of “F” on a project, test, or assignment 

• issuing a disciplinary warning 

• requiring a student to write a paper about the offense 

• giving a grade of “F” for a course 

• putting a student on disciplinary probation 

• requiring a student to make restitution for damaged data or 

equipment 

• canceling a student's campus computer privileges or access to 

the campus computer network 

Eligibility for University Activities & 

Organizations 

A student officially representing the University in other 

activities or qualifying to hold office in student organizations must 

be appointed or elected by a campus organization (some of which 

have specific standards) or be designated or approved by a faculty 

member. Any registered student may participate in these activities or 

organizations. 

Student Eligibility for Participation in 

Intercollegiate Athletic Competition 

The University of Sioux Falls is a member of the National 

Association of Intercollegiate Athletics (NAIA) and the Great Plains 

Athletic Conference (GPAC) and, as a member of these 

organizations, must respect the eligibility requirements as minimum 

standards. The NAIA requires specific criteria be met by incoming

freshmen to participate during their freshman year. The NAIA also 

has specific criteria for continued participation in subsequent years. 

Students interested in intercollegiate competition should contact the 

Athletic Director, Registrar or Faculty Athletic Representative for 

details. All new, current and transfer students are responsible for 

knowing and meeting the eligibility requirements of both the 

University of Sioux Falls and the governing athletic bodies before 

participating in intercollegiate athletic contests. 

CLEP Policies 

A student may earn up to 32 semester hours of credit toward a 

degree at the University of Sioux Falls through CLEP (College Level 

Examination Program) or other equivalency examinations. CLEP 

credit will be allowed only for the special subject examinations and 

only for scores that are equivalent to a grade of “C” or better. No 

grades will be indicated for CLEP credit on the transcript other than 

Pass. 

The Career Services Office administers the CLEP Testing 

Program on USF’s campus. 

The specific CLEP subject examinations allowed and the 

corresponding University of Sioux Falls course credits that can be 

earned are as follows: 

Humanities 

Freshman College Composition (including essay) 

LAR 111 Western Heritages I 4 

American Literature 


English Literature 


Analyzing and Interpreting Literature 


College French (Levels 1 and 2) 

FRE 101-102 Elementary French 8 

FRE 201-202 Intermediate French 6 

College German (Levels 1 and 2) 

GER 101-102 Elementary German 8 

GER 201-202 Intermediate German 6 

College Spanish (Levels 1 and 2) 

SPA 101-102 Elementary Spanish 8 

SPA 201-202 Intermediate Spanish 6 

Social Science 

American Government 


History of the United States I 

HIS 201 U.S. History to 1877 3 

History of the United States II 

HIS 202 U.S. History since 1877 3 

General Psychology 


Human Growth & Development 

PSY 211 Human Development 3 

Introductory Sociology 

SOC 201 Fundamentals of Sociology 3 

Introductory Microeconomics 

ECO 212 Principles of Microeconomics 3 

Introductory Macroeconomics 

ECO 213 Principles of Macroeconomics 3 

Natural Science 

Biology 


General Chemistry 


College Algebra 

MAT111 Elementary Algebra 3 

College Algebra with Trigonometry 

MAT 112 College Algebra and Trigonometry 4 

Calculus with Elementary Functions 

MAT 204 Calculus 1 4 

Business Administration 

Introductory Accounting 

ACC 225 Principles of Financial Accounting 3 

ACC 226 Principles of Managerial Accounting 3 

Introductory Business Law 

BUS 320 Business Law 3 

Principles of Management 

BUS 306 Management of Organizations 3 

Principles of Marketing 

BUS 307 Principles of Marketing 3 

Advanced Placement Program 

The University of Sioux Falls participates in the College Board 

Advanced Placement Program, awarding credit in equivalent 

University of Sioux Falls courses for scores of four or five. Credit is 

considered for scores of three by review of candidate’s test booklet. 

Final approval rests with the faculty of the discipline involved. 


41

42 Academic Information

Bachelor’s 

Degree 

Programs

APPLIED MATHEMATICS 

Applied Mathematics (B.S.) 

Goals: This four year program is a cross-discipline major designed 

to prepare students to pursue further study and careers in many 

branches of engineering or in any field where mathematics, 

computer science, and the physical sciences find application. The 

program is intended for students who prefer to gain a solid 

preparation in the applied areas of mathematics, computer modeling 

and simulation of mathematical and engineering problems, and 

foundational courses in physics and chemistry at a Christian liberal 

arts university before specializing in a field of engineering. 

Vocational Applications: The program is designed to train leaders 

in the many areas where abilities in mathematical analysis and 

problem solving, computer-aided mathematical modeling and 

simulation, and understanding the core disciplines of the physical 

sciences are requisite. Graduates may work with engineering teams 

or pursue advanced degree programs in many areas of engineering. 

Opportunities exist for undergraduate internships with engineering 

projects. The program emphasis is the cross-discipline application of 

the physical and computational sciences in ways that serve the 

community and fulfill the Christian responsibility of becoming a 

good steward. 

Requirements: In addition to meeting the liberal arts core 

requirements of the University, students must complete the courses 

listed below. Majors must participate in program assessment 

activities. 

❏ MAT 204 Calculus I 

❏ MAT 205 Calculus II 

❏ MAT 310 Calculus III 

❏ MAT 311 Differential Equations 

❏ CHE 111 General Chemistry I 

❏ CHE 112 General Chemistry II 

❏ COM 201 Introduction to Computer Science I 

❏ COM 202 Introduction to Computer Science II 

❏ COM 302 Introduction to Linux 

or COM 320 Structure and Logic of Digital Computers 

❏ COM/MAT 300 Numerical Methods 

❏ COM/MAT 306 Discrete & Algorithmic Mathematics 

❏ COM/MAT 490 Senior Seminar 

❏ NSC 300 Colloquium (required during three semesters 

of the junior and senior years; one presentation) 

❏ PHY 201 University Physics I 

❏ PHY 202 University Physics II 

❏ PHY 303 Statistics and Mechanics of Materials 

Elective in Mathematics, Computer Science, or any Natural 

Science (200 level or above, 3 s.h.) 

❏ ______________________________________ 

44 Applied Mathematics 

Applied Mathematics for Engineering (B.A.) 

Goals: By spending three years at the University of Sioux Falls and 

two to three years at an engineering school, a student can obtain a 

B.A. degree from USF and a B.S. degree from an engineering 

school. The program is designed for students who prefer to gain their 

mathematics and science background at a liberal arts university in 

preparation for junior level engineering courses that will be taken at 

an engineering school. The University of Sioux Falls has cooperative 

programs with the engineering schools at South Dakota State 

University, Brookings, SD; and Washington University, St. Louis, 

MO. Although students can finish the engineering program at other 

accredited schools of engineering, the University of Sioux Falls 

program is particularly suited to both SDSU and Washington 

University. Students can take engineering courses through SDSU’s 

Sioux Falls campus while they are full-time students at USF; and 

Washington University offers intense two-week engineering courses 

in St. Louis during the January Interim for liberal arts institutions 

participating in their dual-degree program. 

Vocational Applications: This program has been designed to train 

leaders with preparation in science, engineering and the liberal arts. 

Graduates of this dual-degree program are particularly attractive 

candidates to industry because of their interdisciplinary grasp of 

issues, oral and written communications skills, 

problem-solving skills and ability to conceptualize and organize 

information. 

Requirements: Three academic years of residence at USF; a 

minimum of 96 semester hours of credit at USF; a grade point 

average of 2.5 or higher at USF; fulfillment of all USF liberal arts 

core requirements. In addition to the core courses, students must 

complete the courses listed below. Majors must participate in 

program assessment activities. 









❏ NSC 300 Colloquium (required during both semesters 

of the junior year, and one presentation is 

required; MAT 490 may substitute for one 

semester of NSC 300, but may not replace the 

NSC 300 presentation) 

❏ PHY 201 University Physics I 

❏ PHY 202 University Physics II 

After having fulfilled the USF requirements and having 

received an engineering degree from an accredited engineering 

school, a student is awarded a B.A. degree in Applied Mathematics 

from USF. 

For Chemical Engineering, the additional courses listed below 

should be taken before transferring to the engineering school. 

Chemical Engineering is not offered at SDSU. 

❏ CHE 211 Organic Chemistry I 

❏ CHE 212 Organic Chemistry II 

❏ CHE 311 Physical Chemistry

ART 

Art (B.A.) 

Goals: This program of study is designed to (1) develop the 

student’s awareness of the capacity for visual expression and creative 

synthesis, (2) broaden the student’s understanding of how visual 

expression and creativity interact with the whole of culture, and (3) 

prepare the student for further study or careers that involve visual 

expression and creativity. 

Vocational Applications: The Art major is designed to prepare the 

student to seek further study or employment in a variety of careers 

which involve visual expression and creative synthesis. Those who 

are seeking a career in art are offered specific preparation in graphic 

design, computer imaging, photography, teaching and studio careers 

in drawing and painting. 


requirements of the University, the student must take 25 credits of 

core Art courses and select a 15 credit concentration within the 

major. The concentrations are Graphic Design and Fine Arts. Those 

with a Graphic Design concentration are strongly advised to arrange 

an internship during their junior or senior year. The student must 

maintain a minimum GPA of 2.5 in courses within the major. 

The Art Department regularly assesses its program in a number 

of ways to determine how well it is accomplishing its educational 

mission. All art majors must participate in a senior exhibit at the time 

they graduate. Students will also be expected to leave one work as a 

contribution to the permanent collection of the University. In 

addition to a senior exhibit, each student must participate in two 

faculty evaluations: the Sophomore Review and the Junior Review. 

Successful completion of the Junior Review constitutes approval to 

enroll in the senior thesis course that will lead to the fulfillment of 

the senior exhibit requirement. 

In addition to the art courses listed here, students may take other 

art courses at Augustana College under the cross-enrollment policy. 

Required Core Courses 25 s.h. 

❏ ART 101 Drawing I 3 

❏ ART 120 Introduction to Design 

or ART 122 eDesign 3 

❏ ART 150 Introduction to Sculpture 3 

❏ ART 204 Painting I 3 

❏ ART 209 Art History: Prehistory – 14th Century 3 

❏ ART 210 Art History: 14th Century – Present 3 

❏ ART 300 Communication Arts Colloquium 1 

❏ ART 310 Art History: Twentieth Century 3 

❏ ART 460 Senior Thesis 3 

Fine Arts Concentration 15 s.h. 

❏ Level III competency in one area (9 s.h.) 

Drawing 

Painting 

Computer Arts 

Sculpture 

Photography 

Art Electives (6 s.h.) 

❏ ART _________________________________ 

❏ ART _________________________________ 

Graphic Design Concentration 15 s.h. 

❏ ART 221 Graphic Design: Layout 3 

❏ ART 329 Web Design 

Two courses from the following (6 s.h.): 

3 


ART 271 Photomanipulation 3 

ART 372 Web Animation 3 

❏ ART _________________________________ 

❏ ART _________________________________ 

Art Elective (Preferably an Internship) 3 s.h. 

❏ ART _________________________________ 

Art Education (B.A.) 

Goals: This program of study is designed to (1) develop the 

student’s awareness of the capacity for visual expression and creative 

synthesis, (2) broaden the student’s understanding of how visual 

expression and creativity interact with the whole of culture, and (3) 

prepare the student for further study or careers that involve teaching 

visual expression and creativity. 

Vocational Applications: The Art Education major is designed to 

prepare the student to teach art at the K-12 level. 


requirements of the University, the student must complete all the 

requirements for secondary education certification and 40 semester 

hours in the Art courses listed below. The student must maintain a 

minimum GPA of 2.5 in courses within the major. 

The Art Department regularly assesses its program in a number 

of ways to determine how well it is accomplishing its educational 

mission. All art majors must participate in a senior exhibit at the 

time they graduate. Students will also be expected to leave one work 

as a contribution to the permanent collection of the University. In 

addition to a senior exhibit, each student must participate in two 

faculty evaluations: the Sophomore Review and the Junior Review. 

Successful completion of the Junior Review constitutes approval to 

enroll in the senior thesis course that will lead to the fulfillment of 

the senior exhibit requirement. 




❏ ART 150 Introduction to Sculpture 3 

❏ ART 201 Drawing II 3 

❏ ART 204 Painting I 3 

❏ ART 209 Art History: Prehistory – 14th Century 3 

❏ ART 210 Art History: 14th Century – Present 3 

❏ ART 290 Art Education: Primary 3 


❏ ART 310 Art History: Twentieth Century 3 

❏ ART 330 Art Education: Secondary 3 

❏ ART 460 Senior Thesis 3 

Art & Art Education 

45

Art Electives suggested from the following (6 s.h.) 


ART 220 Graphic Design: Typography 3 

ART 241 Painting II 3 

ART 271 Photomanipulation 3 

ART 321 Graphic Design: Layout 

ART 329 Web Design 

Others as approved by advisor 

3 

❏ ART _________________________________ 

❏ ART _________________________________ 

Art Minor 

Requirements: Students who meet the regular degree requirements 

of the University for a major in some other program may receive a 

minor in Art by completing the following nineteen semester hours. 

❏ ART 100 Introduction to Art 

or ART 209 Art History: Prehistory – 14th Century 

or ART 210 Art History: 14th Century – Present 

or ART 310 Art History: Twentieth Century 3 





Art Electives (9 s.h.) 

❏ ART _________________________________ 

❏ ART _________________________________ 

❏ ART _________________________________ 

46 Art & Art Education

BIOLOGY 

Biology (B.S.) 

Goals: The program is designed to (1) develop broadly based and 

flexible students having sufficient general biological background to 

specialize in any of a number of areas, (2) present basic principles 

and concepts of living organisms so that students may appreciate the 

unity of nature, and (3) provide significant experiences in inductive 

and deductive reasoning. 

Vocational Applications: This program leads to employment 

opportunities in industry, research institutions or governmental 

agencies; further study at the graduate level or in professional 

schools; and teaching at the secondary level. 


requirements of the University, the student must take at least 32 

semester hours of study in biology that include: 

❏ BIO 100 Concepts in Biology 

❏ BIO 203 General Botany 

❏ BIO 204 General Zoology 

❏ BIO 222 Genetics 

❏ BIO _________________________________ 

❏ BIO _________________________________ 

❏ BIO _________________________________ 

❏ BIO _________________________________ 


or CHE 121 Introduction to Chemistry 


or CHE 122 Introduction to Organic & Biochemistry 

❏ NSC 300 Colloquium (required during the four semesters 

of the junior and senior years; one presentation 

is required each year) 

Two courses in physics 

❏ PHY _________________________________ 

❏ PHY _________________________________ 

Elective from either mathematics or computer science 

beyond the liberal arts core requirements 

❏ _____________________________________ 

In addition to the elective courses in biology that complete the 

minimal requirements, the student may supplement the program 

with Chemistry 211, 212 or 305. A major must have at least a 2.0 

GPA in biology courses by the end of his or her sophomore year and 

must maintain that average until graduation. Majors must participate 

in program assessment activities. 

Biology Minor 



minor in Biology by completing five biology courses and two 

semesters of Colloquium, including making one presentation. 

❏ BIO 100 Concepts of Biology 




Any other regular or special biology course (exclusive of 

paraprofessional and internship experiences) 

❏ BIO _________________________________ 

❏ NSC 300 Colloquium (required two semesters; one 

presentation is required) 

Biology Secondary Education Certification 

Goals: The program is designed to prepare effective and 

knowledgeable teachers of biological science at the secondary level. 

Its goals are to provide (1) a familiarity with each of the major 

groups of organisms and their inter-relatedness, (2) an understanding 

of living phenomena at the level of the molecule, cell, organism, 

population and community, (3) an appreciation of biology both as a 

laboratory study and as a field endeavor, with proficiency in 

techniques pertinent to both, and (4) a familiarity with basic 

concepts of the physical sciences and mathematics. 

Requirements: In addition to satisfying the liberal arts core 

requirements of the University, the student must complete the 

courses listed below. Additional work in Chemistry (211 & 305) is 

recommended. The student must also complete the requirements for 

secondary education (see Education Section pg. 60) and maintain at 

least a 2.5 GPA in biology courses from the end of his or her 

sophomore year through graduation. Majors must participate in 


❏ BIO 100 Concepts of Biology 




❏ BIO 302 Biology of Microorganisms 

or BIO 309 Cell Biology 

❏ BIO 314 Human Anatomy 

❏ BIO 315 Human Physiology 

❏ BIO 324 Ecology 


or CHE 121 Introduction to Chemistry 


or CHE 122 Introduction to Organic & Biochemistry 

❏ NSC 121 Earth Science 

❏ NSC 300 Colloquium (four semesters, beginning 

second semester of sophomore year to 

accommodate student teaching; two 

presentations required) 

❏ NSC 400 Secondary Methods in the Natural Sciences 


❏ PHY 101 & 102 Introduction to Physics OR 

201 & 202 University Physics 

Elective from either mathematics or computer science beyond 

the liberal arts core requirements 

❏ _____________________________________ 

Middle School Endorsements 

Students interested in receiving middle school endorsements 

should refer to Areas of Middle School Endorsement in the 

Education Section, pg. 61. 

Biology 

47

BUSINESS ADMINISTRATION 


Mission 

To liberally educate students in business foundations preparing for 

(1) careers in accounting, business, and service organizations and 

(2) advanced professional study. 

Business Administration (B.A.) 

Goals: The goals of the Business Administration major are to (1) 

provide basic knowledge in the core areas of business and the 

student’s business concentration, (2) develop the student’s 

strategic/critical thinking skills encompassing the ability to link data, 

knowledge and insight together from various disciplines, and (3) 

facilitate the student’s understanding of the relationship between 

ethics, business and personal faith. 

Vocational Applications: (1) sales and marketing, (2) financial 

services, (3) accounting, (4) management and general 

administration, and (5) entrepreneurship. 


requirements of the University, the student must complete the core 

requirements as well as a required concentration of four additional 

courses in accounting, economics, entrepreneurship, finance, 

international business, marketing, operations management, or 

management information systems as listed below. All coursework 

attempted in the Business, Accounting, and Economics core classes 

and the eight concentrations must be completed with a grade of 

“C-” or better. 

The Vucurevich School of Business regularly assesses its Business 

Administration programs to determine how well it is accomplishing 

its educational goals. 

Business Administration Core 

❏ ACC 225 Principles of Financial Accounting 

❏ ACC 226 Principles of Managerial Accounting 

❏ BUS 260 Principles of E-Business 

❏ BUS 305 Managerial Finance 

❏ BUS 306 Management of Organizations 

❏ BUS 307 Principles of Marketing 

❏ BUS 320 Business Law 

❏ BUS 421 Business Ethics 

❏ BUS 427 Problems in Business Policy 

❏ ECO 212 Principles of Microeconomics 

❏ ECO 213 Principles of Macroeconomics 

❏ 1 Economics Elective ___________________________ 

❏ COM 104 Computer Solutions to Information Problems 


❏ MAT 112 College Algebra & Trigonometry 

❏ MAT 202 Finite Mathematics 

or MAT 201 Calculus for Applications 

❏ MAT 233 Introduction to Statistics 

❏ ENG 400 Business Communication & Report Writing 

Concentration in Accounting 

Select four courses from the following: 

❏ ACC 317 Cost Management 

❏ ACC 325 Intermediate Accounting I 

❏ ACC 326 Intermediate Accounting II 

48 Business Administration & Public Accounting 

❏ ACC 403 Federal Income Tax 

❏ ACC 425 Advanced Accounting 

❏ ACC 426 Auditing 

❏ BUS 395 Internship 

Concentration in Economics 

Select four courses from the following: 

❏ ECO 303 Money & Banking 

❏ ECO 320 Managerial Economics 

❏ ECO 349 Intermediate Microeconomics 

❏ ECO 350 Intermediate Macroeconomics 

❏ ECO 395 Internship 

❏ ECO 405 Environmental Economics 

❏ ECO 451 Industrial Organization 

❏ ECO 452 International Finance & Trade 

❏ ECO 460 Economic Research Methods 

Concentration in Entrepreneurship 

Required courses: 


❏ BUS 331 Small Business/Entrepreneurship 

❏ BUS 401 Marketing Research 

Choose one of the following: 


❏ BUS 319 International Business 

❏ BUS 408 Marketing Management 

❏ BUS 419 International Marketing 

Concentration in Finance 


❏ BUS 405 Investments 

❏ BUS 417 Advanced Finance 


Choose one of the following: 

❏ ECO 303 Money & Banking 


Concentration in International Business 


❏ BUS 319 International Business 



❏ two semesters of college level foreign language 

Concentration in Marketing 

Required course: 


Choose three of the following: 

❏ BUS 207 Media Survey 

❏ BUS 385 Ad Agencies/Public Relations 

❏ BUS 313 Retail Management 

❏ BUS 316 Personal Selling and Sales Management 



❏ BUS 401 Marketing Research

Concentration in Operations Management 

Choose four of the following: 


❏ BUS 313 Retail Management 

❏ BUS 315 Personnel/Human Resources Management 

❏ BUS 330 Small Business Development 

❏ BUS 335 Operations Management 


❏ BUS 410 Practices of Supervisory Management 

(one of the four may be from) 

❏ BUS 309 Communication for the Professional 

❏ BUS 308 Persuasion: Process and Procedures 

❏ BUS 312 Leadership & Small Group Communication 

Concentration in Management Information Systems 




or COM 301 Alternatives in Visual Programming 

❏ COM 310 Information Systems Analysis 

❏ COM 318 Database Management Systems 

❏ MAT 306 Discrete and Algorithmic Mathematics 

Public Accounting & Business Administration 

(B.A.) 

Goals: The goals of the Public Accounting & Business 

Administration major are to (1) provide basic knowledge in the core 

areas of business and competency in public accounting, (2) develop 

the student’s strategic/critical thinking skills encompassing the 

ability to link data, knowledge and insight together from various 

disciplines, and (3) facilitate the student’s understanding of the 

relationship between ethics, business and personal faith. 

Vocational Applications: (1) certified public accountant, (2) 

management accountant, (3) governmental accountant, (4) not-forprofit 

accountant, and (5) internal auditor. 

The Vucurevich School of Business regularly assesses its 

Accounting program to determine how well it is accomplishing its 

educational goals. 

In South Dakota and in 48 other states, students wishing to sit for the 

Certified Public Accountant Examinations are required to have 150 

semester hours of course work. These additional semester hours can 

be in accounting, business, or other fields. Students need to check 

the financial aid implications for this requirement. 

Students will be able to fulfill the 150-hour requirement for the CPA 

exam in the following ways: 

A. By intensifying the four-year program, taking a full course load 

each semester (earning 140 semester hours of credit) and 

attending summer school one summer full-time or two summers 

part-time (earning 10 additional semester hours of credit). The 

student would graduate with a Bachelor of Arts in Public 

Accounting & Business Administration, plus 22 hours. 

B. By graduating with a four-year Bachelor of Arts degree in Public 

Accounting & Business Administration, taking a position in an 

accounting firm and entering the University of Sioux Falls MBA 

program with an accounting concentration. The MBA program 

will allow the student to work full-time while completing the two- 

year master’s degree. As soon as 150 hours are completed, the 

student may sit for the exam. 

C. By remaining a fifth year and completing coursework toward 150 

semester hours in the fall semester and completing an internship 

during the spring semester. 



listed below. All course work attempted in Accounting, Business and 

Economics must be completed with a grade of “C-” or better. 



❏ ACC 250 Interactive Accounting 


❏ ACC 325 Intermediate Accounting I 

❏ ACC 326 Intermediate Accounting II 


❏ ACC 425 Advanced Accounting 

❏ ACC 426 Auditing 





❏ BUS 421 Business Ethics 

❏ BUS 427 Problems in Business Policy 



❏ 1 Economics Elective ___________________________ 

❏ COM 104 Computer Solutions to Information Problems 



or MAT 201 Calculus for Applications 


❏ ENG 400 Business Communication & Report Writing 

Business Administration Minor 

A Business Administration minor consists of a minimum of 21 

semester hours, which include 







or ECO 213 Principles of Macroeconomics 


(in addition to MAT 112 needed for graduation) 

All course work attempted in Accounting, Business and Economics 

must be completed with a grade of “C-” or better. 

Business Administration & Public Accounting 

49

Economics Minor 

An Economics minor consists of a minimum of 18 semester hours, 

which include: 



❏ ECO 349 Intermediate Microeconomics 

or ECO 350 Intermediate Macroeconomics 

Two additional courses in Economics 

❏ ECO _________________________________ 

❏ ECO _________________________________ 

One course in the Business Administration area meeting the 

requirements of the major 

❏ ______________________________________ 

All course work attempted in Accounting, Business and Economics 

must be completed with a grade of “C-” or better. 

* For information about the Degree Completion Program see 

pg. 57. 

* For information about the Associate of Arts Degree in 

Business Administration see pg. 90. 

* For information about the Master of Business Administration 

see pg. 94. 

50 Business Administration & Public Accounting

CHEMISTRY 

Chemistry (B.S.) 

Goals: The goals of the Chemistry major are to provide the 

following: (1) a basic informational foundation in the principles of 

analytical, inorganic, biological, organic and physical chemistry; (2) 

a proficiency in certain fundamental chemical laboratory techniques 

and operations; and (3) an awareness and appreciation of the process 

of chemical research. 

Vocational Applications: The program attempts to establish a firm 

basis for graduate study or professional activity either in the field of 

chemistry or in a closely related area. Vocational possibilities include 

research positions and government service positions. 


requirements of the University, the student must take the courses 

listed below. A major must have a 2.25 GPA or higher in chemistry 

courses by the end of his or her sophomore year and maintain such 

an average until graduation. Majors must participate in program 

assessment activities. 





❏ CHE 290 Scientific Literature 

❏ CHE 305 Biochemistry 

❏ CHE 311 Physical Chemistry 

❏ CHE 332 Quantitative Analysis 

❏ CHE 403 Advanced Topics 

or CHE 491 Independent Study 






Two courses in Physics 

❏ PHY _________________________________ 

❏ PHY _________________________________ 

Recommended elective courses: 



Chemistry Minor 



minor in Chemistry by completing five chemistry courses. 





One selected from CHE 212, 305, 311 or 491. 

❏ CHE _________________________________ 

Chemistry Secondary Education Certification 

Goals: The goals of this program are the same as that of the 

Chemistry major, with the additional goal of providing a firm 

foundation in education theory and practice. 

Vocational Applications: This program attempts to provide a firm 

basis for teaching chemistry at the high school level. It also prepares 

a student for admission to a graduate program in either chemistry or 

education. 



requirements for secondary education certification (see Education 

section pg. 60), and all of the required courses listed below. Majors 

must participate in program assessment activities. 









❏ CHE 403 Advanced Topics 

or CHE 491 Independent Study 



❏ NSC 300 Colloquium (participation during junior & 

senior years for credit or non-credit) 

❏ NSC 400 Secondary Methods in the Natural Sciences 

Two courses in Physics 

❏ PHY _________________________________ 

❏ PHY _________________________________ 



❏ CHE 400 Laboratory Management 






Chemistry 

51

COMMUNICATION STUDIES & 

THEATRE 

The University of Sioux Falls offers a comprehensive liberal 

arts program in Communication Studies and Theatre designed to 

meet the needs of students who desire (1) to improve speech 

communication and theatre skills; (2) to participate in dramatic 

presentations or co-curricular communication activities; (3) to teach 

Speech Communication and Theatre in secondary schools; and (4) to 

prepare for graduate work or professional careers. 

Major play productions and musicals are staged in the 782-seat 

Meredith Auditorium and in the 50-seat Bernice Stier Jones Studio 

Theatre. The Jeschke Fine Arts Center features an extensive costume 

and prop inventory, modern lighting and sound systems, audio/video 

equipment, and makeup and dressing rooms. 

In all of the Communication Studies and Theatre major and 

minor programs described below, Fundamentals of Communication 

(CST 100) does not count toward the major or minor. 

Students may substitute an upper division course for the 

Fundamentals of Communication (CST 100) requirement for 

graduation with the written permission of the course instructor in 

Communication Studies. 

The Communication Studies and Theatre department regularly 

assesses its programs to determine how well it is accomplishing its 

educational mission. 

Communication Studies & Theatre (B.A.) 

Goals: The program provides students the opportunity to examine, 

study and practice the principles and processes of the traditional and 

artistic forms of human communication. Communication is 

conversation, debate, discussion, persuasion and public address. It is 

the interpretation of prose, poetry and dramatic literature. It is acting, 

directing, technical theatre, television, and film production. It is 

preparing for theatre, radio and television/film performance and 

production and education through participation in communication 

and theatre activities. 

Vocational Applications: Professional areas for which this program 

provides preparation include education, public relations, law, 

personnel management, industrial communications, advertising, 

sales, government service, intergroup and human relations, social 

work, broadcasting, the ministry and theatre arts. 


requirements of the University, the student must complete a 

minimum of 40 semester hours of study in the major field. With 

faculty guidance, each student may chart his or her own program of 

study to suit specific needs or goals. The student will also be 

required to participate in co-curricular experiences as they relate to 

their needs and goals. The student must complete the required core 

courses and choose at least one concentration of at least 9 s.h. 

Required Core Courses 

❏ CST 209 Oral Interpretation of Literature 

❏ CST 210 Theatre: Beginning Acting 

❏ CST 260 Applied Theatre–Design 

or CST 261 Theatre Production 

❏ CST 300 Communication Arts Colloquium 

❏ CST 309 Business and Professional Communication 

❏ CST 320 Stage Management 

52 Communication Studies & Theatre 

❏ CST 460 Senior Project 

Four semester hours of the following: 

CST 113-413 Practicum in Communication Studies 

CST 117-417 Participation in Theatre 

CST 118-418 Theatre Lab: Technical 

❏ CST _________________________________ 

❏ CST _________________________________ 

❏ CST _________________________________ 

❏ CST _________________________________ 

Electives: (6 s.h. required for Theatre Concentration, 9 s.h. required 

for Communication Studies Concentration) 

CST 201 Musical Theatre Workshop 

CST 260 Applied Theatre–Design 

or CST 261 Theatre Production (whichever course was not 

included in the core) 

CST 311 Argumentation 

CST/ENG 321 Shakespeare and the Early Renaissance 

CST 351 Communication and the Classroom Teacher 

CST 361 Playwriting 

CST 409 Special Topics in Comm. Studies and Theatre 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

Communication Studies Concentration (9 s.h. 

required) 

❏ CST 308 Persuasion: Process and Procedures 

❏ CST 312 Leadership and Small Group Communications 

❏ CST 319 Public Presentations 

Theatre Concentration (12 s.h. required) 

❏ CST 305 Theatre History I 

❏ CST 306 Theatre History II 

❏ CST 310 Directing 

❏ CST 340 Intermediate Acting 

Communication Studies & Theatre Minor 

Goals: This program seeks to accomplish the goals of the major, but 

in a more limited way. 

Vocational Applications: The professional areas are the same as for 

the major. 

Requirements: The requirements are the same as those for the 

major, except a minimum of 22 semester hours of course work is 

required. 





❏ CST 312 Leadership and Small Group Communication 

Communication Studies & Theatre Electives: (6 s.h. required) 

❏ CST _________________________________ 

❏ CST _________________________________

Communication Studies & Theatre Secondary 

Education Certification 

Goals: The program seeks to prepare the student who may teach 

Speech Communication and Theatre on the secondary level. 

Vocational Applications: The teaching of Speech Communication 

or Theatre or both is the vocational goal for students in this program. 


requirements of the University, the student will complete a program 

of courses totaling at least 43 semester hours. The specific 

requirements of teacher certification must also be met (see 

Education Section, pg. 60). Also, the student will be required to 

participate in co-curricular experiences as they relate to their needs 

and goals. Teaching majors are strongly recommended to consider a 

minor or a second major in the field of English. The student must 

complete the required core courses and choose at least one 

concentration of at least 9 s.h. 

Required Core Courses 




or CST 261 Theatre Production 



❏ CST 320 Stage Management 

❏ CST 325 Methods in Teaching Theatre and Speech 

❏ CST 460 Senior Project 

Four semester hours of the following: 

CST 113-413 Practicum in Communication Studies 

CST 117-417 Participation in Theatre 

CST 118-418 Theatre Lab: Technical 

❏ CST _________________________________ 

❏ CST _________________________________ 

❏ CST _________________________________ 

❏ CST _________________________________ 

Electives: (6 s.h. required for Theatre Concentration, 9 s.h. required 

for Communication Studies Concentration) 

CST 201 Musical Theatre Workshop 

CST 260 Applied Theatre–Design 

or CST 261 Theatre Production (whichever course was not 

included in the core) 

CST 311 Argumentation 

CST/ENG 321 Shakespeare and the Early Renaissance 

CST 351 Communication and the Classroom Teacher 

CST 361 Playwriting 

CST 409 Special Topics in Speech Comm. and Theatre 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

Communication Studies Concentration (9 s.h. 

required) 

❏ CST 308 Persuasion: Process and Procedures 

❏ CST 312 Leadership and Small Group Communications 

❏ CST 319 Public Presentations 

Theatre Concentration (12 s.h. required) 

❏ CST 305 Theatre History I 

❏ CST 306 Theatre History II 


❏ CST 340 Intermediate Acting 






53

COMPUTER INFORMATION SYSTEMS 

Computer Information Systems (B.S.) 

Goals: This program prepares business applications 

programmers/analysts who are well-trained in the technical aspects 

of computer systems, are knowledgeable of the applications area to 

which they are applied and have sufficient background to be able to 

grow professionally in a rapidly changing field. To achieve these 

goals, the program emphasizes (1) information systems technology; 

(2) information systems concepts and processes; and (3) 

organization functions and management, including interpersonal and 

organizational behavior. 

Vocational Applications: The nature of this program is careeroriented. 

With both technical and business training, graduates will 

advance along several career paths leading to positions in system 

analysis, system design, programming, system project leadership 

and system management. 




activities. 



❏ COM 302 Introduction to Linux 

or COM 322 Operating Systems 



One computer science course 300 or above, 3 s.h. 

❏ COM _________________________________ 




❏ BUS 335 Operations Management 

❏ BUS 351 Organizational Behavior 

or BUS 306 Management of Organizations 


❏ MAT 202 Finite Mathematics 


❏ MAT/COM 306 Discrete & Algorithmic Mathematics 


of the junior and senior years; one presentation is 

required each year. One semester of MAT/COM 490 

may replace one semester of NSC 300.) 

54 Computer Information Systems 

Computer Information Systems Minor 


of the University for a major in some other area may receive a minor 

in Computer Information Systems by completing 18 s.h. as follows. 



or COM 301 Alternatives in Visual Program 



❏ NSC 300 Colloquium (1 s.h.) 

3 s.h. of Computer Science electives (not including Computer 

Science 104 or 395) 

❏ COM _________________________________

COMPUTER SCIENCE 

Computer Science (B.S.) 

Goals: The goals of this program are to provide (1) a basic 

foundation in computer software, computer hardware, computer 

architecture and computing theory; (2) effective computing skills in 

problem solving; and (3) a solid background for pursuing in-depth 

training in one or more application areas or for further education in 

computer science. 

Vocational Applications: Graduates from this program commonly 

seek employment with computer departments of any organization, 

computer manufacturers or software houses that specialize in 

computer programming, systems analysis or application software. 

Employment opportunities exist at any agency involved with 

computerized operations. 




activities. 



❏ COM 230 Computer Systems Architecture 

❏ COM 315 Organization of Programming Languages 

❏ COM 340 Algorithms and Objects in C++ 

❏ COM/MAT 490 Senior Seminar 


❏ MAT/COM 306 Discrete & Algorithmic Mathematics 

Eight s.h. of either Chemistry or University Physics 

❏ _______________________________________ 

❏ _______________________________________ 

Five computer science and mathematics courses above COM 

202 and MAT 204 with at least six hours in each department 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ NSC 300 Colloquium (required during three semesters 


required in junior year) 

Computer Science Minor 


of the University for a major in some other area may receive a minor 

in Computer Science by completing 18 s.h. as follows. 



❏ COM 306 Discrete & Algorithmic Mathematics 

❏ COM 340 Algorithms & Objects in C++ 

❏ NSC 300 Colloquium (1 s.h.) 

3 s.h. of Computer Science electives (not including COM 104 

or 395) 

❏ COM _________________________________ 

Computer Science 

55

CRIMINAL JUSTICE 

Criminal Justice (B.A.) 

Goals: The Criminal Justice program is designed to prepare students 

to serve in the criminal justice field by combining liberal arts study 

with professional education. The Criminal Justice program provides 

students with comprehensive knowledge of the philosophies, 

processes, and objectives of the American criminal justice system, 

and it seeks to develop the decision-making and communication 

skills necessary to professional success. 

In addition to a core of criminal justice courses, students 

enrolled in the major will study sociology, psychology, religion, 

social work, and political science. This focused, multidisciplinary 

approach is designed to enhance students’ knowledge of the human 

and societal complexities which are integral to an understanding of 

the criminal justice field. Within this course of study there is strong 

emphasis on development of oral and written communication skills, 

critical thinking skills, professional problem-solving, and ethics. 

Students will also gain hands-on experience through field 

observation, internships, service learning, and practicum. In order to 

meet the objectives of the Criminal Justice program, the University 

regularly assesses how well it realizes these and other goals and its 

methods to achieve them. 

Vocational Applications: Traditional careers in criminal justice 

include positions such as city police officers, county/state/federal 

law enforcement, private investigators, security officers, loss 

prevention specialists, attorneys, court service employees, parole 

officers, probation officers, and corrections officers. There are also 

numerous agencies and programs which support aspects of the 

criminal justice system in areas such as crime prevention, juvenile 

services, victim services, and aftercare. The concentrated social 

science education which Criminal Justice majors receive also has 

broad application within social service fields. 


requirements of the University, students must complete a minimum 

of 53 semester hours in the major curriculum, including all courses 

in the core group and enough courses from the elective group to 

produce at least 53 credits in the major. A minimum course grade of 

“C-” is required for each course in the major. 

Core Requirements 

❏ CRJ 203 Introduction to Criminal Justice 

❏ CRJ 218 Field Observation 

❏ CRJ 220 Criminal Law and Procedure 

❏ CRJ 233 Statistics for the Behavioral Sciences 

❏ CRJ 250 Methods of Research 

❏ CRJ 470 Practicum 

❏ PSY 201 General Psychology 

❏ PSY 305 Abnormal Psychology 

❏ SOC 302 Minorities 

❏ SOC 310 Delinquency and Criminology 

❏ SOC 322 Deviant Behavior 

❏ SWK 275 Family Violence 

❏ THE 341 Ethics 

56 Criminal Justice 

Electives–choose at least two courses from each group: 

Professional 

CRJ 305 Juvenile Justice 

CRJ 320 Rules of Evidence 

CRJ 370 Criminal Justice and Community Relations 

CRJ 390 Special Topics 

CRJ 405 Constitutional Issues & Criminal Justice Cases 

CRJ 420 Policing: Operations and Issues 

CRJ 430 Corrections: Operations and Issues 

CRJ 

Liberal Arts 

491-492 Independent Study 

PSC 211 American Federal Government 

PSC 212 American State and Local Government 

PSC 321 Constitutional History of the U.S. 

PSY 211 Human Development 

PSY 306 Social Psychology 

PSY 403 Psychology of Personality 

SOC 202 Social Problems 

SOC 301 Family 

SOC 400 Seminar 

SWK 225 Crisis Intervention 

SWK 235 Family & Children’s Services 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

Criminal Justice Minor 

Goals: The Criminal Justice minor is designed to provide the student 

with a focused understanding of the structures, philosophies, and 

processes of the criminal justice system. 

Vocational Applications: The study of Criminal Justice prepares the 

student for service in the fields of law, public or private law 

enforcement, corrections, or the court system. 

Requirements: In addition to the regular degree requirements of the 

University, the student must take a minimum of 19 semester hours in 

Criminal Justice and Sociology, including the following courses. 

The student must maintain a minimum GPA of 2.0 in the minor. 

❏ CRJ 203 Introduction to Criminal Justice 

❏ CRJ 218 Field Observation 

❏ CRJ 220 Criminal Law and Procedure 

❏ CRJ 420 Policing: Operations and Issues OR 

CRJ 430 Corrections: Operations and Issues 

❏ SOC 201 Fundamentals of Sociology 

❏ SOC 310 Delinquency and Criminology 

❏ SOC 322 Deviant Behavior

DEGREE COMPLETION PROGRAM 

Management (B.A.) 

Goals: The goals of the Degree Completion Program Management 

major are to (1) provide basic knowledge and competency in 

management and leadership, (2) present basic research 

methodologies and facilitate the presentation of the analysis and 

findings in a coherent paper, (3) to facilitate the student’s capacity to 

evaluate ethical and stewardship issues in light of their personal faith 

precepts within the context of the discipline, and (4) develop the 

student’s understanding of management concepts from an 

interdisciplinary perspective. 

Students who complete the Degree Completion Program obtain 

a Bachelor of Arts degree in Management. Students must have at 

least two years of transferable college credit to begin the Degree 

Completion Program. For information or an advising session about 

the Degree Completion Program, call (605) 331-6735 or (800) 888- 

1047. 

The Vucurevich School of Business regularly assesses its 

Degree Completion Program to determine how well it is 

accomplishing its educational goals. 

Entrance Requirements 

1. A minimum of 64 transferable semester hours with a cumulative 

grade point average of 2.0 or above from accredited colleges, 

universities or schools. Additional credit may be earned for 

specialized training, military schools, professional seminars, 

vocational training and credentials. 

2. Completion of College Composition with a passing grade. 

3. Completion of the Degree Completion Program application and 

payment of a $25 non-refundable application fee. The fee is not 

necessary if a student has previously been admitted to the 

University of Sioux Falls. 

4. Two letters of recommendation from persons qualified to assess 

academic or professional competency. 

5. A writing sample that demonstrates writing competency. 

6. An interview with an Admissions Representative in the Degree 

Completion Program. 

The program includes: 

• 36-semester-hour, 17-month curriculum which links a student’s 

past and present work experience 

• Current, integrative comprehensive approach to organizational 

behavior, management and the liberal arts 

• Class held one evening per week for four hours 

• Extensive out-of-class assignments 

• Small, cohesive learning groups of 18-30 students 

• Opportunity to validate significant prior learning for college credit 

Financial Aid 

DCP students are eligible for federal financial aid during the 17month 

program. Students must complete the Free Application for 

Federal Student Aid (FAFSA) to be awarded federal financial aid. 

The DCP tuition is discounted from the full-time University tuition, 

and therefore, no institutional aid is available. There are specific 

endowed scholarships that are available to DCP students. To be 

considered for one of these scholarships, students must complete the 

DCP endowed scholarship application available from the the DCP 

Office prior to February 1st. Other sources of financial assistance for 

DCP students may include: employer tuition 

assistance/reimbursement, Veterans’ Benefits, or Vocational 

Rehabilitation benefits. These types of aid require additional USF 

paper work through the Financial Aid Office. 

Students may take additional course work at the same time they 

are completing the 17-month program. This may affect financial aid 

and DCP students should notify the Financial Aid Office to 

determine the affect on their aid. Students who take additional course 

work after completing the 17-month program are subject to 

traditional enrollment criteria for financial aid eligibility and can 

receive aid for the additional courses needed to fulfill graduation 

requirements. If a student is interested in receiving financial aid after 

the 17-month program, he or she needs to notify the Financial Aid 

Office of his or her planned enrollment in order to receive a financial 

aid package. 

Degree Requirements for Management (B.A.) 

To graduate with a Bachelor of Arts degree in Management, students 

must do the following: 

1) Complete a total of 128 semester hours of university level work 

2) Complete the Degree Completion Program major with a grade 

point average of 2.0 or above 

3) Carry a cumulative grade point average of 2.0 or above 

4) Satisfy the following liberal arts core requirements: 

Communication (Choose one:) 3-4 s.h. 

❏ ENG 101 College Composition 3 

❏ LAR 111 Western Heritages I 4 

Religion 3 s.h. 

❏ THE 140 Introduction to the Bible 3 

Literature (Choose one:) 3 s.h. 





❏ _______________________________________ 

Fine Arts (Choose one): 3 s.h. 






CST 203 Theatre History 3 




❏ _______________________________________ 

Continued on next page... 

Degree Completion Program 

57

Science (Choose one): 4-5 s.h. 



NSC 110 Perspectives on the Natural Sciences 4 

NSC 120 Physical Science AND 

NSC 121 Earth Science 2+2 

PHY 101 Introductory College Physics 4 

PHY 201 University Physics 4 

❏ _______________________________________ 

History (Choose one): 3 s.h. 

Any history course (except 213 or 390) 3 

❏ _______________________________________ 

Social Sciences (Choose two): 6 s.h. 


PSC 212 American State & Local Government 3 


Any Geography Course 3 

Any Sociology Course 3 

❏ _______________________________________ 

❏ _______________________________________ 

Wellness (Choose one): 1-2 s.h. 

❏ EXS 147 Wellness (weekend workshop) 1 

❏ EXS 200 Dimensions of Wellness 2 

❏ _______________________________________ 

D.C.P. Undergraduate Courses 

Total 26-29 

The following courses are available only to students admitted to 

the Degree Completion Program. The program must be taken in its 

entirety with no substitutions or omissions. 

BUS 382 Management Control Systems This course focuses on 

basic accounting and finance: generally accepted accounting 

principles, journal entries, the accounting cycle, financial and 

managerial accounting statements, cash management and budgeting, 

the time value of money and capital budgeting. (3 s.h.) 

BUS 386 Dynamics of Group and Organizational Behavior This 

course studies group behavior and how group functioning affects 

organizational effectiveness. Emphasis is placed on group dynamics, 

synergistic decision-making, understanding organizational conflict, 

team-building and organizational diagnosis for change. (3 s.h.) 

BUS 392 Marketing Environment of Management This course 

focuses on the major decisions and processes that are associated with 

the field of marketing. Students become familiar with marketing 

theory and practice, the tools used for analysis and forecasting, 

consumer and organizational buying behavior, the marketing mix 

(product, price, place and promotion) and overall marketing 

strategies. (3 s.h.) 

BUS 460 Supervision and Human Resources Management The 

emphasis is on the application of management principles and human 

resource planning and their supervision. Students examine 

motivational theories, leadership styles and new work practices as 

they apply to the individual and organization. The EEO laws and 

their ramifications on human resource management are addressed. (3 

s.h.) 

BUS 482 Values and Ethics in the Workplace This course explores 

58 Degree Completion Program 

ethical theory and personal values with special emphasis on 

applications to the workplace and community organizations. 

Accountability in government, human rights and ethics in business 

are covered in readings, classroom discussions and debates. (3 s.h.) 

CST 372 Organizational Communication and Interpersonal 

Relations This course studies communications and relationships 

involved in creating a productive work environment. Students learn 

effectiveness in personal and social relationships through readings, 

exercises in non-verbal communications, constructive feedback, 

dealing with anger and resolving conflict. Students also study and 

develop effective presentation skills. (3 s.h.) 

ECO 390 Economic Environment of Management This course 

explores the major concepts of macroeconomics through the use of 

The Wall Street Journal. Through involvement, students will become 

familiar with the thinking process associated with economics, along 

with a basic understanding of the components and functions of a 

market economy. The course emphasizes the use of economic 

analysis in the clarification of management decision-making for the 

organization. (3 s.h.) 

ENG 480 Research Project This course provides an introduction to 

the principles and techniques of marketing research. Students study 

the entire process of marketing research, from formulating research 

designs to reporting and recommending or implementing findings. 

Additional topics include primary data collection, designing the 

research instrument, field investigation and processing and 

interpreting and presenting data. (3 s.h.) 

LAR 486 Capstone in Liberal Arts This is a course in which the 

student discusses selected readings in history, literature, art and 

philosophy. The purpose is to develop a view of people within the 

framework of liberal arts, and to explore the implications for the 

student’s philosophy of management. (3 s.h.) 

MAT 270 Statistical and Mathematical Functions This course is 

an introduction to statistics, which includes an introduction of 

algebra and mathematical functions including exponential, 

logarithmic and trigonometric functions. (3 s.h.) 

SSC 476 Multicultural Studies Through reading of literature, 

interviews and discussion of case studies, students explore the 

values, beliefs, customs and perceptions of various ethnic groups in 

order to develop sensitivity to cultural differences. (3 s.h.) 

THE 376 Faith and World Views This course is an introduction to 

essential Christian teachings as they help shape and form a person’s 

world view. Students also explore how the concept of faith and world 

view relates to one’s values and to the work environment. (3 s.h.)

EDUCATION 

The teacher education program at the University of Sioux Falls 

is based on the Conceptual Framework, “Teacher as a Developing 

Professional.” Candidates gain knowledge, skills, and dispositions 

related to the framework and to state and national teacher education 

standards. 

Teacher education candidates preparing to teach in preschool or 

in the elementary grades should major in elementary education; 

those preparing to teach particular subjects in secondary school 

should major in the content area subject to be taught. Those wishing 

to teach in middle school may choose an elementary or secondary 

route but must meet certification requirements in the content area 

subject taught. Beginning July 2005, candidates will have to 

successfully complete a Praxis II content exam as well as pedagogy 

exam for certification. Candidates choosing the art or music 

education major can earn a K-12 teaching certificate with 

coursework prescribed by the education unit and the art or music 

department. 

Elementary Education (B.A.) 

Goals: The program will provide (1) a liberal arts core to help the 

student develop expertise in the basic areas of curriculum taught at 

the elementary school level; (2) a specific professional 

body–including foundations; and (3) an integration of theory and 

practice through field experiences beginning at an early stage in each 

candidate’s preparation program for effective facilitation of the 

learning process for students in the elementary school. 

Requirements: Teacher education candidates must earn a minimum 

of 48 semester hours in Education, including the following courses 

required for state certification: EDU 201 Foundations of Education, 

EDU 202 Exceptional Students, EDU 218 Paraprofessional in 

Education, EDU 240 Technology in Education, EDU 306 

Educational Psychology and Evaluation, EDU 318 Math, Science, 

Social Studies Methods, EDU 319 Early Literacy, EDU 320 Middle 

Level Literacy, EDU 351 Human Relations, EDU 410 Foundations 

of Middle School, EDU 405 Instructional Management, and EDU 

406 Student Teaching: Elementary. 

In addition, the teacher education candidate will complete work 

in the following areas: Social Science: U.S. History, 3 s.h.; Political 

Science, 3 s.h.; Psychology, 6 s.h.; World Geography, 3 s.h.; Native 

American Studies, 3 s.h.; Communication Arts: Speech, 3 s.h.; 

Humanities: English, 14 s.h. (including 8 s.h. in English 

Composition); Theology, 6 s.h.; Fine Arts: Art, 3-6 s.h.; Music, 3-6 

s.h.; Health and Physical Education: Health, Wellness and Physical 

Education, 5 s.h.; and Natural Science: Science, 9 s.h.; Mathematics, 

9 s.h. Elementary Education majors may use their electives to 

strengthen any of the required academic fields or to complete a 

minor or endorsement in a selected academic field. 

Elementary Education Curriculum & 

Recommended Sequence 

Freshman and Sophomore Years 

❏ ART 290 Art Education 


❏ COM 104 Computer Solutions 


❏ CST 100 Fundamentals of Communication 

❏ EDU 201 Foundations of Education 

❏ EDU 202 Exceptional Students 

❏ EDU 218 Paraprofessional in Education 

❏ EDU 231 Native American Studies For Educators 

❏ EDU 240 Technology in Education 

❏ EXS 200 Dimensions of Wellness 

Liberal Arts Core Literature Requirement (3 s.h.) 

❏ ENG _________________________________ 

❏ HIS 201 or 202 United States History 

❏ HPE 325 Elementary Physical Education Methods 

❏ LAR 111 Western Heritages I 

❏ LAR 112 Western Heritages II 

❏ MAT 113 College Algebra 

❏ MAT 151 Mathematics for the Liberal Arts 

❏ MUS 215 Music Education Methods 

❏ NSC 120 Physical Science 


❏ PSC 211 American Federal Government 


❏ SSC 205 World Geography 

❏ THE 140 Introduction to the Bible 

❏ THE 240 Introduction to Christian Thought 

Junior and Senior Years 

❏ EDU 306 Educational Psychology & Evaluation 

❏ EDU 314 K-8 Math Methods 

❏ EDU 315 K-8 Social Studies Methods 

❏ EDU 316 K-8 Science Methods 

❏ EDU 319 Early Literacy 

❏ EDU 320 Middle Level Literacy 

❏ EDU 351 Human Relations 

❏ EDU 410 Foundations of Middle School 

❏ EDU 405 Instructional Management (included in student 

teaching semester 

Education 59

❏ EDU 406 Student Teaching: Elementary 

❏ ENG 300 Lit. for Children and Adolescents 

❏ EXS 205 First Aid/CPR 

Liberal Arts Core Fine Arts Requirement (3 s.h.) 

❏ ______________________________________ 

❏ MAT 221 Mathematics for Elementary Teachers 

One additional science course (1-4 s.h.) 

❏ ______________________________________ 

❏ PSY 411 Child Psychology 

Electives to fulfill graduation requirements (Includes 

Interims) 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

All bachelor’s degree candidates must successfully complete 

128 semester hours of academic credit. 

Variations from these patterns of required courses for 

elementary standard teaching certification are permissible only with 

the approval of the Education Area Chairperson. 

Early Childhood Minor 

Requirements: Preparation for teaching in preschools and day care 

centers. Candidates must have a bachelor’s degree in Elementary 

Education and have completed the following courses. A supervised 

practicum is also required. 


❏ EDU 230 Foundations of Early Childhood/Kindergarten 

❏ EDU 235 Early Childhood/Kindergarten Methods 

❏ EDU 250 Parent & Community Education 

❏ EDU 260 Language Development in Early 

Childhood/Kindergarten 

❏ EDU 300 Early Childhood Practicum 


Kindergarten Endorsement 

Requirements: Extended preparation for teaching in kindergarten. 

Candidates must have a bachelor’s degree in Elementary Education 

and have completed the following courses. 



❏ EDU 407 Kindergarten Experience 


One course selected from the following: 

EDU 230, 250, or 260 

❏ EDU _________________________________ 

60 Education 

Reading Minor 

Requirements: Preparation for specialization in reading instruction. 

Candidates must have a bachelor’s degree and have completed the 

following courses. 



OR another reading elective 


❏ EDU 319 Early Literacy 


❏ EDU 330 Corrective Reading Practicum 

❏ ENG 300 Literature for Children & Adolescents 

Special Education 

University of Sioux Falls teacher education candidates may 

complete requirements for state certification in Special Education in 

addition to regular Elementary or Secondary Certification, through 

an arrangement with Augustana College. Those planning 

certification that includes Special Education must consult the 

Education Area Chairperson regarding admission, fees and 

Augustana College advising. 

Secondary and K-12 Education Certification 

Areas of Secondary and K-12 Education Certification: A 

secondary certification program is approved for the following majors 

at USF: 

• K-12 Art 

• Biology 

• Chemistry 

• English 

• History 

• Language Arts Composite 

• Mathematics 

• K-12 Music 

• Speech Communication & Theatre. 

Candidates must fulfill major requirements in their chosen area 

listed above along with the secondary or K-12 education 

requirements. Teaching endorsements may be secured for emphasis 

in the above-listed areas. 

Requirements for Certification: Candidates preparing to teach in 

secondary or K-12 schools must earn a minimum of 37 semester 

hours in Education, including the following required courses: EDU 

201 Foundations of Education, EDU 202 Exceptional Students, 

EDU 240 Technology in Education, EDU 218 Paraprofessional in 

Education, EDU 306 Educational Psychology and Evaluation, EDU 

311 Secondary Content Reading, EDU 329 Secondary/Middle 

Methods, EDU 405 Instructional Management, EDU 410 

Foundations of Middle School, and EDU 412 Student Teaching: 

Secondary or EDU 414 Student Teaching: K-12. In addition, the 

following courses are required: EDU 231 Native American Studies 

for Educators; EDU 351 Human Relations, and EXS 205 First 

Aid/CPR. A methods course in the major area of preparation is also 

required.

Secondary Education and K-12 Curriculum & 

Recommended Sequence 

Freshman and Sophomore Years 

❏ EDU 201 Foundations of Education 


❏ EDU 218 Paraprofessional in Education 

❏ EDU 231 Native American Studies for Educators 

❏ EDU 240 Technology in Education 

Junior Year 


❏ EDU 311 Secondary Content Area Reading 

❏ EDU 329 Secondary and Middle Level Methods 

❏ EDU 410 Foundations of Middle School 

A methods course in Major Area of Preparation (2-4 s.h.) 

❏ ______________________________________ 

Senior Year 

❏ EDU 351 Human Relations 

❏ EDU 405 Instructional Management 

❏ EDU 412 Student Teaching: Secondary 

or EDU 414 Student Teaching: K-12 


Variations from these patterns of required courses for secondary or 

K-12 standard teaching certification are permissible only with the 

approval of the Education Area Chairperson. 


Areas of Middle School Endorsement: An approved program for 

English/Language Arts, Mathematics, Social Studies, or Science 

includes the following common requirements if a candidate has not 

completed an approved elementary, secondary, or K-12 program at 

The University of Sioux Falls: eight semester hours of middle school 

coursework to include adolescent psychology, middle level methods, 

and a practicum experience. A Praxis Exam for middle school 

endorsements is required. 

English/Language Arts: 



❏ ENG 240 Communication, Language & Grammar 


❏ ENG 403 Teaching of English (for Secondary majors) 

or EDU 319 Early Literacy (for Elementary majors) 

Mathematics: 

❏ MAT 110 Foundations of Mathematics 


❏ MAT 151 Nature of Mathematics 

❏ EDU 318 Elementary Math Methods 

(for Elementary majors) 

or EDU 406 Teaching of Mathematics 

(for Secondary majors) 

One course selected from the following: 

MAT 202, 204, 233 and 303. 

❏ ______________________________________ 

Social Studies: 

❏ EDU 231 Native American Studies for Educators 

❏ EDU 318 Social Studies Methods 


or SSC 403 Teaching of Social Studies 


❏ HIS 201 U.S. History to 1877 

or HIS 202 U.S. History Since 1877 


❏ SSC 205 World Geography 

or SSC 305 U.S. Geography 

Science: 


or BIO 101 Environmental Biology 

❏ EDU 318 Elementary Science Methods 


or NSC 400 Secondary Methods in the Natural Sciences 


❏ NSC 120 Physical Science 


One additional 4 s.h. course 

❏ ______________________________________ 

Admission to Teacher Education Program 

All candidates who plan to teach, including elementary, 

secondary and K-12 candidates, must attain full admission status in 

the Teacher Education Program. Students Applying to the University 

of Sioux Falls’ Teacher Education after September 1, 2005 will be 

required to take the Praxis I test, a Pre Professional Skills Test 

consisting of reading, writing, and math skills. Candidates apply for 

admission after completing EDU 201 Foundations of Education, 

EDU 202 Exceptional Students, EDU 218 Paraprofessional in 

Education, Math 112 College Algebra and Trigonometry, LAR 111 

Western Heritages I, and CST 100 Fundamentals of 

Communication. Candidates who have not been admitted cannot 

enroll in upper division (300-400 level) Education courses. 

Candidates in the process of admission to the program must obtain 

permission from the Education Area Chairperson, the advisor, and 

the course instructor before enrolling in an upper division Education 

course. 

To qualify for full admission to the program, a candidate must 

meet the following criteria: (1) have favorable references from the 

academic advisor, one faculty member outside the major and one 

other person with information about the candidate’s experience in 

pre-teaching situations and dispositions for teaching; 2) have a 2.6 

minimum cumulative grade point average and a 2.6 minimum grade 

point average from classes in the major; 3) have evidence of 

competency in basic skills and general knowledge; 4) have a 

favorable paraprofessional evaluation; 5) passing scores on the 

Praxis I (reading, writing, and math exam); and 6) complete 

admittance interview with Education faculty members and/or other 

education professionals, if requested. 

Continuous Screening: All candidates admitted to the 

Education program are screened throughout their experience. An 

individual’s status may be changed to provisional if that candidate 

fails to continue to meet criteria necessary for admission. Two 

Education 

61

semesters of provisional status will be cause for discontinuation of a 

candidate from the program. This candidate may reapply to the 

program when admission requirements have again been met. 

Candidates who manifest difficulty meeting Education course 

instructors’ expectations for responsible behavior, academic 

competence and in other areas identified by the Teacher Candidate 

Profile will be notified. A meeting with the candidate, a faculty 

member, and others, as deemed appropriate, will be called by the 

Education Chairperson. 

A plan for correction will be designed and placed in the 

candidate’s file. Upon successful completion of the program of 

remediation and recommendation for teaching certification by the 

Teacher Education Committee, the notations of concerns and plans 

for correction will be removed from the candidate’s file. 

It is understood that the Education Area Chairperson will 

consider the candidate’s progress in correcting the identified 

weaknesses when determining the student’s Application for 

Admission to Student Teaching. 

Admission to Student Teaching 

Requirements for admission to student teaching must be met. In 

a few instances, candidates can be placed in a school district near 

Sioux Falls. Candidate requests for such placement should be 

submitted in written form to the Education Area Chairperson. An 

additional supervision charge of $75 is required. Candidates who 

student teach outside of the supervision area (approximately 45 

minutes from Sioux Falls) will be assessed a $350 fee for an external 

supervisor. 

To qualify for student teaching, the candidate must meet the 

following conditions: (1) full admission status in Teacher Education 

Program; 2) cumulative GPA of 2.5 overall; 3) GPA of 2.5 in the 

major area of preparation; 4) no grade below 2.0 in Education 

courses; 5) for Elementary majors: completion of EDU 318 and 

EDU 319 plus one additional methods course; 6) for K-12 and 

Secondary majors: two-thirds of coursework completed, including 

the special methods course in the major and EDU 329 

Secondary/Middle Level Methods; 7) acceptable ratings on Teacher 

Candidate Profiles; 8) satisfactory electronic student teaching 

portfolio; and 9) favorable recommendation by academic advisor. 

In addition, prospective student teachers may be required to 

complete an interview with Education Area faculty in seeking 

approval to student teach. 

Certification Requirements 

Prospective teachers must have earned a bachelor’s degree, 

satisfactorily completed the specified courses in the elected 

Education program and in the elected major, if secondary or K-12, 

and demonstrated competence in student teaching. The Teacher 

Education Committee, made up of Teacher Education faculty, 

faculty from other areas, USF students and public school 

representatives, will review the candidate’s program and 

performance. The prospective teacher must receive the approval of 

the Teacher Education Committee in order to be recommended by 

the University of Sioux Falls for state teacher certification. 

General Teacher Certification Requirements for South Dakota: 

In addition to satisfying course, credit and degree requirements, an 

applicant for certification in South Dakota must be (1) a citizen of 

the United States (provision is made for those who have declared 

their intention to become a citizen, and limited certificates may be 

62 Education 

issued from foreign countries); 2) at least 18 years of age; 3) able to 

present a satisfactory health certificate signed by a physician; 4) 

successful completion Praxis II exams (Content and Principles of 

Teaching and Learning); and 5) complete a background conduct 

questionnaire. Additional information regarding certification 

requirements may be secured from the South Dakota Department of 

Education. 

All statements of teaching certification requirements in this 

catalog are based upon South Dakota laws in effect at the date of 

publication. Requirements are subject to change as determined by 

the State Department of Education. The student is advised to check 

the requirements of the State of South Dakota as well as those of any 

other state in which certification is sought. 

Assessment Plan 

The Education area completes student and program assessment 

through the following evaluation instruments: paraprofessional 

evaluations, student teaching portfolios, student teaching 

observations, and follow-up surveys. Additional assessments will be 

completed as information from the Praxis Exam is available.

ENGLISH & LANGUAGE ARTS 

English (B.A.) 

Goals: The goals of this program are (1) to promote English as the 

one true major; (2) to help students to develop accuracy and 

effectiveness of expression while writing for various audiences and 

purposes, including literary research essays; (3) to familiarize 

students with literary periods, including writers, transitional periods, 

and historical and cultural contexts; (4) to equip students to read 

literary texts from both an aesthetic and critical perspective; (5) to 

familiarize students with the concepts of language description; and 

(6) to encourage in students a recognition of the interrelatedness of 

faith, religion, ethics, morals, personal conviction, and the study of 

language and literature. 

Vocational Applications: The major in English helps students 

develop a verbal and cultural literacy that prepares them for graduate 

study, positions in the field of communications, or a wide variety of 

professional positions that demand logical thinking and exact, 

effective expression. Relevant vocational areas include publishing, 

editing, web site development, technical writing, advertising, 

communications media, public relations, management, and creative 

writing. English is also a recommended preprofessional major for 

law. 



minimum of 31 semester hours of English courses and two 

semesters of one foreign language. The following English courses 

are required: 

❏ ENG 221 British Literature: Major Authors 

❏ ENG 222 American Literature: Major Authors 

❏ ENG 240 Communication, Language and Grammar 

❏ ENG 450 English Major Colloquium 

One course in English literature before 1660 

(321 or 424) 

❏ ENG _________________________________ 

One course in English literature after 1660 

(337, 338, 339 or 340) 

❏ ENG _________________________________ 

One course in American literature (341 or 343) 

❏ ENG _________________________________ 

Electives: (12 s.h.) 

❏ ENG _________________________________ 

❏ ENG _________________________________ 

❏ ENG _________________________________ 

❏ ENG _________________________________ 

Two semesters in one foreign language 

❏ ______________________________________ 

❏ ______________________________________ 

The remaining courses are electives from the English offerings. 

ENG 200, LAR 111, and LAR 112 do not count as English electives. 

Students majoring in English are required to complete two semesters 

of one foreign language and are encouraged to complete two years. 

Students who are preparing for a career in writing, whether in 

government, business, industry or the not-for-profit sector, should 

include writing courses (e.g., English 360 and 400) and an internship 

experience (English 395) in their programs. An overall GPA of 2.5 

within the English major is required for graduation, as is successful 

completion of the English Major Writing Portfolio and the English 

Major Colloquium, both of which are completed during the student’s 

senior year. 

English Secondary Education Certification 

Goals: The English Secondary Certification program has the same 

goals as the English major, but in addition, it seeks to prepare 

students to teach language arts by giving them a variety of skills and 

methodologies for the teaching of composition, literature, grammar, 

reading, and oral communication. 

Vocational Application: This program prepares students to teach 

language arts in grades 7-12. 



minimum of 31 semester hours of English courses, two semesters of 

one foreign language, six semester hours of oral communication, 

and the courses and competencies required for secondary education 

certification (see Education Section, pg. 60). 





❏ ENG 360 Advanced Composition 

❏ ENG 365 Other Voices 

❏ ENG 403 Teaching of English 


One course in English literature before 1660 (321 or 424) 

❏ ENG _________________________________ 


(337, 338, 339 or 340) 

❏ ENG _________________________________ 


❏ ENG _________________________________ 

Six semester hours in oral communication (CST 209, 308, 309, 311, 

312, 351, or 409) 

❏ CST _________________________________ 

❏ CST _________________________________ 


❏ ______________________________________ 

❏ ______________________________________ 

Students preparing to teach language arts are strongly 

encouraged to include in their program ENG 311 Creative Writing. 


An overall GPA of 2.5 within the English Secondary Certification is 

required for graduation, as is successful completion of the English 

Major Writing Portfolio and the English Major Colloquium, both of 

which are completed during the student’s senior year. 





English & Language Arts 

63

Language Arts Composite Secondary 

Education Certification 

Goals: The goals of the Language Arts secondary certification 

program are (1) to prepare students to become individuals who can 

think critically and express their ideas and values effectively through 

both the spoken and the written word; (2) to provide students with a 

broad yet solid foundation in the language arts, including knowledge 

and skills in the fields of oral and written language, literature, drama 

and media writing; and (3) to develop students’ knowledge of and 

skills in teaching methodologies appropriate to the language arts. 

Vocational Application: This program prepares students to teach 

the various areas or fields of Language Arts in grades 7-12. It meets 

the standards of certification for the Language Arts Composite 

subject area as defined by the South Dakota Department of 

Education. 



minimum of 60 semester hours of Language Arts courses and the 

courses and competencies required for secondary education 

certification (see Education Section, pg. 60). 


❏ CST 261 Theatre Production 







❏ ENG 365 Other Voices 

❏ ENG 403 Teaching of English 


Six semester hours in oral communication (CST 209, 308, 309, 311, 

312, 351, or 409) 

❏ CST _________________________________ 

❏ CST _________________________________ 

One course in English literature before 1660 

(321 or 424) 

❏ ENG _________________________________ 


(337, 338, 339 or 340) 

❏ ENG _________________________________ 


❏ ENG _________________________________ 

❏ MED 206 Media Writing 

❏ MED 207 Media Survey 


❏ ______________________________________ 

❏ ______________________________________ 


An overall GPA of 2.5 within the English Secondary Certification is 

required for graduation, as is successful completion of the English 

Major Writing Portfolio and the English Major Colloquium, both of 

which are completed during the student’s senior year. 

64 English, Language Arts & Foreign Languages 





English Minor 

Goals: The goals of the English minor are (1) to help students 

develop accuracy and effectiveness of expression while writing for 

various audiences and purposes; and (2) to provide students with a 

broad understanding of and appreciation for English language and 

literature. 

Vocational Applications: The minor in English helps students 

develop a verbal and cultural literacy that prepares them for graduate 

study, positions in the field of communications, or a wide variety of 

professional positions that demand logical thinking and exact, 

effective expression. 

Requirements: In addition to meeting the regular degree 

requirements of the University (which includes one 200-level 

literature course), the student must take at least 12 semester hours of 

study that include the following requirements. An overall GPA of 2.0 

within the English minor is required. 


Electives: (9 s.h.) 

❏ ENG _________________________________ 

❏ ENG _________________________________ 

❏ ENG _________________________________ 

FOREIGN LANGUAGES 

Courses in a foreign language may be used to fulfill the liberal 

arts core requirement in multicultural awareness and may also be 

used to form part of an Interdisciplinary major. 

Students who have studied a foreign language in high school 

may be eligible for advanced placement and should consult with the 

appropriate foreign language instructor to determine their 

proficiency and their point of entry into the sequence of university 

language courses. 

Students who have completed four or more semesters of a 

foreign language in high school may wish to earn college credit for 

their knowledge by taking the CLEP (College Level Examination 

Program) special subject examination in the language (see CLEP 

policy in the Academics Section, pg. 41). 

Spanish Minor 

USF offers a minor in Spanish. (See pg. 132 for course 

descriptions.) Twenty hours are required for the minor. However, 

depending upon scores, students who earn credit for AP or CLEP 

exams may earn exemptions from SPA 101 and 102.

EXERCISE SCIENCE 

Exercise Science (B.S.) 

The Exercise Science degree program includes five major 

concentration areas: Exercise Physiology, Health/Fitness Instructor ® 

Concentration (ACSM Endorsed Program), Sport Science, Sport 

Psychology, and Fitness Management. In addition to meeting the 

liberal arts core and graduation requirements of the University, 

students in all five exercise science concentrations must successfully 

complete the core requirements listed below. Majors must participate 

in program assessment activities. 

Exercise Science Core 


or BIO 315 Human Physiology 

❏ EXS 100 Foundations of Exercise Science 


❏ EXS 220 Nutrition for Sport & Fitness 

❏ EXS 225 Anatomical Kinesiology 

❏ EXS 310 Exercise Physiology 

❏ EXS 315 Fitness Assessment Methods 

❏ EXS 325 Biomechanics 

❏ EXS 400 Exercise Prescription I 

❏ EXS 395 Internship* 

❏ NSC 300 Colloquium 

*Note: Students must possess a minimum GPA of 2.5 in the 

Exercise Science Core courses prior to registering for the 

internship. 

Exercise Physiology Concentration 

Goals: This concentration is designed to provide a basic foundation 

of theoretical knowledge and applied skills related to movement 

science. Courses are intended to develop competencies in observing, 

analyzing, writing, and critical thinking that can be applied to the 

study of human movement and functioning. A selection of 

undergraduate courses and experiences are offered that can prepare 

a student for admission to and successful completion of various 

graduate and professional programs as well as direct entry into a 

variety of health and wellness-related positions. 

Vocational Applications: The Exercise Physiology concentration is 

designed to prepare students to enter graduate/professional 

education programs and pursue general or specialized health care 

areas and movement-associated professional work in fields such as 

physical therapy, occupational therapy, cardiac rehabilitation, 

chiropractic medicine, physicians assistant programs, nursing, 

exercise physiology, biomechanics, sports medicine, and wellness. 

Requirements: In addition to completing the Exercise Science core 

requirements, the following concentration courses need to be 

completed. 



❏ EXS 213 Medical Terminology 


❏ PHY 101 Introductory College Physics 

Two of the following three courses: 

EXS 344 Cardiovascular Physiology/ECG 

EXS 320 Environmental Exercise Physiology 

EXS 420 Advanced Exercise Physiology 

Recommended Electives: 


❏ BIO 385 Histology 



❏ EXS 300 Practicum 

❏ EXS 326 Anaerobic Conditioning 

❏ EXS 330 Cardiac Rehabilitation 

❏ EXS 390 Special Topics 

❏ EXS 410 Exercise Prescription II 


❏ PSY 211 Human Developmental Psychology 


Health/Fitness Instructor ® Concentration (ACSM 

Endorsed Program) 

Students completing the Health/Fitness Instructor ® concentration 

will be eligible to take the ACSM Health/Fitness Instructor ® (HFI) 

certification exam at the end of their final semester of coursework. 

The HFI is a professional qualified to assess, design, and implement 

individual and group exercise and fitness programs for low risk 

individuals and individuals with controlled disease. The HFI is 

skilled in evaluating health behaviors and risk factors, conducting 

fitness assessments, writing appropriate exercise prescriptions, and 

motivating individuals to modify and maintain health habits and 

positive lifestyle behaviors for health promotion. 

Goals: This concentration is designed to provide the student with 

theoretical understanding and applied skills related to enhancing the 

health and fitness of both normal and special populations. Course 

work is intended to prepare students for various professional 

certifications (i.e., ACSM). 

Vocational Applications: The major in Exercise Science with a 

concentration in Health/Fitness Instructor ® prepares the graduate for 

a position in health clubs, hospital-based programs, corporate health 

and fitness centers as exercise leaders, personal trainers, strength and 

conditioning specialists, and health counselors. 

Requirements: In addition to completing the Exercise Science Core 


completed. 

❏ EXS 210 Care & Prevention of Injuries 


❏ EXS 340 Psychology of Sport & Exercise 

❏ EXS 410 Exercise Prescription II 

❏ EXS 430 Seminar in Health Fitness Instruction 

❏ EXS 490 Seminar in Spirituality and Wellness 





❏ EXS 305 Facilities and Programs 


❏ EXS 335 Sociology of Sport 


❏ EXS 420 Advanced Exercise Physiology 

Exercise Science 

65

Sport Science Concentration 

Goals: This concentration is designed to provide a basic foundation 

of theoretical knowledge and applied skills related to movement 

science as applied specifically to an athletic population. Courses are 

intended to develop competencies in observing, analyzing, writing, 

and critical thinking that can be applied to the study of athletic 

movement and functioning. A selection of undergraduate courses 

and experiences are offered that can prepare a student for admission 

to and successful completion of various graduate and professional 

programs as well as direct entry into a variety of health and athleticrelated 

positions. Course work is intended to prepare students for 

various professional certifications (i.e., NSCA). 

Vocational Applications: The Sport Science concentration is 


education programs and pursue general or specialized fitness areas 

in fields such as strength and conditioning, exercise physiology, 

biomechanics, sports medicine, and wellness. 



completed. 


❏ EXS 301 Practicum in Sport 



❏ EXS 350 Survey of Sport 



❏ EXS 305 Facilities & Programs 

❏ EXS 320 Environmental Exercise Physiology 

❏ EXS 344 Cardiovascular Physiology/ECG 


❏ EXS 420 Advanced Exercise Physiology 

Sport Psychology Concentration 

Goals: This program is designed to provide a basic foundation of 

theoretical knowledge and applied skills related to the psychological 

enhancement of sport and exercise performance. Courses are 

intended to develop competencies in observing, analyzing, writing, 

and critical thinking that can be applied to the study of human 

psychology as it relates to sport and exercise performance. A 

selection of undergraduate courses and experiences are offered that 

can prepare a student for admission to and successful completion of 

various graduate and professional programs related to sport 

psychology and meet multiple recommendations of the Association 

for the Advancement of Applied Sport Psychology for their Certified 

Consultant credentialing. 

Vocational Applications: The Sport Psychology concentration is 


education programs in the area of sport psychology and 

performance. It is also advantageous for those wanting to pursue a 

career at an advanced level of coaching. 



completed. 




66 Exercise Science 


Electives (at least 9 s.h. required) 

EXS 301 Practicum in Sport 

MAT 233 Introduction to Statistics 

PSY 211 Human Development 

PSY 250 Methods of Research 

PSY 305 Abnormal Psychology 

PSY 341 Psychology of Learning 

PSY 407 Counseling 

PSY 411 Child Psychology 

PSY 412 Adolescent Psychology 

PSY 413 Adult Development and Aging 

PSY 431 Cognitive Psychology 

SOC 302 Minorities 

SOC 306 Social Psychology 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

Fitness Management Concentration 

Goals: This concentration is designed to provide the student with 

theoretical understanding and applied skills related to enhancing the 

health and fitness of both normal and special populations, through 

direct interaction and management. 

Vocational Applications: The major in Exercise Science with a 

concentration in Fitness Management prepares a graduate for 

management positions in private health clubs, hospital-based 

programs, corporate health and fitness centers, sales and other career 

opportunities. 



completed. 






❏ EXS 305 Facilities & Programs 

❏ EXS 490 Seminar in Spirituality and Wellness 




❏ EXS 300 Practicum* 




*Note: Practicum for credit towards Exercise Science electives can 

be taken up to three semester hours per semester, for a total of 

eight semester hours over the college experience. Any additional 

practicum semester hours require the approval of the Registrar.

Coaching Concentration 

The coaching concentration is intended to provide a theoretical and 

practical foundation for students interested in coaching in school, 

club or recreational setting. Each state and sport organization 

establishes its own specific coaching endorsement criteria, which 

might differ slightly from this program. Therefore, students should 

investigate individual state and organizational requirements. 

Requirements: Candidates for a coaching concentration must earn 

a minimum of 14 semester hours, including the following courses: 

Choose at least one coaching theory course: 

HPE 305 Coaching Volleyball 

HPE 316 Coaching Football 

HPE 326 Coaching Basketball 

HPE 328 Coaching Track and Field 

HPE 329 Coaching Baseball and Softball 

❏ HPE _________________________________ 


❏ EXS 210 Care and Prevention of Injuries 

❏ EXS 215 Ethical Issues in Sport 

❏ EXS 217 Science of Coaching 

❏ EXS 340 Psychology of Sport and Exercise 

Exercise Science 

67

HISTORY 

History (B.A.) 

Goals: The goals of this program are: (1) to give the student 

background in the religious, political, cultural, social and economic 

life of the people of the world and (2) to explore the role of ideas and 

institutions in human communities. In order to meet the objectives of 

the History program, the University regularly assesses how well it 

realizes these and other goals and its methods to achieve them. 

Vocational Applications: The History major provides a background 

for professional study for ministry, law, library work, museum work, 

historical society work or archival work and prepares the student for 

graduate study in history and related fields. 


requirements of the University, the student must take a minimum of 

30 semester hours of study in history that includes the classes listed 

below. The student must maintain a minimum GPA of 2.0 in courses 

within the major. 

❏ HIS 101 Modern European History 1500-1815 

❏ HIS 102 Modern European History Since 1815 

❏ HIS 201 United States History to 1877 

❏ HIS 202 United States History Since 1877 

❏ HIS 303 Ancient History 

❏ HIS 304 Medieval History 

12 semester hours selected from any of the other history courses 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

History Minor 

Goals: The goals of this program are to give the student: (1) an 

overall appreciation of the general sweep of history and (2) an 

appreciation of the contribution which the study of history makes to 

understanding the humanities and social sciences. 

Vocational Applications: The History minor provides background 

for professional study in ministry, law, library or museum work, or 

for graduate study in the social sciences. This program will fulfill the 

requirements for a South Dakota teaching endorsement if the minor 

includes History 412. 



18 hours of study that includes the following requirements and 

maintain a minimum GPA of 2.0 in the minor. 

❏ One course in U.S. History (201 or 202) 

❏ One course in the history of modern Europe (101 or 102), 

❏ One course in pre-modern history (303 or 304), 

❏ One course in non-Western history (225, 235 or 245) 

6 semester hours of history electives 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

68 History 

History Secondary Education Certification 

Goals: In addition to the goals of the regular History major, this 

program is designed to acquaint the student with the high school 

history program, provide the student with pedagogical awareness 

and practical educational experience, and prepare the student for 

teaching history at the secondary school level. 

Vocational Applications: The program is particularly aimed at 

preparing the student to teach high school history. 



requirements for secondary education certification (see Education 

section pg. 60), and all of the required History courses listed below. 

The student must maintain a minimum GPA of 2.0 in all courses 

within the History major. 

❏ HIS 101 Modern European History 1500-1815 

❏ HIS 102 Modern European History Since 1815 



❏ HIS 303 Ancient History 

❏ HIS 304 Medieval History 

❏ HIS 315 South Dakota History 

❏ SSC 403 Teaching of the Social Sciences 

A minimum of 9 semester hours selected from any of the other 

history courses (2/3 of these courses must be upper level) 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 




Education Section, pg. 61.

INTERDISCIPLINARY 

Interdisciplinary (B.A.) 

Goals and Vocational Applications: The goal of this major is to 

enable the student to combine two or more academic disciplines into 

a coherent program that meets specific career objectives. 


requirements for the Bachelor of Arts degree, the student must 

complete approximately 36 semester hours of coursework in an 

individually tailored program that combines two or more academic 

concentrations. 

An interested student first consults with their advisor or an area 

chairperson in one of the proposed disciplines. The student then 

writes a detailed proposal stating: (1) the career goals the 

Interdisciplinary major is intended to achieve; (2) the specific 

learning and skill objectives the student needs to realize the career 

goals; (3) the proposed courses in two or more disciplines the student 

wishes to take in order to accomplish the learning and skill 

objectives; and (4) the names of the faculty members who will assist 

in advising the student in the proposed academic disciplines. The 

proposal should be signed by the faculty, the chairpersons of the 

areas involved, the Assistant Academic Dean and the student. 

This proposal for an Interdisciplinary major is then filed with 

the Registrar and becomes the student’s intended course of study. It 

may be revised with the approval of the appropriate faculty 

members. 

Interdisciplinary proposals are normally filed during a student’s 

junior year. The following limitations and requirements apply to all 

Interdisciplinary majors at the University of Sioux Falls (except the 

Pre-Seminary Interdisciplinary major): (1) at the time of filing a 

proposal, a student must have a minimum GPA of 2.5; (2) a proposal 

may not be approved until the student has completed 32 semester 

hours; (3) a student who has completed more than 96 semester hours 

may not file a proposal for an Interdisciplinary major; (4) no course 

may count toward an Interdisciplinary major if the grade is lower 

than a “C.” 

Students interested in the Pre-Seminary Interdisciplinary major 

should see the program described under the Theology & Philosophy 

Section, pg. 86. 

Interdisciplinary 

69

MATHEMATICS 

Mathematics (B.S.) 

Goals: This program seeks to provide students with (1) effective 

skills in analytic thought and logical argument, (2) understanding of 

the processes of abstraction, modeling, and application, (3) sound 

awareness of the characteristics and contributions of various areas of 

mathematical study, (4) a mature appreciation of the place of 

mathematics in the context of human thought and inquiry, and (5) the 

ability to clearly and effectively communicate mathematical ideas. 

Vocational Applications: A student majoring in mathematics is well 

positioned to enter a wide range of careers in the public or private 

sector, especially by combining expertise in mathematics with 

interests in other fields, such as computer science, engineering, 

natural science, business, or social science. Graduate study in 

mathematics or a related field is encouraged for the student seeking 

a career in pure mathematics or statistics. 


requirements of the University, the student must complete at least 33 

semester hours of study in Mathematics, including MAT 204, MAT 

205, MAT 302, MAT 304, MAT 305, MAT 310, MAT 311, MAT 

320, MAT 490, and two elective courses in Mathematics numbered 

above 204. The student must also complete COM 201 and COM 

202, plus eight semester hours of study in University Physics or 

Chemistry and three semesters of NSC 300 during the junior or 

senior years. One NSC 300 presentation is required. All students 

majoring in Mathematics participate in assessment of the program’s 

student learning outcomes through the MAT 490 Senior Seminar 

course. Majors must participate in program assessment activities. 



❏ MAT 302 Probability & Statistics 

❏ MAT 304 Linear Algebra 

❏ MAT 305 Abstract Algebra 



❏ MAT 320 Introduction to Real Analysis 

❏ MAT 490 Senior Seminar 



❏ NSC 300 Colloquium (three semesters) 

Two electives in Mathematics numbered above 204 

❏ ______________________________________ 

❏ ______________________________________ 

Mathematics Minor 



minor in Mathematics by completing 18 s.h. of Mathematics, which 

must include MAT 204 and MAT 205, but may not include a course 

numbered below 150. One semester of science colloquium (NSC 

300), including one presentation, must also be taken for credit. 

70 Mathematics 

Mathematics Secondary Education 

Certification 

Goals: In addition to the goals of the regular Mathematics major, 

this program is designed to acquaint the student with the high school 

mathematics program, provide the student with pedagogical 

awareness and practical educational experience, and prepare the 

student for teaching mathematics at the secondary school level. 

Completion of this program leads to a B.S. in Mathematics and 

certification for teaching at the secondary level. 

Vocational Applications: The program is particularly aimed at 

preparing the student to teach high school mathematics. 

Requirements: The requirements are the same as those for the 

regular Mathematics major, but in addition, the student must 

complete the Education courses required for teacher certification. 

(See Education Section, pg. 60.) Students are expected to take MAT 

406 and MAT 303 for their electives to fulfill the education 

requirements. Also, Education students are encouraged to present 

their science colloquium on a topic related to Math Education. All 

students majoring in Mathematics participate in assessment of the 

program’s student learning outcomes through the MAT 490 Senior 

Seminar course. Majors must participate in program assessment 

activities. 



❏ MAT 302 Probability & Statistics 

❏ MAT 303 Foundations of Geometry 

❏ MAT 304 Linear Algebra 

❏ MAT 305 Abstract Algebra 



❏ MAT 320 Introduction to Real Analysis 

❏ MAT 406 Teaching High School Mathematics 

❏ MAT 490 Senior Seminar 



❏ NSC 300 Colloquium (three semesters) 




Education Section, pg. 61.

MEDIA STUDIES 

Media Studies (B.A.) 

Goals: The goals of the Media Studies major are to provide the 

student with (1) an awareness of the processes by which media both 

shape and are shaped by society, (2) an understanding of media 

theory and practice, and (3) the knowledge and skills necessary to 

succeed in further study at the graduate-school level or in 

professional careers. In order to meet the objectives of the Media 

Studies program, the University regularly assesses how well it 

realizes these and other goals and its methods to achieve them. 

Vocational Applications: This program is designed to allow 

students the flexibility to apply what they have learned in 

professional career opportunities or in more advanced study in such 

fields as journalism, advertising, multi-media production, 

broadcasting and law. 


requirements of the University, the student must complete 43 

semester hours of Media Studies courses and graduate with at least 

a 2.5 GPA in the major field. 

All students must take the common Media Studies core of 

courses consisting of 25 semester hours. In addition, each student 

must select one of five concentrations within the major consisting of 

18 semester hours each. The concentrations are Multi-Media 

Production, Journalism, Media Marketing, Media Management and 

Media Research. The Media Research concentration is designed for 

those students expecting to continue their studies at the graduate 

school level. 

Students may count a total of eight semester hours of media labs 

for graduation. Media Studies majors in Multi-Media Production 

and Journalism are required to take three semester hours of lab work 

in their respective concentrations. All Media Studies majors are 

strongly advised to arrange internships during their junior or senior 

years. 

The following is a description of the requirements for the Media 

Studies core and five Media Studies concentrations. 

Media Core Courses 

❏ ART 122 eDesign 

❏ MED 180 Photography I 

❏ MED 204 Electronic Media 

❏ MED 206 Media Writing 

❏ MED 207 Media Survey 

❏ MED 260 Media Issues 

❏ MED 300 Communication Arts Colloquium 

❏ MED 330 Media Theory 

❏ MED 420 Media Law 

Multi-Media Production Concentration 

❏ ART 221 Graphic Design: Layout 


or ART 372 Flash Animation 

❏ MED 326 Digital Audio 

❏ MED 336 Desktop Video & Non-linear Editing 

❏ MED 415 Live Studio Production & Videography 

❏ MED 121-421 Print Production Lab 

❏ MED 131-431 Radio Production Lab 

❏ MED 132-432 TV Production Lab 

Journalism Concentration 


❏ MED 281 Photojournalism 

❏ MED 307 Reporting 

❏ MED 324 Media Performance 

❏ MED 410 Advanced Reporting 

❏ MED 121-421 Print Production Lab 

❏ MED 131-431 Radio Production Lab 

❏ MED 433-438 TV News Lab 

Media Marketing Concentration 




❏ MED 304 Persuasion 

or BUS 408 Marketing Management 

❏ MED 311 Media Programming 

❏ MED 385 Advertising Agencies/PR 

Media Management Concentration 

❏ BUS 210 Principles of Management 

❏ BUS 212 Principles of Microeconomics 

❏ BUS 330 Small Business Development 

❏ BUS 351 Organizational Behavior 

❏ MED 304 Persuasion 

or MED 309 Business/Professional Communication 

❏ MED 311 Media Programming 

Media Research/Graduate School Track 

Concentration 


or PSY 233 Statistics for the Behavioral Sciences 

❏ PHI 207 Introduction to Philosophy 

❏ PHI 341 Ethics 

❏ PSC 324 Political Philosophy 

or PHI 394 Issues in Philosophical Studies 

❏ PSY 250 Research Methods 

❏ SOC 350 Sociological Theory 

Media Studies 

71

MEDICAL TECHNOLOGY 

Medical Technology (B.S.) 

Goals: The program is designed to provide the requisite course 

background to allow acceptance into an approved school of medical 

technology (during the student’s fourth year) and successful 

completion thereof. 

Vocational Applications: This program of study is appropriate for 

one who desires a medical technologist position in a hospital or 

clinical laboratory. 

Requirements: Students who wish to become medical technologists 

pursue a minimum of three years at USF prior to entering the clinical 

year in an approved school of medical technology. College credit 

equivalent to one full calendar year (40 semester hours) will be 

granted to students who successfully complete the professional 

(clinical) year’s program in an approved hospital. This credit is 

awarded in the form of the courses described below. A bachelor of 

science degree in Medical Technology will be conferred provided all 

other course requirements have been satisfied. Majors must 

participate in program assessment activities. 

Some students elect to complete a four-year major in Biology or 

Chemistry before applying for the professional year experience. The 

University has an affiliation agreement with Sioux Valley Hospital in 

Sioux Falls; however, students may elect to attend any other 

accredited professional program if successful in gaining admission. 

In addition to the liberal arts core requirements, the three-year 

program at USF should include the following courses: 





❏ BIO 380 Immunology 







❏ NSC 300 Colloquium (required during the two semesters 

of the junior year, and one presentation is 

required) 


❏ PHY ___________________________________ 

❏ PHY ___________________________________ 

Additional courses recommended are Biology 204, 222 and 

309; Chemistry 212; Business Administration 210 and/or 241 and 

any computer science course(s). 

Students should maintain a GPA of 3.0 (2.8 is required for 

application to some professional programs) to assure consideration 

for admittance into an approved school of medical technology for 

their fourth or fifth year. 

The following is a course breakdown of the 40 semester hours of 

credit awarded by USF upon successful completion of the 

clinical year at an approved Medical Technology Program.* 

MTC 301 Medical Technology Orientation An introduction to the 

72 Medical Technology 

field of medical technology. (1 s.h.) 

MTC 302 Hematology Study of cellular elements of the blood. 

Includes theory of blood cell formation; cell morphology; cellular 

abnormalities; methods of diagnosis; the principles, techniques and 

instrumentation involved in testing procedures and quality control. 

Prerequisites: Clinical year acceptance and status. (5-8 s.h.) 

MTC 303 Immunohematology Immunology as applied to cellular 

elements of the blood with emphasis on red cell antigens. Includes 

antibody identification, components, preparation, compatibility 

testing, blood donor selection, quality control, auto-immune and 

newborn hemolytic disease problems and various screening 

procedures. Prerequisites: Clinical year acceptance and status. (2-3 

s.h.) 

MTC 304 Clinical Immunology The study of the theoretical 

aspects of antigen antibody reactions with emphasis on clinical 

laboratory practice including quality control. Prerequisites: Clinical 

year acceptance and status. (2-3 s.h.) 

MTC 305 Clinical Microbiology (Including Virology, Parasitology 

and Mycology) Theory and techniques of cultivation, isolation and 

identification of bacteria, parasites and viruses; determination of 

sensitivity to antimicrobial agents; clinical correlation to disease 

status; principles of asepsis; environmental monitoring and quality 

control. Prerequisites: Clinical year acceptance and status. (8-12 s.h.) 

MTC 306 Clinical Microscopy (Urinology) Study of the chemical 

constituents and formed elements of urine. Includes normal and 

abnormal kidney function, principles and techniques of procedures 

used in diagnosis of urine and other body fluids and quality control. 


MTC 307 Clinical Chemistry (Including Instrumentation) 

Medically-oriented biochemistry with emphasis on the procedural 

aspects and the interpretation of diagnostic tests, including the 

principles of operation of instruments used in the clinical laboratory 

and quality control. Prerequisites: Clinical year acceptance and 

status. (9-12 s.h.) 

MTC 308 Introduction to Administration The study of the 

theoretical and practical aspects of laboratory supervision, 

management and/or problem-solving in the field of medical 

technology. Prerequisites: Clinical year acceptance and status. (0-1 

s.h.) 

MTC 309 Introduction to Education The study of the principles of 

medical technological education. Includes didactic and practical 

evaluations, methods of instruction and objective writing. 


MTC 310 Introduction to Research Directed study and/or projects 

in specific area(s) of medical technology. Prerequisites: Clinical year 

acceptance and status. (0-1 s.h.) 

*NOTE: The variability reflected in the semester hours awarded for 

the various courses of the clinical year allows the University 

transcript to accurately reflect the content of the clinical year of each 

individual hospital-based medical technology program. The total 

semester hours awarded will always be 40.

MUSIC 

Music (B.A.) 

Goals: This program seeks (1) to introduce the student to the 

language of music (music theory) and to major works which reflect 

the culture that created them; (2) to prepare and equip the student for 

a vocation in music; and (3) to prepare the student for continued 

study in graduate school. 

Vocational Applications: Students selecting Music as their major 

could select one of the following designated areas of specialization 

among others: 

1) Composition–Study in writing music in all forms and styles with 

emphasis on 20th Century composition. 

2) Church Music–Study in the philosophy, history and programs of 

church music. Courses in music and religion are required. 

3) Music and Industry–Study in music store management and the 

music industry. Courses in music and business are required. 

4) Performance/Private Studio Teaching–Study in pedagogy in 

addition to pertinent courses for private teachers. Courses in 

music and business are recommended. 


requirements of the University, the student must take the following 

Music core courses: 

❏ MUS 150 Theory I 

❏ MUS 155 Theory II 

❏ MUS 209 Theory III 

❏ MUS 210 Theory IV 

❏ MUS 213 Music Education Methods–Elementary 

❏ MUS 318 Music Computer Applications 

❏ MUS 323 Conducting I 

❏ MUS 405 History of Music I 

❏ MUS 406 History of Music II 

Electives: (8 s.h.) (MUS 324 Conducting II recommended) 

❏ MUS ___________________________________ 

❏ MUS ___________________________________ 

❏ MUS ___________________________________ 

❏ MUS ___________________________________ 

All Music majors are required to participate in a USF large 

music ensemble for seven semesters (excluding internship semester), 

pass a piano proficiency examination (freshman or sophomore year), 

receive approval to continue as a Music major during annual 

evaluations, take applied music for six to eight semesters (in one 

area) depending on the concentration (these courses may also be 

taken for no credit), present a Junior and Senior Recital (30 minutes 

of approved literature), maintain acceptable attendance at concerts, 

recitals, and community events (10 per semester), maintain 

attendance at Departmental Recitals (6 out of 8) each semester, and 

perform in at least one departmental recital per semester (when 

enrolled in applied lessons). 

Music Education (B.A.) 

Goals: This program seeks (1) to introduce the student to 

representative musical compositions, to the theory of musical 

content and to the principal issues in the history of Western music; 

(2) to prepare and equip the student to teach instrumental and/or 

choral music in grades K-12; and (3) to prepare the student for 

continued study in graduate school. 

Vocational Applications: This program provides the specialization 

required by the teaching profession for teaching at different levels, 

i.e., general music education for grades K-12 or instrumental and/or 

vocal teaching for elementary and secondary schools. 


requirements of the University, the student must complete the 

requirements for teacher certification omitting EDU 240 (see 

Education Section, pg. 60), and take the following Music core 

courses: 

❏ MUS 150 Theory I 

❏ MUS 155 Theory II 

❏ MUS 209 Theory III 

❏ MUS 210 Theory IV 

❏ MUS 213 Music Education Methods–Elementary 

❏ MUS 318 Music Computer Applications 

❏ MUS 323 Conducting I 

❏ MUS 324 Conducting II 

❏ MUS 405 History of Music I 

❏ MUS 406 History of Music II 

Instrumental majors 

❏ MUS 314 Music Education Methods –Instrumental 

❏ MUS 227 Wind Instrument Techniques 

❏ MUS 326 Instrumental Techniques & Repertoire: 

The Percussion Instruments 

Choral/Vocal majors 

❏ MUS 214 Diction/Literature 

❏ MUS 316 Vocal Pedagogy 

❏ MUS 313 Music Education Methods–Choral 

All Music Education majors are required to participate in a USF 

large music ensemble for seven semesters (excluding student 

teaching semester), pass a piano proficiency examination (freshman 

or sophomore year), receive approval to continue as a Music 

Education major during annual evaluations, take applied music for 

seven semesters (in one area) depending on the concentration (these 

courses may also be taken for no credit), present a Junior or Senior 

Recital (30 minutes of approved literature), maintain acceptable 

attendance at concerts, recitals, and community events (10 per 

semester), maintain attendance at Departmental Recitals (6 out of 8) 

each semester, and perform in at least one departmental recital per 

semester (when enrolled in applied lessons). 

Electives: (Recommended but not required) 

MUS 166 Opera Workshop 

MUS 304 Music for Children 

MUS 309 Arranging and Composition 

MUS 310 Counterpoint 

MUS 317 Piano Pedagogy and Repertoire 

MUS 349 Orchestration 

MUS 350 Musical Form and Analysis 

MUS 491, 492 Independent or Directed Study 

Interim Musical Production 

Music & Music Education 

73

Music Minor 

Goals: The Music minor is designed to provide the student with a 

broad understanding and appreciation of music as an integral part of 

the liberal arts. 

Vocational Applications: The study of music and participation in 

music ensembles prepare the student for future leadership and 

service in church and community music organizations. 



18 semester hours of study that includes Music 150, 155, 200, 323, 

4 hours of applied music (in one area) and two hours from an 

approved list of courses in the Music Major Handbook. 





The Music department regularly assesses its programs to 

determine how well it is accomplishing its educational mission. 

74 Music & Music Education

PARAMEDIC TECHNOLOGY 

Paramedic Technology (B.S.) 

Goals: This program is designed to provide the requisite course 

background prior to entrance into a CoAEMSP/CAAHEP-approved 

program in EMT-Paramedic and to promote the successful 

completion of that program. Likewise, this program is constructed to 

enable an EMT-Paramedic who completes a significant (see below) 

amount of university work to obtain university credit for their 

clinical program and earn a B.S. in Paramedic Technology. 

Vocational Applications: This program of study is appropriate for a 

student who desires an EMT-Paramedic position and a liberal arts 

education. 

Requirements: In order to obtain a degree from the University of 

Sioux Falls, a student must complete a CoAEMSP/CAAHEPapproved 

EMT-Paramedic Program (and its prerequisite EMT 

Program), complete a total of at least 128 (including 44 semester 

hours of blanket credit) semester hours and pass the National 

Registry Examination. Upon successful completion of the EMT- 

Paramedic Program, the required University courses and 

presentation of appropriate proof of passage of the National Registry 

Exam to the USF Registrar, 44 semester hours of blanket credit in 

Paramedic Technology will be transcripted and the appropriate 

degree awarded. In addition to meeting the liberal arts core 



activities. 





❏ CHE 111 & 112 General Chemistry I & II 

or CHE 121 & 122 Intro. to Chem. and Organic & Biochem. 

or PHY 101 & 102 Introductory College Physics 

or PHY 201 & 202 University Physics 

❏ EXS 213 Medical Terminology 

❏ NSC 300 Science Colloquium (2 semesters) 

8 s.h. hours of elective courses 

❏ ______________________________________ 

❏ ______________________________________ 

The requirement of 30 semester hours in residence at the 

University of Sioux Falls is not waived for students in the B.S. 

Program in Paramedic Technology. 

The University of Sioux Falls is not officially affiliated with any 

EMT-Paramedic program and cannot guarantee admittance to any 

CoAEMSP/CAAHEP-approved program, since each individual 

program has its own requirements and standards which must be met 

by the student. However, a student successfully completing the 

University of Sioux Falls program will be in a competitive position 

with regard to most EMT-Paramedic programs. 

An individual who is already a certified EMT-Paramedic may 

receive the appropriate blanket credit in EMT-Paramedic 

Technology after satisfying all other credits listed above and, 

thereby, receive the degree. 

Paramedic Technology 

75

POLITICAL SCIENCE/HISTORY 

Political Science/History (B.A.) 

Goals: The program in Political Science/History is designed to 

provide the student with a contemporary and historical 

understanding of the relationship of government to the individual 

and of governments to each other. In order to meet the objectives of 

the Political Science/History program, the University regularly 

assesses how well it realizes these and other goals and its methods to 

achieve them. 

Vocational Application: The study of Political Science/History 

prepares the student for service in the fields of ministry, law, 

teaching, journalism, politics, government administration or any 

profession requiring a knowledge of public affairs and research 

skills. 



36 semester hours of study, including the following courses. The 

student must maintain a minimum GPA of 2.0 in the major. 




Two courses from PSC 212, 214, 324 and 402 

❏ PSC ___________________________________ 

❏ PSC ___________________________________ 

Two courses from History 101, 102, 303 and 304 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

Six semester hours of Political Science electives 

❏ PSC ___________________________________ 

❏ PSC ___________________________________ 

Six semester hours of History electives 

❏ HIS ___________________________________ 

❏ HIS ___________________________________ 

Three semester hours of Political Science or History electives 

❏ _______________________________________ 

76 Political Science/History 

Political Science Minor 

Goals: The Political Science minor is designed to provide the 

student with a broad understanding of government. 

Vocational Applications: The study of Political Science prepares 

the student for service in the fields of law, teaching, journalism, 

politics and government administration. 

Requirements: In addition to the regular degree requirements of the 

University, the student must take a minimum of 18 semester credits 

in political science, including the following courses. The student 

must maintain a minimum GPA of 2.0 in the minor. 

One course in U.S. institutional or constitutional government 

(PSC 211 or 321) 

❏ PSC ___________________________________ 

One course in diplomacy or international relations 

(PSC 214 or 311) 

❏ PSC ___________________________________ 

One course in local or comparative government 

(PSC 212 or 402) 

❏ PSC ___________________________________ 

Electives: 

❏ PSC ___________________________________ 

❏ PSC ___________________________________ 

❏ PSC ___________________________________

PRE-PROFESSIONAL PROGRAMS 

Pre-Professional Program in Mortuary Science 

Goals: The program seeks to guide the student in the selection of 

prerequisites which will provide the pre-professional background 

and experiences for admission to a school of embalming credited by 

the State Board of Funeral Service. 

Vocational Applications: The program is designed to provide a preprofessional 

education in the participant’s preparation for 

examination in the acquisition of a license in funeral service. 

Requirements: The guidelines for this program are generally in 

accord with the recommendations of the South Dakota Board of 

Funeral Service (Department of Commerce and Regulation). Since 

this is not a degree-granting program, the student must satisfy only 

the State’s educational requirements and a professional school’s 

prerequisites for admission. 

South Dakota’s educational requirements involve 

approximately two academic years of university instruction with a 

minimum of 60 semester hours which include 9 semester hours of 

Communications, including CST 100 and LAR 111; 12 semester 

hours of Social Science including SOC 201 and PSY 201; 15 

semester hours of Natural Science including CHE 111 or CHE 121, 

BIO 100, 302, and 314: 9 semester hours of Business including ACC 

225, BUS 210 and 320; and 14 semester hours of electives, 

recommendations for which include BIO 315, CHE 112 or CHE 

122, CST 308, 309 or 312, BUS 351, 421 and/or 307. 

Individual professional school programs may have additional 

requirements and may be more specific; therefore, the student is 

advised to check the catalog of the school of embalming he or she 

wishes to attend. 

Following the two years of undergraduate academic work, the 

student must complete a one-year course of instruction in a school of 

embalming accredited by the American Board of Funeral Service 

Education, Inc., and one year of internship in order to be eligible to 

take the license examination. 

Biology Pre-Medical, Pre-Dental or Pre- 

Veterinary 

Goals: This program is designed to provide the pre-professional 

courses and experimental background required for successful 

entrance into and completion of a professional program in medicine, 

dentistry or veterinary science. 

Vocational Applications: This program is an attempt to integrate 

the major concepts of chemistry and biology into a course of study 

which will most adequately prepare a graduate for further training in 

a medically or biologically related field. Students who intend to seek 

admission into post-graduate medical or dental professional 

programs will benefit to the greatest extent from the comprehensive 

nature of the curriculum. Although the program understandably 

stresses chemistry and biology courses, it provides full access to the 

liberal arts program of the University in order to produce the wellrounded 

individual sought by the medical profession. 



listed below. Students who plan to seek admission to a post-graduate 

professional program (e.g. medical or dental school) should maintain 

an overall 3.0 or higher GPA in recognition of the stringent entrance 

requirements imposed by such programs. 













Two courses selected from among Biology 324, 380, 385, 

402 and Chemistry 311 

❏ _____________________________________ 

❏ _____________________________________ 


❏ PHY _________________________________ 

❏ PHY _________________________________ 

❏ MAT 204 Calculus 1 


❏ NSC 300 Colloquium (required during all four semesters 

of the junior and senior years, and one 

presentation is required each year) 

Pre-Professional Program in Physical Therapy 

Goals: The program seeks to (1) guide the student in the selection of 

undergraduate courses which will provide the pre-professional 

background and experiences for admission to and successful 

completion of a master’s degree program in Physical Therapy, and 

(2) foster the development of humanistic practitioners of the medical 

arts. 

Vocational Application: The program is designed to prepare the 

participant for work as a physical therapy generalist in a clinical, 

educational, administrative or research career. 

Requirements: The guidelines for this program are generally in 

accord with the recommendations of most professional physical 

therapy schools offering master’s degree programs where the 

participant might complete his or her studies, and specifically, they 

satisfy the University of South Dakota’s prerequisites for admission. 

USD offers an accredited Master of Science Degree in Physical 

Therapy. 

The student must complete a regular or Interdisciplinary major. The 

required courses are the following: 







(or CHE 121 Introduction to Chemistry & 

CHE 122 Introduction to Organic & Biochemistry) 



Pre-Professional Programs 

77

or ENG 400 Business Communication & Report Writing 





(or PHY 201 University Physics & PHY 202 University 

Physics) 


❏ PSY 211 Human Development 



In addition to these specific courses, the student must complete 

12 semester hours in the humanities, which can be fulfilled by 

certain courses in literature, art, history, music, philosophy, theology 

and theatre arts. These humanities courses must be “appreciation of” 

rather than “how to” courses, with only one course from any one of 

the above areas. In addition to the specifically mentioned courses in 

social sciences (PSY 201, 211, 305 and SOC 201), 12 more semester 

hours are required. These 12 semester hours can be from economics, 

geography, political science, psychology or sociology. 

Observation or work experience in clinical physical therapy is 

highly recommended and required as prerequisite to many 

professional physical therapy schools. Volunteer work in 

rehabilitation or with the physically handicapped, such as at 

Children’s Care Hospital and School, Avera McKennan Hospital or 

Sioux Valley Hospital, can be arranged as paraprofessional 

experience. 

Students pursuing physical therapy careers must recognize the 

highly competitive nature of the professional program. Competitive 

applicants to a professional graduate program need to maintain a 

minimum undergraduate 3.0 CGPA. 

Pre-Professional Program in Chiropractic 

Science 

Goals: The program is designed (1) to provide the pre-professional 

background for successful entrance into and completion of a 

professional chiropractic program, and (2) to foster the development 

of humanistic practitioners of chiropractic arts. 

Vocational Application: This program prepares students to pursue 

further study leading to the career of a chiropractor. 

Requirements: Since specific entrance requirements vary by 

program and school, each student is advised to become aware of the 

entrance requirements of his or her prospective professional school 

and, in consultation with his or her academic advisor, choose specific 

courses to fulfill those requirements. Most students choose to major 

in Biology and/or Chemistry, and although graduation is not always 

required for entry into the professional program, many students 

choose to do so. 

The following courses are generally considered mandatory: 

Biology 100 and 204; Chemistry 111 or 121, 112 or 122, 211 and 

212; two courses in physics; Psychology 201 and Liberal Arts 111. 

In addition to the above specific requirements, most professional 

programs require a varying number of hours in English, the 

humanities, the behavioral sciences and the social sciences. 

78 Pre-Professional Programs 

Chemistry Pre-Medical 

Goals: The goals of the Chemistry Pre-Medical program are to 

provide the following: (1) a basic informational foundation in the 

principles of analytical, biological, inorganic, organic, and physical 

chemistry; (2) a thorough understanding of the principles and 

concepts of biological systems; and (3) a proficiency in certain 

fundamental chemical and biological laboratory techniques. 

Vocational Applications: This chemistry program is an attempt to 

integrate the major concepts of chemistry and biology into a course 

of study which will most adequately prepare a graduate for further 

training in a medically or biologically related field. Students who 

intend to seek admission into postgraduate medical or dental 

professional programs will benefit to the greatest extent from the 

comprehensive nature of the curriculum. Although the program 

understandably stresses chemistry and biology courses, it provides 

sufficient flexibility to allow the student full access to the liberal arts 

program in order to produce the well-rounded individual sought by 

the medical profession. 



listed below. Students who plan to seek admission to a postgraduate 

professional program (e.g. medical, dental or veterinary school) 

should maintain an overall 3.0 or higher GPA in recognition of the 

stringent entrance requirements imposed by such programs. Majors 

must participate in program assessment activities. 









Also, the student must either complete all requirements for a Biology 

major or take the following biology courses: 










Two courses in physics are also required. 

❏ PHY _________________________________ 

❏ PHY _________________________________ 



❏ COM 201 Introduction to Computer Science I

Pre-Law 

Law schools have traditionally recommended a broadly-based, 

high-quality program for students who are preparing to study law. 

While most law schools do not recommend any specific major or set 

of “pre-law” courses, the Association of American Law Schools has 

suggested that pre-law students choose courses that develop basic 

skills (e.g., thinking, reading, writing, speaking, researching) and 

provide insight into human institutions and values. 

Admissions committees are usually impressed by applicants 

whose programs show evidence of high purpose and significant 

intellectual effort. Students are often advised to choose courses in the 

humanities, literature, political science, history, economics, 

statistics, philosophy, logic, accounting and computer science 

because courses in these disciplines are thought to be especially 

relevant to a lawyer’s work. 

Students planning to apply for admission to law school should 

visit the Career Services Office at the beginning of their junior year 

for information about the Law School Admission Test (LSAT) and 

to obtain the schedule of test dates. 

Pre-Professional Programs 

79

PSYCHOLOGY 

Psychology (B.A.) 

Description: Psychology is a diverse field of inquiry. As a result, 

“psychology” is often defined in a variety of ways both 

professionally and popularly. At the University of Sioux Falls, the 

faculty see psychology as the scientific study of behavior. That 

definition offers both disciplined and flexible study from a variety of 

perspectives. As a scientific endeavor, we believe that to understand 

behavior in its many forms we should utilize an empirical approach. 

Thus, we ask questions about ourselves and objectively study 

behavior through a variety of methods to learn about how and why 

people act as they do rather than merely speculate about ourselves. 

We do not conduct research for its own sake, however. In addition to 

learning about behavior, psychologists are compelled to apply what 

we learn to everyday living, both normal and abnormal. 

“Scientific study of behavior” may sound dry and unappealing 

to something as interesting as behavior. However, a fantastic aspect 

of science is the interplay of disciplined study and creativity. 

Psychologists must be able to think of precise, manageable, and new 

ways to study and interpret behavior. Often we need to design new 

ways to study both old and new phenomena in a world that is both 

stable and dynamic. USF’s psychology students and faculty work 

together to integrate accepted, sound research methods and new 

ideas to learn about behavior. 

Goals: The psychology program develops students’ critical thinking, 

problem solving, and communication skills as they learn the 

discipline of psychology. Students will develop their understanding 

of the basic principles, theories, research and applied methods of the 

field. In conjunction with the liberal arts core and the result of 

studying psychology within a Christian context, students will 

enhance and expand their appreciation of psychology’s role in the 

liberal arts, service to others, their own lives, being a citizen, and 

their vocations. In order to meet the objectives of the Psychology 

program, the University regularly assesses how well it realizes these 

and other goals and its methods to achieve them. 

Vocational Applications: The study of psychology prepares 

students for graduate study in psychology and related fields; it can 

also serve as a part of the preparation for careers in a wide variety of 

fields such as teaching, ministry, communications, social services, 

business, theater, personnel work, organizational management, and 

marketing research. 


requirements of the University, the student must take at least 37 

semester hours of study in the major curriculum, including the 

psychology core, the required course BIO 100, and one of the two 

concentrations. Majors are required to maintain at least a 2.0 GPA in 

Psychology courses; in addition, no course will count toward a major 

if the grade is below “C-.” All psychology students are encouraged 

to pursue elective courses that allow them to apply and examine what 

they learn in psychology from other academic perspectives. 

80 Psychology 

Psychology Core Courses 



❏ PSY 233 Statistics for the Behavioral Sciences 

❏ PSY 250 Methods of Research 

❏ PSY 405 Experimental Psychology 

❏ PSY 408 Biological Psychology 


Experimental Concentration 

❏ PSY 341 Psychology of Learning 

❏ PSY 413 Adult Development and Aging 

❏ PSY 431 Cognitive Psychology 

Six semester hours of Psychology Electives: 

❏ PSY _________________________________ 

❏ PSY _________________________________ 

Counseling Concentration 


❏ PSY 403 Psychology of Personality 

❏ PSY 407 Counseling 

Six semester hours of Psychology Electives: 

❏ PSY _________________________________ 

❏ PSY _________________________________

RADIOLOGIC TECHNOLOGY 

Radiologic Technology (B.S.) 


background prior to entrance into a Joint Review Committee on 

Education in Radiologic Technology (JRCERT)-approved school of 

radiologic technology (during the student’s third and fourth years) 

and successful completion thereof. Likewise, this program is 

constructed to provide a mechanism for a certified radiologic 

technologist who has completed a JRCERT-accredited program, but 

without university credit, to apply that study toward attaining 

university credit and a B.S. degree. 

Vocational Application: This program of study is appropriate for a 

student who desires a radiologic technologist position in a hospital 

or clinical facility. 

Requirements: In order to obtain a degree from the University of 

Sioux Falls, a student must complete a total of at least 68 semester 

hours of university work, complete a 24-month JRCERT-approved 

program in radiologic technique and pass the American Registry 

Examination. Upon successful completion of the Radiologic 

Technology program and passing of the board examination, 60 

semester hours of blanket credit in Radiologic Technology are 

transcripted and the degree awarded. Majors must participate in 


The University program includes all liberal arts core requirements 

and the following Natural Science Area offerings: 







(or CHE 121 Introduction to Chemistry & CHE 122 

Introduction to Organic & Biochemistry) 

Two math courses 


❏ MAT _________________________________ 


❏ PHY _________________________________ 

❏ PHY _________________________________ 

❏ NSC 300 Colloquium (two semesters required, including 

one presentation) 


University of Sioux Falls is not waived for students in the Radiologic 

Technology program. 


hospital radiologic technology program and cannot guarantee 

admittance to any JRCERT-approved program, since each individual 




with regard to most radiologic technology programs. 

An individual who is already a certified radiologic technologist 

may receive 60 semester hours blanket credit in Radiologic 

Technology after satisfying all other requirements listed above and, 

thereby, receive the degree. 

Radiologic Technology 

81

SOCIAL SCIENCE 

Social Science (B.A.) 

Goals: A comprehensive Social Science program is designed to 

meet the needs of the student who desires to study more broadly in 

the social sciences than is permitted under a single major. In order to 

meet the objectives of the Social Science program, the University 

regularly assesses how well it realizes these and other goals and its 

methods to achieve them. 

Vocational Applications: This major may be chosen by students 

who plan on graduate professional education in such fields as law or 

ministry, where knowledge of several social sciences may be 

important. 

Requirements: The major consists of 45 semester hours in the 

Social Sciences. At least 21 of these must be in one field, called the 

field of concentration. Students must take at least nine semester 

hours in each of two supporting fields. Supporting fields may be 

chosen from the following disciplines: criminal justice, economics, 

geography, history, political science, psychology, social work, 

sociology. Supporting fields and the field of concentration must each 

be selected from different academic disciplines; however, electives 

may be chosen from any Social Science discipline, including those 

designated as supporting fields or the field of concentration. Students 

must maintain a minimum GPA of 2.0 in courses within the major. 

Field of Concentration 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

First Supporting Field 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

Second Supporting Field 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

Electives 

❏ _______________________________________ 

❏ _______________________________________ 


Students interested in receiving middle school endorsements should 

refer to Areas of Middle School Endorsement in the Education 

Section, pg. 61. 

82 Social Science

SOCIAL WORK 

Admission to the Program: Students wishing to major in Social 

Work may either declare a Social Work major when they enter the 

University of Sioux Falls or later indicate their intention by 

completing an official Change of Major Form. The student will then 

be assigned a Social Work advisor and will be encouraged to enroll 

in the first three Social Work courses: SWK 120 Introduction to 

Social Work, SWK 121 Fields of Practice in the Social Services, and 

SWK 250 Social Work Practicum I. 

To be formally admitted to the Social Work Program, a student must 

1) Have completed 60 hours of course work (junior status) with a 

minimum GPA of 2.0. 

2) Have completed SWK 120, 121 and 250 with a Social Work 

course GPA of 2.5 and no Social Work course grades below “C-.” 

3) Demonstrate competency in written and oral communication. 

(Students must have completed LAR 111 and CST 100 with a 

minimum grade of “C” in each course; students transferring credit 

for LAR 111 from other institutions will be required to complete 

a writing competency exam administered by the English 

Department). 

4) Complete an application for admission to the program, available 

from the Social Work faculty. This application includes basic 

biographical data; information on employment and volunteer 

experiences; and questions regarding the student’s interest, 

readiness, and suitability for a career in Social Work. Students are 

also asked for full disclosure of the following: current alcohol 

and/or substance dependency problems and treatment, and 

conviction of any felony and/or conviction of any misdemeanor 

that involved bodily harm to another. If the applicant is currently 

in treatment, an independent psychological evaluation and 

assessment by a recognized agency will be required. Students 

who are involved in treatment for substance dependency, 

emotional problems and/or mental illness must sign a release of 

information form in order that the Social Work Program faculty 

have access to any relevant information on the applicant’s 

recovery process. 

5) Submit a current copy of his/her transcript. 

6) Be successfully reviewed by the Social Work Program faculty. 

The faculty will conduct an interview with each applicant. All 

information obtained through this process will be held in 

confidence. Knowingly making a false oral or written statement 

during the admission process could result in denial of admission 

to the program. 

7) Sign a statement indicating that he/she has read and will follow 

the Code of Ethics of the National Association of Social Workers 

(to be found in the Social Work Student Handbook). 

Students transferring course work from another accredited 

Social Work Program will be expected to provide the Social Work 

Program faculty with the names of two references from the program 

as well as written permission to contact these references. 

Applicants will be notified in writing of the admission decision 

of the Social Work Program faculty. There are four possible 

outcomes of this admission process: 

1) Acceptance to the program. 

2) Conditional acceptance into the program. In this case, the 

applicant will be notified of specific areas which, in the 

professional judgment of the Social Work Program faculty, need 

improvement and/or correction. 

3) Delayed decision. The applicant will be notified of specific 

conditions which must be met before admission will be 

reconsidered. 

4) Denial. The applicant will be notified of specific reasons for 

rejection of his/her application for admission. 

Advising: Social Work faculty assume full professional 

responsibility in the counseling and guidance of students in the 

program, including academic advising, career counseling, assistance 

with graduate school planning and assistance with job placement. 

Double Majors: Special schedules may be developed to complete 

double majors with Social Work in Sociology, Psychology, Criminal 

Justice, Theology and Philosophy, and others with early planning. 

Students are encouraged to consult with Social Work faculty to add 

a minor or to double major. 

Practicum: All Social Work majors will complete 480 hours of 

supervised practicum. A beginning practicum course (SWK 250) is 

available during the sophomore or junior year, and the advanced 

practicum courses are completed during the senior year. Enrollments 

are limited in these courses, and application for advanced practicum 

must be completed prior to the semester of enrollment. Students will 

need to arrange for transportation for practicum courses. Internships 

and independent study courses or previous life experience may not 

be substituted for the practicum requirements. 

Social Work (B.A.) 

Goals: The Social Work program is designed to prepare students for 

beginning generalist social work practice by combining a strong 

liberal arts base with a comprehensive professional education. It 

provides students with an understanding of the basic goals, 

philosophy, functions and values of social welfare as an institution in 

American pluralistic society and is designed to develop professional 

knowledge and skills for ethical social work practice. 

The program focuses on preparing each student to develop his 

or her maximum capacity for a self-directed, analytical and 

disciplined approach to social work practice through a variety of 

problem-solving processes and roles. The program is accredited on 

the undergraduate level by the Council on Social Work Education, 

and successful completion of the program entitles graduates to 

membership in the National Association of Social Workers, 

advanced placement in most graduate schools of Social Work and 

employment in a variety of agencies where staff are required to have 

an accredited Social Work degree. In order to meet the objectives of 

the Social Work program, the University regularly assesses how well 

it realizes these and other goals and its methods to achieve them. 

Vocational Applications: Beginning generalist social work practice 

includes traditional social work positions such as mental health, 

social work with elderly, medical social work, corrections, family 

and children’s services, and may also include case management, 

human resources, special ministries in churches, community 

planning, recreation, work with the disabled and any other position 

which requires ability to work with people and the community. 


requirements of the University, students must complete 55 semester 

hours including a minimum of 33 semester hours in required Social 

Work offerings and 22 semester hours (all) of the Supporting 

Courses listed below (or equivalents from other social work 

Social Work 83

programs accredited by the Council on Social Work Education). A 

minimum course grade of “C-“ is required for each of the courses of 

the major. Service learning assignments (in addition to practicum) 

are required for some Social Work courses. Students must complete 

four assigned diversity experiences arranged by the Social Work 

faculty. These will include visits to South Dakota reservations and 

other local experiences. 

Social Work Program Requirements 

❏ SWK 120 Introduction to Social Work 

❏ SWK 121 Fields of Practice in the Social Services 

❏ SWK 250 Social Work Practicum I 

❏ SWK 307 Social Welfare Policy Analysis 

❏ SWK 340 Human Behavior in the Social Environment 

❏ SWK 362 Social Work Practice with Individuals 

& Families 

❏ SWK 363 Social Work Practice with Groups 

❏ SWK 364 Social Work Community & Policy Practice 

❏ SWK 365 Social Work Practicum II 

❏ SWK 366 Social Work Practicum III 

❏ SWK 410 End-of-Life Seminar 

Supporting Course Requirements 



❏ PSY 211 Human Development 

❏ SOC/PSY 233 Statistics for the Behavioral Sciences 

❏ SOC/PSY 250 Methods of Research 

❏ SOC 301 Family 

❏ SOC 302 Racial and Ethnic Minorities 

Social Work Minor 


requirements of the University, students must complete a total of 31 

semester hours with 25 semester hours in departmental offerings and 

six semester hours of courses from the list of Supporting Course 

Requirements. A minimum course grade of “C-” is required for each 

of the courses of the minor. 

Social Work Program Requirements 

❏ SWK 120 Introduction to Social Work 

❏ SWK 121 Fields of Practice in the Social Services 

❏ SWK 250 Social Work Practicum I 

❏ SWK 307 Social Welfare Policy Analysis 

❏ SWK 340 Human Behavior in the Social Environment 

❏ SWK 362 Social Work Practice with Individuals 

& Families 

❏ SWK 363 Social Work Practice with Groups 

❏ SWK 364 Social Work Community & Policy Practice 

❏ SWK 410 End-of-Life Seminar 

Supporting Course Requirements (two courses) 

Choose from courses listed as Supporting Requirements in 

the Major section above 

❏ _______________________________________ 

❏ _______________________________________ 

84 Social Work 

Social Work in a Latin American Context 

This program is planned and coordinated through a consortium 

of regional undergraduate social work programs in which the 

University of Sioux Falls participates. The program takes place 

during the spring semester in Cuernavaca, Mexico and is 

administered through the Center for Global Education at Augsburg 

College. The curriculum has been created to satisfy course 

requirements for the students who attend schools accredited by the 

Council on Social Work Education. The goal of the program is 

develop cross-culturally competent, ethical social work 

professionals with a global perspective by providing a semester of 

transformative, experiential learning focused on social and economic 

justice. 

The semester is specially tailored for students to complete 

sixteen semester hours (four courses) including: Spanish [small 

classes (3-5) to enhance oral competency in Spanish], International 

Social Welfare: The Mexican Context; Social Work with Groups 

and Families: Theory and Practice; and Comparative Social Policy. 

Students who have advanced Spanish language proficiency may 

complete a social work field/practicum course instead of one of the 

required courses. 

There are several unique features of this program. There is the 

opportunity for experiential education-living and learning in the 

midst of the society being studied and encountering the people and 

culture inside and outside of the walls of a classroom. There will be 

diverse speakers and educational excursions to learn about social 

work and social welfare in Mexico. Students will stay with a selected 

family for six weeks, participating in their daily lives. Servicelearning/volunteer 

opportunities in Mexican organizations provide 

hands-on experience and allow the students to develop closer 

relationships in the community as well as improving Spanish skills. 

Students interested in applying must by sophomores, juniors or 

seniors and have completed one college-level Spanish course. USF 

students will be given priority in admission. Because a consortium 

contract has been signed by USF, students will continue to be 

registered at the University of Sioux Falls and will receive their 

financial aid from USF. The cost for USF students is equivalent to 

the USF tuition for the semester, plus a charge of approximately 

$3000 which includes room and board, field trips, pre-trip 

background reading materials, airport or bus transfers and general 

program oversight. Students are responsible to pay for books, 

personal expenses and round-trip travel from home to Mexico City. 

Students must apply through the faculty of the USF Social Work 

Program and the USF Off-Campus Study Advisor.

SOCIOLOGY 

Sociology (B.A.) 

Goals: This program is designed: (1) to provide basic skills and 

knowledge needed in professions that involve working with people; 

(2) to prepare students for graduate study in the field of sociology; 

and (3) to help students become more competent and active 

participants in community and society. In order to meet the 

objectives of the Sociology program, the University regularly 

assesses how well it realizes these and other goals and its methods to 

achieve them. 

Vocational Applications: A degree in Sociology provides a valuable 

background for professional training in a variety of human service 

occupations such as ministry, law, social work, law enforcement, 

rehabilitation counseling and related fields. A degree in Sociology is 

also an entry-level qualification for many public and human service 

employment opportunities. In addition, it provides the preparation 

needed for graduate study in sociology or anthropology leading to 

careers in college teaching or research. 


requirements of the University, the student must earn a minimum of 

33 semester hours including the following courses. The student must 

maintain a minimum GPA of 2.0 in the major courses, and no course 

will count toward the major if the grade is lower than “C-.” 


❏ SOC 233 Statistics for the Behavioral Sciences 

❏ SOC 250 Methods in Social Research 

❏ SOC 350 Sociological Theory 

❏ SOC 351 Human Relations 

18 s.h. selected from other sociology courses 

❏ SOC __________________________________ 

❏ SOC __________________________________ 

❏ SOC __________________________________ 

❏ SOC __________________________________ 

❏ SOC __________________________________ 

❏ SOC __________________________________ 

Sociology 

85

THEOLOGY & PHILOSOPHY 

Theology & Philosophy (B.A.) 

Goals: The study of theology begins with biblical study as its 

foundation and includes doctrinal and practical theology. The study 

of Christian history, philosophy, and world religions provides a 

necessary supplement. Students who major in Theology & 

Philosophy will gain a broad and integrated understanding of the 

elements of Christian theology. Graduates will be prepared for 

employment or for further study in seminaries or in university 

graduate programs in a range of disciplines. 

Vocational Applications: The Theology & Philosophy major can be 

a foundation for graduate and professional training leading to careers 

in pastoral and youth ministry, Christian education, missionary 

service, campus ministry, institutional chaplaincy and teaching. 


requirements of the University (which include THE 140 & 240), the 

student must take at least 30 semester hours of study that include the 

following courses. An overall GPA of 2.5 within the courses for the 

major is required for graduation. 

❏ THE 303 History of Christianity 

❏ THE 313 Religions of the World 

❏ THE 317 Jesus & the Gospels 

or THE 318 Letters of Paul 

or THE 319 Hebrews to Revelation 

❏ THE 351 Old Testament Elective 

❏ THE 490 Senior Seminar 


❏ PHI 341 Ethics 

or PHI 350 Philosophy of Religion 

Nine elective semester hours from Theology or Philosophy 

courses or History 304 and 413. 

❏ _____________________________________ 

❏ _____________________________________ 

❏ _____________________________________ 

86 Theology & Philosophy 

Theology & Youth Ministry (B.A.) 

Goals: Effective ministry with adolescents requires a mature 

understanding of the Christian faith and the life of Christ’s church, a 

grasp of the cultural forces which affect young people, and a set of 

skills for working with youth in a ministry setting. Students who 

major in Theology & Youth Ministry will be equipped to enter 

directly into youth ministry or to proceed to seminary. 

Vocational Applications: Graduates of the program will work as 

youth ministers in local churches or in parachurch organizations and 

will have a foundation for graduate training for the pastorate, 

Christian education, missionary service, campus ministry, or 

institutional chaplaincy. 


requirements of the University (which include THE 140 and 240), 

the student must take at least 40 semester hours of study which 

include the following courses. No single course may be used by a 

student to fulfill more than one category within the major, though 

some of these courses may simultaneously fulfill liberal arts core 

requirements. An overall GPA of 2.5 within the courses for the major 

is required for graduation. 

Biblical Studies 

Choose two courses, one of which must be 317 or 318 

6 s.h. 

THE 317 Jesus and the Gospels 

THE 318 Letters of Paul 

THE 319 Hebrews to Revelation 

THE 351 Old Testament Elective 

❏ _______________________________________ 

❏ _______________________________________ 

Church History 3 s.h. 

❏ THE 303 History of Christianity 

Philosophy 3 s.h. 


Interface with the Non-Christian World 3 s.h. 

THE 313 World Religions 

THE 413 Christianity and Culture 

PHI 343 Ethics 

PHI 350 Philosophy of Religion 

❏ _______________________________________ 

Theology/Philosophy Elective 3 s.h. 

THE 309, 319, 351, or 361 – Any upper division Biblical 

Studies course 

THE 313 World Religions 

THE 320 World Mission of the Church 

THE 330 Sociology of Religion 

THE 390 or 491 Special Topics or Indep. Study in Theology 

THE 411 Christianity in America 


PHI 324, 343, 350, 390, or 491 – Any upper division Philosophy 

course 

❏ _______________________________________ 

Theology Capstone Course 3 s.h. 

❏ THE 490 Senior Seminar 

Youth Ministry 10 s.h. 

❏ THE 261 Introduction to Youth Ministry

❏ THE 396 Youth Ministry Internship 

Choose four 1 s.h. Youth Ministry Workshops (topics TBA) 

❏ THE 199 _________________________________ 

❏ THE 199 _________________________________ 

❏ THE 199 _________________________________ 

❏ THE 199 _________________________________ 

Adolescent Development 3 s.h. 

PSY 412 Adolescent Psychology (recommended) 

PSY/SOC 306 Social Psychology 


❏ _______________________________________ 

Administration 3 s.h. 

BUS 210 Principles of Management (recommended) 

BUS 351 Organizational Behavior 

❏ _______________________________________ 

Issues Related to Youth Ministry 3 s.h. 

CRJ 305 Juvenile Justice 

PSY/SOC 306 Social Psychology 


THE 320 World Mission of the Church 

THE 340 Christian Spiritual Formation 

THE 381 Foundations of Professional Ministry 

THE 391 Special Topics in Ministry 


❏ _______________________________________ 

Theology Minor 

Goals: The goals of the Theology minor are to provide students with 

a broad understanding of theology in its biblical, historical, 

theological and philosophical aspects and to present students with 

the opportunity to develop a Christian worldview. 

Vocational Applications: The Theology minor can be a foundation 

for graduate and professional training leading to careers in pastoral 

ministry, Christian education, missionary service, campus ministry, 

institutional chaplaincy and teaching. 


requirements of the University (which include THE 140 and 240), 

the student must take at least 15 semester hours of study that include 

at least one course in biblical studies, one course in historical studies, 

and two courses in theological or philosophical studies or world 

religions. The remaining three semester hours may be selected from 

any other Theology or Philosophy courses. 

Courses at North American Baptist Seminary 

Upper division University students are able to participate in 

classes at the North American Baptist Seminary. Courses can be 

taken for credit with advisor approval and on a space-available basis 

at the seminary. 

Pre-Seminary Interdisciplinary 

Students planning to enroll in an accredited theological seminary 

upon graduation from the University of Sioux Falls may prepare for 

such graduate work by pursuing any liberal arts major at the 

University along with well-selected electives. Some students will opt 

instead to construct an interdisciplinary major in consultation with 

an advisor from the Theology & Philosophy faculty. (One of the 

disciplines from which the interdisciplinary plan is constructed may 

be Theology.) The requirements of the Pre-Seminary 

Interdisciplinary major differ from other interdisciplinary majors 

(described on pg. 69) only in the following ways: 

• The interdisciplinary major constructed by the student will 

entail 30 semester hours rather than 36. 

• Students may opt for the Pre-Seminary Interdisciplinary 

major without having achieved a 2.5 GPA. 

• Beyond the courses required for the University’s liberal arts 

core requirements, students will take 

At least one more history course: 

❏ HIS _________________________________ 

At least two philosophy courses: 

❏ PHI _________________________________ 

❏ PHI _________________________________ 

❏ THE 313 World Religions 

❏ THE 309 New Testament Greek I 

❏ THE 310 New Testament Greek II 


or BUS 351 Organizational Behavior 

• Unless covered by the disciplines combined for the 30 

semester hour interdisciplinary plan, additional courses 

beyond the liberal arts core requirements are recommended 

in the areas of Theology, English, and the Social Sciences. 

Theology & Philosophy 

87

Joint Bachelor of Arts and Master of Divinity Program between the University of Sioux Falls 

and the North American Baptist Seminary – The 3-3 Program 

The combined B.A./M.Div. degree program offered by the 

University of Sioux Falls and the North American Baptist Seminary 

is known as the 3-3 Program, because it involves three years of study 

at the University of Sioux Falls and three years of study at the North 

American Baptist Seminary. The 3-3 Program is an accelerated 

program for the student of noteworthy ability. It reduces by one year 

the time required to complete university and seminary training. 

After three years (96 semester hours) in a carefully planned pretheological 

program that is broadly based in the liberal arts (see 

course requirements below), the student begins studies at the 

seminary in the regular Master of Divinity program. Upon 

completion of the student’s first year of seminary studies (32 

semester hours applicable toward the M.Div. degree), he or she 

receives the Bachelor of Arts degree with a major in Theology & 

Philosophy from the University of Sioux Falls. At the end of the 

sixth year, that is, upon completion of the remaining 62 semester 

hours of theological studies, he or she receives the Master of Divinity 

degree from the North American Baptist Seminary. 

A student registering for the joint program must apply for preenrollment 

in the seminary and must achieve a 3.25 cumulative GPA 

in his or her undergraduate coursework by the end of the three years 

at USF to remain in the program. 

Undergraduate Courses for the 3-3 Program 

English 11 s.h. 



Choose one from the following: 





❏ ______________________________________ 

Communication Studies 4-6 s.h. 


One elective in Communication Studies 

❏ CST _________________________________ 

Fine Arts (choose one) 3 s.h. 






CST 303 Theatre History 3 




❏ _______________________________________ 

Creative Arts (choose one) 1-3 s.h. 

Applied Music Lessons or Ensembles 1 

ART 101 Drawing I 3 

ART 110 Introduction to Computer Imaging 3 

ART 120 Introduction to Design 3 

88 Theology & Philosophy 

ART 122 eDesign 3 


ART 290 Art Education: Primary 3 

CST 117 Participation in Theatre 1 

CST 118 Theatre Lab: Technical 1 

CST 209 Oral Interpretation of Literature 3 

CST 210 Theatre: Beginning Acting 3 

CST 260 Applied Theatre–Design 3 

CST 310 Directing 3 

CST 409 Special Topics in Communication Studies 3 

❏ _______________________________________ 

Mathematics 4 s.h. 

❏ MAT 112 College Algebra and Trigonometry 

or MAT 151 Nature of Mathematics 

Natural Science 4 s.h. 

Choose any lab course in Natural Science, Chemistry, Biology or 

Physics 

❏ _______________________________________ 

Computer Science 3-4 s.h. 



Social Science 9 s.h. 

Choose one course in each of three different disciplines among 

Psychology, Sociology, History, Geography, Political Science, 

and Economics, at least one of which must be from Political 

Science or Economics 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

Business Administration 3 s.h. 


or BUS 351 Organizational Behavior 

Greek 6 s.h. 

❏ THE 309 New Testament Greek I 

❏ THE 310 New Testament Greek II 

Theology 9 s.h. 


❏ THE 240 Introduction to Christian Thought 

❏ THE 313 Religions of the World 

Philosophy 3 s.h. 


History 6 s.h. 

Choose two courses in History; HIS 101 or 102 strongly 

recommended 

❏ HIS _________________________________ 

❏ HIS _________________________________ 

Exercise Science 2 s.h. 

❏ EXS 200 Dimensions of Wellness 

Electives 25-28 s.h. 

Sufficient to complete 96 s.h. at USF; no more than 9 s.h. of the 

elective courses may be in Theology 

At least one course during the three years at USF needs to be a 

designated Critical Thinking course.

Associate’s 

Degree 

Programs

ASSOCIATE’S DEGREE PROGRAMS 

Business Administration (A.A.) 


Mission 

To liberally educate students in business foundations preparing for 

(1) careers in accounting, business, and service organizations and 

(2) advanced professional study. 

Goals: The goals of the Business Administration A.A. degree are to 

provide basic knowledge in the core areas of business and to serve 

as a base for further study in a four-year program. 

Requirements: As a part of the regular University Associate of Arts 

degree requirements, the student must complete the courses in the 

first group below; the Business Administration A.A. major courses 

are named in the second group. All course work in Accounting, 

Business and Economics must be completed with a grade of “C-” or 

better. 

Associate requirements: 






or MAT 202 Finite Math 


or SOC 201 Fundamentals of Sociology 

Business Administration requirements: 





At least four additional courses selected from accounting, 

economics, entrepreneurship, management, marketing or 

management information systems. 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

Child Development (A.A.) 

Goals and Vocational Applications: This program provides theory 

and practical experiences for the preparation of child care workers. 

Requirements: In meeting the University requirements for the 

Associate of Arts degree, students should elect among their required 

32 semester hours from the liberal arts core requirements the 

following courses. This will enable students to continue studies in 

Elementary Education at the bachelor’s degree level. 


or NSC 120 Physical Science & 

NSC 121 Earth Science 



90 Associate’s Degree Programs 

❏ ENG 200 Introduction to Literature 


or HIS 202 United States History Since 1877 



❏ MAT 151 Nature of Mathematics 

or MAT 112 College Algebra & Trigonometry 


or THE 240 Introduction to Christian Thought 

In addition to meeting the regular University requirements, 

candidates must take the following courses: 

❏ ART 290 Art Education I: Primary Art 


❏ EDU 230 Foundations of Early Childhood/Kindergarten 


❏ EDU 250 Parent & Community Relations 




❏ MUS 215 Music Education Methods–General Elementary 


Interdisciplinary (A.A.) 

Goals and Vocational Application: This program meets the needs 

of the student whose goals can best be accomplished in a course of 

study different from any of the specific Associate of Arts degrees 

offered by the University. 

Requirements: In addition to meeting the regular University 

requirements for the Associate of Arts degree, the student must 

complete approximately 32 semester hours of course work in an 

individually tailored major concentration. Interested students should 

consult with their advisor or the area chairperson in the academic 

discipline. The student is expected to take the initiative in designing 

a unified course of study defined by clear objectives. The resulting 

program must receive signatures of approval from the Assistant 

Academic Dean and one faculty member from each discipline in 

which a significant amount of course work is taken. These persons 

comprise the student’s advisory committee. When it is filed with the 

Registrar, the approved course of study becomes the student’s degree 

program. The student must design, obtain approval for and file this 

Interdisciplinary course of study no later than the end of the second 

semester in residence. 

Paramedic Technology (A.A.) 


background prior to entrance into a CoAEMSP/CAAHEP-approved 

program in EMT-Paramedic and to promote the successful 

completion of that program. Likewise, this program is constructed to 

enable an EMT-Paramedic who completes a significant (see below) 

amount of university work to obtain university credit for their 

clinical program and earn either an A.A. or B.S. in Paramedic 

Technology. 

Vocational Applications: This program of study is appropriate for a 

student who desires an EMT-Paramedic position and a liberal arts 

education. 

Requirements: In order to obtain a degree from the University of

Sioux Falls, a student must complete a CoAEMSP/CAAHEPapproved 

EMT-Paramedic Program (and its prerequisite EMT 

Program), complete a total of at least 68 semester hours and pass the 

National Registry Examination. Upon successful completion of the 

EMT-Paramedic Program, the required University courses and 

presentation of appropriate proof of passage of the National Registry 

Exam to the USF Registrar, 44 semester hours of blanket credit in 

Paramedic Technology will be transcripted and the appropriate 

degree awarded. The specific requirements are as follows: 







❏ MAT 112 College Algebra & Trig. (or higher) 

12 s.h. from the liberal arts core, not including MAT 112 or LAR 

111. 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 

❏ ______________________________________ 


University of Sioux Falls is not waived for students in the A.A. 

Program in Paramedic Technology. 


EMT-Paramedic program and cannot guarantee admittance to any 

CoAEMSP/CAAHEP-approved program, since each individual 




with regard to most EMT-Paramedic programs. 

Social Science (A.A.) 

Goals and Vocational Applications: The program seeks to provide 

background in Social Sciences, either for more effective 

participation in society and economic life or as an intermediate step 

toward a four-year degree in one of the areas included among the 

Social Sciences. The resulting broadened cultural awareness and 

knowledge should add to one’s effectiveness in a variety of 

occupational areas. 

Requirements: In addition to meeting the regular University 

requirements for the Associate of Arts degree, the student must 

complete 30 semester hours of study in the Social Sciences. The 

student should concentrate in three Social Science fields, taking a 

minimum of two courses in each field. 

First Field 

❏ _______________________________________ 

❏ _______________________________________ 

Second Field 

❏ _______________________________________ 

❏ _______________________________________ 

Third Field 

❏ _______________________________________ 

❏ _______________________________________ 

Electives 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

❏ _______________________________________ 

Associate’s Degree Programs 

91

92 Associate’s Degree Programs

Graduate 

Programs

MASTER OF BUSINESS 

ADMINISTRATION (M.B.A.) 


The University of Sioux Falls has been approved by the North 

Central Association (NCA) Higher Learning Commission to offer 

graduate programs leading to a Master of Business Administration 

(M.B.A.) degree. The undergraduate and graduate degree programs 

in the Vucurevich School of Business are also accredited by the 

International Assembly for Collegiate Business Education. 

Admissions Procedures 

A student desiring to apply for admission into the M.B.A. 

program must submit to the Director of the M.B.A. Program: 

❏ a formal application and application fee 

❏ official transcripts of all undergraduate and graduate work 

❏ personal recommendations and supportive data 

An international applicant must submit acceptable scores (550 

or above) on the Test of English as a Foreign Language (TOEFL) 

before admission to the Graduate Program is granted. All expenses 

of the test are to be borne by the applicant. 

The University of Sioux Falls does not discriminate against 

qualified students on the basis of sex, race, color, national or ethnic 

origin, physical handicap or age. 

Admission Requirements 

An application for admission is evaluated in terms of the 

applicant’s undergraduate GPA, two personal recommendations and 

other supporting documents. Previous course preparation must 

include knowledge of microeconomics, accounting, and managerial 

finance. Applicants not meeting the course pre-requisites and/or with 

undergraduate GPA’s less than 3.0 are accepted on a provisional 

basis. Provisionally admitted candidates must maintain a GPA 3.0 or 

greater during the first three MBA courses and complete the 

competency course requirement(s) before enrolling in the MBA core 

course in that subject. 

Financial Aid 

Graduate students are eligible to receive federal financial aid as 

long as he or she is enrolled in at least 4.5 credit hours per term. 

Some M.B.A. groups will encounter terms where he or she will only 

take 3 credit hours, and therefore, not be eligible for aid. Private 

alternative loan options are available for students during these times. 

Graduate students interested in federal financial aid must be 

accepted for admission by the USF Master of Business 

Administration Office and file the Free Application for Federal 

Student Aid (FAFSA). Other sources of financial assistance may 

include employer tuition assistance/reimbursement and Veterans’ 

Benefits if eligible. Students receiving these types of assistance need 

to complete additional USF paperwork through the Financial Aid 

Office. Graduate students are not eligible for USF institutional 

financial aid. 

For additional information about graduate financial aid, contact 

the USF Financial Aid Office at (605) 331-6623. 

Transfer of Credits 

A maximum of nine semester hours of graduate credit earned at 

94 Master of Business Administration 

other regionally accredited degree-granting institutions may be 

transferred into a graduate program at the University of Sioux Falls. 

Time Limit 

All work to fulfill the requirements of a master’s degree is to be 

completed within seven years from the date of the first course 

accepted into the program. 

Minimum GPA 

A minimum grade point average of 3.0 is required for all work 

included in the master’s degree program. 

Commencement 

Graduation of advanced degree candidates takes place at the 

University’s Spring commencement ceremony. Applicants for 

graduation must file an application for graduation prior to February 

15 of the academic year. 

Auditing 

Students may enroll in any course for non-credit by registering, 

paying the designated audit fee and obtaining the consent of the 

instructor. Audited courses will not count toward graduation. 

Right of Appeal on Academic Issues 

Students who have complaints about an instructor, course or 

other academic issues should discuss these with the instructor 

involved. If this does not lead to a satisfactory resolution of the issue, 

the student should discuss the matter with the Director of Graduate 

Studies in their respective program. If that also fails to resolve the 

issue, the student should consult with the Vice President for 

Professional Studies. 

In a case in which the student finds the resulting decision of the 

Vice President unacceptable, an appeal may be made to the Graduate 

Policies Committee of the faculty. Such an appeal should be 

submitted in written form to the Chair of the Graduate Policies 

Committee. 

Repeating Courses 

Any course in which the student has received a grade of “C” or 

below may be repeated. Both enrollments will be recorded on the 

student’s official transcript, with the second final grade used in 

calculating the GPA. 

Incompletes 

A student who has completed a substantial portion of the 

requirements for a course and is earning a grade of “C” or above may 

receive an Incomplete for that course. The student will have a limit 

of one year to remove the Incomplete by finishing the requirements 

for the course. If an Incomplete is not removed within this time limit, 

the Registrar will record a grade of “F” for that course. The 

Incomplete Policy does not apply to thesis credit. 

Satisfactory Progress 

Students are expected to maintain a 3.0 GPA in a master’s 

program. Probationary status will be assigned for one semester or 

course period if the GPA falls below the minimums. A graduate 

student will not be allowed to continue in the program if the GPA 

remains below the required level after the probationary period. A

student on academic probation who raises his or her GPA above 

stated minimums will be automatically released from probationary 

status. 

John T. Vucurevich School of Business Mission 

To liberally educate students in business foundations preparing 

for (1) careers in accounting, business, and service organizations 

and (2) advanced professional study. 

Goals 

The goals of the Master of Business Administration Program 

are to (1) provide mastery of knowledge and competency in the 

M.B.A. core and in the chosen concentration, (2) develop the 

strategic/critical thinking skills encompassing the ability to link data, 

knowledge and insight from within the business environment and (3) 

facilitate an understanding of the relationship between ethics, 

leadership and personal faith. 

General Degree Requirements 

Students with appropriate liberal arts backgrounds, but who 

lack the required undergraduate business courses, may enroll in up 

to three competency courses offered during the summer before their 

entrance into the program, depending on their undergraduate 

transcript. 

Competency Courses s.h. 

❏ ACC 441 Financial and Managerial Accounting 2 

❏ BUS 442 Theory of Market Analysis 4 

❏ BUS 441 Financial Management 2 

The M.B.A. program includes 36 semester hours. Students are 

required to complete the core requirements as well as choose one 

area of concentration to complete. 

Core M.B.A. Courses 

❏ BUS 510 Managerial Communications 3 

❏ BUS 520 Managing Organizational Dynamics 3 

❏ BUS 524 Marketing Management 3 

❏ BUS 530 Leadership and Ethical Management 3 

❏ BUS 534 International Business 3 

❏ BUS 535 Cost Management 3 

❏ BUS 550 Managerial Economics 3 

❏ BUS 554 Financial Planning and Control 3 

❏ BUS 558 Current Issues in Management 3 

❏ BUS 560 Strategic Planning 3 

Concentration in Accounting 

❏ ACC 570 Master’s Application Project–Accounting 6 

Concentration in Management 

❏ BUS 570 Master’s Application Project–Management 6 

Concentration in Marketing 

❏ BUS 571 Master’s Application Project–Marketing 6 

Concentration in Financial Services 

❏ BUS 572 Master’s Application Project– 

Financial Services 6 

Competency Courses 

ACC 441 Financial and Managerial Accounting This course 

develops the ability to read and analyze financial statements. It is 

oriented toward the user of financial accounting data and emphasizes 

the reconstruction of economic events from published accounting 

reports. This course presents the account equation, reviews 

accounting standards used for financial reporting and considers their 

impact on managerial decisions. The role of accounting in planning, 

decision making, control and performance evaluation is the 

managerial focus of this course. The design of accounting systems 

aimed at encouraging ethical behavior consistent with top 

management goals is stressed. (2 s.h.) 

BUS 442 Theory of Market Analysis The study of market analysis 

focuses on the workings of markets and the way in which firms 

compete with each other. This is done by first analyzing demand, 

costs, perfect competition, monopoly and oligopoly. The course 

extends the analysis by considering firm strategies beyond simple 

pricing and output decisions to increase market performance. (4 s.h.) 

BUS 441 Financial Management This course introduces the theory 

and concepts of corporate finance. Important topics covered are 

financial markets and instruments, risk and return, time value of 

money, valuations, cost of capital, capital budgeting, and financial 

decisions. Prerequisite: ACC 441 or equivalent. (2 s.h.) 

M.B.A. Courses 

BUS 510 Managerial Communications The primary goals of the 

course are to develop competence in observing, describing and 

critiquing managerial communication practices; further, it is 

designed to develop an understanding of the history of 

communication and its policies, institutions and culture, and to 

develop knowledge of communication theory and philosophy and its 

application. (3 s.h.) 

BUS 520 Managing Organizational Dynamics This course 

examines the development of organizational theory along with the 

application of behavioral science concepts to understanding 

individual and group behavior in organizations. Students will 

develop analytical skills necessary to interpret research findings in 

the area of study. The purpose of the course is to provide a general 

understanding of possible managerial approaches to particular 

organizational problems from the strategic design, political and 

cultural perspectives. (3 s.h.) 

BUS 524 Marketing Management This course provides a 

managerial approach to the study of marketing, develops managerial 

perspective and analytical ability in solving marketing problems, and 

deals with the management challenge of designing and 

implementing the best combination of marketing variables to carry 

out a firm’s strategy in its target markets. Special consideration is 

given to ethical concerns in the design and implementation of 

marketing strategy. (3 s.h.) 

Master of Business Administration 

95

BUS 530 Leadership and Ethical Management Various leadership 

theories are studied for this theoretical foundation and for practical 

application. The concept of Transformational Leadership is 

contrasted with Transactional Leadership. Characteristics of ethical 

and effective management including an assessment of leadership 

styles within the context of a Christian value system are stressed. 

Ethical reasoning is developed and applied to a variety of 

organizational situations through practical case studies and on-thejob 

examples for real life insight. (3 s.h.) 

BUS 534 International Business This course provides a study of 

the international business environment and institutions, their impact 

on business operations and the development and implementation of 

international business strategies. Special attention is paid to the 

cultural and social problems of international business management. 

(3 s.h.) 

BUS 535 Cost Management Cost management provides an 

enhanced understanding of the costing concepts, tools and 

techniques relevant for successfully managing an organization. A 

principle focus is on the use of the cost information to design and 

implement planning and controlling systems in line with the 

strategic plan. The course will also examine performance 

measurements for management and the organization. (3 s.h.) 

BUS 550 Managerial Economics Concepts are applied to the 

analysis of the firm using the Structure-Conduct-Performance 

Paradigm. The course examines how areas of market structure, 

market conduct, and market performance affect the firm in the 

competitive marketplace. The focus is on applying economic 

thinking to private firms, yet many of the analytical methods are 

applicable to the not-for-profit and public sector. (3 s.h.) 

BUS 554 Financial Planning and Control This course provides an 

understanding of financial principles and the application of financial 

techniques in decision-making. The topics covered include methods 

and tools of financial analysis, planning and control, working capital 

management, valuation, capital budgeting, cost of capital and 

methods of short- and long-term financing. The goal is to help 

managers develop the analytical thinking and financial judgment 

necessary for making sound, ethical business decisions. (3 s.h.) 

BUS 558 Current Issues in Management This course focuses on 

current, ever-changing issues facing organizations in a competitive 

business environment. The course is designed to provide the student 

with an overall understanding of real-world business issues from an 

integrated multi-functional perspective. (3 s.h.) 

BUS 560 Strategic Planning This course deals with the 

determination of strategic goals and objectives for an organization, 

along with the methods used in solving various managerial 

problems. The strategic planning focuses on developing a mission 

statement, analyzing the organization and its environment and 

establishing goals and objectives that will help perpetuate the 

organization into the future. Managerial problem-solving develops a 

foundation for critical thinking and then applies it to the organization 

through case analysis of various managerial problems and dilemmas. 

(3 s.h.) 

BUS 570, 571, 572, ACC 570 Master’s Application Project This 

project is a unique approach to graduate education which involves 

“real-life” management experiences in the student’s own workplace. 

The MAP draws on the capabilities and resources of both the 

academic and work worlds. Each student is afforded an opportunity 

to apply course work theory to a real life situation in the student’s 

96 Master of Business Administration 

own workplace and to test theory against the realities encountered by 

every manager. (6 s.h.)

FREDRIKSON SCHOOL OF 

EDUCATION GRADUATE PROGRAMS 


The University of Sioux Falls has received approvals from the 

North Central Association (NCA) Higher Learning Commission to 

offer graduate programs leading to a Master of Education (M.Ed.) 

degree with five major areas of concentration, and an Educational 

Specialist degree with an emphasis in school superintendency. The 

University of Sioux Falls also offers a collaborative Doctorate 

(Ed.D.) in educational leadership in conjunction with the University 

of St. Thomas of St. Paul, Minnesota. In addition, the University 

offers an extensive workshop program focused on professional 

development of K-12 educators. Workshop credits are made 

available at the graduate level. 

Admissions Procedures 

A student desiring to apply for admission into a graduate 

program must submit the following items to the Director of Graduate 

Programs: 

• a formal application and appropriate fee 

• official transcripts of all undergraduate and graduate work 

• personal recommendations and supportive data 

If a student does not meet the minimum criteria for acceptance, 

an application may be submitted to the Director of Graduate 

Programs for consideration to be accepted under probationary status. 

Inquiries regarding this process should be addressed to the Director 

of Graduate Programs. 

An international applicant must submit acceptable scores (550 

or above) on the Test of English as a Foreign Language (TOEFL) 

before admission to the Graduate Program is granted. All expenses 

of the test are to be borne by the applicant. 

The University of Sioux Falls does not discriminate against 

qualified students on the basis of sex, race, color, national or ethnic 

origin, physical handicap or age. 

Financial Aid 

Graduate students are eligible to receive federal financial aid as 

long as they are enrolled in at least 4.5 credit hours per term. Some 

terms students will only take 3 credit hours, and therefore, not be 

eligible for aid. Private alternative loan options are available for 

students during these times. Graduate students interested in federal 

financial aid must be accepted for admission by the USF Master of 

Education Office and file the Free Application for Federal Student 

Aid (FAFSA). Other sources of financial assistance may include 

employer tuition assistance/ reimbursement and Veterans’ Benefits if 

eligible. Students receiving these types of assistance need to 

complete additional USF paperwork through the Financial Aid 

Office. Graduate students are not eligible for USF institutional 

financial aid; however, a graduate grant is available per credit to 

students in the Master of Education program. The net cost per credit 

is calculated based on the current tuition rate minus the applicable 

grant. 

For additional information about graduate financial aid, contact 

the USF Financial Aid Office at (605) 331-6623. 

Transfer of Credits 

Nine semester hours of graduate credit earned at other 

regionally accredited, degree-granting institutions may be 

transferred into a graduate program at the University of Sioux Falls. 

However, an analysis of an official transcript must occur to 

determine transfer eligibility. In some cases, there may be an 

exception to the nine semester hour limitation of transfer credits. 

However, at no time will more than a maximum of twelve semester 

hours be accepted. Specific questions regarding transfer credits 

should be addressed to the Director of Graduate Programs. 

Commencement 

Graduate students may apply to graduate in December at the 

end of the fall term or in the spring. However, diplomas are only 

awarded during the spring commencement ceremony. Thus, those 

wishing to have a conferred degree appear on a transcript may apply 

for graduation in December, but the actual ceremony will not occur 

until spring. Students must file a Graduation Request Form and the 

appropriate fee prior to October 1 to be eligible for graduation in 

December and prior to February 15 to be eligible for the spring 

commencement held in May. 

Auditing 

Students may enroll in any course for non-credit by registering, 

paying the designated audit fee, and obtaining the consent of the 

instructor. Audited courses will not count toward graduation. 

Right of Appeal on Academic Issues 

Students with a grievance about an instructor, course or other 

academic issues should discuss these with the instructor involved. If 

this does not lead to a satisfactory resolution of the issue, the student 

should discuss the matter with the Director of Graduate Programs. If 

that also fails to resolve the issue, the student should consult with the 

Vice President for Professional Studies. 

In a case in which the student finds the resulting decision of the 

Vice President unacceptable, an appeal may be made to the Graduate 

Policies Committee of the faculty. Such an appeal should be 

submitted in written form to the Chair of the Graduate Policies 

Committee. 

Repeating Courses 

Any course in which the student has received a grade of “C” or 

below may be repeated. Both enrollments will be recorded on the 

student’s official transcript, with the second final grade used in 

calculating the GPA. 

Incompletes 

A student who has completed a substantial portion of the 

requirements for a course and is earning a grade of “C” or above may 

receive an Incomplete for that course. The student will have a limit 

of one year to remove the Incomplete by finishing the requirements 

for the course. If an Incomplete is not removed within this time limit, 

the Registrar will record a grade of “F” for that course. The 

Incomplete Policy does not apply to thesis credit. 

Satisfactory Progress 

Students are expected to maintain a minimum 3.0 GPA in a 

master’s program and a 3.5 in the Educational Specialist degree 

Graduate Education Programs 97

program for superintendents. Probationary status will be assigned 

for one semester or course period if the GPA falls below the 

minimum established level. A graduate student will not be allowed 

to continue in the program if the GPA remains below the required 

level after the probationary period. A student on academic probation 

who raises his or her GPA above stated minimums will 

automatically be released from probationary status. 

MASTER OF EDUCATION (M.ED.) 

The Master of Education seeks “…to enable students to become 

servant-leaders as a result of their education.” This program is 

designed to prepare graduates to serve their school communities in 

the areas of leadership in reading, leadership in schools, leadership 

in school technology, and leadership in early childhood. 


To be eligible for the M.Ed. program, applicants must have: 

• A bachelor’s degree from a regionally accredited, degree 

granting institution 

• A minimum of a 3.0 undergraduate grade point average 

• A valid teaching certificate 

• A minimum of one year teaching experience 

• Three letters of recommendation that address the applicant’s 

potential as a leader in reading, schools, school technology, or 

early childhood. 

Those holding graduate degrees or having performed 

satisfactorily in another graduate program are also eligible to apply. 

Applicants for admission are evaluated in terms of their 

undergraduate GPA, recommendations and other supportive 

documents. Graduate Record Examination or Miller Analogy 

Examination scores may be submitted in support of an application. 

Senior level undergraduates with a GPA of 3.0 may register for 

elective graduate courses and workshops with permission of their 

advisor and the Director of Graduate Programs. Courses may not be 

applied to both undergraduate and graduate programs. 

Time Limit 

Although the student has seven years to complete the program 

from the date of the commencement of the first course in the 

program, the technology and early childhood education coursework 

must be completed in two years. An extension may be granted by the 

Director of Graduate Programs. 

General Degree Requirements 

The Master of Education program includes a minimum of 33 

semester hours, with the following course distribution: 

1. nine semester hours in the leadership core; 

2. twenty-one semester hours in the area of professional 

specialization; 

3. three semester hours of electives; and 

4. successful completion of the Research Application 

Project (RAP). 

In addition to the course requirements, students participating in the 

leadership in schools strand of the M.Ed. program who are seeking 

a principal endorsement must provide evidence of three years of 

98 Master of Education 

teaching experience on a valid certificate in an accredited K-12 

school, one year of which includes classroom teaching experience or 

direct services to students. 

Workshop Credits 

No more than three semester hours of graduate credit received 

in workshops may be applied to the master’s program. Such credit 

must be approved by the Director of Graduate Programs. The 

workshops accepted must be conducted under the auspices of a 

regionally accredited, degree-granting institution and must be at the 

graduate level. 

Research Application Project 

The Research Application Project (RAP) begins during a threecredit 

course that is the final practicum experience of the degree 

program. Students receive instruction in basic research techniques 

and are required to apply and synthesize learning from the entire 

program in a major research project. The project must benefit the 

school district, require a synthesis of knowledge and skills, include 

data to prove a need for the research, and present a review of current 

literature relevant to the topic. In addition, the RAP should be 

focused on creating the potential for positive change in the school 

and provide valid recommendations for future research. 

A Research Application Project proposal is presented by the 

student to his or her Graduate Committee Chairperson and must be 

approved prior to the collection of data. The project is defended and 

presented according to the specific procedures outlined in the 

Graduate Program Handbook. Satisfactory completion of a Research 

Application Project is required to successfully complete the degree 

program. 

Graduate Committee 

The culminating event of the Master of Education program is 

the Research Application Project (RAP). For this research and 

writing process, a graduate committee is formed to oversee progress 

of the RAP and be present for the final presentation and defense of 

the project. Work on the RAP begins during the final practicum 

experience of the degree program within each of the concentration 

areas. The faculty member assigned to teach the final practicum class 

is also automatically assigned as committee chairperson for the 

graduate students enrolled in the practicum class. The committee 

chairperson possesses the responsibility of advising and ensuring 

that the RAP is completed in a manner consistent with existing 

guidelines established by the University. A second member of the 

committee is selected as the on-site advisor. The on-site member of 

the committee is generally an approved person at the student’s 

worksite that possesses abilities to appropriately advise the graduate 

student regarding research and writing associated with the RAP. The 

third and final member of the committee is a faculty member that is 

requested based on mutual consent of the committee chairperson and 

the student. The person acting as Director of Graduate Programs is 

not eligible to serve on a committee during this process. 

Second Master’s Degree 

In most cases, a student seeking a second master’s degree will 

earn a minimum of 24 semester hours at the University of Sioux 

Falls specific to his or her second master’s degree program. The 

program leading to the 24 semester hours must include course work 

in research techniques and the professional core. An official

transcript must be submitted to the Director of Graduate Programs 

for analysis to determine appropriate coursework and to develop a 

degree plan meeting the specific needs of the student. Factors such 

as the age of the previous degree and coursework alignment may be 

considered by the Director of Graduate Programs in determining 

semester hours required to complete a second master’s degree. 

Master of Education Course Requirements 

Master of Education Core Courses s.h. 

❏ EDU 501 Professional and Ethical Leadership 3 

❏ EDU 521 Curriculum Development & Design 3 

❏ EDU 585 Research Methods 3 

Leadership in Reading Concentration 

The leadership in reading concentration prepares teachers to 

assume leadership roles in curriculum development, staff 

development and evaluation of literacy at the K-12 levels. In 

completing this area of specialization, graduates are eligible for 

South Dakota Division of Elementary and Secondary Education 

certification as a K-12 reading specialist. In addition, three years of 

experience in teaching reading is required for certification. 

❏ EDU 517 Constructive Literacy Assessment 3 

❏ EDU 518 Practicum: Teaching Diverse Literacy 

Learners 3 

❏ EDU 537 Foundations of Literacy 3 

❏ EDU 538B Practicum: Literacy (K-12) 3 

❏ EDU 551 Professional, Student, & Staff Dev. 3 

❏ EDU 557 Literacy Across Disciplines 

or EDU 521 Curriculum Development & Design 3 

❏ EDU 598 Practicum: Planning & Implementing 

Literacy Change 3 

❏ Electives ____________________________ 3 

Leadership in Schools Concentration 

The leadership in schools concentration prepares teachers to 

assume administrative tasks such as providing staff development, 

writing curriculum, mentoring other teachers and providing public 

relations. This concentration meets the NCATE guidelines for 

preparation of principals, curriculum directors and supervisors. 

Students completing this strand who wish to be school principals and 

who have completed a minimum of three years of teaching 

experience on a valid certificate in an accredited K-12 school, one 

year of which includes classroom teaching experience or direct 

services to students may apply for South Dakota principal 

certification. 

❏ EDU 504 Telecommunication in Education 3 

❏ EDU 522A Practicum: Curriculum Development 

& Design-Elementary Emphasis 

or EDU 522B Practicum: Curriculum Development 

& Design-Secondary Emphasis 3 

❏ EDU 531 Legal Foundations of Education 3 

❏ EDU 532 Practicum: School Law Applications for 

Student Discipline & Staff Development 3 


❏ EDU 553 Leadership for Programs of Exceptional 

Students 3 

❏ EDU 561 Management of School & Community 

Resources 3 


School Change 3 

Leadership in Technology Concentration 

The leadership in technology concentration prepares educators 

for effective and innovative uses of technology in K-12 educational 

settings. The program supports students’ development of educational 

computing and technology literacy and builds on that knowledge to 

improve teaching and learning. This strand prepares teachers to 

assume leadership roles in implementing, supervising, and 

managing technology resources at the school level. Graduates of this 

program can become the local expert and change agent for 

technology in their schools. 

❏ EDU 504 Telecommunications in Education 3 

❏ EDU 514 Teaching and Learning with Technology 3 


❏ EDU 535 Practicum: Applying Educational 

Technology 3 

❏ EDU 554 Leadership Issues in Ed. Technology 3 

❏ EDU 564 Multimedia/Hypermedia Applications in 

Education 3 

❏ EDU 574 Technology Planning & Implementation 3 

❏ Electives ____________________________ 3 

Leadership in Early Childhood Concentration 

The leadership in early childhood concentration prepares 

teachers to serve their school communities in the area of leadership 

in early childhood programs. Graduates are prepared for positions in 

public schools, Head Start programs, childcare centers, and other 

public and private agencies serving young children and their 

families. Graduates may select coursework for either the 

endorsement for South Dakota Birth-5 or South Dakota 

Kindergarten-8. 

❏ EDU 523 Cultivating the Learning Community 3 


❏ EDU 538A Practicum: Literacy (Birth–8 Years) 3 

❏ EDU 562 Student Diversity: Appreciation & 

Instruction 3 

❏ EDU 563 Developmentally Appropriate Practices 3 

❏ EDU 572 Practicum: Birth–Preschool 

Or EDU 573 Practicum: Kindergarten 3 


Early Childhood Change 3 

❏ Electives _______________________________ 3 

Master of Education 

99

PreK-8 School Principal Endorsement 

(5 year authorization) 

Requirements: The coursework is designed for an applicant 

without any administrative endorsements. In addition to the course 

requirements, applicants seeking this endorsement must provide 

evidence of three years of teaching experience on a valid certificate 

in an accredited K-12 school, one year of which includes classroom 

teaching experience or direct services to students. 



❏ EDU 522A Practicum: Curriculum Development & 

Design-Elementary Emphasis 3 




Students 3 













❏ EDU 522B Practicum: Curriculum Development & 

Design-Secondary Emphasis 3 




Students 3 

7-12 School Principal Endorsement 















Students 3 

100 Administrative Education Endorsements 



currently possessing a valid elementary administrative 

endorsement. In addition to the course requirements, applicants 

seeking this endorsement must provide evidence of three years of 







Students 3 

7-12 School Principal Endorsement 


currently possessing a valid elementary administrative 

endorsement. In addition to the course requirements, applicants 








Students 3 

Reading Specialist Endorsement 

Requirements: In addition to the course requirements, applicants 




direct services to students. The applicant must have earned a Master 

of Education degree. Similar courses offered by regionally 

accredited institutions may be substituted for the course 

requirements below if approved by the Director of Graduate 

Education, Certification Officer, and Vice President for Professional 

Studies. 

❏ EDU 517 Constructive Literacy Assessment 3 

❏ EDU 536 Adolescent Literacy 3 


❏ EDU 538B Practicum: Literacy (K-12) 

or EDU 518 Practicum: Teaching Diverse Literacy 

Learners 3 

❏ EDU 557 Literacy Across the Curriculum 3

MASTER OF EDUCATION IN 

TEACHING (M.Ed.) 

Program Description 

The purpose of this program is to provide qualified candidates 

an additional route to teacher certification. This graduate-level 

course of study is for those candidates who currently hold a 

nonteaching baccalaureate degree, who desire teaching certification 

at the secondary level in their major or related area, and who wish to 

simultaneously pursue a Master of Education degree. The 

coursework has an on-line and evening delivery, allowing candidates 

to continue full-time employment until the final professional 

semester of the program. 


To be eligible for the M.Ed. in Teaching program, applicants 

must meet the following established criteria: 

• Baccalaureate degree with an academic major that aligns with 

those currently offered at the University of Sioux Falls OR, for 

those people holding a degree in a related area, demonstrated 

competency by an appropriate Praxis score 

• Minimum 2.6 grade point average OR appropriate disposition 

and demonstrated knowledge and skill in a related field for 

provisional entrance; 3.0 grade point average for unconditional 

entrance 


disposition as a teacher/leader in the classroom 

• Completion of the Praxis II exam in the content area, taken 

within the first nine semester hours of graduate coursework 

• Internet and e-mail access 

Time Limit 

Although the student has seven years to complete the program 

from the date of the first course accepted into the program, it is 

highly recommended that the work be completed within two years. 

Degree and Certification Requirements 

The Master of Education in Teaching program includes 34 

semester hours. The recommended schedule is six semester hours 

per semester, including the summer session. The final Professional 

Semester of ten credit hours includes EDU 527 Secondary and 

Content Methods, EDU 555 Research and Instructional 

Management, and EDU 556 Secondary Student Teaching. 

Applicants are required to take the Praxis II (Content) exam within 

the first nine semester hours of graduate work, the results serving as 

a basis for academic advising. Prior to applying for South Dakota 

certification, candidates must pass both the Content and the 

Principles of Learning & Teaching Praxis II exams, with cut scores 

determined by the State. 

M.Ed. in Teaching Required Courses s.h. 

❏ EDU 506 Foundations of Education 3 

❏ EDU 515 Exceptional Students 3 

❏ EDU 514 Teaching and Learning with Technology 3 

❏ EDU 505 Human Relations 3 

❏ EDU 533 Native American Studies 3 

❏ EDU 508 Adolescent Psych & Middle School Methods 3 

❏ EDU 526 Educational Psychology and Evaluation 3 

❏ EDU 557 Literacy Across The Curriculum 3 

❏ EDU 527 Secondary and Content Methods 2 

❏ EDU 555 Research and Instructional Management 3 

❏ EDU 556 Secondary Student Teaching 5 

Master of Education in Teaching 

101

M.Ed. Courses 

EDU 501 Professional and Ethical Leadership This course is a 

study of leadership theories and principles as applied in educational 

settings. Various leadership definitions, leadership styles, 

characteristics and skills are explored and tested in class and in 

students’ workplace environments. Attention is given to ethical 

reasoning and moral development within the framework of an open 

Christian worldview. (3 s.h.) 

EDU 503 Parent and Community Relations The main emphasis 

of this course will be on developing the role of the teacher as 

communicator. The course will assist teachers and administrators as 

they interact with parents, community groups and the media. Case 

studies, simulations, and parent interviews will be the primary 

methods of instruction. (3 s.h.) 

EDU 504 Telecommunications in Education This course will give 

students experience in exploring and evaluating education sites on 

the Internet. Students will research Internet sites and develop their 

own personal education web site for the classes that they teach. (3 

s.h.) 

EDU 505 Human Relations This course is intended to teach 

students about social diversity; how to teach students from social 

situations different from theirs; and how to teach in order to reduce 

prejudice and increase harmony among groups. This course meets 

the South Dakota requirement for certification. (3 s.h.) 

EDU 506 Foundations of Education This course is an introduction to 

the history, philosophy, and purposes of American Schools; it 

explores teacher roles, historical, philosophical, political, and 

sociological foundations of education. (3 s.h.) 

EDU 508A Adolescent Psychology and Middle School Methods 

The purpose of this course will be to familiarize participants with the 

middle school concept, curriculum, and instructional techniques as 

they relate to the growth and development of the child in the middle 

level grades. (3 s.h.) 

EDU 508B Adolescent Psychology and Middle School Methods 

The purpose of this course will be to familiarize participants with the 

middle school concept, curriculum, and instructional techniques as 

they relate to the growth and development of the child in the middle 

level grades. (5 s.h. Practicum experience included in this course.) 

EDU 510 Supervision & Teaching Methods for Middle School 

Preparation which enables students to assist middle schools in 

establishing a mission, defining teachers’ roles, adopting new 

curriculum and recognizing various organizational patterns. Also, 

content and methods of teaching, and integrating curricular offerings 

are studied. Skills in observing, recording and assessing adolescents’ 

behavior in order to plan an appropriate program and learning 

environment are developed. Designing curricula for ethnic and 

ability diversity are also included. (3 s.h.) 

EDU 514 Teaching and Learning with Technology This course 

focuses on the integration of technology into the school curriculum. 

It explores educational and management software, productivity 

tools, emerging technologies, instructional strategies, trouble 

shooting, and key issues and trends related to technology in the 

teaching and learning environment. (3 s.h.) 

EDU 515 Exceptional Students An introductory study of the history, 

philosophy, and legal implications of the education of the 

exceptional child. Includes identification and classification of 

various exceptionalities and the identification of effective 

102 Graduate Education Courses 

educational strategies within an inclusive classroom setting. 

Provides opportunities for interaction with community resource 

persons. (3 s.h.) 

EDU 516 Foundations of Middle School This course is intended as 

a basic course for students in the field of middle school education. 

The students will gain an understanding of the unique position of the 

middle school in the American system of public education. The 

course will define the middle school concept, describe the 

characteristics of exemplary middle schools, and illustrate the 

implementation of these characteristics in practice. (3 s.h.) 

EDU 517 Constructive Literacy Assessment Constructive review 

of formal and informal assessments will provide a basis for 

professional decision-making. Class participants will develop an 

understanding of benchmarks and standards for proficient reading 

and writing. A balance of objective evaluation and student-centered 

observation will provide a strong basis for monitoring literacy 

achievement. (3 s.h.) 

EDU 518 Practicum: Teaching Diverse Literacy Learners Special 

attention is given in this course to the special needs of struggling 

readers and English language learners. Current research in brainbased 

learning principles is examined along with strategies for 

meeting individual literacy needs in today’s diverse student 

populations. Class participants will develop a case study of an 

individual student and work with the student’s parents and/or 

guardians. Prerequisites: Successful completion of EDU 517. (3 s.h.) 

EDU 521 Curriculum Development and Design The central intent 

of this course is to provide students with knowledge and skills 

necessary to exercise leadership in curriculum at several levels and 

in many roles. This course is designed to assist leaders in bridging 

the gap between the curriculum guide and what is actually taught in 

the classroom door. The course will feature a theoretical component 

and practical applications for educators to use in their schools to 

implement standards developed by professional organizations, state 

departments, local school districts and classroom teachers. 

Conceptual tools for making curricular decisions and processes of 

curriculum development will be discussed. (3 s.h.) 

EDU 522A Practicum: Curriculum Development and Design- 

Elementary Emphasis Graduate students will demonstrate 

leadership skills in applying the different schools of philosophical 

thought in curriculum development. Leadership skills in curriculum 

development will include the following: Hallmarks of Excellence, 

mapping the curriculum, constructivist curriculum, interdisciplinary 

curriculum, using standards in the classroom, assessment, utilizing 

technology, applying practical decision making and problem solving 

in curriculum development, long-range planning, and application of 

curricular concepts to meet the diverse student needs in schools. 

Within the teacher as a developing professional model, this course 

will emphasize the components of cognitive mediator, researcher, 

evaluator, servant-leader and communicator. (3 s.h.)

EDU 522B Practicum: Curriculum Development and Design- 

Secondary Emphasis Graduate students will demonstrate 

leadership skills in applying the different schools of philosophical 

thought in curriculum development. Leadership skills in curriculum 

development will include the following: Hallmarks of Excellence, 

mapping the curriculum, constructivist curriculum, interdisciplinary 

curriculum, using standards in the classroom, assessment, utilizing 

technology, applying practical decision making and problem solving 

in curriculum development, long-range planning, and application of 

curricular concepts to meet the diverse student needs in schools. 

Within the teacher as a developing professional model, this course 

will emphasize the components of cognitive mediator, researcher, 

evaluator, servant-leader and communicator. (3 s.h.) 

EDU 523 Cultivating the Learning Community Helping students 

learn requires the collaborative work of many adults in each school 

and community who share responsibility for children. Therefore, it 

is the duty of education professionals to participate in the collective 

academic and civic growth and development of professional staff, 

families and community members. This course will prepare 

participants to work with the learning community in the areas of staff 

development; staff, home, school communication; management 

techniques and group processes; classroom management; play 

spaces; and school safety. (3 s.h.) 

EDU 526 Educational Psychology and Evaluation The application 

of psychology to educational practice, emphasizing psychological 

foundations of learning. Includes an overview of evaluation 

processes such as the development of instructional objectives, test 

construction, portfolio assessment and grading. The content of this 

course has obvious potential value for the student who is preparing 

to enter the teaching profession. The activities, reading, writing, 

discussion, and reflection are designed to increase understanding of 

learners at all levels, learning theories, instructional models, and 

assessment. Focus is on the processes by which information, skills, 

values, and attitudes are exchanged between teachers and students. 

(3 s.h.) 

EDU 531 Legal Foundations of Education Awareness and 

understanding of legal provisions, statutory requirements, and 

regulatory standards; policy development; ethical responsibility in 

educational political systems; and involvement of citizens and board 

members. (3 s.h.) 

EDU 532 Practicum: School Law Applications for Student 

Discipline and Staff Development Application of the knowledge, 

skills, and attributes to successfully meet legal requirements; write 

and apply appropriate policies; and practice ethical responsibility in 

either an elementary, middle, or secondary school in situations 

involving student discipline, staff development, staff evaluation, and 

special education. This course applies the concepts learned in EDU 

531 Legal Foundations of Education and EDU 551 Professional, 

Student and Staff Development. Graduate students will provide 

effective professional development for certified and non-certified 

staff, evaluate certified and non-certified staff, and develop and apply 

policies that promote student safety and welfare. Consideration will 

be given to moral and ethical implications of policies and 

regulations. (3 s.h.) 

EDU 535 Practicum: Applying Educational Technology This 

practicum will focus on observing and integrating technology into 

K-12 classes. Students will develop an online portfolio as evidence 

of the growth in theory, practice, and application of instructional 

technology. (3 s.h.) 

EDU 536 Adolescent Literacy The unique needs of the adolescent 

literacy learner are examined in this course. Foundational principles 

based on current research provide an opportunity to develop 

understanding of workshop approaches for reading and writing 

designed to provide rigor and relevance for students in grades 4-8. (3 

s.h.) 

EDU 537 Foundations of Literacy This course explores theoretical 

principles and practices based on current research with emphasis on 

early literacy acquisition. The role of language and cognitive 

development forms the foundation for study. Emergent and early 

instructional approaches provide a theory to practice experience. (3 

s.h.) 

EDU 538A Practicum: Literacy (Birth–8 Years) This course 

includes application of the literacy curricula from developmental 

reading and writing programs, support for readers and writers of all 

abilities, strategies for working with words and fluency 

development, children’s and adolescent literature, leadership, 

technology, integration of curriculum, developing classroom study 

aids, working with struggling literacy learners, adapting the program 

and identifying technology that can support the classroom program. 

The concepts presented will emphasize teacher as cognitive 

mediator, servant-leader, manager, communicator, and researcher. 

Prerequisite: Successful completion of EDU 537. (3 s.h.) 

EDU 538B Practicum: Literacy (K-12) This course includes 

application of the literacy curricula from developmental reading and 

writing programs, support for readers and writers of all abilities, 

strategies for working with words and fluency development, 

children’s and adolescent literature, leadership, technology, 

integration of curriculum, developing classroom study aids, working 

with struggling literacy learners, adapting the program and 

identifying technology that can support the classroom program. The 

concepts presented will emphasize teacher as cognitive mediator, 

servant-leader, manager, communicator, and researcher. 

Prerequisites: Successful completion of EDU 537. (3 s.h.) 

EDU 551 Professional, Student and Staff Development A broad 

field approach to the skills, techniques, and tasks of supervision of 

classroom and school instruction. Graduate students learn to plan 

and implement direct assistance to teachers and non-instructional 

staff, to plan and evaluate staff development programs and to 

research exemplary school-wide discipline models. (3 s.h.) 

EDU 553 Leadership for Programs of Exceptional Students This 

course will focus on the development of leadership skills and content 

knowledge related to administering and guiding program 

development in all areas of student exceptionality, including but not 

limited to: a) students in special education, b) English as Second 

Language learners, c) students of poverty, d) refugee and immigrant 

students, e) homeless students, and f) students in gifted education. 

Particular emphasis will be given to the improvement of math and 

reading skills acquisition within the legal guidelines and 

expectations of local, state, and federal policy. (3 s.h.) 

EDU 554 Leadership Issues in Educational Technology This 

online course will focus on researching issues that surround the use 

of technology in K-12 school systems. Issues will include 

technology roles, technology management, technology assessment, 

key issues and trends in educational technology, technology’s impact 

on schools, staff development, and legal and ethical issues. (3 s.h.) 

Graduate Education Courses 

103

EDU 557 Literacy Across the Curriculum Application of literacy 

strategies across all curricular areas and in a variety of contexts is the 

focus of this course. The use of children’s and adolescent literature 

integrated throughout the disciplines will provide strategic use of a 

variety of text features and structures. Attention is given to 

curriculum mapping and integrated designs to maximize the use of 

time and resources. (3 s.h.) 

EDU 561 Management of School and Community Resources 

Management of financial and other resources. Collaboration with 

school and community services to provide programs and services for 

students. The use of technology and information systems for school 

management and the development of an effective community 

relations program. (3 s.h.) 

EDU 562 Student Diversity: Appreciation & Instruction A 

review of the historical, philosophical, and legal implications of the 

education of every child. Emphasis is placed on diversity of 

behavior, culture, ability, interest, and families. Graduate students 

develop appropriate expectations of children and recognize normal 

variations in the rate and nature of individual interests and 

capabilities, racial and cultural differences, age and gender 

differences, and language differences. In addition, the course 

explores the social realities of economic resources, access to health 

care, and safety concerns. Special education programs and practices 

are included. (3 s.h.) 

EDU 563 Developmentally Appropriate Practices The NAEYC 

curriculum standards provide the framework for studying early 

childhood curriculum and assessment. The developmental 

characteristics of young children from birth through age eight in 

physical, social, emotional, cognitive, language, and aesthetic areas 

form the foundation for developmentally appropriate curriculum. 

Graduate students design learning experiences based on the 

developmental characteristics of children from birth to two years, 

children from two to five years, and children from five to eight years. 

A variety of early childhood programs are studied. (3 s.h.) 

EDU 564 Multimedia/HyperMedia Applications in Education 

This course will focus in on the use of interactive multimedia and 

hypermedia for instruction. Topics addressed include the use of 

digital video editing, scanners, digital cameras, presentation 

software, presentation equipment, K-12 multimedia software, and 

research on the uses of multimedia/hypermedia in education. The 

course will also provide an overview of educational programming 

languages. (3 s.h.) 

EDU 572 Practicum: Birth–Preschool The application of theories 

learned in EDU 563, Developmentally Appropriate Practices. 

Graduate students are given projects to test theories against the 

reality of practice in a variety of early childhood settings. Students 

are expected to demonstrate their knowledge, skills, and attributes to 

successfully lead an early childhood classroom. Prerequisite: 

Successful Completion of EDU 563. (3 s.h.) 

EDU 573 Practicum: Kindergarten The application of theories 

learned in EDU 563, Developmentally Appropriate Practices. 

Graduate students are given projects to test theories against the 

reality of practice in a variety of kindergarten settings. Students are 

expected to demonstrate their knowledge, skills, and attributes to 

successfully lead a kindergarten program. Prerequisite: Successful 

Completion of EDU 563. (3 s.h.) 

EDU 574 Technology Planning and Implementation Students 

will design, develop, implement and evaluate a technology research 

104 Graduate Education Courses 

project that will benefit the faculty and students in their school or 

school district. (3 s.h.) 

EDU 585 Research Methods An introduction to the basics of 

research, including principles of behavioral studies, research 

terminology, structure of research reports, measurement and 

interpretation of statistics, types of research, and planning a research 

project. Emphasis will be on enabling the practicing professional to 

evaluate and implement research effectively. Prerequisite: 

Admission to the Graduate Program. (3 s.h.) 

EDU 591 Special Topics Courses offered at irregular intervals, the 

topic of which is determined by student and faculty interest. 

Prerequisite: Consent of Instructor (1-3 s.h.) 

EDU 592 Practicum: Planning and Implementing School 

Change Graduate students will demonstrate leadership skills in 

applying knowledge and attributes from the M.Ed. program to lead 

a significant improvement in a school or district. The application of 

strategic, instructional, organizational, and contextual leadership 

skills will result in the first three chapters of the Research 

Application Project in approved written form. Within the model of 

teacher as developing professional, this course will emphasize the 

components of researcher and communicator. Prerequisite: 

Successful completion of EDU 585 Research Methods. (3 s.h.) 

EDU 593 Practicum: Planning & Implementing Early 

Childhood Change In this course graduate students will 

demonstrate skills in applying the knowledge and attributes learned 

in the Masters of Education program, by creating a significant 

improvement in an early childhood education program, school, or 

district. The application of strategic, instructional, organizational, 

and contextual leadership skills will result in the first three chapters 

of the Research Application Project in approved written form. 

Within the model of teachers as developing professional, this course 

will emphasize the components of researcher and communicator. 

Prerequisites: Successful completion of EDU 585. (3 s.h.) 

EDU 598 Practicum: Planning and Implementing Literacy 

Change Graduate students will demonstrate literacy skills in 

applying knowledge and attributes from the M.Ed. program to lead 

a significant improvement in a school’s or district’s literacy program. 

The application of strategic, instructional, organizational, and 

contextual leadership skills will result in the first three chapters of 

the Research Application Project in approved written form. Within 

the model of teacher as developing professional this course will 

emphasize the components of researcher and communicator. 

Prerequisite: Successful completion of EDU 585. (3 s.h.)

EDUCATIONAL SPECIALIST (ED.S.) 

DEGREE PROGRAM FOR 

SUPERINTENDENTS 

The purpose of the Educational Specialist degree program is to 

prepare graduates to lead school districts into a future of high student 

productivity both in the schools and as adults in society. Specifically, 

the program strives to: 

• Prepare leaders who demonstrate the compassion of Jesus 

Christ by creating a caring educational community in which 

each individual may achieve intellectual and personal growth. 

• Prepare leaders who create and sustain a compelling personal 

and organizational purpose. 

• Prepare leaders who understand how to influence change in 

their system to increase student achievement. 

• Prepare leaders who communicate a clear image of teaching 

and learning. 

• Prepare leaders who work with all stakeholder groups to stay 

focused on the community’s vision of student productivity 

• Prepare leaders who are teachers of board members who can 

work collaboratively with boards and their agendas. 

• Prepare leaders who encourage staff to grow professionally in 

those areas that influence student achievement. 

• Prepare leaders who influence the direction of state and 

professional associations in a proactive manner. 

• Prepare leaders who develop a comprehensive student, staff, 

and program assessment approach to use as a formative 

evaluation of success. 

• Prepare leaders who improve the organization, implement 

operational plans, manage financial resources, and utilize 

technology to apply decentralized management processes and 

procedures. 

The Educational Specialist degree program is designed for 

school administrators that have full time jobs. A cohort of students 

accepted into the program will take coursework in a prescribed 

sequence. The courses are held on the University of Sioux Falls 

campus and occur during the academic year and summer terms. 

Courses offered during the academic year are delivered through a 

combination of Saturday classes held once a month, an online 

component, and internship projects. 

Admission Criteria 

• Three years of teaching experience on a valid certificate in an 

accredited K-12 school, one year of which includes classroom 

teaching experience or direct services to students 

• Master’s degree in education from a regionally accredited 

college or university 

• Minimum 3.5 G.P.A. from master’s degree work 

• One year of verified administrative experience at the 

elementary or secondary level on a valid certificate 


potential as a leader of a school district 

• Internet and e-mail access 

Degree Requirements 

Achievement of leadership competencies is demonstrated 

through student submission of a written comprehensive exam at the 

end of the first 15 semester hours of coursework and submission of 

a Professional Performance Portfolio at the completion of the 

required 30 semester hours of coursework. 

The Educational Specialist degree for superintendents must be 

completed within four years. 

Required Courses s.h. 

❏ EDU 600 Introduction to the Superintendency 3 

❏ EDU 615 Technology Applications for Districts 3 

❏ EDU 620 School Finance 3 

❏ EDU 625 Intergovernmental Relationships 3 

❏ EDU 640 Curriculum and Assessment 3 

Upon completion of the first 15 semester hours (s.h.), students must 

complete comprehensive written exams. After successful completion 

of prescribed coursework and comprehensive exams, students 

become eligible to apply for the 10-year endorsement for 

superintendent as specified in the Administrative Rules of SD 

24:16:09:03 

❏ EDU 645 Administration of Special Education 3 

❏ EDU 650 Educational Statistics 3 

❏ BUS 510 Managerial Communications 3 

❏ BUS 520 Managing Organizational Dynamics 3 

❏ BUS 558 Current Issues in Management 3 

Total s.h. 30 

Upon completion of the final 15 semester hours (s.h.), students must 

submit a professional portfolio containing artifacts from coursework 

projects that demonstrate competencies for the position of school 

superintendent as required in the South Dakota standards. After 

successful completion of all program requirements, students become 

eligible to apply for the Career School Superintendent endorsement 

as specified in Administrative Rules of SD 24:16:09:02 

Student Requirements for Program 

Completion 

• Three years of teaching experience on a valid certificate in an 

accredited K-12 school, one year of which includes classroom 

teaching experience or direct services to students 

• One year of verified administrative experience at the 

elementary or secondary level on a valid certificate 

• Successful completion of the ten required courses (30 

semester hours) including the practica components. 

• Successful completion of the Professional Performance 

Portfolio. 

• Successful completion of the written comprehensive exam. 

Educational Specialist Program 

105

Educational Specialist (Ed.S.) Degree 

Courses for Superintendents 

EDU 600 Introduction to the Superintendency This course is 

directed toward providing an overall understanding and knowledge 

of school district administration, specifically for the preparation of 

superintendents/CEOs. Information in this course will help the 

participants prepare for a successful superintendency. Prerequisite: 

Admission into the Superintendent Endorsement Program. (3 s.h.) 

EDU 615 Technology Applications for Districts This course will 

prepare administrators to take full advantage of technology to 

improve personal productivity and to maximize school district 

management and communication. Administrators will gain 

leadership skills and experiences that will help them position 

technology appropriately in their school district enabling them to 

utilize new and emerging technologies to better serve their students 

and communities. Prerequisites: Successful completion of EDU 600. 

(3 s.h.) 

EDU 620 School Finance School finance introduces superintendent 

candidates to principles of fiscal planning, budgeting, allocating, and 

monitoring resources according to district priorities and 

governmental regulations and to conduct collective bargaining with 

school board members and staff. Students will learn about different 

methods for allocating resources to schools. Through computer 

simulations, students will develop skills in analyzing the fiscal, 

political, and equity consequences of alternative distribution 

mechanisms. Students will also practice the predominant collective 

model used in the public schools and will discriminate between the 

positive, pro-active approach and the confrontational approach. 

Prerequisite: Successful completion of EDU 615. (3 s.h.) 

EDU 625 Intergovernmental Relationships The course is 

designed to enhance the knowledge, skills, and attributes necessary 

to establish and maintain an effective working relationship with the 

local governing board, the state legislature, and government 

agencies. Students are introduced to different approaches of 

educational politics and policy making including macro- and micropolitics. 

Strategies are studied and practiced to influence and relate 

public policy initiatives to student welfare and the district’s vision, 

mission, and priorities. Prerequisite: Successful completion of EDU 

620. (3 s.h.) 

EDU 640 Curriculum and Assessment This course is about 

providing leadership in K-12 curricula development and assessing 

curricula effectiveness. School administration is primarily about 

leadership and the belief that these skills can be learned. 

Administrative leadership in K-12 curricula will include the 

following: strategic planning for curricula change, writing school 

board policies and regulations, applying decision-making skills to 

curricula development, budgeting for curricula change, staff 

development, using standards in the classroom, mapping the 

curriculum, and assessing curricula effectiveness, and preparing 

leaders to integrate faith in learning. Within the University of Sioux 

Falls’ developing professional model, this course will emphasize the 

components of cognitive mediator, researcher, evaluator, servantleader, 

and communicator. Prerequisite: Successful completion of 

EDU 625. (3 s.h.) 

106 Educational Specialist Courses 

EDU 645 Administration of Special Education A study of federal 

and state laws and regulations mandating the provision of special 

education and related services to children with disabilities and the 

delivery of those services at the school district level. (3 s.h.) 

EDU 650 Educational Statistics In this course, statistical techniques 

will be treated as tools that are used not only to analyze and organize 

information, but to make inferences from the data. The course will 

assist the participant in recognizing and emphasizing the correct use 

of statistics by exposing the participant to discussions and exercises 

in the methods and applications of statistics. (3 s.h.) 

BUS 510 Managerial Communications This course focuses on 

increasing understanding of the role and value of communication in 

organizations. In addition, students will be exposed to proficient use 

of executive communication skills including nonverbal 

communication, formal presentations, group discussions, and 

interpersonal and intercultural communication. (3 s.h.) 

BUS 520 Managing Organizational Dynamics This course will 

examine the development of organizational theory along with the 

application of behavioral science concepts to understanding 

individual and group behavior in organizations. Students will 

develop analytical skills necessary to interpret research findings in 

the area of study. The purpose of the course is to provide a general 

understanding of possible managerial approaches to particular 

problems and introduce ways to analyze the various social costs and 

benefits associated with any given approach. (3 s.h.) 

BUS 558 Current Issues in Management The course focuses on 

current, ever-changing issues facing organizations in a competitive 

business environment. Course content is designed to provide 

students with an overall understanding of real-world business issues 

from an integrated, multi-functional perspective. (3 s.h.)

COLLABORATIVE DOCTORATE IN 

EDUCATIONAL LEADERSHIP 

The University of Sioux Falls and 

The University of St. Thomas 

The University of Sioux Falls (USF) and the University of St. 

Thomas (UST) of St. Paul Minnesota entered into an Articulation 

Agreement in May 2002 to offer a Collaborative Doctorate (Ed.D.) 

in Educational Leadership. Provisions of this arrangement include 

seamless acceptance of 30 semester hours of coursework from the 

USF Educational Specialist degree program for superintendents into 

the UST Doctorate program. In addition, arrangements have been 

made to consider applicants that may have completed coursework at 

other institutions prior to the doctoral level work. Courses for the 

program will be offered by UST on the USF campus one Friday 

evening-Saturday class session per month. Students who 

successfully complete the program will receive their degree from 

UST with a notation on the diploma indicating the collaborative 

arrangement with USF. Students in the program will complete one 

course at a time in the once-a-month, meeting format. The doctorate 

portion of the degree program consists of 42 semester hours, 12 of 

which are dissertation hours. A person must have a Master’s degree 

to be eligible for application to the program. The first cohort began 

in March 2003. The duration of the cohort is approximately three 

years. However, time may extend beyond this due to the dissertation 

requirement. The time to complete the dissertation varies among 

individuals. 

The degree must be completed within a seven-year timeframe 

from the acceptance of the first course into the program. All 

coursework will be held on the USF campus assuming that the 

student remains with the cohort as it progresses through the program. 

If a course is missed, there are options to take it in another location 

since the program is replicated on the St. Paul campus at various 

times during the year. By design, program autonomy was maintained 

by each institution in the agreement. Thus, tuition and policies 

regarding specific academic programs are established by each 

university, including acceptance of transfer credits from other 

institutions. The UST doctorate has all necessary state approvals and 

is accredited with the North Central Association Higher Learning 

Commission. 


All students must complete the appropriate UST application 

forms and meet UST admission requirements. The Miller Analogy 

Test (MAT) is required as part of the admission process and 

arrangements have been made to administer the test for applicants to 

this program on the USF campus. Students completing the USF 

education specialist degree may have the Miller Analogies Test 

(MAT) requirement waived if they are recommended by the USF 

Director of Graduate Programs. Should a student not receive this 

recommendation, he/she may take the MAT and still be considered 

for admission. All Ed.D. admission decisions rest with the 

University of St. Thomas. Participation in the USF Educational 

Specialist Degree program does not guarantee admission into the 

Collaborative Doctorate in Educational Leadership program with 

UST. Normal admission procedures must be followed by all 

applicants. 

Financial Aid 

Students in the doctorate program may be eligible to receive 

federal financial aid. Financial aid for the doctorate program is 

applied for and issued through the University of St. Thomas 

Financial Aid Office. 

University of St. Thomas Doctor of Education 

Degree 

The University of St. Thomas Doctor of Education degree 

builds upon the University of Sioux Falls Ed.S. degree. However, 

other plans may be developed for students accepted into the program 

that completed degrees at other institutions. Specific inquiries can be 

addressed to the University of Sioux Falls or the University of St. 

Thomas. 

Leadership Core courses - 18 s.h. s.h. 

❏ EDLD 910 Multidisciplinary Perspectives I 2 

❏ EDLD 911 Multidisciplinary Perspectives II 3 

❏ EDLD 912 Critical Issues 4 

❏ EDLD 913 Power, Freedom & Change 3 

❏ EDLD 914 Ethical Dimensions of Leadership 3 

❏ EDLD 915 Leadership Narrative Seminar 3 

Research Courses - 9 s.h. 

❏ EDLD 902 Survey Research 3 

❏ EDLD 904 Qualitative Methods 3 

❏ EDLD 905 Qualitative Analysis 3 

❏ EDLD 920 Framing a Research Question 2 

❏ EDLD 921 Proposal Design 1 

Dissertation – 12 s.h. 

❏ EDLD 922 Dissertation 3 




Total Credits 42 s.h. beyond Ed.S. 

In addition, students transferring into the Ed.D program may be 

required to audit up to two advanced research courses should they 

be needed for the successful completion of the dissertation. 

Doctorate in Educational Leadership 

107

108 Doctorate in Educational Leadership

Undergraduate 

Course 

Descriptions

Accounting (ACC) 

ACC 225 Principles of Financial Accounting Accounting is the 

language of business. This course concentrates on basic accounting 

concepts beginning with the accounting equation and includes the 

development and analysis of financial statements. The emphasis is 

on the use of financial information for decision-making purposes. (3 

s.h.) 

ACC 226 Principles of Managerial Accounting The course 

emphasizes the use of accounting data by management. It examines 

budgeting, costing systems, cost-volume-profit relationships and 

performance evaluation measures. An annual report will be analyzed 

and evaluated to see how financial and other information is displayed 

and used for decision-making purposes. Prerequisite: ACC 225. (3 

s.h.) 

ACC 250 Interactive Accounting This is a computerized 

simulation in basic accounting; journalizing, posting, adjusting, 

ledgers worksheets, and financial statement preparation. 

Prerequisite: ACC 225. (2 s.h.) 

ACC 317 Cost Management Cost Management examines how to 

use financial data to provide valid cost information for decisionmaking 

purposes such as planning, controlling and costing of 

products and services. This course will look at the newest costing 

methods and trends in the manufacturing and service industries. 

Prerequisite: ACC 226. (3 s.h.) 

ACC 325 Intermediate Accounting I An in-depth look at the 

financial statements and the information found on them. Various 

accounting issues are examined with emphasis on assets, liabilities 

and problem solving techniques. Prerequisite: ACC 225. (4 s.h.) 

ACC 326 Intermediate Accounting II A continuation of 

Intermediate I with emphasis on equities and problem solving 

techniques. Prerequisite: ACC 325. (4 s.h.) 

ACC 395 Internship (1-4 s.h.) 

ACC 403 Federal Income Tax A study of individual income tax 

return preparation. An introductory course into the interpretations 

and application of present tax laws as they pertain to the individual 

taxpayer. Prerequisite: ACC 225 or consent of the instructor. (3 s.h.) 

ACC 404 Advanced Income Tax Taxation of corporations, 

partnerships, estates and trusts. Prerequisite: ACC 403. (3 s.h.) 

ACC 425 Advanced Accounting Accounting problems in business 

acquisitions, consolidated statements, non-profit and governmental 

entities. Prerequisite: ACC 325. (3 s.h.) 

ACC 426 Auditing A study of auditing procedures through the 

application of auditing principles and adherence to auditing 

standards. Prerequisite: ACC 326. (3 s.h.) 

ACC 429 CPA Review Preparation and training for those students 

who wish to take the nationally administered uniform Certified 

Public Accountant Examination. (1-3 s.h.) 

Art (ART) 

Besides those art courses listed below, students may take other art 

courses at Augustana College under the cross-enrollment policy. 

ART 100 Introduction to Art This general introduction to art 

includes lectures, discussions and studio art projects. By doing 

projects, writing about art, viewing videos, taking field trips and 

participating in discussions, the student learns about the world of 

110 Undergraduate Course Descriptions 

visual arts. (Satisfies the liberal arts core requirement in fine arts for 

non-Art majors.) (3 s.h.) 

ART 101 Drawing I This studio course offers direct experience in 

a variety of drawing approaches including contour, value, volume 

and wash drawings. Project assignments are designed to sharpen 

perception, stimulate the imagination and increase the student’s 

ability to see and interpret the world. (3 s.h.) 

ART 110 Introduction to Computer Imaging A fundamental level 

course designed to introduce the computer as an art medium. 

Instruction includes conceptual, technical and historical aspects of 

digital art in order to provide an understanding of the medium. Basic 

working skills with Macintosh computers are helpful but not 

required. (3 s.h.) 

ART 120 Introduction to Design Students study art theory and 

solve visual problems using the elements of design and principles of 

art. (3 s.h.) 

ART 121 Design II A continuation of theory and practice in the 

elements of design and the principles of art. Emphasis is on color 

theory and three-dimensional design. Prerequisite: a grade of “C” or 

higher in ART 120 or ART 122. (3 s.h.) 

ART 122 eDesign This course covers theory and practice in the 

elements and principles of design. This course will focus on using 

computer software as a tool for solving problems. (3 s.h.) 

ART 150 Introduction to Sculpture This course is an introduction 

into the sculptural process. Classes are highly structured with a 

definite sequence of problems and exercises. Each assignment is 

designed to introduce basic sculptural ideas and principles with 

specific media and skills. The basic principles of modeling, casting, 

carving and assembling will be covered in this course. Prerequisite: 

ART 101, ART 120, ART 122 or consent of the instructor. (3 s.h.) 

ART 180 Photography I This course is designed to introduce the 

technical, conceptual and historical aspects of photography. 

Students will be introduced to the technical processes of black and 

white photography which include learning to use a 35mm camera as 

well as processing and mounting final prints. (3 s.h.) 

ART 201 Drawing II Covers theory and practice in the elements of 

drawing with emphasis upon the human figure. Prerequisite: a grade 

of “C” or higher in ART 101. (3 s.h.) 

ART 204 Painting I is a fundamental level course designed to 

introduce various aspects of painting: materials, techniques, form 

and content. The primary learning activity in painting is direct 

experience. Project assignments are designed to sharpen perception, 

stimulate imagination, and increase the student's ability to see and 

interpret their world. Students will begin to develop a philosophical 

awareness that leads to their own personal artistic style. Prerequisite: 

a grade of “C” or higher in ART 101, 120, 122, or consent of the 

instructor. (3 s.h.)

ART 209 Art History: Prehistory – 14th Century This course 

surveys Western art history and some areas of non-Western art 

history from Prehistoric times into the fourteenth century. The class 

lectures, discussions and textbook readings are to be taken as 

complementary to one another. The lectures and discussions, on 

occasion, will deal with works not covered in the textbook and may 

take a different point of view. As a whole, the lectures, discussions, 

and readings should reveal that the visual arts serve many purposes 

and can be approached in a number of ways ranging from the 

reflection of historical events to complex visual and symbolic 

meanings. (3 s.h.) 

ART 210 Art History: 14th Century – Present This course 

surveys Western art history and some areas of non-Western art 

history from the fourteenth century to the present. The class lectures, 

discussions and textbook readings are to be taken as complementary 

to one another. The lectures and discussions, on occasion, will deal 

with works not covered in the textbook and may take a different 

point of view. As a whole, the lectures, discussions, and readings 

should reveal that the visual arts serve many purposes and can be 

approached in a number of ways ranging from the reflection of 

historical events to complex visual and symbolic meanings. (3 s.h.) 

ART 220 Graphic Design: Typography Introduction to the study 

of type and letterforms as a vital aspect of graphic design, focusing 

on printed and digital media. Prerequisites: a grade of “C” or higher 

in ART 120 or ART 122. (3 s.h.) 

ART 221 Graphic Design: Layout Theory and practice of design 

as it applies to various commercially printed media. Emphasis will 

be given to study and design of word/image relationships. Computer 

graphics will be explored further. Prerequisite: a grade of “C” or 

higher in ART 120 or ART 122. (3 s.h.) 

ART 241 Painting II The primary learning activity in Painting II is 

direct experience. Students will study color theory and its 

application by contemporary and traditional masters. Project 

assignments are designed to sharpen perception, stimulate the 

imagination, and increase the student’s ability to see and interpret 

their world. Students will continue developing a philosophical 

awareness that leads to their own personal artistic style. 

Prerequisite: a grade of “C” or higher in ART 204. (3 s.h.) 

ART 250 Sculpture II Continued study in sculpture. Prerequisite: a 

grade of “C” or higher in ART 150. (3 s.h.) 

ART 271 Photomanipulation An introduction to computer 

manipulation of photographic images. Includes a brief introduction 

to digital photography. Prerequisite: a grade of “C” or higher in ART 

120 or ART 122. (3 s.h.) 

ART 280 Photography II This course is an intermediate level 

course designed to further acquaint the student with alternative 

photographic processes and techniques. It also addresses issues 

associated with project development. Admission to this course is 

restricted to students who successfully complete ART/MED 180, a 

similar college course, or by permission of the instructor based on 

experience and portfolio review. High school photography classes do 

not qualify as an equivalent course. (3 s.h.) 

ART 290 Art Education: Primary A study of the theories and 

techniques of teaching art in the elementary grades. Fulfills state 

requirements for elementary teachers. Includes the presentation and 

application of basic art concepts. Presents philosophy, methods and 

principles of art education, along with hands-on art experientials. (3 

s.h.) 

ART 300 Communication Arts Colloquium The course consists 

of weekly colloquia. Presentations are made principally by students 

showing their research or creative projects. Faculty and guests may 

also make presentations. This course is required once for junior or 

senior Art majors and minors, each of whom must give a 

presentation. Specific requirements for each major program are 

supervised by the individual sector advisors. Juniors and seniors 

outside the area may register and make presentations with prior 

approval by an Art faculty sponsor. All faculty and students are 

invited to attend. Offered on a pass/no credit basis only. Prerequisite: 

Junior or senior classification. (1 s.h.) 

ART 301 Drawing III Drawing from nature and the human figure. 

A continuation of Drawing II. Prerequisite: a grade of “C” or higher 

in ART 201. (3 s.h.) 

ART 302 Drawing IV Course offers advanced study from nature 

and the model. Prerequisite: a grade of “C” or higher in ART 301. (3 

s.h.) 

ART 310 Art History: Twentieth Century This course surveys 

twentieth century art history by examining modern art and 

architecture: its sources, its origins, its many manifestations, its 

alternatives and finally, reaction against it. As complex and 

contradictory as twentieth century art may seem, it will become 

apparent that it is still soundly based on the art of the past. As a 

whole, lectures, discussions, readings and possible visits to galleries 

should reveal that the visual arts serve many purposes and can be 

approached in a number of ways ranging from the reflection of 

historical events to complex visual and symbolic meanings. (3 s.h.) 

ART 329 Web Design An introduction to the tools and techniques 

associated with building web pages and sites using professionallevel 

software. Prerequisite: a grade of “C” or higher in ART 120 or 

ART 122. 

ART 330 Art Education: Secondary A study of the theories and 

techniques of teaching art in middle and high school grades. Includes 

the presentation and application of basic art principles: color, 

composition, balance, design and perspective. Presents philosophy, 

methods and principles of art education. Prerequisite: ART 290. (3 

s.h.) 

ART 340 Painting III Further study in painting for the advanced 

student. Prerequisite: a grade of “C” or higher in ART 241. (3 s.h.) 

ART 341 Painting IV Advanced creative study in painting, working 

with the instructor in a one-to-one relationship. Prerequisite: a grade 

of “C” or higher in ART 340. (3 s.h.) 

ART 345 Drawing and Painting the Human Figure I Direct 

experience drawing and painting the human figure to further develop 

student's perceptual, technical and problem-solving skills. 

Discussions and critiques will focus on the role of the human figure 

in artwork. Prerequisite: a grade of “C” or higher in ART 101, 204 

(3 s.h.) 

ART 346 Drawing and Painting the Human Figure II 

Continuation of ART 345. Prerequisite: a grade of “C” or higher in 

ART 345. (3 s.h.) 

ART 372 Web Animation An introduction to production methods 

for animation and time-based digital imagery. Students will create 

projects primarily using Macromedia Flash. Prerequisite: a grade of 

“C” or higher in ART 120 or ART 122. ART 329 is suggested, but 

not required. (3 s.h.) 

Undergraduate Course Descriptions 

111

ART 380 Photography III Further study in photography for the 

advanced student. Prerequisite: ART 280. (3 s.h.) 

ART 381 Photography IV Advanced creative study in photography, 

working with the instructor in a one-to-one relationship. 

Prerequisite: a grade of “C” or higher in ART 380. (3 s.h.) 

ART 395 Internship in Art Individually designed work adapted to 

student interest and skills. Approximately 40 clock hours are 

required per credit, as certified by work and faculty supervisors. 

Prerequisites: Junior or senior standing and consent of the instructor. 

(1-4 s.h.) 

ART 425 Graphic Design: Advanced Study Advanced study and 

design of printed media. Emphasis will be given to individual study 

in actual production situations. Prerequisites: a grade of “C” or 

higher in ART 323 and consent of the instructor. (3 s.h.) 

ART 460 Senior Thesis This course is designed to provide a 

“capstone” experience for students majoring in art. This course will 

allow each student to develop his/her own conceptual basis and 

creative independence, as well as provide a studio setting for 

polishing a final portfolio for the thesis exhibition, artist’s statement, 

and colloquium presentation. It will also involve the student in a 

critical examination of contemporary problems, trends in the field of 

art, and the role of Christianity in today’s art world. Prerequisite: 

consent of instructor. (3 s.h.) 

ART 491, 492 Independent Study Guided independent study and 

research for honors level students in art. Prerequisites: 3.0 GPA and 

permission of the art department. (2-6 s.h.) 

Biology (BIO) 

BIO 100 Concepts in Biology An introduction to major concepts of 

the biological sciences and methods of scientific inquiry. This course 

satisfies the natural science requirement for graduation and serves as 

a prerequisite for all other biology courses. Laboratory. (4 s.h.) 

BIO 203 General Botany An introduction to the biology of major 

plant groups, including their structure, function, reproduction, 

classification and relationships. Laboratory. Prerequisite: BIO 100. 

(4 s.h.) 

BIO 204 General Zoology A comparative survey of the animal 

kingdom emphasizing morphology, physiology and taxonomy of 

major groups. Laboratory. Prerequisite: BIO 100. (4 s.h.) 

BIO 222 Genetics Principles governing inheritance in plants and 

animals, including humans. An attempt is made to integrate the 

whole of life into a unity based upon the common use of DNA as an 

informational molecule. Laboratory. Prerequisite: BIO 100. (4 s.h.) 

BIO 302 Biology of Microorganisms An introduction to the study 

of microorganisms with emphasis on those affecting human health. 

The structure, function and pathogenicity of representative bacteria, 

fungi and viruses are emphasized, as well as techniques for their 

isolation, culture, destruction and identification. Laboratory. 

Prerequisite: BIO 100. (4 s.h.) 

BIO 309 Cell Biology Study of cellular fine structure and 

physiology, including the nature, operation and regulation of cell 

organelles and the chemical and physical nature of living cytoplasm. 

Laboratory. Prerequisites: BIO 100, CHE 211, 305 or consent of the 

instructor. (4 s.h.) 

BIO 314 Human Anatomy Study of the gross anatomy, histology 

and selected ultra-structure of organs in the human body. Major 


systems are explored by dissection in the laboratory. Prerequisite: 

BIO 100. (4 s.h.) 

BIO 315 Human Physiology Study of the physiology of human 

cells, tissues, organs, systems and multiple system homeostatic 

mechanisms. Laboratory. Prerequisite: BIO 314. (4 s.h.) 

BIO 324 Ecology Study of the relationship between organisms and 

environments with interrelationships of species, populations and 

communities stressed. Laboratory, field trips. Prerequisites: BIO 

203, 204. (4 s.h.) 

BIO 380 Immunology A general survey of the field of immunology 

through examination of the foundations of immunology, immunity, 

serology and immunopathology. Discussion session. Prerequisites: 

BIO 100 and CHE 111 and 112. (4 s.h.) 

BIO 385 Histology A study of the cells and tissues of the human 

body. Lectures address basic histochemistry, organelles, cellular 

ultrastructure, tissues and organs of the human body. Labs involve an 

extensive examination of microscope slides of human and animal 

tissues. Prerequisites: BIO 100 and 314 or consent of the instructor. 

(4 s.h.) 

BIO 402 Developmental Biology Study of developmental 

processes as they occur in selected plants and animals with greatest 

attention given to the vertebrates. Laboratory. Prerequisite: BIO 222. 

(4 s.h.) 

BIO 490 Advanced Topics in Biology A seminar, laboratory or field 

course suited to the interest of junior and senior majors in Biology. 

Prerequisite: Consent of the instructor. ( 2-4 s.h.) 

Examples include 

A. Systematic Biology 

B. Field Invertebrate Zoology 

C. Aquatic Entomology 

D. Aquatic Vascular Plants 

E. Neuroanatomy 

F. Evolution 

BIO 491, 492 Independent Study Guided independent research. 

Prerequisite: Consent of the instructor. (1-4 s.h.) 

Business (BUS) 

BUS 108 Personal Financial Planning A study of managing one’s 

income, making consumer decisions, safeguarding resources and 

investing for the future. (Does not apply to the Business 

Administration major.) (3 s.h.) 

BUS 180 Introduction to Business Covers the broad concepts of 

business to provide a foundation for understanding the interrelationships 

of various business functions. Prerequisite: Freshman 

or sophomore standing. (3 s.h.) 

BUS 207 Media Survey See MED 207 in the Media Studies 

Section, pg. 126. (3 s.h.) 

BUS 210 Principles of Management Study of the theories, research 

and practice dealing with human behavior in an organizational 

setting. The areas covered include leading, planning, controlling, 

decision making, organizing, staffing, communicating and 

motivating. (3 s.h.)

BUS 260 E-Business Examines the use of technologies in today’s 

business environment. The course embraces the foundations of 

management in today’s technology word with focus on enhancing 

the value chain, customer relationship management, enterprise 

resource planning, supply chain management, e-procurement and 

strategic planning for both off-line and on-line business 

environments. (3 s.h.) 

BUS 305 Managerial Finance This course introduces the theory 

and concepts of corporate finance. Topics covered are risk and 

return, the time value of money, bond and stock valuation, the cost 

of capital, capital budgeting, and capital structure. Prerequisites: 

ACC 225 & 226, ECO 212 & 213, MAT 112. (3 s.h.) 

BUS 306 Management of Organizations This course covers the 

planning, organizing, leading, and controlling functions within the 

business enterprise. Additional focus will be placed upon the 

theories, research, and practices dealing with human behavior 

essential to the understanding of individuals and groups in 

organizations. (3 s.h.) 

BUS 307 Principles of Marketing An introductory course in 

marketing, focusing on the marketing concept. Emphasis is on 

consumer behavior, market segmentation, promotion, distribution, 

product decisions and pricing decisions. (3 s.h.) 

BUS 308 Persuasion: Process and Procedures See description 

under CST 308 in the Communication Studies & Theatre Section, 

pg. 116. (3 s.h.) 

BUS 309 Business and Professional Communication See 

description under CST 309 in the Communication Studies & 

Theatre Section, pg. 116. (3 s.h.) 

BUS 312 Leadership and Small Group Communication See 

description under CST 312 in the Communication Studies & Theatre 


BUS 313 Retail Management An introductory course in the field of 

retailing presenting the basic principles of store design, location of 

facilities, structure of the retail organization, retail personnel 

management, buying and pricing of merchandise, sales promotion, 

customer services and retail store control. Prerequisite: BUS 307. (3 

s.h.) 

BUS 315 Human Resources Management An in-depth study of 

the principles and methods of recruiting, selecting, training, 

evaluating, motivating and rewarding personnel. Prerequisite: BUS 

306. (3 s.h.) 

BUS 316 Personal Selling and Sales Management An 

introductory study of the marketing promotion mix focusing 

specifically on sales and the sales management function. Includes 

customer relations, consumer buying motives, sales presentation 

methods, social and ethical responsibilities of the salesperson and 

selection and training of salespeople. Prerequisite: BUS 307. (3 s.h.) 

BUS 319 International Business Provides an understanding of the 

various components involved in conducting international business. 

The areas covered include the study of cultural, political, legal, and 

economic environments, trade theory, the foreign exchange system, 

country evaluation and selection, marketing, export and import 

concerns, and overall global strategies. Prerequisite: BUS 306. (3 

s.h.) 

BUS 320 Business Law Legal principles underlying business 

relations, including contracts, agency and employment, negotiable 

instruments, personal property, bailments and sales. (3 s.h.) 

BUS 321 Law of Business Organizations Fundamentals covering 

the organization and operation of partnerships and corporations. 

Also includes segments on real property, estates, bankruptcy and 

pension law. (3 s.h.) 

BUS 331 Small Business/Entrepreneurship Designed to provide 

an understanding of the environments within which small businesses 

develop and function. The areas covered include starting a business, 

marketing products, operating a business, establishing financial and 

administrative controls and future concerns. In addition, the students 

will create an actual business plan and have the opportunity of 

experiencing the many phases of business development as the 

business plan is implemented. Prerequisites: BUS 306 and 307. (3 

s.h.) 

BUS 335 Operations Management An introductory study of 

operations management as a major functional area of manufacturing 

and service industries. The course covers the major decision areas of 

process, capacity, inventory, work force and quality through the 

application of management concepts and quantitative analysis. 

Prerequisites: BUS 306 and MAT 112. (3 s.h.) 

BUS 351 Organizational Behavior Examination of relevant 

management and behavioral science concepts, techniques and 

research essential to an understanding of individuals and groups in 

organizations. Includes the study of individual characteristics, 

communications, decision making, motivation, leadership, conflict 

management, change and organizational development. (3 s.h.) 

BUS 385 Advertising Agencies/Public Relations An introductory 

study of the marketing promotion mix focusing specifically on 

advertising and public relations. Special consideration is given to 

ethical concerns in the design and implementation of advertising and 

public relations strategy. Prerequisite: BUS 307. (3 s.h.) 

BUS 390 Selected Topics (1-4 s.h.) 

BUS 395 Internship (1-4 s.h.) 

BUS 401 Marketing Research The process of investigation and 

problem analysis through research and integration of marketing 

statistics, management and communications. Prerequisites: BUS 307 

and MAT 233. (3 s.h.) 

BUS 405 Investments This course introduces concepts and models 

of investments. Topics covered are stock markets, valuations, 

portfolio management, and options and futures. Prerequisite: BUS 

305. (3 s.h.) 

BUS 408 Marketing Management A managerial approach to 

application of basic marketing concepts. Many marketing concepts 

are explored in-depth through the use of readings and cases. 

Prerequisite: BUS 307. (3 s.h.) 

BUS 410 Practices of Supervisory Management Designed to 

present the basic concepts and skills necessary for effective 

supervision of people at work. Includes the role and environments of 

supervision, the basic functions and techniques of effective 

supervision and the human relations of effective supervision. 

Prerequisite: BUS 306. (3 s.h.) 

BUS 417 Advanced Finance This course covers the theory and 

concepts of corporate finance in depth. Topics covered are financial 

analysis and planning, valuations, capital budgeting, capital 

structure, and dividend policy. Prerequisite: BUS 305. (3 s.h.) 


113

BUS 419 International Marketing Provides an analysis of world 

markets, their respective consumers and environments and the 

marketing management required to meet the demands of true world 

markets in a dynamic and ever changing setting. Prerequisite: BUS 

307. (3 s.h.) 

BUS 421 Business Ethics Provides students the opportunity to 

carefully investigate current ethical issues that exist in the business 

environment, to apply critical thinking techniques to the opinions 

and statements that they read and hear, to debate the various points 

of view in the classroom setting and to promote personal resolution 

of each ethical issue. Prerequisite: Senior standing. (3 s.h.) 

BUS 427 Problems in Business Policy Integrates all of the business 

functions through a process involving strategic management and 

analysis, implementation and evaluation. This will assist the student 

in developing the comprehensive understanding necessary for 

making sound business decisions. The areas covered include 

development of mission statements, analysis of internal and external 

environments, formulation of strategic plans and methods of 

implementation. Prerequisite: Senior standing. (3 s.h.) 

BUS 491, BUS 492 Independent Study (1-4 s.h. each) 

Chemistry (CHE) 

CHE 111 General Chemistry I A survey of general chemistry 

including measurement, atomic structure, bonding, reaction, 

stoichiometry and states of matter. Suitable for all Natural Science 

Area majors. Laboratory. Prerequisite: High school chemistry and 

algebra. (5 s.h.) 

CHE 112 General Chemistry II Continuation of the survey of 

general chemistry including solutions, acids and bases, equilibrium 

and electrochemistry. Laboratory. Prerequisite: CHE 111. (5 s.h.) 

CHE 121 Introduction to Chemistry A brief survey of general 

chemistry, suitable for satisfying the University liberal arts science 

requirement or for students who do not intend to take any additional 

chemistry courses beyond CHE 122. Laboratory. Prerequisite: 

Algebra or consent of instructor. (4 s.h.) 

CHE 122 Introduction to Organic and Biochemistry A brief 

survey of organic chemistry and biochemistry, including classes of 

organic compounds, biomolecules and intermediary metabolism. 

Suitable for students in allied health fields. Laboratory. Prerequisite: 

CHE 121 or CHE 112. (4 s.h.) 

CHE 211 Organic Chemistry I A study of the structure, 

identification and behavior of carbon compounds applying the 

principles of bonding and mechanisms of reaction. Laboratory. 

Prerequisite: CHE 112. (4 s.h.) 

CHE 212 Organic Chemistry II A study of the structure, 

identification and behavior of carbon compounds emphasizing the 

use of UV, IR, NMR and mass spectroscopy theory and technique. 

Laboratory. Prerequisite: CHE 211. (4 s.h.) 

CHE 290 Scientific Literature An introduction to using the 

scientific literature to find and evaluate information and to construct 

a research paper. Types of sources will be evaluated critically as to 

content, relevance, and reliability. Writing in the “scientific” style 

suitable for communicating clearly through a scientific paper will be 

practiced. This course is required only of those students who have 

chosen a Chemistry or Chemistry Pre-Medical major as their single 

major. It satisfies the USF critical thinking course requirement. 


Prerequisites: CHE 111, 112, and 211. (2 s.h.) 

CHE 305 Biochemistry A study of the chemistry of life processes, 

including classes of biomolecules, enzymes and intermediary 

metabolism. Laboratory. Prerequisite: CHE 211. (4 s.h.) 

CHE 311 Physical Chemistry A study of behavior of chemical 

systems, emphasizing classical thermodynamics and bonding theory. 

Laboratory. Prerequisites: CHE 112 and MAT 204 (Calculus). (4 

s.h.) 

CHE 332 Quantitative Analysis A study of the theory and practice 

of gravimetric and volumetric analysis, including potentiometric and 

spectrophotometric methods. Laboratory. Prerequisite: CHE 112. (5 

s.h.) 

CHE 400 Laboratory Management A study of the techniques and 

skills of laboratory practice and management, including organization 

and maintenance of supplies, collection and disposal of hazardous 

substances, setting up laboratory experiments, supervising students 

in a laboratory situation and evaluating laboratory reports. 

Prerequisites: Two courses in chemistry. (1-3 s.h.) 

CHE 403 Advanced Topics Discourse on selected advanced topics 

in chemistry. May be repeated with change of topic. Prerequisites: At 

least three chemistry courses. (4 s.h.) 

CHE 491, 492 Independent Study Individual research in all fields 

of chemistry. Students investigate a problem through combined 

library and laboratory work. (1-4 s.h.) 

Computer Science (COM) 

COM 104 Computer Solutions to Information Problems 

Students will enhance their abilities to manage, analyze and present 

information by using modern computer technologies. Emphasis will 

be put on problem definition, structured solution of subordinate 

problems and identification of appropriate problem-solving 

methodologies. Laboratory work will use three principal types of 

computer applications: databases for management of information, 

spreadsheets and other programs for information analysis, and word 

processing or desktop publishing for effective information 

presentation. Other topics include use of the Internet as an integral 

part of the course, the societal effects of information technologies, 

the Windows environment and an introduction to programming. This 

course satisfies the University’s liberal arts core requirement in 

Computer Science. (3 s.h.) 

COM 201 Introduction to Computer Science I The first of a two 

semester introduction to concepts of computer science, emphasizing 

computer programming. The C# programming language provides a 

more accessible introduction to structured and object-oriented 

programming than previous languages. Students also enhance 

proficiencies in using application software such as web page 

development. COM 201 is prerequisite to all higher courses in 

Computer Science and Computer Information Systems and 

familiarizes students of mathematics, other sciences or business with 

the techniques of information processing and mathematical 

modeling. No previous programming experience is expected. 

Prerequisite: MAT 112 or its equivalent. Credit in this course may be 

applied toward a Mathematics major. Satisfies the University’s 

liberal arts core requirement in Computer Science. (4 s.h.)

COM 202 Introduction to Computer Science II The second 

semester of a general introduction to computer science, emphasizing 

computer programming. The C++ language continues the 

development of object-oriented programming techniques from the 

C# foundation of COM 201. The course is designed to meet the 

needs of science, engineering and mathematics majors in gaining 

facility with the techniques of modeling and analysis, and to equip 

Math Education majors with programming skills for use in the 

classroom. Emphasis continues on systematic problem solving and 

the use of powerful programming tools such as the Standard 

Template Library. Prerequisite: COM 201. (4 s.h.) 

COM 230 Computer Systems Architecture An introduction to 

computer architecture. Topics include the levels of computer 

organization, the organization of processors, and assembly language 

programming. The assembly-language section provides basic 

concepts of programming systems and computer architecture – 

including organization of memory, central processors, I/O devices, 

instructions and data types. Prerequisites: COM 202 and COM/MAT 

306. Laboratory arranged. (3 s.h.) 

COM 241 Visual Programming in the Classroom Modern 

computer programming approaches that are rapid in program 

development, attractive in appearance and intuitive in use. This 

course is designed to introduce students to structured programming 

and to graphical and event-driven paradigms through the use of 

Visual Basic for Windows. The emphasis will be on problem solving 

using a top-down approach of breaking a major problem or program 

into more manageable sub programs or modules. The ease of use of 

the language and the attractive visual results should promote use in 

the classroom, both for computer instruction and for design of 

educational demonstrations. Prerequisite: COM 104. (2 s.h.) 

COM 300 Numerical Methods Mathematical techniques most 

needed by those engaged in computational mathematics. Topics 

include numerical integration, optimization, polynomial 

approximation, matrix inversion, and approximate solutions to 

boundary value problems. Prerequisites: COM 201 and MAT 204, 

with COM 202 and COM/MAT 306 recommended. Credit in this 

course may be applied toward a Mathematics major. (3 s.h.) 

COM 301 Alternatives in Visual Programming Windows GUI 

programming alternatives, including Delphi and the suite of 

languages that comprise Visual Studio.NET, are assuming an 

important place in the computer work environment. This course will 

equip future professionals with the concepts and skills of program 

development using C# and Visual Basic.NET. Topics will include the 

Common Language Runtime and the interoperability of the dotNET 

languages. Prerequisite: COM 201 (3 s.h.) 

COM 302 Introduction to Linux The UNIX operating system is 

characterized by its stability and scalability. These characteristics 

make it appropriate for mission-critical and server operations. Many 

network installations utilize UNIX or LINUX servers connected to 

clients running varying operating systems. Born of the need for an 

inexpensive version of UNIX, LINUX was created in 1991 and in 

several distributions is increasingly popular. This course primarily 

studies LINUX, including installation, security features and 

networking. Both command-line and graphic interfaces are 

explored. Prerequisites: COM 202 or 301. (3 s.h.) 

COM 306 Discrete and Algorithmic Mathematics An 

introduction to the mathematical basis of computer science. Includes 

an introduction to logical reasoning, counting and finite probability, 

the rudiments of sets, functions, relations, recurrence relations and 

difference equations, graph theory, finite state machines, formal 

languages and Boolean algebra. Prerequisite: COM 201. (3 s.h.) 

COM 310 Information Systems Analysis This first course in 

object-oriented systems analysis introduces the Uniform Process 

(formerly, the Unified Software Development Process). Students 

participate in all phases of systems and software development during 

the major term project. Modeling in UML and an introduction to the 

Software Capability Maturity Model, along with other aspects of 

project development and management, prepare students for 

managing and developing information systems. Prerequisites: COM 

202 or COM 301. (3 s.h.) 

COM 315 Organization of Programming Languages The 

structure of programming languages is explored first through the 

example of Java. As Java is learned, its design and operation is 

contrasted with that of C++ or C#. Concepts such as interpreted 

language, garbage collection, a virtual machine, and language 

portability are developed. Other topics are introduced as additional 

languages such as Lisp are also learned in this course. Prerequisites: 

COM 202 and COM/MAT 306. (3 s.h.) 

COM 318 Database Management Systems The study of database 

management systems introduces the theory of the relational model, 

entity-relationship diagrams, functional dependencies, and 

normalization. A term project requires students to design and 

implement a database using MS Access. Students will write SQL for 

database definition and for efficient information retrieval. Other 

topics may include stored procedures, database assertions, database 

programming, transaction processing, and database recovery and 

security. This course provides the theoretical understanding for 

making informed design decisions as well as the practical skills 

needed for the management of or participation in the development of 

database information systems. Prerequisites: COM 202 or COM 

301. (3 s.h.) 

COM 320 Structure and Logic of Digital Computers An 

introduction to digital logic design. This course uses simple logic 

gates as the basis for constructing the more complex circuits leading 

to modern computer systems. The central focus is the developing 

digital logic circuits from component logical gates using 

optimization techniques such as Karnaugh maps. Students will also 

study the operation of the transistor as a logic gate and the 

development of CMOS technology. Other topics include adders, 

flip-flops, counters, multiplexers, decoders, finite state machines and 

languages for expressing digital logic. Prerequisites: COM 202 and 

COM/MAT 306. Laboratory arranged. (4 s.h.) 

COM 322 Operating Systems Operating systems are sets of 

software that serve users by managing all the resources which we 

describe as a computer. Distinguished from applications, operating 

systems are responsible for controlling processes, storage 

management and internal security and protection. If computers are 

networked, the operating system is further responsible for managing 

and cooperating with the shared resources. All these concepts are the 

subject of this course. Prerequisite: COM 202. (3 s.h.) 


115

COM 340 Algorithms and Objects in C++ Programming 

techniques for creating efficient solutions to fundamental computer 

problems are developed using object classes and C++. Concepts of 

data structures are extended to include reusable program modules 

containing both information and algorithmic methods. Algorithms 

explored include those for searching, sorting, string processing and 

graphing. Introduction to complexity and efficiency analysis. The 

course’s dual emphasis is the understanding of principal algorithmic 

problem-solving techniques and the application of these techniques 

using C++ object-oriented programming. Prerequisites: COM 202 

and COM/MAT 306. (3 s.h.) 

COM 390 Special Topics in Computer Application Provides 

experience in all areas of computing. Students participate in solving 

a significant information processing problem. Interested students 

should contact the instructor for specific topics for that term. May be 

repeated with change in topic. Prerequisites: COM 202 and 

COM/MAT 306. (3 s.h.) 

COM 395 Internship A phase of practical on-the-job training. 

Students may acquire experience in applying their learning in the 

areas of either computer hardware or software at local firms that use 

computers as a major computing tool. Prerequisites: COM 202, 

COM/MAT 306, and approval of a Computer Science faculty 

member and the student’s academic advisor. (2-4 s.h.) 

COM 490 Senior Seminar A capstone experience drawing on skills 

and understanding developed throughout the undergraduate 

program. Significant attention is given to weaving the various 

strands of the programs into a coherent whole, as well as refining 

writing and presentation skills in forms appropriate to the discipline. 

Prerequisite: at least 9 s.h. of 300-level coursework in Mathematics 

or Computer Science. (1 s.h.) 

Criminal Justice (CRJ) 

CRJ 203 Introduction to Criminal Justice An overview of the 

criminal justice system and its component parts (police, prosecution, 

defense, courts, correctional institutions, and community-based 

corrections). The objective of this course is to provide an orientation 

to the discipline from both a professional and academic perspective. 

(3 s.h.) 

CRJ 218 Field Observation in Criminal Justice An opportunity to 

observe the agencies and actions that support the criminal justice 

system. Observations are arranged to match both the individual 

interests and wide exposure to the criminal justice system. 

Prerequisite: CRJ 203 or consent of the instructor. (1-2 s.h.) 

CRJ 220 Criminal Law and Procedure A study of criminal 

responsibility as it relates to substantive law, contributing and 

limiting conditions, and criminal defenses. Topics include various 

types of crime, the elements necessary for an action to become a 

crime, the mental states of offenders, defenses based on reduced or 

impaired capacity, and procedural rights or requirements. 

Prerequisite: CRJ 203 or consent of the instructor. (3 s.h.) 

CRJ 233 Statistics for the Behavioral Sciences See description 

under SOC 233 in the Sociology Section, pg. 131. (3 s.h.) 

CRJ 250 Methods in Social Research See description under SOC 

250 in the Sociology Section, pg. 131. (3 s.h.) 

CRJ 305 Juvenile Justice A survey of juvenile crimes, laws, 

prosecution, defense, courts, procedures, correctional strategies, 

rehabilitation, and prevention. Emphases include the rights, 


protections, and needs of minors; use of force; and both formal and 

informal interventions. Prerequisite: CRJ 203 or consent of the 


CRJ 320 Rules of Evidence An analysis of the rules of evidence, 

including burden of proof, real and circumstantial evidence, hearsay 

and character evidence, documentary and forensic evidence, 

confessions and admissions, witnesses, privileged communications, 

and constitutionally protected evidence. Prerequisite: CRJ 203 or 

consent of the instructor. (3 s.h.) 

CRJ 370 Criminal Justice and Community Relations A survey of 

relations between communities and programs for law enforcement 

and corrections. Topics include public participation, visitation 

policies, community service, probation, parole, electronic 

monitoring, house arrest, pre-release programs, work release and 

school-release programs, halfway houses, public notification 

programs, and community-based programs. Prerequisite: CRJ 203 

or consent of the instructor. (3 s.h.) 

CRJ 390 Special Topics An exploration of topics of current interest 

or those not covered in other courses. (1-3 s.h.) 

CRJ 405 Constitutional Issues and Criminal Justice Cases A 

comprehensive study of constitutional principles governing law 

enforcement, corrections policies, and the rights of individuals. 

Emphases include criminal conduct, search and seizure, 

interrogation of suspects, incarceration and the use of force, appeals, 

death penalty, and rules of evidence. Special attention will be given 

to recent cases and trends. Prerequisites: CRJ 203 and CRJ 220 or 


CRJ 420 Policing: Operations and Issues A survey of police 

responsibilities, techniques, practice and issues, including patrol 

functions, crime prevention and control, investigations, civil 

disorders, emergencies, community relations, coping with stress, 

managing resources, and professional ethics. Prerequisite: CRJ 203 


CRJ 430 Corrections: Operations and Issues An analysis of 

policies and practices in correctional systems, including 

incarceration, strategies for controlling and changing criminal 

behaviors, inmate life, institutional management, modes of 

assessment, and community-based programs. Prerequisite: CRJ 203 


CRJ 470 Practicum Supervised work with an approved placement 

in law enforcement, prosecution, defense, corrections, investigation, 

juvenile justice, or other placements depending on interest and 

availability. Prerequisite: CRJ 203 and senior status. (2-3 s.h.) 

CRJ 491, 492 Independent Study Topics will be determined by 

student interest and faculty expertise. Prerequisite: Consent of the 

instructor and junior or senior status. (1-3 s.h.) 


(CST) 

CST 100 Fundamentals of Communication A theoretical and 

practical introduction to the process of communication. Students 

study a variety of subjects such as communication models, 

interpersonal communication, group communication, nonverbal 

communication and public speaking. (3 s.h.)

CST 113, 213, 313, 413 Practicum in Communication Studies A 

theoretical and practical study of the process of oral communication. 

The course is specifically tailored to each individual student and 

designed to introduce concepts involved in the communication 

process across a number of communication situations. Registration 

by permission of the instructor. Limited Enrollment. Prerequisite: 

CST 100. (1 s.h. each) 

CST 117, 217, 317, 417 Participation in Theatre Preparation for 

and participation in various theatrical presentations. One credit may 

be obtained for each year in which a student is an active contributor 

to the main productions of the University. Limited to four credits. 

Recommendation of the Communication Studies & Theatre 

Department is required. (1 s.h. each) 

CST 118, 218, 318, 418 Theatre Lab: Technical Practical 

experience in building, painting and designing scenery for campus 

productions. Credit may also be obtained for costuming, stage 

lighting, house management and promotion. 40 hours of 

participation are required. May be repeated four times for credit in a 

university career. (1 s.h. each) 

CST 200 Introduction to Theatre A survey of the techniques, 

practice, criticism, and literature of the theatre for all students 

interested in the dramatic arts. (3 s.h.) 

CST 201 Musical Theatre Workshop This class is a study of 

musical theatre resulting in actual performance. History, musical 

direction, choreography, audience analysis and specific musical 

theatre performance techniques will be addressed. (3 s.h.) 

CST 209 Oral Interpretation of Literature The study of literature 

through the medium of oral performance. Selection of literature, 

audience analysis, original composition, reader’s theatre, liturgical 

program development, as well as the principles and performance 

skills of oral interpretation will be covered. (3 s.h.) 

CST 210 Theatre: Beginning Acting A study of the art of acting. 

This basic approach to acting includes relaxation techniques, 

auditioning skills, sensory work, and actual scene performance. (3 

s.h.) 

CST 260 Applied Theatre–Design Course content will be designed 

for each individual in consultation with the department supervisor. 

This includes planning and participation in the production of a play. 

(2 s.h.) 

CST 261 Theatre Production Course includes practical techniques, 

materials and artistic styles involved in mounting a play for 

production. Both contemporary and traditional concepts are 

explored and analyzed. (2 s.h.) 

CST 300 Communication Arts Colloquium The course consists of 

weekly colloquia. Presentations are made principally by students 



senior Communication Studies & Theatre majors, each of whom 

must give a presentation. Specific requirements for each major 

program are supervised by the individual sector advisors. Juniors 

and seniors outside the area may register and make presentations 

with prior approval by a Communication Studies & Theatre faculty 

sponsor. Prerequisite: Junior or senior classification. (1 s.h.) 

CST 305 Theatre History I This course surveys the evolution of 

theatre, from Ancient Greece through the French Neoclassical 

Theatre. The course will examine the various social, political, 

religious, cultural and aesthetic functions of ritual and theatre as they 

relate to the history of the stage, the evolution of stagecraft, 

performance conventions and acting techniques. We will study 

scripts, not so much as dramatic literature, but as they exemplify 

ideas about the purpose of theatre within their particular, historical 

moments. (3 s.h.) 

CST 306 Theatre History II This course surveys the evolution of 

theatre, from the English Restoration to Contemporary Theatre. The 

course will examine the various social, political, religious, cultural 

and aesthetic functions of ritual and theatre as they relate to the 

history of the stage, the evolution of stagecraft, performance 

conventions and acting techniques. We will study scripts, not so 

much as dramatic literature, but as they exemplify ideas about the 

purpose of theatre within their particular, historical moments. (3 s.h.) 

CST 308 Persuasion: Process and Procedures The study of 

theories and principles related to the use of communication as a 

means to achieve change. Emphasis will be placed on understanding 

the factors, processes and message strategies associated with 

persuasion and motivational analysis in interpersonal and public 

communication situations. (3 s.h.) 

CST 309 Business and Professional Communication The 

productivity of organizations depends on effective oral 

communication between people. This course takes a developmental 

approach by combining theory, research and applications for 

improving interpersonal and public effectiveness in organizations. 

Prerequisite: CST 100. (3 s.h.) 

CST 310 Directing A study of the principles and techniques of 

directing plays. Course includes student investigation of play 

selection, casting, the rehearsal, process, character, development, 

production elements, performance mounting and actor-director 

relationship. (3 s.h.) 

CST 311 Argumentation This course is designed to provide 

students with a practical understanding of argument and debate. 

Study focuses on an integration of formal and informal logic, and 

fallacies and arguments in a theoretical and practical format. This 

course incorporates the standards in school and public debating. 

Prerequisite: CST 100 and CST 309. (3 s.h.) 

CST 312 Leadership and Small Group Communication The 

study of the theory and practice of interaction and communication of 

small groups. Emphasis will be placed on group dynamics, 

leadership theory and skills, decision-making and problem-solving, 

conflict management, critical thinking and the task dimension of 

groups. Prerequisite: CST 100. (3 s.h.) 

CST 319 Public Presentations Students will explore the foundations 

and fundamentals of public discourse: audience analysis and 

adaptation, speech preparation and organization, support material, 

and technological aids to presentational speaking. The course will 

also address ethics in communication, communication 

apprehension, and critical listening and thinking skills. To 

demonstrate mastery of the knowledge and skills, students will 

prepare and deliver informative, persuasive, argumentative and 

special occasion speeches in a variety of presentational formats, 

including extemporaneous, impromptu and manuscript delivery. 



117

CST 320 Stage Management This course is a study of the 

responsibilities, organization and methods used in the operations of 

the stage manager. The course offers a study of special problems and 

consideration of stage management in and out of rehearsals and the 

boardroom. This course requires implementation of communication 

theory to be used in production team and global managerial 

meetings. (3 s.h.) 

CST 321 Shakespeare and the Early Renaissance See description 

under ENG 321 in the English Section, pg. 120. (3 s.h.) 

CST 325 Methods in Teaching Theatre and Speech 

Communication This course introduces the major methods used by 

the classroom teacher. Topics covered are curricular materials, 

teaching methods, communication strategies, classroom 

management models and evaluation techniques. (3 s.h.) 

CST 340 Intermediate Acting A continuation of Beginning Acting 

including textual and character analysis, techniques of genre and 

period performance, vocal development and movement style. 


CST 351 Communication and the Classroom Teacher This 

course provides the prospective teacher with an overview of the 

principles of classroom communication and shows how those 

principles can be applied to the face-to-face interactions of the 

classroom setting. It is designed both with the theoretical and 

pragmatic, providing students with the rationale for using certain 

communication strategies and the practical means to utilize those 

strategies in the classroom. Prerequisite: CST 100. (3 s.h.) 

CST 361 Playwriting An introductory course focusing on the 

techniques, styles, and conventions for writing for the stage and 

screen. Students will develop skills and gain experience in 

composing scripts and will work on several projects throughout the 

course. (3 s.h.) 

CST 409 Special Topics in Communication Studies and Theatre 

Advanced study to meet the needs and interests of the students. 

Courses include Dramatic Literature, Religion and Theatre, 

Children’s Theatre, Speech Composition, Creative Performance, 

Intercultural Communication, and Contemporary Theatre. (1-3 s.h.) 

CST 460 Senior Project During the senior year, all 

Communication Studies & Theatre majors are required to present or 

complete a project in their area of specialization. Projects are 

required to be cleared in advance with the Department early in the 

final year. (3 s.h.) 

CST 491, 492 Independent Study Guided independent study, 

research, internship or travel. Prerequisite: Consent of the instructor. 

(1-3 s.h.) 

Economics (ECO) 

ECO 212 Principles of Microeconomics An analysis of the 

principles supply and demand, the theory of the firm, the theory of 

markets, market resource allocation, environmental economics, and 

antitrust. (3 s.h.) 

ECO 213 Principles of Macroeconomics Analysis of the economy 

as a whole. Emphasis on problems of unemployment, inflation, 

fiscal and monetary policy and international trade. (3 s.h.) 

ECO 303 Money and Banking A study of the functioning of 

money and the banking system and their interrelationship with the 

rest of the economy. Attention is given to the role of the Federal 


Reserve System as it affects the economy through its monetary 

policy. Prerequisites: ECO 212 and 213. (3 s.h.) 

ECO 320 Managerial Economics This course is devoted to the 

study of the economic analysis of the firm as a framework for 

business decision-making. Topics include demand and cost analysis, 

and market structures and advanced pricing decisions. (3 s.h.) 

ECO 349 Intermediate Microeconomics Covers how producers 

and consumers, acting through the market, determine the prices and 

outputs of goods and the allocation and income of productive 

resources. The course is divided into three parts: Theory of the 

Consumer; Theory of the Firm; and Theory of Markets. 

Prerequisites: ECO 212, 213, COM 104, and MAT 112. (3 s.h.) 

ECO 350 Intermediate Macroeconomics The use of theoretical 

tools to explain the determinants and measurements of the level and 

changes in aggregate income, employment, investment and the price 

level; Keynesian and neoclassical approaches are examined, as well 

as application of economic theory to problems of national income 

policy and economic growth. Prerequisites: ECO 212 and 213. (3 

s.h.) 

ECO 395 Internship (1-4 s.h.) 

ECO 405 Environmental Economics Some of the issues covered 

are the economic analysis of problems caused by the impact of 

economics activities of society on the environment, and of the public 

and private policies that could be used for environmental 

improvement. Prerequisites: ECO 212 and 213. (3 s.h.) 

ECO 451 Industrial Organization An in-depth analysis of perfect 

competition, monopoly, oligopoly and game theory, along with 

analysis of antitrust and current business practices from an ethical 

and faith-based viewpoint. Prerequisites: ECO 212, 213, COM 104, 

and MAT 112. (3 s.h.) 

ECO 452 International Finance and Trade A study of the 

mechanism of international trade and finance, economic effects of 

trade policies and payment systems and an evaluation of current and 

present policies. Prerequisites: ECO 212 and 213 or consent of 


ECO 460 Economic Research Methods This course comprises 

integrating of both theoretical and empirical methodology to a 

specific economic problem. This course provides students a strong 

background in economic problem solving and analysis. Possible 

economic problems: Sports Industry, Health Care Industry, Antitrust, 

and others. Prerequisites: ECO 212, ECO 213 and MAT 233 or PSY 

250. (3 s.h.) 

Education (EDU) 

EDU 201 Foundations of Education An introduction to the history, 

philosophy and purposes of American schools; to teaching as a 

profession and to problems, issues and trends in education today. 

Career opportunities in education and certification requirements are 

reviewed. (3 s.h.) 

EDU 202 Exceptional Students An introductory study of the 

history, philosophy and legal implications of the education of the 

exceptional child. Includes identification and classification of 

various exceptionalities and the identification of effective 

educational strategies, with opportunities to meet with community 

resource persons. (3 s.h.)

EDU 218 Paraprofessional in Education This course offers one of 

the first field experiences in the teacher education program. Teacher 

education candidates work as teacher assistants for a minimum of 

120 clock hours. Candidates are encouraged to select a school that 

has a diverse population. Performance evaluation serves as one 

admission criterion for admittance into the teacher education 

program. Most candidates complete the paraprofessional during the 

January Interim of 16-18 days. (4 s.h.) (P/NC) 

EDU 230 Foundations of Early Childhood/Kindergarten A 

critical review of research in child development and theories of 

learning in relation to early childhood programs. This course will 

involve fieldwork in a series of visits and observations to a variety of 

early childhood sites. A foundation will be laid for the understanding 

of Developmentally Appropriate Practice in early childhood 

programs. (3 s.h.) 

EDU 231 Native American Studies for Educators A study of the 

backgrounds and ways of life of the Native American peoples, 

especially of those in America. The course includes the study of 

methods and techniques to enhance the learning opportunities for 

Native American children in the elementary, secondary, or K-12 

classroom. This course fulfills the requirement for South Dakota 

teacher certification. (3 s.h.) 

EDU 235 Early Childhood/Kindergarten Methods An 

investigation and development of early childhood curricula as a 

reflection of the developmentally appropriate needs of children from 

ages 3-6. Practical experience in an early childhood/kindergarten 

setting is included. (3 s.h.) 

EDU 240 Technology in Education Designed as an introductory 

computer applications course for teachers, this class provides 

experience in technology programs for K-12 classrooms. The course 

includes hands-on experience with telecommunications, 

multimedia, hypermedia, and K-12 software programs. Candidates 

also prepare a web site for portfolio preparation. (3 s.h.) 

EDU 250 Parent and Community Relations This course will assist 

candidates in establishing relationships and partnerships with 

families and with the community to promote healthy development of 

children. Interactions with and on behalf of families will be the focus 

of learning and practice. (3 s.h.) 

EDU 260 Language Development This course will examine 

language development theories, brain development and its impact on 

the acquisition of language, as well as normative language 

development. Techniques and materials to facilitate language and 

cognitive development for early childhood/kindergarten education 

will be explored. Candidates will be responsible for planning and 

implementing language based activities, as well as observing 

language development of children enrolled in ECE settings. (3 s.h.) 

EDU 270 Telecommunication in the Classroom Focus of the 

course is on using telecommunication tools in K-12 classrooms. 

Topics include professional resources, in-class materials, 

communication and publishing mediums, and equity, ethics, legal, 

and human issues concerning the Internet. (2 s.h.) 

EDU 271 Multimedia for Educators This course covers the use of 

interactive multimedia for instruction. It includes the use of scanners, 

digital cameras, CDs, presentation software, presentation 

equipment, evaluation of K-12 multimedia software, and research of 

multimedia projects in K-12 classrooms. (2 s.h.) 

EDU 275 Hypermedia for Educators An introduction to 

hypermedia authoring tools and their role in education. The course 

provides hands-on experience in learning how to develop curriculum 

using Hyperstudio. Exposure to other hypermedia programs is 

included. (2 s.h.) 

EDU 290 K-12 Technology Methods Content, management and 

teaching strategies are examined. Field-based laboratory experiences 

in K-12 classrooms are included. (3 s.h.) 

EDU 300 Early Childhood Practicum Practicum experience 

during January Interim or throughout the semester for 130 clock 

hours in an approved early childhood setting under the direction and 

supervision of a certified teacher and university supervision. 

Application deadline for Fall practicum is Feb. 10. Application for 

Spring and Interim practicum is Oct. 10. Prerequisite: Completion of 

approved coursework for the Early Childhood Endorsement. (3 s.h.) 

(P/NC) 

EDU 306 Educational Psychology and Evaluation The 

application of psychology to educational practice, emphasizing 

psychological foundations of learning and learning styles. Includes 

an overview of evaluation processes such as the development of 

instructional objectives, test construction, portfolio assessment and 

grading. Prerequisite: Acceptance into the Teacher Education 

Program. (3 s.h.) 

EDU 311 Secondary Content Area Reading This course will 

prepare candidates to use and adapt content area reading strategies. 

Topics covered are curricular materials, reading strategies, 

evaluation techniques, reluctant and/or delayed readers, cross 

discipline projects that promote a literate community. Prerequisite: 

Acceptance into the Teacher Education Program (2 s.h.) 

EDU 315 K-8 Social Studies Methods This course will help 

prepare students to become effective social studies educators capable 

of teaching K-8 students the content knowledge, the intellectual 

skills, and the civic values necessary to fulfill the responsibilities of 

citizenship in a democracy. Special attention is given to national and 

state social studies standards, effective teaching strategies, 

assessment, addressing the individual and cultural diversity of all 

learners, developing a unit of study, integrating technology, and 

designing materials that are appropriate for K-8 social studies. Field 

experience in a K-8 classroom will also be completed. Prerequisite: 

Acceptance into the Teacher Education Program. (2 s.h.) 

EDU 314 K-8 Math Methods Sequential development of 

mathematical concepts using inquiry and other learning approaches 

is explored. Students will gain an ability to design, deliver, and 

evaluate a variety of instructional strategies that incorporate learning 

resources, materials, technologies, and national and state standards 

for mathematics appropriate for K- 8. Field experience in a K-8 

classroom will also be completed, focusing on assessing and 

planning instruction for an individual student. Prerequisite: 

Acceptance into the Teacher Education Program. (2 s.h.) 

EDU 316 K-8 Science Methods National and state science 

standards that focus on K-8 students' needs and specific learning 

environments will be addressed through practical applications of 

research in the classroom. Students will be encouraged to read and 

think about science and how to teach it through group interaction and 

activities. Problem solving, science in everyday life, integrating 

technology, inquiry –based learning, assessment, scientific methods, 

curricular materials, instructional strategies, and science issues are 

topics that will be studied. Field experience in a K-8 classroom will 

also be completed. Prerequisite: Acceptance into the Teacher 

Education Program. (2 s.h.) 


119

EDU 319 Early Literacy An introduction to theories of reading and 

literacy development and the teaching of communication skills: 

listening, speaking, writing and reading. Field-based laboratory 

experiences in a primary level elementary classroom is included. 

Prerequisite: Acceptance into the Teacher Education Program. (5 

s.h.) 

EDU 320 Middle Level Literacy This course will emphasize 

classroom comprehension and content reading strategies, readers’ 

workshop and writers’ workshops in the 4th-8th grade, working with 

struggling literacy learners, and identifying technology that supports 

the classroom program. All candidates involved in this class will be 

working with a struggling reader or teaching in middle level literacy 

classroom. Prerequisite: Acceptance into the Teacher Education 

Program. (3 s.h.) 

EDU 329 Secondary and Middle Level Methods Preparation for 

candidates to use and adapt effective instructional methods by 

introducing the major methods used by classroom teachers. Topics 

covered are curriculum materials, teaching methods, communication 

strategies, classroom management models, motivation, and 

evaluation techniques. The course will also include field based 

laboratory experiences in secondary and middle school classrooms. 


s.h.) 

EDU 330 Corrective Reading Practicum A laboratory course 

based in an elementary school that includes an intensive study of 

remedial methods and materials and their application in meeting the 

needs of the reader through an ongoing evaluation, diagnosis and 

prescribed teaching. Prerequisite: Acceptance into the Teacher 

Education Program. (3 s.h.) 

EDU 351 Human Relations This course is intended to teach 

candidates about social diversity, how to teach students from social 

situations different from our own, and how to teach to reduce 

prejudice and to increase harmony among groups. This course meets 

the South Dakota requirement for certification in teacher education. 


s.h.) 

EDU 390 Special Topics in Education Course offered at irregular 

intervals and determined by student and faculty interest, including 

such topics as: Classroom Organization and Management, Reading 

and the Arts, and Communication in the Classroom. Prerequisite: 

Acceptance into the Teacher Education Program and consent of the 

instructor. (1-3 s.h.) 

EDU 405 Instructional Management This course gives 

prospective teachers information, strategies, and understanding of 

the student teaching experience and the organization and 

management of classroom teaching. National and state performance 

standards and the Education Unit’s Curricular Framework, “Teacher 

as a Developing Professional” are used as a framework for the lesson 

plans in this course. The competencies and framework reflect 

effective teaching standards that carry with them the ultimate goal of 

improving student achievement. Prerequisite: Admission to Student 

Teaching. (3 s.h.) 

EDU 406 Student Teaching: Elementary Teaching in the 

elementary school under the direction and supervision of classroom 

and university teachers. Application deadline for Fall student 

teaching is Feb. 10. Application deadline for Spring student teaching 

is Oct. 10. Prerequisite: Admission to Student Teaching. (10 s.h.) 

EDU 407 Kindergarten Experience An intense field experience in 


Kindergarten during January Interim or throughout the semester for 

a total of 130 clock hours. Experience is conducted under the 

direction of a cooperating teacher and a university supervisor. 

Prerequisites: Admission to Student Teaching and completion of 6 

s.h. of early childhood coursework, including methods. A portfolio 

is also required. Application deadline is October 10 for Interim or 

spring semester placements or Feb. 10 for fall semester placements. 

(3 s.h.) 

EDU 409 Adolescent Psychology and Middle School Methods A 

study of the needs and modes of thought of young adolescent 

learners, combined with instructional strategies to meet those needs. 

Topics covered are choice and use of curricular materials, teaching 

methods, communication strategies, classroom management models 

and evaluation techniques. Field-based experience is included. 


s.h.) 

EDU 410 Foundations of Middle School Middle level education is 

that segment of education that encompasses early adolescence 

during the stage of life between the ages of 10 and 15. Middle 

schools must be grounded in the diverse characteristics and needs of 

these young people. The primary intent of this course is to minimize 

the gap between education theory and realities of dealing with 

students at this critical stage of life. In addition, the course content 

and activities will assist aspiring teachers in developing middle level 

education practices that are responsive to the special needs of 

children during these formative years. Prerequisite: Acceptance into 

the Teacher Education Program. (2 s.h.) 

EDU 412 Student Teaching: Secondary Teaching in the secondary 

school under the direction and supervision of classroom and 

university teachers. Application deadline for Fall student teaching is 

Feb. 10. Application deadline for Spring student teaching is Oct. 10. 

A portfolio is required as part of the application process. 

Prerequisite: Admission to Student Teaching. (10 s.h.) 

EDU 414 Student Teaching: K-12 Teaching in the elementary and 

secondary school in art or music under the direction and supervision 

of classroom and university teachers. Application deadline for Fall 

student teaching is Feb. 10. Application for Spring student teaching 

is Oct. 10. A portfolio is required as part of the application process. 

Prerequisite: Admission to Student Teaching. (10 s.h.) 

EDU 491 Independent Study Prerequisites: Consent of the 

instructor and the chairperson of the Education Area, and acceptance 

into the Teacher Education Program. (1-3 s.h.) 

English (ENG) 

LAR 111 Western Heritages I The first semester of the Traditions 

of the Western Heritage core sequence. The course is designed to 

provide students instruction and practice in writing expository 

essays. Additionally, the course seeks to cultivate each student's 

understanding of the meaning and value of a Christian liberal arts 

education through the study of ideas, themes, and texts that have 

influenced Western culture. Students explore works and culture 

from ancient Greece through the Reformation. Emphasis on 

careful reading, effective writing, critical thinking, and ethical 

awareness surround each topic of study. Supplemental 

assignments and activities outside of the traditional classroom are 

required. (4 s.h.)

LAR 112 Western Heritages II The second semester of the 

Traditions of the Western Heritage core sequence. While 

dedicated to the same fundamental objectives and emphases as its 

counterpart, Western Heritages II builds on the experiences of the 

first semester through a study of more modern works and themes, 

including inquiries into the Reformation, the Renaissance, 

romanticism, nationalism, the civil rights movement, and 

postmodernism. The writing component of Western Heritages II is 

centered on each student's preparation of a research paper. 

Supplemental assignments and activities outside of the traditional 

classroom are required. Prerequisite: LAR 111. (4 s.h.) 

ENG 200 Introduction to Literature An introduction to the study 

and appreciation of fiction, poetry and drama. Discussion of the 

methods and elements of the various genres. Practice in writing 

critical analysis of literary works. Prerequisite: LAR 111. (3 s.h.) 

ENG 220 World Literature: Major Authors A sampling of major 

authors in world literature (excluding British and American writers), 

with attention to the cultural context, the significant themes and 

literary forms. Prerequisite: LAR 111. (3 s.h.) 

ENG 221 British Literature: Major Authors A sampling of major 

British authors, with attention to their historical contexts and their 

predominant interests, themes, and literary forms. Prerequisite: LAR 

111. (3 s.h.) 

ENG 222 American Literature: Major Authors A sampling of 

major American authors, with attention to their historical contexts 

and their predominant interests, themes and literary forms. 

Prerequisite: LAR 111. (3 s.h.) 

ENG 240 Communication, Language and Grammar An 

introduction to communication theory and the theory of language 

description, and a review of grammar, drawing from the traditional, 

structural and generative-transformational approaches. Prerequisite: 

LAR 111. (3 s.h.) 

ENG 300 Literature for Children and Adolescents A study of the 

literature addressed specifically to children from preschool through 

adolescence. Exploration of the diverse types of literature for 

children and adolescents and discussion of the elements of the 

various genres will be included. (3 s.h.) 

ENG 311 Creative Writing A course designed to offer instruction 

and practice in the writing of poetry, fiction, and drama. Students 

will explore principles and elements from each genre through critical 

reading and writing. Prerequisite: Consent of the instructor. (3 s.h.) 

ENG 316 Studies in the Novel A study of the form and 

development of the novel from its beginnings to the present day, with 

attention to technique, theme and social context. Intensive reading of 

eight to ten major novels from the British, American and other 

cultural traditions. Prerequisite: ENG 200, 220, 221, or 222. (3 s.h.) 

ENG 321 Shakespeare and the Early Renaissance A study of 

selected plays of Shakespeare and the Elizabethan theater and a 

general survey of the non-dramatic poetry and prose of the period. 

Prerequisite: ENG 200, 220, 221, or 222. (3 s.h.) 

ENG 337 The Restoration and the Eighteenth Century A study 

of the prose, poetry, and drama of the period 1660-1800, including 

the works of Behn, Dryden, Swift, Pope, Fielding, Johnson, Burney, 

and others. Offered alternate years. Prerequisite: ENG 200, 220, 221, 

or 222. (3 s.h.) 

ENG 338 Modern British Literature A study of British literature 

from 1900 to 1945, with emphasis on such major writers as Kipling, 

Conrad, Wells, Lawrence,Yeats, Shaw, Forster, Joyce and Housman. 

Offered alternate years. Prerequisite: ENG 200, 220, 221, or 222. (3 

s.h.) 

ENG 339 The English Romantics A survey of the major Romantic 

writers in the context of their age, with emphasis on Blake, Austen, 

Wordsworth, Coleridge, Keats, and the Shelleys. Offered alternate 

years. Prerequisite: ENG 200, 220, 221, or 222. (3 s.h.) 

ENG 340 Victorian Literature A survey of the major Victorian 

writers in the context of their age with emphasis on Tennyson, the 

Brownings, Arnold, the Rossettis, Hopkins, the Brontës, Dickens, 

and Eliot. Offered alternate years. Prerequisite: ENG 200, 220, 221, 

or 222. (3 s.h.) 

ENG 341 Early American Literature A study of the writers of the 

American Renaissance and their contemporaries. Genres and themes 

important to the period will be studied in such writers as Emerson, 

Thoreau, Hawthorne, Melville, Whitman, Twain and Dickinson. 

Offered alternate years. Prerequisite: ENG 200, 220, 221, or 222. (3 

s.h.) 

ENG 343 Modern American Literature A study of the varied 

literary production of the late 19th and 20th centuries in America: 

novels of the realist and naturalist schools, the modern short story, 

the local colorist writings and poetry before World War II. Offered 

alternate years. Prerequisite: ENG 200, 220, 221, or 222. (3 s.h.) 

ENG 347 Recent American and British Literature A study of 

British and American literature since World War II. Emphasis on the 

past decade and the contemporary scene. Prerequisite: ENG 200, 

220, 221, or 222. (3 s.h.) 

ENG 360 Advanced Composition Study and practice in the art of 

writing expository prose. Working in a seminar setting, students 

perfect their rhetorical skills by analyzing the essays of professional 

writers, writing essays themselves, editing the papers of other class 

members and participating in critiques of papers in class. 

Prerequisite: Consent of the instructor. (3 s.h.) 

ENG 365 Other Voices An introduction to literature by and about 

Native Americans, African Americans, Asian Americans, Latinos, 

and/or an introduction to writers previously excluded from the 

traditional canon. Depending on the instructor, the course might also 

be devoted to writers from Third World countries and/or former 

colonial countries. The course explores issues of canonicity, identity, 

and postcolonialism, and examines the writers’ unique social and 

political perspective. Prerequisite: ENG 200, 220, 221, or 222. (3 

s.h.) 

ENG 370 Departmental Practicum in Teaching English 

Supervised practice in skills associated with the teaching of English. 

By observing and assisting university faculty in lower division 

English courses, the student has the opportunity to develop 

competencies in activities such as instructing in composition, 

grammar and literature; developing, presenting and grading 

exercises, tests and paragraph-to-paper-length writing assignments; 

and tutoring individual students to remediate deficiencies. 

Prerequisites: Junior or senior English Education major status and 

invitation to participate. (3 s.h.) 

ENG 395 Internship in Writing Practical experience in applying 

the skills of effective expository writing in a vocational setting such 

as a business or non-profit service organization. An off-campus 

supervisor and a faculty internship coordinator direct and certify the 

experience. Prerequisites: Junior or senior English major status and 

consent of English faculty. (2-4 s.h.) 

Undergraduate Course Descriptions 121

ENG 400 Business Communication and Report Writing A 

writing course designed to give the student instruction and practice 

in business letter writing, including the psychological approaches 

best suited to various situations. In addition, the student receives 

instruction in research techniques and writing strategies for business 

reports. Prerequisite: LAR 111. (3 s.h.) 

ENG 403 Teaching of English A study of methods of teaching 

literature, composition, grammar and reading at the secondary level. 

Consideration of philosophical bases and instructional objectives for 

the teaching of English. (3 s.h.) 

ENG 413 The History of Literary Criticism A study of the 

principal works of literary aesthetics and criticism from the classical 

to the contemporary. Offered alternate years. Prerequisite: At least 

two literature courses. (3 s.h.) 

ENG 424 The English Epic and Its Milieu A study of the epic 

tradition and a survey of the English epic, specifically Beowulf, The 

Canterbury Tales, and Paradise Lost. Along the way, students 

explore the literary milieu associated with each of these epics, 

providing broad survey of English literature from its beginnings 

through the seventeenth century. Prerequisite: ENG 200-level 

course. (3 s.h.) 

ENG 450 English Colloquium The course consists of presentations 

given by senior English majors who have worked closely with 

advisors in order to prepare the English Major Writing Portfolio, 

which serves as the source of content for the presentation. Faculty 

and guests, on occasion, may also be invited to give presentations. A 

grade of “A,” “B,” “C,” “D,” or “F” is assigned based on the quality 

of the presentation, the portfolio, and attendance. Prerequisite: 

Senior English major. (1 s.h.) 

ENG 490 Special Topics in English Studies of works and authors 

not covered in regular courses. Topics are determined by student and 

faculty interests. Prerequisite: Consent of the instructor. (1-3 s.h.) 

ENG 491, 492 Independent Study (1-3 s.h. each) 

Exercise Science (EXS) 

EXS 100 Introduction to Exercise Science An introduction to the 

discipline of exercise science and the understanding of physical 

activity that can be acquired through experience, scholarly study, and 

professional practice. Students will explore various physical exercise 

science professions and will have opportunities to assess personal 

career interests, skills and goals. (3 s.h.) 

EXS 200 Dimensions of Wellness Holistic exploration of the 

physical, emotional, social, intellectual, and spiritual dimensions of 

health and wellness. Students are encouraged to assess their personal 

health status and to consider lifestyle choices that can contribute to a 

healthy, fulfilling life. (2 s.h.) 

EXS 205 First Aid/CPR Basic knowledge of standard first aid and 

personal safety and skills for first aid/first responder situations. CPR 

certification included. (1 s.h.) 

EXS 210 Care and Prevention of Injuries Basic principles of risk 

management for the physically active. Students will also become 

familiar with common medical terminology, injury mechanisms, 

common injuries and injury treatment, and factors predisposing 

individuals to injury. In addition, students will participate in a taping 

and wrapping lab. (2 s.h.) 

EXS 213 Medical Terminology Working knowledge of 


terminology related to the human body in health and disease 

developed through descriptive definitions, practical applications, 

word combinations, and medical abbreviations. (2 s.h.) 

EXS 215 Ethical Issues in Sport Critical examination of common 

moral/ethical issues and questions related to competitive sport, such 

as cheating, racial and sexual discrimination, performanceenhancing 

drugs, violence, and other problems. Moral reasoning and 

values will be used to address a variety of issues and situations. (3 

s.h.) 

EXS 217 Science of Coaching Basic concepts from exercise 

physiology, biomechanics, sport nutrition, and sport psychology are 

applied to sport training, coaching strategies and techniques, 

leadership and group dynamics. (3 s.h.) 

EXS 220 Nutrition for Sport and Exercise Study of nutrition and 

its effects on the health, development and physical performance of 

the individual. Students have opportunities to analyze and evaluate 

food intake, a variety of nutritional literature and research, popular 

weight-loss or gain programs, nutritional supplements, and other 

nutrition-related issues. (3 s.h.) 

EXS 225 Anatomical Kinesiology Study of the structural 

components of human movement. Functional aspects of the bones, 

muscles and articulations are used in developing skills to analyze 

and improve human movement performance. (2 s.h.) 

EXS 300 Practicum Supervised experience in an exercise sciencerelated 

program, either on or off campus. (1-3 s.h.) 

EXS 301 Practicum in Sport This specialized practicum will give 

the student practical experience in the operations of sport, including 

the administration, organization, and training involved in daily sport 

operations. This will give the sport scientist a greater understanding 

of the training demands athletes face in their various sports, thus 

providing valuable information in developing effective training 

programs and information on dealing with those athletes. (3 s.h.) 

EXS 305 Facilities and Programs Introduction to information, 

skills and resources needed for effective planning, organizing, 

managing, and evaluating fitness/wellness programs and facilities. (3 

s.h.) 

EXS 310 Exercise Physiology Study of how the body functionally 

responds and adapts to exercise, focusing on the cardiovascular, 

pulmonary, nervous, muscular, endocrine, and metabolic/energy 

systems. (4 s.h.) 

EXS 315 Fitness Assessment Methods Provides introduction and 

laboratory experience in techniques for fitness assessments, exercise 

prescription, and the analysis and evaluation of assessment data. 

Prerequisite: EXS 310. (3 s.h.) 

EXS 320 Environmental Exercise Physiology This course 

emphasizes the investigation of the physiological components of 

human movement in differing environments (heat, cold, altitude, 

hyperbaria, microgravity, air pollution, weather, biorhythmic 

disturbances). Concepts relating to neuromuscular, metabolic, 

circulatory, and respiratory adaptations during exercise in differing 

environments are discussed in lecture, including theoretical and 

practical applications of exercise and training principles. 

Prerequisite: EXS 310. (3 s.h.) 

EXS 325 Biomechanics Study of the physical laws affecting human 

movement performance with applications to exercise and sport skill 

techniques. Prerequisite: EXS 225. (3 s.h.)

EXS 326 Anaerobic Conditioning This course focuses on the various 

forms of anaerobic training and conditioning. Students will study the 

physiological adaptations to anaerobic training and techniques for 

increasing anaerobic performance, including strength, power, and 

speed. Prerequisites: EXS 310 and EXS 325. (4 s.h.) 

EXS 330 Cardiac Rehabilitation Study of the four phases of 

cardiac rehabilitation including education, pathophysiology, 

prevention, interventions and pharmacology. (3 s.h.) 

EXS 335 Sociology of Sport This course will include a study of sport 

and its relationship to individuals, groups, institutions, societies and 

cultures. It will include a critical examination of social processes and 

concepts such as socialization, social control, social conflict, social 

changes, class and gender stratification, racial and ethnic 

discrimination, team dynamics, and social values and apply them to 

sport and sporting situations. (3 s.h.) 

EXS 340 Psychology of Sport and Exercise Study of human 

behavior and emotions in sport and fitness settings and 

circumstances. Major areas of focus include motivation, cognitive 

and behavioral intervention strategies, group dynamics, and 

leadership. (3 s.h.) 

EXS 344 Cardiovascular Physiology/ECG Exploration of 

cardiovascular physiology including electrical activity of the heart, 

control of cardiac output and peripheral blood flow, and 

hemodynamics. Basic and intermediate electrocardiography 

including cardiac function, lead systems, rate, rhythm, axis, 

infarction, ischemia, hypertrophy, and effects of cardiovascular 

drugs and exercise on ECG. Prerequisite: BIO 315 (3 s.h.) 

EXS 350 Survey of Sport The purpose of this course is to familiarize 

students with the components of various sports, traditional and nontraditional, 

for the purposes of enhancing students’ ability to 

effectively work with athletes in these various sports. Students will 

learn the basic history of the sport, basic rules of the sport, and 

factors associated with the biomechanics, training, and conditioning 

of the sport. (3 s.h.) 

EXS 390 Special Topics Courses offered at irregular intervals and 

determined by student and faculty interests and needs. (3 s.h.) 

EXS 395 Internship Opportunity to apply knowledge and skills 

learned in the Exercise Science curriculum while working and 

learning in a setting related to the student’s career goals. This 

experience is supervised by a trained professional at an off-campus 

site. (3-6 s.h.) 

EXS 400 Exercise Prescription I Study of the art of exercise 

prescription for healthy adult populations. Students will learn to 

design exercise programs of appropriate mode, intensity, duration, 

frequency and progression for differing populations. Students will 

also learn behavioral and leadership skills necessary for exercise 

leaders. Prerequisites: EXS 310 and EXS 315. (3 s.h.) 

EXS 410 Exercise Prescription II Study of fitness programs and 

adaptive physical activities for special populations, such as older 

adults, obese individuals, diabetics and children. Prerequisite EXS 

400. (3 s.h.) 

EXS 420 Advanced Exercise Physiology Study of the application 

of mechanisms of metabolic control, and cardiorespiratory support 

to acute and chronic adaptations of exercise. Prerequisite: EXS 310. 

(3 s.h.) 

EXS 430 Seminar in Health Fitness Instruction Capstone 

educational experience for the Health/Fitness Instructor ® 

concentration. Students will prepare for the ACSM Health/Fitness 

Instructor ® certification through lecture and practical experiences. 

Topics include a review of ACSM guidelines, exercise physiology 

and exercise prescription, equipment calibration and maintenance, 

exercise instruction/leadership, safety procedures, drug 

classifications and their effects on exercise, and physiological 

considerations across the lifespan. Prerequisite: Senior standing. (3 

s.h.) 

EXS 490 Seminar in Wellness and Spirituality Exploration of the 

roles of wellness and spirituality in shaping life experience. 

Opportunities to explore the integration of values and faith with 

lifestyle choices and behaviors. (2 s.h.) 

Fine Arts (FA) 

FA 200 The Humanities Through the Arts The course stresses an 

awareness of self and society as it can be encouraged through a study 

of art forms. It is designed to help students answer, as well as raise, 

questions about their individual and societal expressions of values. 

In this course, the humanities are approached through the study of 

eight major arts: photography, film, drama, dance, music, painting, 

sculpture, and architecture. Each of these art forms is considered 

from the perspectives of historical development, compositional 

structure, meaning and form, and criticism or critical evaluation. 

(Satisfies the liberal arts core requirement in the fine arts.) (3 s.h.) 

History (HIS) 

HIS 101 Modern European History 1500-1815 Europe from about 

1500 to the conclusion of the Napoleonic wars in 1815. Together 

with History 102, this course is designed to provide a general 

background of modern Europe. (3 s.h.) 

HIS 102 Modern European History Since 1815 Europe from the 

Congress of Vienna to the present. With History 101, this course is 

designed as general background to the modern Western world and 

specifically for an understanding of contemporary Europe. (3 s.h.) 

HIS 201 United States History to 1877 The religious, political, 

social and economic development of the American people from 

colonial beginnings through Reconstruction. (3 s.h.) 

HIS 202 United States History Since 1877 The religious, political, 

social and economic development of the American people from 

1877 to the present. (3 s.h.) 

HIS 213 Contemporary World Events An inquiry into 

contemporary issues and events from a global historical perspective. 

Issue selection will be made in the light of changing world situations. 

(3 s.h.) 

HIS 225 History of Latin America History and culture of Latin 

America from the 16th century to the present. Political focus is based 

on a case study approach and varies with each offering. (3 s.h.) 

HIS 235 History of East Asia History and culture of Asian 

countries from the 16th century to the present. The course deals 

primarily with China and Japan, but also includes Korea and 

Vietnam. (3 s.h.) 

HIS 245 History of Africa History and culture of Africa from the 

16th century to the present. The course deals primarily with 

sub-Saharan areas, people and events. (3 s.h.) 


123

HIS 303 Ancient History The ancient world including the Near 

East, Greek city states, the empire of Alexander the Great, and the 

Roman Empire to its decline in the fifth century. (3 s.h.) 

HIS 304 Medieval History The political, social, religious, and 

economic development of Europe from the decline of Rome to the 

close of the 15th century. (3 s.h.) 

HIS 310 Black American History A study of African American 

people, events, and culture from 1500 to the present. Topics include 

the African background, slave trade and institution of slavery, race 

relations and role of blacks in American culture and society, Civil 

War and Reconstruction, the origins of segregation, Afro-American 

cultural traditions, civil rights movement, and current issues. (3 s.h.) 

HIS 311 United States Diplomatic History Origin and 

development of United States foreign policy from the beginning of 

the nation to 1945. Includes diplomatic usage, customs and terms as 

they fall into the sequence of events. (3 s.h.) 

HIS 315 South Dakota History History and culture of South 

Dakota from the earliest Native American residents to the present, 

including events and combinations that have regional, national, or 

international significance. (3 s.h.) 

HIS 320 History of Modern Russia A study of Russia and the 

states that composed the Soviet Union during the 20th Century. 

Emphases include political events and ideas, internal developments 

and foreign policies from 1917 to the present. (3 s.h.) 

HIS 321 Constitutional History of the United States The origins 

and development of the American constitutional system. (3 s.h.) 

HIS 390 Special Topics in History Advanced study to provide 

enrichment in history. Specific facets of history selected to meet the 

needs and interests of the students. (3 s.h.) 

HIS 395 Internship Supervised experience in research or applied 

programs related to history. Prerequisite: Consent of the instructor. 

(1-3 s.h.) 

HIS 412 The United States West The westward expansion of the 

nation and the influences of the frontier on American development. 

(3 s.h.) 

HIS 413 The Renaissance and the Reformation The eras of the 

Renaissance and the Reformation from about 1400 to 1600. (3 s.h.) 

HIS 491, 492 Independent Study Individual study for majors. 

Prerequisite: Consent of the instructor. (1-3 s.h.) 

Health & Physical Education (HPE) 

The courses in Health and Physical Education are designed to 

support a variety of major programs or to become part of an 

Interdisciplinary program. 

HPE 101, 102, 201, 202 Physical Education Activity Provides 

instruction and participation opportunities in a variety of sports and 

leisure activities. Limit of 8 s.h. toward graduation requirements. 

(Pass/No Credit) (1 s.h. each) 

HPE 215 Ethical Issues in Sport Critical examination of common 

moral/ethical issues and questions related to competitive sport, such 

as cheating, racial and sexual discrimination, performanceenhancing 

drugs, violence, and other problems. Moral reasoning and 

values will be used to address a variety of issues and situations. (3 

s.h.) 

HPE 217 Science of Coaching Basic concepts from exercise 


physiology, biomechanics, sport nutrition, and sport psychology are 

applied to sport training, coaching strategies and techniques, 

leadership and group dynamics. (3 s.h.) 

HPE 300 Coaching Practicum Supervised coaching experience in 

a school or sport organizational setting. (1-2 s.h.) 

HPE 305 Coaching Volleyball Analysis of skills, strategies, 

conditioning and philosophy of competitive volleyball. Prerequisite: 

Junior status or consent of the instructor. (2 s.h.) 

HPE 316 Coaching Football Skills, systems of play, strategies, 

training programs, organizational and other skills needed for 

effective football coaching. (2 s.h.) 

HPE 325 Elementary Physical Education Methods Theory and 

practice of elementary school physical education, including child 

growth and development, curriculum and teaching methods. 

Involves observing and aiding in area elementary school physical 

education classes. (2 s.h.) 

HPE 326 Coaching Basketball Fundamentals of skills, strategies, 

and conditioning involved in competitive basketball. Attention is 

also given to the interpersonal and organizational aspects of effective 

coaching. (2 s.h.) 

HPE 328 Coaching Track and Field Fundamentals of all standard 

track and field events, with emphasis on effective training programs 

and coaching skills important for enhancing athlete performance. (2 

s.h.) 

HPE 329 Coaching Baseball and Softball Analysis of skills, 

strategies, and conditioning related to competitive baseball and 

softball. The psychological factors involved in competing and 

coaching are also addressed. (2 s.h.) 

Liberal Arts (LAR) 

The courses in Liberal Arts are designed to support a variety of 

major programs or to become part of an Interdisciplinary program. 

LAR 111 Western Heritages I The first semester of the Traditions 

of the Western Heritage core sequence. The course is designed to 

provide students instruction and practice in writing expository 

essays. Additionally, the course seeks to cultivate each student's 

understanding of the meaning and value of a Christian liberal arts 

education through the study of ideas, themes, and texts that have 

influenced Western culture. Students explore works and culture 

from ancient Greece through the Reformation. Emphasis on 

careful reading, effective writing, critical thinking, and ethical 

awareness surround each topic of study. Supplemental 

assignments and activities outside of the traditional classroom are 

required. (4 s.h.) 

LAR 112 Western Heritages II The second semester of the 

Traditions of the Western Heritage core sequence. While 

dedicated to the same fundamental objectives and emphases as its 

counterpart, Western Heritages II builds on the experiences of the 

first semester through a study of more modern works and themes, 

including inquiries into the Reformation, the Renaissance, 

romanticism, nationalism, the civil rights movement, and 

postmodernism. The writing component of Western Heritages II is 

centered on each student's preparation of a research paper. 

Supplemental assignments and activities outside of the traditional 

classroom are required. Prerequisite: LAR 111. (4 s.h.)

LAR 210 University Honors Seminar Building on the 

foundations of inquiry and thought developed in Western 

Heritages I and II, this interdisciplinary seminar focuses on the 

nature of the academic adventure. A variety of readings, lectures 

and presentations will address historical dilemmas of the human 

mind as well as questions arising from contemporary life such as: 

“How do we know?” “What is faith?” “Who and what are we?” 

“What is ethical?” Students will be expected to read extensively, 

carry out independent research, and further develop 

communicative skills. Prerequisites: LAR112 and selection as 

seminar participant. (3 s.h.) 

Mathematics (MAT) 

MAT 111 Elementary Algebra This course is for students wishing 

to review the fundamental concepts of elementary algebra before 

taking MAT 112. (3 s.h.) 

MAT 112 College Algebra and Trigonometry Study of algebra, 

including polynomial and rational functions, trigonometry, 

exponentials, and logarithms. This course is foundational to many 

areas of study including the natural sciences, business, and various 

aspects of the social sciences. Prerequisite: MAT 111 or two years of 

high school algebra and one year of high school geometry. (4 s.h.) 

MAT 113 College Algebra Study of algebra including polynomial 

and rational functions. This course plus MAT 114 is equivalent to 

MAT 112. Prerequisite: MAT 111 or two years of high school 

algebra and one year of high school geometry. This course meets 

three days each week and is offered in the Fall Term. (2 s.h.) 

MAT 114 Functions Study of exponential, logarithmic and 

trigonometric functions. This course plus MAT 113 is equivalent to 

MAT 112. Prerequisite: MAT 113 or equivalent. This course meets 

three days each week and is offered in the Spring Term. (2 s.h.) 

MAT 151 Nature of Mathematics An examination of the 

characteristics and value of the mathematical enterprise, especially 

as it relates to other areas of human inquiry. Fundamental concepts 

from algebra, probability, discrete mathematics, and the axiomatic 

method are developed as a base for analytic reasoning. Modeling and 

abstraction are then used to address issues drawn from social choice, 

operations research, the humanities, and the natural sciences. 

Throughout the course, mathematical argument and construction are 

studied and practiced. This course is well suited for students 

interested in studying math in this rich context. Students who require 

the technical language of college algebra or calculus should take 

those courses instead of, or in addition to, this course. (4 s.h.) 

MAT 201 Calculus for Applications A one semester introductory, 

applications-oriented calculus course primarily intended for students 

of business or the social sciences. The emphases will include a more 

conceptual, less axiomatic, foundation of calculus. As such, it is not 

intended for students majoring in the mathematical sciences. The 

course will build upon a careful study of calculus applications, 

particularly those originating in a more complete understanding of 

business and economics. The course will have a “real world” 

orientation with less abstraction than that of traditional theoryoriented 

courses. The course begins by reviewing algebraic 

techniques and developing functions. This course should also serve 

as preparation for the national standardized exams required by many 

MBA programs. Prerequisite: MAT 112 or equivalent algebra course 

(no trigonometry required). (3 s.h.) 

MAT 202 Finite Mathematics A general course introducing such 

topics as sets and functions, matrix theory, linear systems, linear 

programming and probability theory. Applications are taken from 

business, biology, and the behavioral sciences. Prerequisite: MAT 

112 or equivalent. (3 s.h.) 

MAT 204 Calculus I A general introduction to analytical geometry, 

differentiation and integration with applications. Prerequisite: MAT 

112 or its equivalent, such as intermediate high school algebra and 

trigonometry. (4 s.h.) 

MAT 205 Calculus II A continuation of MAT 204, including 

integration techniques and applications, the calculus of polar and 

parametric equations, partial derivatives, infinite series and an 

introduction to vectors. Prerequisite: MAT 204. (4 s.h.) 

MAT 221 Mathematics for Elementary Teachers This course is 

designed to provide elementary teachers with an introduction to the 

fundamental concepts of numeration systems, set theory, arithmetic 

operations, probability, measurement, algebraic problem solving, 

and geometry from an axiomatic point of view. The course is a 

mathematics content course with the material presented to the 

perspective of a future teacher. Required course for all Elementary 

Education majors. Prerequisite: MAT 112 or higher. (4 s.h.) 

MAT 233 Introduction to Statistics An introduction to the 

fundamentals of statistics with applications. Topics include 

frequency distributions, sampling distributions, testing hypotheses, 

analysis of variance, regression and correlations and nonparametric 

methods. Prerequisites: MAT 111 or equivalent. (3 s.h.) 

MAT 300 Numerical Methods Mathematical techniques most 

needed by those engaged in computational mathematics. Topics 

include numerical integration, optimization, polynomial 

approximation, matrix inversion, and approximate solutions to 

boundary value problems. Prerequisites: COM 201 and MAT 204, 

with COM 202 and COM/MAT 306 recommended. (3 s.h.) 

MAT 302 Probability and Statistics An introduction at the calculus 

level to discrete and continuous probability distributions, including a 

study of the normal distribution, the Central Limit Theorem, and its 

application to the statistics of sampling. Prerequisite: MAT 205. (3 

s.h.) 

MAT 303 Foundations of Geometry The foundations and 

fundamental concepts of mathematics including Euclidean and non- 

Euclidean geometry. Prerequisite: MAT 112 or equivalent. (3 s.h.) 

MAT 304 Linear Algebra An introduction to vector spaces, linear 

transformations and matrices with applications to each. Prerequisite: 

MAT 204 or consent of the instructor. (3 s.h.) 

MAT 305 Abstract Algebra An introduction to abstract 

mathematical systems, including groups, rings and fields. 

Prerequisite: MAT 204 or consent of the instructor. (3 s.h.) 

MAT 306 Discrete and Algorithmic Mathematics An introduction 

to the mathematical basis of computer science. Includes an 

introduction to logical reasoning, counting and finite probability, the 

rudiments of sets, functions, relations, recurrence relations and 

difference equations, graph theory, finite state machines, formal 

languages and Boolean algebra. Prerequisite: COM 201. This course 

is a recommended corequisite for COM 202 and serves as a 

prerequisite for all computer science courses above 202. (3 s.h.) 

MAT 310 Calculus III An introduction to multivariable and vector 

calculus. Prerequisite: MAT 205. (4 s.h.) 


125

MAT 311 Differential Equations Ordinary differential equations 

with an introduction to partial differential equations. Prerequisite: 

MAT 205. (3 s.h.) 

MAT 320 Introduction to Real Analysis This course prepares the 

student for more advanced courses in mathematics as well as 

introducing rigorous, mathematical thought processes. Topics 

included are: sets, functions, the real number systems, sequences, 

limits, continuity, derivatives and Riemann integrals. Prerequisite: 

MAT 205 or consent of the instructor. (3 s.h.) 

MAT 390 Special Topics in Mathematics Topics in mathematics 

taught at an intermediate level. This course is taught approximately 

every third Interim. Examples include complex variables and 

advanced engineering math. Prerequisite: MAT 205. (1-4 s.h.) 

MAT 406 Teaching High School Mathematics This course 

explores the professional landscape and contemporary pedagogical 

practices pertinent to high school mathematics education. Students 

develop and understanding of the NCTM Standards and other 

professional issues and resources, and cultivate facility with 

graphing calculators, collaborative learning, assessment vehicles and 

other pedagogical tools. (2-3 s.h.) 

MAT 490 Senior Seminar A capstone experience drawing on skills 

and understanding developed throughout the undergraduate 

program. Significant attention is given to weaving the various 

strands of the programs into a coherent whole, as well as refining 

writing and presentation skills in forms appropriate to the discipline. 

Prerequisite: At least 9 s.h. of 300-level coursework in Mathematics 

or Computer Science. (1 s.h.) 

MAT 491 Independent Study Individual research. Prerequisite: 

Consent of the instructor. (1-3 s.h.) 

Media Studies (MED) 

MED 120 Introduction to Design See description under ART 120 

in the Art section pg. 110. (3 s.h.) 

MED 121, 221, 321 & 421 Print Production Lab Practice in the 

various aspects of preparing and producing newspapers. Experiences 

will include writing, editing, proofing, layout, selling, advertising 

and planning circulation for the campus newspaper, The Vessel. (1 

s.h. each) 

MED 131, 231, 331 & 431 Radio Lab Experience in the various 

facets of radio broadcasting through participation in the production 

activities of the campus radio station, KCFS-FM. (1 s.h. each) 

MED 122 eDesign See description under ART 122 in the Art section 

pg. 110. (3 s.h.) 

MED 132, 232, 332 & 432 Television Production Lab Practice 

with the operation of television production equipment for television 

including cameras, mixers, videotape recorders and lighting. (1 s.h. 

each) 

MED 180 Photography I See description under ART 180 in the Art 


MED 204 Electronic Media An introduction to the basic practices 

of electronic audio/video production and theory. Students will 

receive basic hands-on experience with the audio and video 

production equipment used in modern electronic communication, 

but will also be exposed to the various and wide-ranging principles 

of production theory. (3 s.h.) 


MED 206 Media Writing Analysis and use of a variety of writing 

styles used in the mass media. The student will be required to 

research and write in the following areas: print news writing, 

editorials, opinion columns, broadcast news writing, writing to 

video, writing to audio, commercials, public relations releases and 

public service announcements. Typing skills required. (3 s.h.) 

MED 207 Media Survey An introduction to the nature and function 

of mass media agencies, with particular attention to current issues 

and opportunities of newspaper, radio, television, advertising and 

entertainment. (3 s.h.) 

MED 260 Media Issues Study of major contemporary issues in 

mass media, as well as ethical considerations in advertising, 

journalism and public relations. Emphasis will be placed on research 

findings regarding mass media effects and the resultant alternatives 

for policymakers, practitioners and consumers. (3 s.h.) 

MED 281 Photojournalism Study of spot news and feature 

photography as it pertains to both print and TV news photography. 

Prerequisites: MED 180 & 206. (3 s.h.) 

MED 300 Communication Arts Colloquium The course consists 

of weekly colloquia. Presentations are made principally by students 



senior Media Studies majors, each of whom must give a 

presentation. Specific requirements for each major program are 

supervised by the individual sector advisors. Juniors and seniors 

outside the area may register and make presentations with prior 

approval by a Media Studies faculty sponsor. All faculty and students 

are invited to attend. Offered on a pass/no credit basis only. 

Prerequisite: Junior or senior classification. (1 s.h.) 

MED 304 Persuasion: Process and Procedures The study of 

theories and principles related to the use of communication as a 

means to achieve change. Emphasis will be placed on understanding 

the factors, processes and message strategies associated with 

persuasion and motivational analysis in interpersonal and public 

communication situations. (3 s.h.) 

MED 307 Reporting The reporting process will be studied from the 

print and broadcast aspects. This will include a hands-on approach 

to news gathering. Further study will be done on journalistic writing 

and the production aspects of news reporting. Included will be 

discussions and exercises in organizing and writing print and 

broadcast news stories. Ability to type is required. Prerequisite: 

MED 206. (3 s.h.) 

MED 309 Business and Professional Communication See 

description under CST 309 in the Communication Studies & Theatre 

section pg. 116. (3 s.h.) 

MED 311 Media Programming An investigation of radio and 

television programming techniques for public and commercial 

broadcasting. Prerequisite: MED 207. (3 s.h.) 

MED 324 Media Performance Theory and practice in the 

professional areas of radio and television. Emphasis on diction, 

pronunciation, reading from copy and techniques for creating 

character. Prerequisite: MED 204. (3 s.h.)

MED 326 Digital Audio The study of advanced audio production 

from traditional analog methods to modern computer digital 

technology. Projects will concentrate on the production of news, 

commercials and promotional items. Students will gain insight in 

management style, advanced production elements and promotion of 

a radio station. Prerequisite: MED 204.(3 s.h.) 

MED 330 Media Theory An introduction to the basic elements of 

communication and media theory. Primarily western 

communication systems will be studied and discussed by comparing 

and contrasting critical and administrative research methods and 

perspectives. (3 s.h.) 

MED 336 Desktop Video & Non-linear Editing The study of 

advanced digital video systems for production and editing. It will 

also focus on types, applications and theories of operation. In 

addition to the theoretical understanding of multi-media 

technologies, students will learn how to digitize and manipulate 

images, voice and video material. Prerequisite: MED 204. (3 s.h.) 

MED 385 Advertising Agencies/Public Relations An examination 

of advertising agencies and public relations offices, with particular 

attention to their differences, methods of operation and function in 

today’s society. Prerequisite: BUS 307. (3 s.h.) 

MED 395 Internship An internship is a culminating activity in the 

Media Studies program. It involves practical work for an approved 

media agency. Prerequisites: Junior or senior status and consent of 

the instructor. (1-3 s.h.) 

MED 410 Advanced Reporting Discussion and advanced 

assignments in gathering information and writing all types of local 

news stories. Prerequisite: MED 206. (3 s.h.) 

MED 415 Live Studio Production & Videography Advanced 

study and practical application of program production for television. 

Emphasis will focus on the interaction among the video production 

team including producers, directors, writers, videographers and 

talent. Prerequisites: MED 204 & 206. (3 s.h.) 

MED 420 Media Law An examination of the documents which 

regulate and have bearing on the mass media. (3 s.h.) 

MED 433-438 Television News Lab A practicum wherein students 

participate in the development of a weekly television program or 

project as part of a series of newscasts or public affairs program. 

Areas include 433/TV News Assignment Editing, 434/TV News 

Photography, 435/TV News Producing, 436/TV News Reporting, 

437/TV News Videotape Editing and 438/TV News Writing. 

Prerequisite: Consent of the instructor. (1 s.h. each) 

MED 491 Independent Study This course will include topics that 

are not normally covered as specific courses. Topics will be 

determined by student interest and faculty expertise. Prerequisites: 

Consent of the instructor and junior or senior status. (1-3 s.h.) 

Music (MUS) 

MUS 117, 118 Voice Class For beginning students, especially nonmusic 

majors, who want to sing individually or in a group. 

Instruction is provided in the basic principles of tone production and 

song interpretation. Classes meet one hour weekly. Class size is 

determined by competency and voice type of registrants. (1 s.h. 

each) 

MUS 121, 122, 221, 222, 321, 322, 421, 422 Applied Music–Voice 

Private instruction in voice with special emphasis on proper and 

definite breath control, good diction, and comfortable and natural 

tone production. Vocal literature representing all periods is studied. 

(1 s.h. each) 

MUS 127 Piano Skills/Music Fundamentals Beginning piano 

students. The electric piano laboratory is used in class instruction to 

prepare students to perform elementary piano literature and to 

introduce the fundamentals of music theory. (1 s.h.) 

MUS 128 Piano Skills/Piano Proficiency Class For Music majors 

preparing to complete the piano proficiency exam. The class takes a 

step-by-step-approach through all of the elements of the proficiency 

exam. (1 s.h.) 

MUS 131, 132, 231, 232, 331, 332, 431, 432 Applied Music–Piano 

Private instruction on the piano at the level of competence of each 

student. Includes study of form, techniques, terms and detail work on 

the musical score. (1 s.h. each) 

MUS 137, 138 Guitar Class For beginning students, especially 

non-music majors, who want an introduction to guitar. Instruction is 

provided in the basic principles of chording and melodic playing. 

Classes meet one hour weekly. Class size is determined by the 

instructor. (1 s.h. each) 

MUS 141, 142, 241, 242, 341, 342, 441, 442 Applied 

Music–Organ Private instruction on pipe and electronic organs, 

with particular emphasis on preparation for organ responsibilities in 

church music. Prerequisite: MUS 131, 132 or equivalent. (1 s.h. 

each) 

MUS 150, 155 Theory I, Theory II An introduction to music theory 

and its application in sight singing and ear training. (4 s.h. each) 

MUS 151, 152, 251, 252, 351, 352, 451, 452 Applied 

Music–Instrumental Private instruction on brass, woodwind, 

percussion or string instruments. Basic repertoire is studied 

according to the technical proficiency of the individual student. (1 

s.h. each) 

MUS 160 Wind Ensemble The Wind Ensemble repertoire consists 

of literature from the 18th to 20th centuries with emphasis on 

original works for band. Membership is open to all members of the 

student body. Selection by audition. (1 s.h.) (160A, no credit) 

MUS 161 Chamber Ensemble A small instrumental or vocal 

ensemble performing repertoire appropriate to the specific 

ensemble. Selection by audition. (1 s.h.) (161A, no credit) 

MUS 163 Concert Chorale The Concert Chorale’s repertoire 

includes the best sacred and secular music composed throughout 

history for large mixed chorus. Members need to purchase 

performance attire. Membership is open to all members of the 

student body. Selection by audition. (1 s.h.) (163A, no credit) 

MUS 164 Singing Camerata This group is a select ensemble of 

eight to 20 members. Singers present the best literature from all eras 

throughout history appropriate to a small performing group. The 

group performs musical styles such as contemporary sacred and 

secular, gospel, vocal jazz, as well as 15th and 16th century 

Madrigals. Members need to purchase performance attire. 

Membership is open to all members of the Concert Chorale. 

Selection by audition. (1 s.h.) (164A, no credit) 

MUS 165 Jazz Ensemble A small instrumental ensemble 

specializing in the performance of all areas of jazz. Open to all 

members of the Wind Ensemble. Selection by audition. (1 s.h.) 

(165A, no credit) 


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MUS 166 Opera Workshop A study of music theatre and various 

stage techniques is currently offered to those students interested in 

learning more about opera through a hands-on approach. The size of 

the opera usually depends upon the enrollment. Scenes from major 

works are also done. (1 s.h.) (166A, no credit) 

MUS 167 Women’s Choir This ensemble’s repertoire includes 

predominantly sacred music ranging from the earliest music to 

contemporary pieces written for treble voices. Membership is open 

to all interested female students, faculty and staff. (1 s.h.) (167A, no 

credit) 

MUS 168 Men’s Choir This ensemble’s repertoire includes 

predominantly sacred music ranging from the earliest music to 

contemporary pieces written for male voices. Membership is open to 

all interested male students, faculty and staff. (1s.h.) (168A, no 

credit) 

MUS 171, 172, 271, 272, 371, 372, 471, 472 Applied 

Music–Composition Private instruction in music composition for 

all instruments, voices and ensemble combinations. Emphasis is 

given to 20th century compositional techniques. (1 s.h. each) 

MUS 181, 182, 281, 282, 381, 382, 481, 482 Applied 

Music–Improvisation Private instruction in the art of music 

improvisation for all instruments with special emphasis on either 

jazz styles or church keyboard improvisation. (1 s.h. each) 

MUS 200 Introduction to Music A survey of the history of music 

from antiquity to the 20th century with particular emphasis on the 

response of the listener. (4 s.h.) 

MUS 202 American Jazz Styles A survey of jazz throughout the 

20th century and of the people, places, and events which helped to 

create it. (3 s.h.) 

MUS 209, 210 Theory III, Theory IV The teaching of diatonic 

theory and applications, with projects in harmony, form and 

elementary composition. Prerequisites: MUS 150 and 155. (4 s.h.) 

MUS 213 Music Education Methods–Elementary Preparation for 

teaching music in elementary school. For Music Education majors or 

minors. (3 s.h.) 

MUS 214 Diction/Literature Designed to teach the International 

Phonetic Alphabet to voice students and those Education students 

planning to teach vocal and choral music in secondary schools. Vocal 

literature from the various musical periods and different nationalities 

is discussed. (2 s.h.) 

MUS 215 Music Education Methods–General Elementary 

Intended for students completing the elementary teaching certificate. 

Includes fundamentals of music, methods, materials and techniques 

for the classroom teacher. Lab may be required for musically 

deficient students. (3 s.h.) 

MUS 227 Wind Instrument Techniques Introduction to the 

techniques used in the performance of all the wind instruments. (3 

s.h.) 

MUS 300 Music Colloquium Presentations are made periodically 

by students showing their research or creative projects. Faculty and 

guests may also make presentations. Specific requirements for each 

major program are supervised by the individual sector advisors. 

Other students may register for no credit and may make 

presentations with prior approval by a Music faculty sponsor. All 

faculty and students are invited to attend. Offered on a pass/no credit 

basis only. Prerequisite: Junior or senior classification. (1-3 s.h.) 

(300A, no credit) 


MUS 304 Music for Children A course designed to prepare 

teachers to teach music according to the Orff and Kodaly methods. 

(2 s.h.) 

MUS 309 Arranging and Composition Writing and arranging for 

vocal and instrumental ensembles. Prerequisite: MUS 210. (2 s.h.) 

MUS 310 Counterpoint Designed to expose students to both 16th 

and 18th century counterpoint methods in order to better understand 

the structure of music written during those periods. The emphasis 

will be on analysis of the major types of contrapuntal writing such 

as fugue, canon, etc. Prerequisite: MUS 210. (2 s.h.) 

MUS 313 Music Education Methods–Choral Preparation for 

teaching the various aspects of vocal music in the middle or senior 

high school. (3 s.h.) 

MUS 314 Music Education Methods–Instrumental Designed to 

prepare music instructors for the public schools. Emphasis on 

middle and senior high school programs. (3 s.h.) 

MUS 316 Vocal Pedagogy A course stressing techniques, methods 

and materials for the teaching of voice to individuals, small groups 

and large groups. Open only to students who have had at least one 

year of private or class voice. (2 s.h.) 

MUS 317 Piano Pedagogy and Repertoire Study of piano 

literature, pedagogical theories, analysis of performance techniques, 

and history and development of the piano. (2 s.h.) 

MUS 318 Music Computer Application Students will be 

introduced to music software applications and how those apply to 

the teaching field. Emphasis for non-education majors is placed on 

notational or playback applications. Emphasis for music education 

majors includes in addition to notation applications, word 

processing, data base, and evaluation of computer-assisted and 

computer managed programs. A fundamental knowledge of the 

computer is needed before students will be allowed to enroll. (3 s.h.) 

MUS 323, 324 Conducting I, Conducting II Designed to prepare 

the student to conduct both choral and instrumental ensembles in 

school, church and community. Attention is given to baton 

techniques, rehearsal techniques, score reading, orchestration, 

transposition and methods of ensemble organization. Prerequisites: 

MUS 150 for 323 and MUS 155 for 324. (3 s.h. each) 

MUS 326 Instrumental Techniques and Repertoire: The 

Percussion Instruments Introduction to playing fundamentals of 

percussion instruments with emphasis on the snare drum. Includes 

the bass drum, mallet percussion instruments and small traps. (1 s.h.) 

MUS 349 Orchestration The study of the basic techniques of 

scoring for instruments as well as the ranges, capabilities, 

characteristics, tendencies and groupings for every instrument found 

in an orchestra or band. Prerequisite: MUS 210. (2 s.h.) 

MUS 350 Music Form and Analysis A general study of form in 

music. Beginning with phrase and period structure, the 

comprehensive aspects of form in tonal music (Baroque-Romantic) 

are studied with emphasis on the analysis of music. Prerequisite: 

MUS 210. (2 s.h.) 

MUS 395 Internship in Music Individually designed work adapted 

to student interests and skills. Approximately 40 clock hours are 

required per credit, as certified by work and faculty supervisors. 

Prerequisite: Consent of the instructor. (3-6 s.h.)

MUS 405, 406 History of Music I, History of Music II The study 

of music from earliest to contemporary times with historical and 

cultural correlations. Prerequisite: MUS 155. (3 s.h. each) 

MUS 491, 492 Independent or Directed Study Guided 

independent research and application. Prerequisite: Consent of the 

instructor. (1-3 s.h. each) 

Natural Science (NSC) 

The courses in Natural Science are designed to support a variety of 

major programs or to become part of an Interdisciplinary program. 

NSC 110 Perspectives on the Natural Sciences A survey of the 

structure and major concepts of the natural sciences. The 

development of Western Science is described using an historical and 

paradigmatic approach. This course does not satisfy the Natural 

Science liberal arts core requirement unless credit in NSC 110L 

(laboratory) is also obtained. Prerequisite: MAT 111 (introductory 

algebra) or its equivalent. (3 s.h.) 

NSC 110L Perspectives on the Natural Sciences Laboratory A 

brief survey of laboratory experiences which illustrates fundamental 

principles and methodologies of the natural sciences. This course 

may be taken concurrently with NSC 110 or subsequent to obtaining 

NSC 110 credit. Credit in both NSC 110 and 110L satisfies the 

Natural Science liberal arts core requirement. Prerequisite: NSC 

110, MAT 111 (introductory algebra) or its equivalent. (1 s.h.) 

NSC 120 Physical Science A survey of the physical sciences. The 

course is designed to give students an introduction to general 

concepts within physics and chemistry. This course may be 

combined with Natural Science 121 to satisfy the natural science 

requirement for graduation, or may be used toward fulfilling the 

requirements for Middle School Science Endorsement. The course 

includes a hands-on laboratory component. Prerequisite: MAT 112 

or equivalent. (2 s.h.) 

NSC 121 Earth Science A survey of the earth sciences. The course 

is designed to give students an introduction to general concepts 

within astronomy, geology and meteorology. This course may be 

combined with Natural Science 120 to satisfy the natural science 

requirement for graduation, or may be used toward fulfilling the 

requirements for Middle School Science Endorsement. The course 

includes a hands-on laboratory component. Prerequisites: MAT 112 

and NSC 120 or their equivalents. (2 s.h.) 

NSC 140 Introduction to Astronomy A general introduction to 

astronomy for science and non-science majors. The necessary 

physics to understand astronomy will be introduced such as 

gravitational motion, the electromagnetic spectrum and atomic and 

nuclear physics. The major topics covered will be the solar system, 

stars and stellar evolution, galaxies, cosmology, and extraterrestrial 

life in the universe. The students will be required to perform several 

laboratory, celestial and computer planetarium experiments. This 

course will satisfy the liberal arts core Science requirement. (4 s.h.) 

NSC 300 Science Colloquium The course consists of weekly 

presentations given by students on research topics. Faculty and 

guests, on occasion, may also be invited to give presentations. If the 

student enrolled does not give a presentation, a grade of pass or no 

credit is assigned based on attendance only. If the student enrolled 

gives a presentation, a grade of “A,” “B,” “C,” “D” or “F” is assigned 

based on the presentation and attendance. Prerequisite: Junior or 

senior Science major or consent of the instructor. (1 s.h.) 

NSC 390 Topics in Science This course will include a topic or topics 

that are normally not covered as specific courses in one of the other 

science areas. The topics selected will be determined by student 

interest and faculty expertise. (1-4 s.h.) 

NSC 400 Secondary Methods in the Natural Sciences A survey of 

the methods, skills and strategies associated with the teaching of 

science in the late middle school and secondary level. The course 

engages students in observation, analysis, development and 

execution of science lessons utilizing various methods and strategies. 

The course is offered on an arranged basis. (2 s.h.) 

Philosophy (PHI) 

The courses in Philosophy are designed to support a variety of major 

programs or to become part of an Interdisciplinary program. 

PHI 207 Introduction to Philosophy An introduction to the 

discipline of philosophical reflection. Particular attention will be 

focused on such issues as the nature of human knowledge, 

alternative understandings of reality, and the nature and purpose of 

human life. (3 s.h.) 

PHI 324 Political Philosophy See description under PSC 324 in the 

Political Science Section, pg. 130. (3 s.h.) 

PHI 341 Ethics A study of philosophical problems associated with 

moral issues as they are debated in contemporary culture. 

Prerequisite: PHI 207. (3 s.h.) 

PHI 350 Philosophy of Religion A study of the reasonableness of 

religious belief with particular attention to the problems of Christian 

theism in regard to evil, miracles, revelation, eternal life, religious 

experience and religious language. Prerequisite: PHI 207 or THE 

240. (3 s.h.) 

PHI 390 Special Topics in Philosophy This course will cover one 

or more topics that are normally not covered as specific courses in 

the area of philosophy. Scheduling of the course and topics selected 

will be determined by student interest and faculty expertise. (1-4 

s.h.) 

PHI 491, 492 Independent Study in Philosophy Prerequisite: 

Consent of the instructor. (1-3 s.h. each) 

Physics (PHY) 

The course offerings in Physics are designed to support a variety of 

major programs or to serve as part of an Interdisciplinary program. 

PHY 101, 102 Introductory College Physics A two-semester 

introduction to classical mechanics, thermodynamics, electric fields, 

magnetism, optics and modern physics taught at a non-calculus 

level. There are three lectures per week plus a two-hour, weekly 

laboratory experiment. Prerequisite: MAT 112 or its equivalent. This 

course is taught every year. (4 s.h. each) 

PHY 201, 202 University Physics A two-semester introduction to 

classical mechanics, thermodynamics, electric fields, magnetism, 

optics and modern physics taught at the calculus level. There are 

three lectures per week plus a two-hour, weekly laboratory 

experiment. Prerequisite: MAT 204 or concurrent enrollment in 

MAT 204. This course is taught every other year. (4 s.h. each) 


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PHY 303 Statics and Strength of Materials A first course in 

engineering mechanics. This course covers the effects of forces and 

moments applied to mechanical systems at rest. The course begins 

with the traditional statics course content: analysis of both 

concentrated and distributed force systems applied to static particles, 

rigid bodies, trusses, frames, and machines. Additional topics in 

strength of materials are integrated into the course including analysis 

of the types of stress and deformation in materials as well as a variety 

of loading conditions, including multiaxial loads, shear and bending 

in beams, torsion, and loading of columns. Prerequisite: PHY 201. 

(3 s.h.) 

PHY 491, 492 Independent Study Individual research. 

Prerequisite: Consent of the instructor. (1-3 s.h. each) 

Political Science (PSC) 

PSC 203 Introduction to Criminal Justice See description under 

CRJ 203 in the Criminal Justice Section, pg. 116. (3 s.h.) 

PSC 211 American Federal Government A study of American 

national government with an emphasis on constitutional principles 

and issues of contemporary concern. (3 s.h.) 

PSC 212 American State and Local Government A general 

survey of state and local governments with a focus on the state 

government of South Dakota, the governments of Minnehaha 

County and the city of Sioux Falls. (3 s.h.) 

PSC 213 Contemporary World Events An inquiry into 

contemporary issues and events from a global historical perspective. 

Issue selection will be made in light of changing world situations. (3 

s.h.) 

PSC 214 International Relations An examination of political and 

ethical theories of relations among modern nation states, with the 

practical application of theory to world developments since 1945. (3 

s.h.) 

PSC 220 Criminal Law and Procedure See description under CRJ 

220 in the Criminal Justice Section, pg. 116. (3 s.h.) 

PSC 221 Model United Nations This course requires preparation 

for and participation in a conference that simulates diplomacy at the 

United Nations. Students learn the structure and work of the UN, the 

views of different countries and the issues that divide or unite them, 

parliamentary procedure, and speaking and negotiating skills. 

Students should expect additional charges for the cost of 

transportation, food, lodging and registration. May be repeated one 

time for credit. (1 s.h.) 

PSC 222 Model League of Arab States This course requires 

preparation for and participation in a conference that simulates 

diplomacy at the League of Arab States. Students learn the structure 

and work of the Arab League, the views of different countries and 

the issues that divide or unite them. Students should expect to pay 

additional charges for the cost of transportation, food, lodging and 

registration. May be repeated one time for credit. (1 s.h.). 

PSC 305 Juvenile Justice See description under CRJ 305 in the 

Criminal Justice Section, pg. 116. (3 s.h.) 

PSC 311 United States Diplomatic History Origin and 

development of United States foreign policy from the beginning of 

the nation to 1945. Includes diplomatic usages, customs and terms as 

they fall into the sequence of events. (3 s.h.) 

PSC 320 Rules of Evidence See description under CRJ 320 in the 


Criminal Justice Section, pg. 116. (3 s.h.) 

PSC 321 Constitutional History of the United States The origins 

and development of the American constitutional system. (3 s.h.) 

PSC 324 Political Philosophy An investigation of the major 

political philosophies and theories from Plato to the present. (3 s.h.) 

PSC 390 Special Topics in Political Science Advanced study to 

provide enrichment in political science. (3 s.h.) 

PSC 395 Internship Supervised experience in research or applied 

programs related to political science or history. Prerequisite: Consent 

of the instructor. (1-3 s.h.) 

PSC 402 Comparative Politics A study of the similarities and 

differences in governmental systems among major Western and non- 

Western nation states. Prerequisites: PSC 211 or consent of the 


PSC 405 Constitutional Issues and Criminal Justice Cases See 

description under CRJ 405 in the Criminal Justice Section, pg. 116. 

(3 s.h.) 

PSC 420 Policing: Operations and Issues See description under 

CRJ 420 in the Criminal Justice Section, pg. 116. (3 s.h.) 

PSC 491, 492 Independent Study Prerequisite: Consent of the 


Psychology (PSY) 

PSY 201 General Psychology An overview of basic concepts and 

research methods in the field of Psychology. The course serves as an 

introduction to and prerequisite for other courses in psychology. (3 

s.h.) 

PSY 211 Human Development A survey of behavior change and 

social, cognitive, and physical developmental patterns across the life 

span. Attention is given to current research and theories of 

development. Prerequisite PSY 201. (3 s.h.) 

PSY 233 Statistics for the Behavioral Sciences Introduction to 

statistical reasoning and the application of descriptive and inferential 

statistics to social and behavioral research. Prerequisites: MAT 112 

or higher and PSY 201. (3 s.h.) 

PSY 250 Methods of Research Introduction to the systematic 

approach to understanding psychological and social phenomena. 

Problem formulation, hypothesis testing, sampling, and research 

design issues are covered as part of this problem-solving approach. 

Prerequisites: PSY 201, PSY 233 or MAT 233. (3 s.h.) 

PSY 305 Abnormal Psychology A study of disorders in human 

functioning that have traditionally been considered to be 

psychological in origin. This course will emphasize the DSM 

approach to classification and will focus on biological, cognitive, 

emotional, and cultural factors that contribute to such problems. The 

course will also include legal and ethical issues. Prerequisite: PSY 

201. (3 s.h.) 

PSY 306 Social Psychology An introduction to the study of 

behavior in social situations involving the examination of individual 

cognition, the influence of groups on individuals, and social causes 

of behavior. Prerequisite: PSY 201. (3 s.h.) 

PSY 341 Psychology of Learning An exploration of theories and 

research of two main approaches to learning, behavioral and 

cognitive. Prerequisite: PSY 201. (3 s.h.)

PSY 390 Special Topics An exploration of topics of current interest 

or those not covered in other courses. (3 s.h.) 

PSY 395 Internship in Psychology Supervised experience in 

research or applied programs in psychology. Prerequisites: Four 

courses in Psychology (PSY 407 must be one of the four if the 

internship is in a counseling setting), consent of the instructor and 

normally a junior or senior standing. (1-3 s.h.) 

PSY 402 Psychological Testing A survey of methods used by the 

psychologist to evaluate human abilities and personality. Problems 

in the field of test construction and use are considered. Prerequisites: 

PSY 201 and 233 or consent of the instructor. (3 s.h.) 

PSY 403 Psychology of Personality A study of the various 

approaches to understanding the development of personality. 

Prerequisite: PSY 201. (3 s.h.). 

PSY 405 Experimental Psychology An applied extension of 

research methodology that includes the following: data collection, 

analysis, and interpretation; reporting findings; and exploration of 

the role of science in psychology. This course provides in-depth 

examination of the implications of research and research findings for 

a wide array of basic and applied topics. Prerequisites: PSY 201, 

233, and 250. (3 s.h.) 

PSY 407 Counseling A study of the basic principles and techniques 

of counseling. Prerequisites: Junior standing and two courses in 

Psychology or consent of the instructor. (3 s.h.) 

PSY 408 Biological Psychology An introduction to the basic 

concepts of biological psychology, including aspects of 

neuroanatomy, neurophysiology, psychopharmacology, behavioral 

genetics and biological bases for sensory processes, motivation, 

sleep and arousal, learning and memory and abnormal behavior. 

Prerequisite: PSY 201. (3 s.h.) 

PSY 411 Child Psychology A study of biological, social, emotional 

and cognitive development through middle childhood. Prerequisite: 

PSY 201. (3 s.h.) 

PSY 412 Adolescent Psychology A study of the physical, cognitive, 

social, emotional, and moral development of adolescents, as well as 

their problems of adjustment in the socialization process. 

Prerequisite: PSY 201. (3 s.h.) 

PSY 413 Adult Development and Aging An examination of the 

social, cognitive, and physical changes across adulthood with 

particular attention given to late adulthood. Theories, research 

methodology, and findings related to the study of adult development 

are considered. Prerequisite: PSY 201 and PSY 233 (3 s.h.) 

PSY 430 Human Sexuality This course explores human sexuality 

as a basic dimension of human personhood and experience. 

Biological, developmental and social-cultural aspects of sexuality 

are considered, with special attention given to those aspects of 

sexuality that are of concern in clinical and counseling settings. 

Prerequisite: Two courses in Psychology. (3 s.h.) 

PSY 431 Cognitive Psychology This course involves exploration of 

current research concerning the functioning of the human cognitive 

system. Topics will include aspects of theory, sensation and 

perception, memory, organization of knowledge, language, thinking 

and developmental changes in cognition. Prerequisite: PSY 201 and 

one 300-level Psychology course. (3 s.h.) 

PSY 490 Seminar Study in special topics that provide greater 

breadth and enrichment within the discipline of Psychology. Some 

suggested topics include social cognition, group research practicum, 

and personal and social adjustment. Prerequisite: Four courses in 

Psychology or consent of the instructor. (3 s.h.) 

PSY 491, 492 Independent Study Prerequisite: Consent of the 


Sociology (SOC) 

SOC 201 Fundamentals of Sociology Analysis of humanity, 

society and culture from the perspective of the fundamental concepts 

and methods of sociology, including such topics as the nature of 

culture, the social origins of personality, social institutions, social 

interaction, communities and social change. (3 s.h.) 

SOC 202 Social Problems An analysis of a number of major U.S. 

social problems, such as poverty, discrimination, crime and 

delinquency, and health and medical care, with a primary focus on 

the possibility of solving these problems through individual and 

collective action. (3 s.h.) 

SOC 230 Native American Studies A study of the backgrounds and 

ways of life of the Native American peoples. Includes an 

introduction to the history and cultures of American Indians. (3 s.h.) 

SOC 233 Statistics for the Behavioral Sciences Introduction to 

statistical reasoning and the application of descriptive and inferential 

statistics to social and behavioral research. Prerequisite: MAT 112 or 

higher and SOC 201. (3 s.h.) 

SOC 250 Methods in Social Research A systematic approach to 

understanding phenomena of psychological and sociological 

interest, including problem formulation, hypothesis testing, 

sampling, selection of a research design and experience in a research 

project. Prerequisites: SOC 201 or PSY 201, and SOC 233 or 


SOC 301 Family The family as a social institution, including 

historical antecedents, contemporary problems and trends in mate 

selection, marriage, marital roles, personality development, 

interpersonal relations in the family and relation of the family to 

other institutions of society. (3 s.h.) 

SOC 302 Minorities The social, moral, economic, educational and 

political significance of minority group relations in American 

society; causes and consequences of minority status based on 

religion, race, color, ethnicity, gender and sexual preferences, or 

other cultural considerations; the nature and roots of prejudice and 

discrimination; and the processes of accommodation and 

assimilation. Prerequisite: SOC 201, 301 or consent of the instructor. 

(3 s.h.) 

SOC 306 Social Psychology An introduction to the study of the 

influence of social and cultural factors on personality development 

and behavior. Prerequisite: PSY 201. (3 s.h.) 

SOC 310 Delinquency and Criminology An introduction to the 

problems of crime and delinquency dealing with the nature and 

extent of crime, theories of criminal behavior and social response to 

crime. (3 s.h.) 

SOC 322 Deviant Behavior Personal and social processes involved 

in deviation from the norms of society and the response of society to 

deviants and to their behavior. Prerequisite: SOC 201 or consent of 

the instructor. (3 s.h.) 


131

SOC 330 Sociology of Religion An examination of religion as a 

social institution, focusing on the role of religion in the life of the 

individual and the community; the relationships between religion 

and other institutions, such as the polity and economy; change in 

religious groups and the attraction of “new” religions. (3 s.h.) 

SOC 350 Sociological Theory Historical development of social 

thought, the main types of contemporary sociological theory and an 

examination of major problems of theory formation and application. 

Prerequisite: SOC 201 or consent of the instructor. (3 s.h.) 

SOC 370 Criminal Justice and Community Relations See 

description under CRJ 370 in the Criminal Justice Section, pg. 116. 

(3 s.h.) 

SOC 395 Internship Supervised experience in research or applied 

programs related to Sociology. Prerequisite: Consent of the 


SOC 400 Seminar Advanced study of special problems in 

Sociology. Prerequisites: Completion of three courses in Sociology 

and consent of the instructor. (3 s.h.) 

SOC 430 Corrections: Operations and Issues See description 

under CRJ 430 in the Criminal Justice Section, pg. 116. (3 s.h.) 

SOC 491, 492 Independent Study Prerequisite: Consent of the 


Spanish (SPA) 

The courses in Spanish are designed to support a variety of major 

programs or to become part of an Interdisciplinary program. 

SPA 101 Elementary Spanish I Fundamentals of grammar, 

development of proficiency in understanding and speaking the 

language. (4 s.h.) 

SPA 102 Elementary Spanish II A continuation of Spanish 101, 

with emphasis on development of further grammatical and verbal 

proficiency. Prerequisite: SPA 101 or consent of the instructor. (4 

s.h.) 

SPA 201 Intermediate Spanish I Intensive grammar review 

emphasizing oral and written proficiency in the acquisition and 

development of all skills of comprehension and expression. Reading 

of Spanish stories and oral practice. Prerequisite: SPA 102 or two 

years of high school Spanish. (3 s.h.) 

SPA 202 Intermediate Spanish II Emphasis in the fourth semester 

will be on reading and writing, with a review of preceding material. 

Continuing introduction to Spanish literature and culture. 

Discussions will be conducted in the target language. Prerequisite: 

SPA 201 or equivalent. (3 s.h.) 

SPA 301 Advanced Spanish I: Conversation, Composition, and 

Culture A seminar designed to augment students’ skills in 

conversation and writing through an intensive study of Hispanic 

literature, culture, and civilization. Students also engage in practical 

activities, such as discussion, projects, and written compositions, as 

tools of learning that give them facility in interacting with others in 

Spanish. Prerequisite: SPA 202 or equivalent. (3 s.h.) 

SPA 302 Advanced Spanish II: Conversation, Composition, and 

Culture A seminar designed to augment students’ skills in 

conversation and writing through an intensive study of Hispanic 

literature, culture, and civilization. Students also engage in practical 

activities, such as discussion, projects, and written compositions, as 


tools of learning that give them facility in interacting with others in 

Spanish. Prerequisite: SPA 301 or equivalent. (3 s.h.) 

Social Science (SSC) 

SSC 205 World Geography An examination of climate, 

topography, physical resources, population distribution, economics 

and other factors affecting human life and activities. Includes a 

survey of world regions. (3 s.h.) 

SSC 230 Native American Studies A study of the backgrounds and 

ways of life of the Native American peoples. Includes an 

introduction to the history and cultures of American Indians. (3 s.h.) 

SSC 305 U.S. Geography A study of the regions and major 

geographic topics of the United States. Geographic thinking, 

conceptualization, analysis and systems of learning about geography 

are applied to the physical, political, economic and cultural 

geography of the United States. (3 s.h.) 

SSC 403 Teaching of the Social Sciences Consideration of recent 

trends in the organization and teaching of the social sciences in 

secondary schools. Prospective teachers will evaluate courses of 

study, educational materials and instructional strategies. 

Prerequisites: EDU 201 and 312. (2 s.h.) 

Social Work (SWK) 

SWK 120 Introduction to Social Work An examination of the 

profession of social work and the institution of social welfare from 

historical and contemporary perspectives. Course includes a modest 

volunteer assignment. Recommended in freshman year. (2 s.h.) 

SWK 121 Fields of Practice in the Social Services A survey of 

many of the fields of generalist social work practice including 

income maintenance, mental health, family and children’s services, 

corrections, aging services, medical and school social work. Study of 

the issues relating to these fields includes recognition of the social 

problems causing the need for services, the structure and extent of 

current services and issues in each field. Course will include agency 

visits. Recommended in freshman year. (2 s.h.) 

SWK 225 Crisis Intervention This course focuses on the process 

used to help people in crisis to promote effective coping with 

emergencies in their life. Included are experiences with financial 

need, rape, domestic violence, child abuse, suicide and emotional 

disturbance. The course prepares students to serve on the 

HELP!Line, an information and crisis telephone service of the 

HELP!Line Center. The HELP!Line serves as a centralized point of 

contact for individuals and organizations in the Sioux Falls region. 

Volunteers assess, prevent and intervene in situations where crisis 

intervention, listening, support, information and referral are needed. 

The instruction is provided by a group of human service 

professionals and takes place throughout a weekend session (Friday 

evening and all day Saturday), six evening sessions the following 

three weeks and an eight-hour internship working with an 

experienced volunteer on the telephone at the HELP!Line Center. 

Students are required to volunteer eight hours per month for twelve 

months (or a total of 96 hours) on the HELP!Line after completion 

of the course. Graded P/NC only. Offered both semesters. (1-2 s.h.)

SWK 235 Family & Children’s Services This course explores the 

needs of children and their families, the major programs which have 

been designed to serve them and the issues which are involved. 

Services covered in the course include protective services for abused 

and neglected children and their families, home-based services, 

foster home and institutional care of children and adoption. (2 s.h.) 

SWK 250 Social Work Practicum I A field experience in a 

professional human services setting under professional 

administrative and educational supervision designed to provide the 

student with a beginning understanding of the social service delivery 

system, and the disciplined use of self as a technique for helping 

others. Required minimum of 120 agency hours plus a weekly 

seminar. Prerequisite: Sophomore standing or written consent of 

instructor. Offered both semesters. (4 s.h.) 

SWK 275 Family Violence Identification, diagnosis and treatment 

processes utilized in the prevention and treatment of family violence. 

Examination from medical, legal, psychological and social 

perspectives emphasizes the need for participation of the community 

in treating this problem. (2 s.h.) 

SWK 307 Social Welfare Policy Analysis A course designed to 

develop skills in understanding the impact of social welfare policy 

including development of analytic procedures. Recommended in 

senior year. Offered fall semester. (2 s.h.) 

SWK 315 Legal Aspects of Human Services The impact of 

legislative and judicial decision-making upon the delivery of human 

services is examined, along with the discretionary authority granted 

to agencies that provide human service programs. (3 s.h.) 

SWK 340 Human Behavior in the Social Environment This 

course brings together knowledge from social, psychological, 

spiritual, and biological disciplines and places them within 

frameworks used by generalist social workers to understand, 

analyze, and intervene in human situations. Included will be the 

knowledge and application of ecological, developmental, systems, 

and diversity frameworks to generalist social work practice. The 

course is designed to help students understand and use 

empowerment and strengths-based practice. Prerequisites or Corequisites: 

SWK 121, 250 and completion of the Sociology of the 

Family, Psychology of Human Development, and Biology 

supporting course requirements of the major. Offered fall semester. 

(4 s.h.) 

SWK 361 Interviewing: Supervision and Teaching This is a 

course for selected senior Social Work students that provides an 

opportunity to teach interviewing skills and supervise others. 

Working in a small group laboratory, under supervision of an 

instructor, students in this course teach, supervise, critique and offer 

feedback to others who are studying interviewing techniques. (1-3 

s.h.) 

SWK 362 Social Work Practice with Individuals & Families This 

course is designed to provide basic knowledge and skills needed to 

work directly with individuals and families. The knowledge base 

includes comprehension of external and internal forces that initiate, 

sustain and modify human behavior within the individual and their 

environment; techniques for utilizing those forces; and an organized 

approach to problem solving. This course will build upon the 

student’s knowledge base of behavior and environment to integrate 

empowerment and strengths-based approaches and problem solving 

skills for generalist practice. To gain experience relevant to various 

practice activities, the client/social worker interview simulation, and 

its related assignments, are a central part of this course. 

Prerequisites: SWK 340 and junior class standing. Offered spring 

semester. (4 s.h.) 

SWK 363 Social Work Practice with Groups Generalist social 

work practice includes the application of an eclectic knowledge 

base, and professional values and skills to bring about change in 

many types of groups. This course will provide opportunities to 

explore theories about groups and practice competencies for 

generalist social workers working with groups, large and small. Corequisites: 

SWK 340 and junior class standing. Offered fall semester. 

(3 s.h.) 

SWK 364 Social Work Community and Policy Practice This 

course will focus on macro practice of generalist social workers. It 

will include the knowledge, values and skills social workers use to 

bring about change in large systems, i.e., organizations, and 

communities. Changing agency or social welfare policies, planning, 

implementing and evaluating programs, and initiating and directing 

projects in agency or community contexts will be included to 

prepare students to carry out multilevel (systems) interventions. 

Prerequisites: SWK 340 and junior class standing. Offered spring 

semester. (3 s.h.) 

SWK 365 Social Work Practicum II An advanced experience (180 

hours) in a professional social work setting under professional 

administration and educational supervision designed to prepare the 

student for generalist social work practice. There is also a seminar 

for cognitive integration of professional knowledge, skills and 

ethical practice. May be taken concurrently with SWK 366. It will 

be necessary for each student to purchase liability insurance. 

Prerequisites: Senior class standing, SWK 362, 363 and 364, and 

written consent of the instructor. Offered both semesters. (4 s.h.) 

SWK 366 Social Work Practicum III An advanced experience 

(180 hours) in a professional social work setting under professional 

administration and educational supervision designed to prepare the 

student for generalist social work practice. There is also a seminar 

for cognitive integration of professional knowledge, skills and 

ethical practice. May be taken concurrently with SWK 365. It will 

be necessary for each student to purchase liability insurance. 

Prerequisites: Senior class standing, SWK 362, 363 and 364, and 

written consent of the instructor. Offered both semesters. (4 s.h.) 

SWK 395, 396 Internship in Social Work Individually designed 

agency experience adapted to student interests and skill 

development, may include research, specifically structured social 

work experience, computer analysis and other requirements 

established by a Social Work faculty supervisor. From 50 to 75 hours 

are required per credit, as certified by agency supervisor and faculty 

supervisor. In some placements it may be necessary for a student to 

purchase liability insurance. Prerequisite: Consent of Social Work 

instructor. These courses are not equivalent to SWK 250, 365 or 366. 

(1-4 s.h.) 

SWK 197, 297, 397 Topics in Social Work Program faculty will 

occasionally offer special courses on timely subjects of interest to 

departmental majors or other students on campus. (2-4 s.h.) 


133

SWK 398 Honors in Social Work Interested students should apply 

to complete the Honors project through the Director of the Social 

Work Program no later than one academic year prior to their 

expected date of graduation. Students may enter this program by the 

invitation of the Social Work faculty or by application to and 

acceptance by the Social Work faculty. To be eligible, students must 

have a grade point average of 3.3 or greater in Social Work courses, 

as well as an overall grade point average of 3.0 or greater. Students 

will be asked to demonstrate capacity to produce independent 

scholarly or artistic work of the highest measure with accountability 

in the form of a comprehensive written exam and a professional 

paper presented to program faculty and defended by the student. (3-4 

s.h.) 

SWK 410 End-of-Life Seminar This is an interprofessional seminar 

that is taught for social work students and students from other 

professional programs from regional colleges and universities. It 

combines experiential learning in interdisciplinary teams in the 

homes of hospice patients with didactic educational sessions for 

students in a seminar format. The focus of the seminar is to orient the 

students to the dying process, highlight ways to improve end-of-life 

care for patients and families, and to foster an understanding of, and 

appreciation for, the interdisciplinary team approach to palliative 

care. Personal growth and self-examination is an important 

component of this seminar. Prerequisites include Junior/Senior 

status and completion of SWK 362. (1 s.h.) 

SWK 491, 492 Independent Study in Social Work I & II 

Individual study, research or group projects under supervision of 

Social Work faculty. Prerequisite: Consent of the instructor. (1-4 s.h.) 

Student Development (SDV) 

The courses in Student Development are designed to support a 

variety of major programs or to become part of an Interdisciplinary 

program. 

SDV 100 USF Experience Designed to orient and motivate 

students toward academic success. (P/NC) (1 s.h.) 

SDV 150 Career Development A course which assists students in 

recognizing the relationship between values and the world of 

work. It is designed to enrich career planning through selfevaluation 

and career exploration. Job-seeking skills and 

knowledge are also enhanced. (1-2 s.h.) 

SDV 250 Sophomore Leadership Seminar A seminar course 

designed to increase student understanding of leadership 

principles applied to higher education settings. Students will have 

the opportunity to establish a relationship with a selected mentor. 

(P/NC) (1 s.h.) 

SDV 300 Practicum in Student Leadership An experiential 

learning course associated with service as a student leader. The 

course is tailored to meet the learning goals and experiences 

desired by the student, in consultation with the instructor. Students 

are required to demonstrate learning by preparing a portfolio that 

documents the achievement of their individual learning objectives. 

(P/NC) (1 s.h.) 

SDV 400 Job Search Seminar Designed for the third- or fourthyear 

bachelor’s degree candidate or second-year associate’s degree 

candidate, this course will help prepare the graduating student for the 

job search, interview and first year at work. (1 s.h.) 


Theology (THE) 

BIBLICAL STUDIES 

THE 140 Introduction to the Bible A survey of the content and 

teachings of the Bible in historical perspective. (3 s.h.) 

THE 309 New Testament Greek I The first in a two-semester series 

in which students will learn to read and study the New Testament in 

its original language, Koine Greek. In this first semester, students 

will learn the alphabet, accents, and punctuation, the patterns of 

Greek nouns, pronouns, prepositions, and adjectives, and will begin 

to study verbs, all the while acquiring a basic vocabulary. From early 

in the course, students will be working in the actual New Testament 

text. Prerequisite: THE 140 or consent of the instructor. (3 s.h.) 

THE 310 New Testament Greek II Completion of this second 

semester will equip a student to succeed in seminary and graduate 

school courses which require knowledge of Koine Greek. 

Participants will learn all vocabulary words which appear 50 or more 

times in the New Testament, master the Greek verb system, learn 

interpretive principles, and do a final translation project. 

Prerequisite: THE 309. (3 s.h.) 

THE 311 New Testament Greek Reading Students will read and 

translate selected passages from the Greek New Testament. Each 

session will highlight particular lexical, grammatical, or syntactical 

problems, and the theological implications of the proposed 

translations will be discussed. Prerequisites: THE 309 and 310 or 


THE 317 Jesus and the Gospels An exploration of the person, 

teachings, and significance of Jesus as presented in the four gospels. 

Attention is given to historical and cultural backgrounds, to the 

literary relationships among the gospels, and to appropriate methods 

for studying and applying the text. Prerequisite: THE 140. (3 s.h.) 

THE 318 Letters of Paul An exploration of Paul’s teachings and 

practices as revealed in his letters. Galatians and then other letters 

will be examined in light of their general historical and cultural 

setting as well as their specific situation and occasion. Students will 

carefully analyze Paul’s ideas and the way he argues in support of 

them, including about such topics as salvation, church life, 

spirituality, sexuality, marriage, women, freedom, and mission. 

Prerequisite: THE 140. (3 s.h.). 

THE 319 Hebrews to Revelation A careful study of each of the last 

nine books of the New Testament. The works are examined for their 

message to their original readers, considering their historical and 

cultural setting, as a prelude to considering modern-day application. 

The books will be compared regarding such issues as their view of 

Christ’s significance and work, salvation, the church, last things, 

prayer and worship, and paraenesis (that is, what they exhort 

believers to do). Prerequisite: THE 140. (3 s.h.). 

THE 351 Old Testament Elective A concentrated study of a 

particular book or collection of books. Attention will be directed to 

historical context, literary form and theological themes. Prerequisite: 

THE 140. (3 s.h.) 

THE 361 New Testament Elective A concentrated study of a 

particular book or collection of books. Attention will be directed to 

historical context, literary form and theological themes. Prerequisite: 

THE 140. (3 s.h.)

HISTORICAL STUDIES 

THE 303 History of Christianity A study of the development of 

Christianity from its origin to the present. Prerequisite: THE 240. (3 

s.h.) 

THE 411 Christianity in America A survey of the history of 

Christian groups and traditions in America from Puritanism to the 

present, with special emphasis on the Protestant churches. 


THEOLOGICAL STUDIES 

THE 240 Introduction to Christian Thought A foundation course 

in Christian theology and ethics covering the major doctrines of 

historical Christianity. Prerequisite: THE 140. (3 s.h.) 

THE 413 Christianity and Culture A study of the Christian faith 

in its relation to culture. Definitions, perspectives and problems in 

the formulation of a Christian worldview. Prerequisite: THE 240. (3 

s.h.) 

THE 490 Senior Seminar An advanced study of essential doctrines 

of the Christian faith. This is the capstone course for the Theology 

and Philosophy major or minor, which builds on what students have 

learned in biblical, historical, theological and philosophical 

coursework. (3 s.h.) 

GENERAL COURSES 

THE 199 Youth Ministry Workshop Topical workshops will address 

problems and issues related to successful ministry with youth, ages 

12-18. Generally three workshops will be offered each year. 

Students may take up to six different workshops for credit toward 

their degree. (1 s.h. each) 

THE 261 Introduction to Youth Ministry Focusing on the needs 

and characteristics of youth, ages 12-18, this course trains students 

to design and structure youth ministry programs and to participate 

effectively with adult sponsors and the youth themselves in ministry 

to individuals and groups in the church, home, and community. 

Prerequisite: THE 140 or junior standing. (3 s.h.) 

THE 313 Religions of the World An introduction to significant 

religious traditions of the world, including Judaism, Hinduism, 

Buddhism and Islam. Prerequisite: THE 240. (3 s.h.) 

THE 320 World Missions This course will focus on cross-cultural 

mission issues and strategies and will lay a theological foundation 

for Christian mission. Past and present mission strategies will be 

analyzed with the purpose of determining how students may become 

vitally involved in the missional task of the church today. 


THE 330 Sociology of Religion See SOC 330 in the Sociology 


THE 340 Christian Spiritual Formation A study in the history, 

ideas, and practices of Christian spiritual development. Students will 

analyze key biblical texts, read from classic Christian writings in the 

field of spirituality, examine current trends and issues, and 

experiment with disciplines and activities to assist their own spiritual 

growth. Prerequisite: THE 240 or consent of the instructor. (3 s.h.) 

THE 381 Foundations of Professional Ministry Students will 

consider the theological foundations for ministry, their own sense of 

vocation, and some of the practical issues related to the professional 

ministry. Prerequisite: THE 240. (3 s.h.) 

THE 390 Special Topics in Theology This course will include a 

topic or topics that are normally not covered as specific courses in 

the areas of Biblical, Historical, or Theological Studies. Scheduling 

of the course and topics selected will be determined by student 

interest and faculty expertise. (1-4 s.h.) 

THE 391 Special Topics in Ministry This course will provide 

practical training in some aspect of Christian ministry. Scheduling of 

the course and topics selected will be determined by student interest 

and training needs and by faculty expertise. (1-3 s.h.) 

THE 395 Internship in Ministry A practicum experience, 

individually adapted to student interests and skills. An on-site 

supervisor and a faculty internship coordinator direct and certify the 

experience. (2-4 s.h.) 

THE 396 Youth Ministry Internship A practicum experience 

designed for the youth ministry concentration involving supervised 

ministry with adolescents in a church or parachurch setting. An onsite 

supervisor and USF youth ministry internship mentor will direct 

and certify the experience. Prerequisites: THE 261 and junior 

standing. (3-4 s.h.) 

THE 491, 492 Independent Study in Theology or Religion 

Prerequisite: Consent of the instructor. (1-3 s.h. each) 


135

136 Undergraduate Course Descriptions

Personnel

BOARD OF TRUSTEES 

*James Bailey, Casper, WY 

*William Ballenger, Council Bluffs, IA 

Paul Barber, Rapid City, SD 

Captain Richard Barcus, Colorado Springs, CO 

Dr. Fred Bellum, Columbus, NE 

Dwight Beukelman, Sioux Falls, SD 

*Earl Bonacker, Sioux Falls, SD 

*Dr. Chester Bowman, Sioux Falls, SD 

Carole Buchholz, M.D., Soldotna, AK 

Peter Cappa, Rapid City, SD 

David Cleveland, Sarona, WI 

Dr. John Collier, Mukilteo, WA 

Ryan P. Correa, Lincoln, NE 

Janet DeWitt, Sioux Falls, SD 

Dr. Carol Evans, Rochester, MN 

*Dr. Roger Fredrikson, Sioux Falls, SD 

Richard Garside, Jacksonville, FL 

*Paul Hammond, Tulsa, OK 

Dr. Randi Hart, Elm Grove, WI 

Mary Hull, Columbus, NE 

Dan Hylland, Sioux Falls, SD 

Dorothy A. Johnson, Sioux Falls, SD 

*Merle Johnson, Sioux Falls, SD 

Reverend James Key, Eldora, IA 

Constance Nelson Lane, Rapid City, SD 

*Robert Larsen, M.D., Lake Forest, CA 

Chang Hee Lee, Pebble Beach, CA 

*John Lillibridge, Burke, SD 

Thomas Lillibridge, Burke, SD 

Barbara McDonald, Sioux Falls, SD 

Dr. Lee McGlone, Sioux Falls, SD 

Max Merry, Dell Rapids, SD 

Rev. Stanley Murdoch, Kearney, NE 

Becky Nelson, Sioux Falls, SD 

Gayle Nelson, Nashville, TN 

Dr. Paula O’Neill-Weedon, Houston, TX 

Dr. Gary Olson, Wentworth, SD 

Dr. David Rossing, Sioux Falls, SD 

*Robert Rust, Park Rapids, MN 

Dr. Marlan Scully, Bryan, TX 

Dr. William Soeffing, Sioux Falls, SD 

*Dr. Gordon A. Stewart, Sioux Falls, SD 

Randall L. Stewart, Sioux Falls, SD 

*Dr. Marian Sullivan, Sioux Falls, SD 

Kimberley Thune, Sioux Falls, SD 

138 Personnel 

Dr. Robert Veninga, Minneapolis, MN 

Dr. Riley Walker, Sioux Falls, SD 

Floretta Ward, Omaha, NE 

*Charles Whisler, Rapid City, SD 

Tiena Zbornik, West Palm Beach, FL 

* Emeritus Members 

USF FOUNDATION BOARD OF 

DIRECTORS 

Paul Barber, Rapid City, SD 

Reverend Leon Bill, Sioux Falls, SD 

Richard Corcoran, Sioux Falls, SD 

William Edwards, Aberdeen, SD 

Steven Garry, Sioux Falls, SD 

David Hottmann, Sioux Falls, SD 

Dan Kirby, Sioux Falls, SD 

Constance Nelson Lane, Rapid City, SD 

Sarah Richardson Larson, Sioux Falls, SD 

Thomas Lillibridge, Bonesteel, SD 

John C. “Jack” Marshman, Sioux Falls, SD 

Allen Nelson, Rapid City, SD 

Barbara McDonald, Sioux Falls, SD 

James Norberg, Sioux Falls, SD 

Thomas Reaves, Sioux Falls, SD 

Robert Rust, Park Rapids, MN 

Jimmie Rysdon, Sioux Falls, SD 

Alvin Schoeneman, Jr., Sioux Falls, SD 

Dr. Gordon A. Stewart, Sioux Falls, SD 

James Tausz, Clarion, IA


CABINET 

Date refers to year of employment. 

Mark Benedetto (1997), President; B.S., Texas Wesleyan 

University; M.A., Kent State University; Ed.S., Ed.D., Loma Linda 

University 

Brett Bradfield (2000), Vice President for Professional Studies; 

B.S., Dakota State University; M.S., Ed.D., University of South 

Dakota 

Greg A. Fritz (2000), Vice President for Enrollment & Marketing; 

B.A., Iowa State University 

Mark Gries (1998), Executive Director of the Foundation & Vice 

President for Institutional Advancement; B.A., Buena Vista 


David K. Heflin (2001), Chief Operating Officer; B.P.A., M.A., 

Mississippi State University 

Larry Ort (2004), Vice President for Academic Affairs & Chief 

Academic Officer; B.A., Spring Arbor College; M.A., Ph.D., 

Michigan State University 

Amy Preator (2000), Vice President for Administration & Human 

Resources; B.A., University of Sioux Falls; M.B.A., University of 

Wyoming 

ACADEMIC AREA CHAIRPERSONS & 

GRADUATE PROGRAM DIRECTORS 

Stacey Brook, Ph.D., Director of M.B.A. 

Kevin Cole, Ph.D., Humanities 

Jason Douma, Ph.D., Natural Science 

Keith Jones, Ph.D., Social Science 

Rachelle Loven, Ed.D., Fredrikson School of Education 

Nancy Olive, M.F.A., Visual and Performing Arts 

FACULTY 

Date refers to year of appointment. 

John Abbott (1977), Part-time Instructor of Business 

Administration; B.S., Northern Michigan University; M.B.A., J.D., 

University of South Dakota 

David Artko (1997), Part-time Instructor of Business 

Administration; B.A., Chapman College 

John Bails (1965), Assistant Professor of English; B.A., M.A., 


Robert Barclay (1995), Instructor of Social Sciences; B.A., 

Gordon College; M.S., University of Southern California at Los 

Angeles 

Kimberly Bartling (1998), Instructor of Communication Studies 

and Theatre; B.A., South Dakota State University; M.A., M.F.A., 


Valerie Beckstrand (1998), Part-time Instructor of Education; 

B.A., M.Ed., University of Sioux Falls 

Kimlyn J. Bender (2001), Assistant Professor of Theology & 

Philosophy; B.A., Jamestown College; M.Div., Fuller Theological 

Seminary; Ph.D., Princeton Theological Seminary 

Nicholle Berg (2004), Instructor of English; B.A., Concordia 

University; M.S., St. Cloud State University 

Chad Birger (2004), Instructor of Mathematics; B.S., University 

of Sioux Falls; M.S., South Dakota State University 

Monty Bohrer (2000), Assistant Professor of Business 

Administration; B.A., Concordia College; M.B.A., University of 

Sioux Falls 

Brett Bradfield (2000), Assistant Professor of Education; B.S., 

Dakota State University; M.S., Ed.D., University of South Dakota 

Stacey Brook (1997), Associate Professor of Economics; B.B.A., 

Eastern New Mexico University; M.A., University of 

Nebraska–Lincoln; Ph.D., Colorado State University 

Shawn Chiappetta (2003), Assistant Professor of Mathematics; 

B.A., Carthage College; M.S., Southern Illinois University; Ph.D., 

University of Wisconsin–Milwaukee 

Susannah Clements (2001), Assistant Professor of English; B.A., 

Belhaven College; M.A., University of South Carolina; Ph.D., 

University of South Carolina 

Kevin Cole (1999), Associate Professor of English; B.A., M.A., 

Texas A&M University; Ph.D., Baylor University 

Sharon Cool (1980), Professor of Psychology; B.A., Valparaiso 

University; M.A., Ph.D., University of South Dakota 

Ceca Cooper (2003), Assistant Professor of Art; B.F.A., B.S., 

University of Houston; M.F.A., University of South Dakota 

Linda Cruce (2001), Part-time Instructor of Education; B.A., 

University of Sioux Falls; M.Ed., University of Sioux Falls 

Candice Cummings (1995), Part-time Instructor of Social Work; 

B.A., Augustana College; M.S.W., University of Iowa 

Carol Den Otter (2004), Assistant Professor of Education; B.S., 

Augustana College; M.Ed., South Dakota State University 

Jason Douma (1998), Associate Professor of Mathematics; B.A., 

Gustavus Adolphus College; M.S., Ph.D., Northwestern University, 

Ill. 

Maria Duyos (1997), Part-time Instructor Spanish; B.A., B.S., 

Institute de Segunda Ensenanza de La Habana, Cuba; Ph.D., 

Universidad de La Habana, Cuba 

Greg Dyer (2000), Assistant Professor of English; B.S., M.A., 

Kansas State University; Ph.D., University of North Texas 

Carol Flower (1997), Part-time Instructor of Music; B.A., 

Augustana College; M.M., University of Michigan 

Michelle Fryer-Hanson (2000), Assistant Professor of Education; 

B.S., M.S., South Dakota State University; Ed.D., University of 

South Dakota 

John Gauer (1999), Part-time Instructor of Education; B.S., 

Northern State University; M.S., University of South Dakota 

Bette Gerberding (2003), Part-time Instructor of Theatre; B.S., 

Augustana College; M.A., South Dakota State University 

Personnel 

139

Brian Gregg (2005), Assistant Professor of Biblical Studies; B.A. 

University of California–Berkley; M.Div., Fuller Theological 

Seminary; A.B.D., University of Notre Dame 

Sherry Halleen (1969), Associate Professor of Exercise Science; 

B.A., Luther College; M.A., Ed.D., University of Northern 

Colorado 

Dale Hart (1998), Part-time Instructor of Communication Studies; 

B.A., Augustana College; M.A., University of South Dakota 

Marcella Heath (1989), Part-time Instructor Degree Completion 

Program; B.S., M.S., Northern State University 

Charles Herman (1990), Professor of History; B.A., Trinity 

College; M.A., Ph.D., University of Minnesota 

Allen Herrboldt (1981), Part-time Professor of Business 

Administration; B.S., M.A., M.B.A., University of South Dakota; 

Ed.D., Montana State University 

John L. Hiigel (1998), Associate Professor of Biblical Studies; 

B.A., University of California at Los Angeles; M.Div., Ph.D., 

Fuller Theological Seminary 

Christina S. Hitchcock (2001), Assistant Professor of Practical 

Theology; B.A., Geneva College; M.A., Gordon-Conwell 

Theological Seminary; Ph.D., University of Aberdeen 

Bryan Holland (2001), Part-time Assistant Professor of Art; A.A., 

Alexandria Technical College; B.A., University of Sioux Falls; 

M.F.A., University of South Dakota 

Cheryl Jackson (1987), Part-time Instructor of Communication 

Studies; B.A., University of Sioux Falls; M.Ed., University of 


Beth Jernberg (1979), Professor of Education; B.A., University of 

Sioux Falls; Ed.D., University of Northern Colorado 

Keith Jones (1997), Associate Professor of Psychology; B.A., 

University of Northern Iowa; M.A., Ph.D., West Virginia 


Waldemar F. Klawiter (1960), Part-time Professor of 

Mathematics & Physics; B.A., M.A., University of South Dakota; 

Ph.D., University of Wyoming 

Suzanne Knudson (1986), Part-time Instructor Center for Women; 

B.S., Northern State University 

Thomas H. Krause (1991), Associate Professor of Music; B.M.E., 

Valparaiso University; M.M., D.M.A., University of Southern 

California 

L. Cliff Lewis (1969), Professor of Chemistry; B.S., Ph.D., 

University of Oklahoma 

John D. Lierman (2005), Assistant Professor of Biblical Studies; 

B.A., Rice University; M.Div., Trinity Evangelical Divinity School; 

M.A., Trinity International University; Ph.D., Cambridge 


Rachelle Loven (1987), Professor of Education; B.S., Bemidji 

State University; M.Ed., University of Sioux Falls; Ed.D., 


Rebecca Murdock (2001), Instructor of Business Administration; 

B.A., Wayne State College; M.B.A., University of Sioux Falls 

Nathan S. Nassif (1991), Associate Professor of Communication 

Studies and Theatre; B.A., Drake University; M.A., Marquette 

University; Ph.D., Union Institute 

140 Personnel 

Robert Neely (2003), Assistant Professor of Education; B.S., 

M.Ed., Ed.D, University of Nebraska–Lincoln 

Brad Newitt (1999), Instructor of Mathematics & Computer 

Science/Assistant Men’s Basketball Coach; B.S., Kansas State 

University; M.A., University of South Dakota 

Janet Davison Nordgren (1999), Instructor of Media 

Studies/Public Radio Station Manager; B.S., Kansas State 

University; M.A., University of South Dakota 

Sandra Odegaard (1996), Part-time Instructor of Education; B.S., 

Northern State University; M.A., Ed.D., University of South 

Dakota 

Nancy J. Olive (1994), Associate Professor of Art; B.A., College 

of St. Catherine; M.A., Mankato State University; M.A., M.F.A., 

Michigan State University 

Curtis Olson (1995), Part-Time Instructor of Education; B.S., 

University of Sioux Falls; M.Ed., Northern State University 

Beth O’Toole (1998), Associate Professor of Criminal Justice; 

B.S., M.A., J.D., University of South Dakota 

Keith Perkins III (1976), Associate Professor of Biology; B.A., 

University of Sioux Falls; M.A., University of South Dakota 

Arlys E. Peterson (1990), Associate Professor of Education; B.A., 

University of Sioux Falls; M.A.T., Augustana College; Ed.D., 


Kelly Quick (2001), Assistant Professor of Exercise Science; B.A., 

University of Minnesota–Morris; M.S., Lamar University 

Deb Aden Ripperda (2002), Assistant Professor of Social Work; 

B.A., University of Sioux Falls; M.S.W., University of Nebraska- 

Omaha 

Dennis Roark (1992), Associate Professor of Computer Science & 

Mathematics; B.S., Massachusetts Institute of Technology; Ph.D., 

State University of NY–Buffalo 

Gerry Schlenker (1985), Associate Professor of Media Studies; 

B.S., North Dakota State University; M.A., Moorhead State 

University/North Dakota State University; Ph.D., University of 

Oregon 

Bernie Schock (1988), Part-time Instructor of Religious Studies & 

Degree Completion Program; B.A., Southern Methodist 

University; Th.M., Dallas Theological Seminary; Ed.D., University 

of South Dakota 

Rebecca Schultz (2001), Assistant Professor of Exercise Science; 

B.S., University of North Dakota; M.S., University of Southern 

Mississippi 

Harriet Scott (1972), Associate Professor of Social Work; B.A., 

Augustana College; M.S.W., University of Chicago; Ph.D., South 

Dakota State University 

Earl Sherburne (1999), Associate Professor of Music; B.A., 

Augustana College; M.A., University of Northern Colorado; Ph.D., 

University of Minnesota 

William Soeffing (1982), Professor of Biology; B.S., M.S., South 

Dakota State University; Ph.D., University of South Dakota School 

of Medicine 

Kermit Staggers (1982), Professor of History & Political Science; 

B.S., M.A., University of Idaho; Ph.D., Claremont Graduate 

School

Lisa Sullivan (2004), Assistant Professor of Education; B.A., 

University of South Dakota; M.Ed., University of Sioux Falls 

Elizabeth Teel (2000), Part-time Instructor of Music; B.A., 

University of Sioux Falls; M.A., North American Baptist Seminary 

Patricia Tille (2004), Associate Professor of Molecular Biology; 

B.S., University of Sioux Falls; Ph.D., University of South Dakota 

Jeff Tschetter (1995), Associate Professor of Business 

Administration; B.S., Bartlesville Wesleyan; M.B.A., University of 

South Dakota; Ph.D., University of Kentucky 

Brad Van Kalsbeek (2005), Instructor of Accounting; B.A., 

Northwestern College, Iowa; M.B.A., Colorado Technical 


Jill E.Whitley (1991), Associate Professor of Accounting; B.A., 

University of Sioux Falls; M.B.A., University of South Dakota 

Kirby D. Wilcoxson (1983), Associate Professor of Sociology; 

B.A., Asbury College; M.S., Ph.D., Purdue University 

Nancy Wilcoxson (1988), Instructor of Music; B.A., University of 

Sioux Falls; M.M., University of South Dakota 

Marian Winckler (1973-87, 1989), Part-time Instructor of 

English; B.A., University of Sioux Falls; M.A.T., Augustana 

College 

Mark Yarbrough (2001), Assistant Professor of Computer 

Science; B.S., Texas A&M University; Ph.D., University of 

California at San Diego 

Taihyeup Yi (2000), Assistant Professor of Business 

Administration & Finance; B.S., M.B.A., Yonsei University; M.A., 

Bowling Green State University; Ph.D., Temple University 

Adjunct Faculty in Medical Technology 

Renee Rydell, M.B.A., M.S., M.T. (ASCP), Program Director; 

Medical Technology Program, Sioux Valley Hospital 

David W. Ohrt, M.D., Ph.D., Medical Director; Medical 

Technology Program, Sioux Valley Hospital 

FACULTY EMERITI 

Maynard H. Berk; B.Mus., Redland University; M.S.M., Union 

Theological Seminary; Ph.D., New York University 

Daniel Canete; B.A., University of Sioux Falls; M.A., Fresno 

State College; Ed.D., Nova University 

Lois Harchanko; B.A., University of Sioux Falls; M.A., Columbia 


Edgar S. Harvey, Jr.; B.A., Northwestern University; M.A., 

Ph.D., University of Minnesota 

Sammie I. Hasegawa; B.A., Ottawa University; M.S., Kansas 

State University 

Allen Herrboldt (1981), Professor of Business Administration; 

B.S., M.A., M.B.A., University of South Dakota; Ed.D., Montana 


Thomas D. Houle; B.A., University of Minnesota; M.S.W., 

University of Nebraska–Lincoln; Ed.D., University of South 

Dakota 

Waldemar F. Klawiter (1960), Professor of Mathematics & 

Physics; B.A., M.A., University of South Dakota; Ph.D., University 

of Wyoming 

Perry W. Patterson; Diploma, American Academy of Dramatic 

Arts; B.S., Bemidji State College; M.A., Ph.D., University of 

Denver 

Bernice Ptacek; B.A., Northwestern University; M.R.E., Northern 

Baptist Theological Seminary; M.A., Northwestern University; 

L.H.D., University of Sioux Falls 

Ralph R. Tingley; B.A., Monmouth College; M.A., Ph.D., 

University of Chicago 

ADMINISTRATION 

Date refers to year of employment. 

Mekonnen Afa (2004), Head Men’s Soccer Coach 

Amanda Anderson (2001), Director of Retention & Academic 

Advising & Head Cheerleading Coach; B.A., Buena Vista 


Jon Anderson (2002), Assistant Football Coach & Athletic 

Marketing; B.A., Buena Vista University; M.S., South Dakota State 


Andrew Bang (2001), Network Administrator; B.S., University of 


Karen Bangasser (1995), Executive Assistant to the President; 

B.A., University of Sioux Falls 

Bill Bartell (1985), Director of Information Services; B.S., 


Kim Beaner (2003), Assistant Controller; B.S., University of 

South Dakota 

Dan Boyle (2002), Resident Director; B.A., University of Sioux 

Falls 

Judy Clauson (1986), Director of Library Services; B.A., 

University of Sioux Falls; M.L.S., Emporia State University 

Tricia Cole (2004), Director of Programs for Personal & Business 

Development; B.S., M.P.A., Ph.D., Texas A&M University 

Stephanie Cone (2004), Resident Director/Resident Life Assistant; 


Katie Dailey (1997), Head Women’s Basketball Coach & 

Associate Athletic Director; B.S., University of South Dakota; 

M.S., Black Hills State University 

Kalen DeBoer (2000), Head Football Coach; B.A., University of 


Jeff Dixen (2000), Head Women’s Soccer Coach; B.A., Augustana 

College; M.Ed., University of Sioux Falls 

Shad Durgan (1997), Associate Dean of Students/Director of 

Residence Life; B.A., University of Sioux Falls; M.Div., North 

American Baptist Seminary; Ed.D., University of South Dakota 

Megan Fischer (2004), Director of Grants & Development Writer; 

B.A., Dakota Wesleyan University 

Nick Fulton (2004), Admissions Counselor; B.A., University of 


Personnel 

141

Julie Dunlop Gednalske (1998), Associate Vice President for 

Development & Alumni Relations; B.S., University of South 

Dakota 

Kristi Gillen (2001), Head Softball Coach 

John Glasser (2003), Director of Special Gifts; B.A., University of 


Lesley Gorby (2002), Bookstore Manager; A.A., University of 

North Dakota; B.S., Minot State University 

LuAnn Grossman (1992), Director of Degree Completion 

Program; B.A., University of Sioux Falls 

Rachel Gunn (1999), Financial Aid Counselor; B.A., University 

of South Dakota 

Brenda Hansen (2003), Career & Personal Counselor; B.S., M.S., 

South Dakota State University 

Derrion Hardie (2003), Director of Recruitment; B.A., University 

of Sioux Falls 

Jon Hiatt (2000), Director of Major Gifts; B.S., University of 


Jeffrey Hurst (2002), Associate Accountant 

Veda Iverson (1991), Systems Analyst; B.S., Augustana College 

Ken “SID” Kortemeyer (1977), Senior Athletic Administrator & 

Head Golf Coach; B.A., University of Sioux Falls; M.S., South 


Angela Kuiper (1999), Publications Manager; B.A., University of 


Luke Langenfeld (1998), Head Baseball Coach; B.A., 

Morningside College 

Libby Larson (2001), Resident Director & Disabilities 

Coordinator; B.A., University of Sioux Falls 

Jennifer Lovik (2005), Campus Visit/Special Events Coordinator; 

B.A., Augustana College 

Lisa Mathes (2005), Head Volleyball Coach; B.A., Simpson 

College 

Julie McAreavey (2000), Administrator of Teacher Certification & 

Auxiliary Services; B.S., Dakota State University; M.Ed., 


Chuck Morrell (1998), Defensive Coordinator/Assistant Head 

Football Coach; B.S., University of Sioux Falls 

Shane Murphy (2001), Head Men’s Basketball Coach & Assistant 

Athletic Director; B.S., M.B.A., University of South Dakota 

Jeff Nelson (1995), Head Tennis Coach; B.A., University of Sioux 


Curt Nickisch (1999), KCSD-FM News Reporter & Instructor of 

Media Studies; B.A., University of Utah 

Sarah Noble (2004), Admissions Counselor; B.S., Minnesota State 

University–Moorhead 

Christopher Lee Noordsy (2003), Senior Accountant; B.B.A., 

Tarleton State University 

Laura A. Olson (1997), Director of Financial Aid; B.A., M.B.A., 


Laura G. Olson (2000), Systems Librarian; B.A., University of 

Sioux Falls; M.S., University of Illinois 

142 Personnel 

Andrew Patterson (2001), Director of Campaigns & Special 

Gifts; B.S., University of Sioux Falls 

Mark Patterson (1976-82, 1987), Dean of Students/Career 

Services; B.A., University of Sioux Falls; M.Ed., South Dakota 


Marlene M. Quittem (2001), Development Information Systems 

Coordinator; B.A., University of Sioux Falls 

William Sanchez, Jr. (2001), Director of Athletics/Team USF; 

B.A., University of Denver; M.Ed., University of Oklahoma 

Bernard Schramm (2001), Business Advisor–Center for Women 

Business Institute; B.S., J.D., West Virginia University 

Karen Sumner (2002), Assistant Campus Pastor; B.A., University 

of Sioux Falls; M.A., North American Baptist Seminary 

Barry Sutherland (1995), Buildings & Grounds Manager 

Brenda Thomas (1986), Director of Administrative Applications; 

B.S., Mankato State University; M.B.A., University of South 

Dakota 

Phyllis Thompson (1978), Registrar/Assistant Academic Dean; 

B.A., University of Sioux Falls; M.Ed., South Dakota State 


Dennis Thum (1990), Dean of the Chapel; B.A., St. Paul Bible 

College; M.Div., North American Baptist Seminary 

Kyle Torkelson (2002), Network Administrator; B.S., University of 


Amy Uttecht (1998-2000, 2001), Development Office 

Manager/Prospect Research; B.S., Winona State University 

Jeff Veltkamp (2003), Director of Special Gifts; B.A., University 

of Sioux Falls 

Kristie Vortherms (2001), Assistant Registrar; B.A., University of 


Amy Warwick (2001), Controller; B.S., University of South 

Dakota 

Dan Weight (2001), Head Track/Cross Country Coach 

SUPPORT STAFF & MAINTENANCE 

Date refers to date of employment. 

Joe Allington (1998), Maintenance Assistant–Carpenter 

Tonya Bechtold (2002), Student Accounts Assistant; B.A., 

University of Georgia 

Lisa Beitzel (1999), Accounts Payable Coordinator; B.A., Bemidji 


Melodee Bertsch (1999), Administrative Assistant–Executive 

Suite; B.A., University of Sioux Falls 

Alice Blomstrom (1989), Custodian 

Barb Burress (1989), Secretary–Campus Life 

Paula Curtis (1999), Switchboard/Receptionist; B.A., South 


Jodi DeBerg (2000), Financial Aid Program Coordinator; B.A., 

Dordt College 

Melvin Dieken (1998), Custodian

Grant Edgecomb (2003), Custodian 

Mike Erickson (1994), Custodian 

Mary Fedders (1983), Assistant in Placement & Student Services 

Jason Folkerts (2005), Director of Center for Youth Ministry 

Impact; B.A., University of Sioux Falls 

Mel Gilberts (2000), Special Events Custodian 

June Gunn (1990), Custodian 

Duane Harder (1996), Mail Room Clerk 

Linda Haskett (2005), Development Receptionist; A.A., B.A., 

Dakota Wesleyan University 

Corby Heyne (2004), Grounds Assistant; B.A. University of Sioux 


Jennifer Hirsch (2004), Bookstore Assistant; A.A., Dakota 

Wesleyan University 

James Hoffman (1990), Custodian 

Janis Hoogestraat (2000), Athletic Administrative Assistant 

Joanne Hurley (1990), Data Processor–Admissions 

Gayle Idema (1983), Secretary–Education 

Milt Jackson (2004), Grounds Assistant 

Bruce Jernberg (1990), Custodian 

Darrell Johnson (1993), Custodian 

Jeff M. Johnson (1997), Maintenance Assistant–Mechanical 

Jeff W. Johnson (1999), Grounds Assistant/Maintenance Assistant 

Kristi Kappes (2003), Accounting Assistant/Federal Perkins Loan 

Associate; A.A., B.B.A., Mesa State College 

Jennifer Knutson (2004), Periodicals/Acquisitions Associate; 

B.A., Augustana College 

Marilyn Krahn (1998), Records Clerk/Registrar Receptionist; 


Megan Larsen (2001), Registration Assistant; B.A., Indiana 

Wesleyan University 

Sarah Lieuwen (2004), Admissions Office Manager; B.A., 

Northwestern College, Minn. 

Lois Merritt (1981), Switchboard/Receptionist 

Polly Mosey (1988), Graduate Workshop Coordinator; B.A., 


Harold Nyhaug (1999), Custodian 

Peggy Nyhaug (1999), Financial Aid Technician 

Katie Pelzel (2000), Periodical Associate; B.A., University of 


Missy Permann (1995), Facilities Coordinator; B.A., University 

of Sioux Falls; M.Div., North American Baptist Seminary 

John Poppenga (1994), Maintenance Assistant–Plumbing 

Kathy Price (1994), Administrative Assistant–Vucurevich School 

of Business 

Wendy Ratliff (2004), Donor Support Specialist; B.S., South 


Jennifer Reynolds (2004), Development Assistant; B.A., 


Ray Schmig (1991), Custodian 

Antonia Skots (2003), Custodian 

Rebecca Skroch (2002), Administrative Assistant–Center for 

Women; B.S., Moorhead State University 

Peggy Subart (1999), Student Accounts Assistant 

Floyd Wiebelhaus (1980), Custodian 

Dennis Zoerink (2002), Grounds Assistant 

Personnel 

143

Academic Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 

Academic Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Academic Misconduct Policy . . . . . . . . . . . . . . . . . . . . . . . . . . .39 

Academic Performance & Grading . . . . . . . . . . . . . . . . . . . . . .38 

Academic Policies, Undergraduate . . . . . . . . . . . . . . . . . . . . . .37 

Academic Probation Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Academic Progress Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Academic Regulations, Graduate . . . . . . . . . . . . . . . . . . . . .94, 97 

Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49, 110 

Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Ace National Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Active Duty Policy for Reserves . . . . . . . . . . . . . . . . . . . . . . . .14 

Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 

Administrative Education Endorsements . . . . . . . . . . . . . . . . .100 

Adult Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 57 

Admission Procedures, Graduate . . . . . . . . . . . . . . . . . . . . .94, 97 

Admission Requirements, Undergraduate . . . . . . . . . . . . . . . . .10 

Admission Requirements, M.B.A. . . . . . . . . . . . . . . . . . . . . . . .94 

Admission Requirements, M.Ed. . . . . . . . . . . . . . . . . . . . . . . . .97 

Advanced Placement Program . . . . . . . . . . . . . . . . . . . . . . . . . .41 

Affiliations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

American College Test (ACT) . . . . . . . . . . . . . . . . . . . . . . . . . .10 

American Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 

Appeal Process of Financial Aid Suspension . . . . . . . . . . . . . .21 

Application for Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . .15 

Application Process, Undergraduate . . . . . . . . . . . . . . . . . . . . .10 

Applied Mathematics (B.S.) . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

Applied Mathematics for Engineering (B.A.) . . . . . . . . . . . . . .44 

APriL (Assessment of Prior Learning) . . . . . . . . . . . . . . . . . . .32 

Area Chairpersons, Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . .139 

Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45, 110 

Art Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 

Associate of Arts Degree Program . . . . . . . . . . . . . . . . . . . .28, 90 

Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Attendance Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 

Auditing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14, 37, 94, 97 

Australia Studies Centere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 

Bachelor’s Degree Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . .28 

Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47, 112 

Board and Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Broadcasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25, 71 

Buildings on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

144 Index 

INDEX 

Business Administration . . . . . . . . . . . . . . . . . . . . . . . .48, 90, 112 

Cabinet, USF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 

Campus–Building Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 

Campus Ministries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Center for Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Center for Women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Center for Youth Ministry Impact . . . . . . . . . . . . . . . . . . . . . . .33 

Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51, 114 

Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90 

China Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 

Chiropractic Science, Pre-Professional . . . . . . . . . . . . . . . . . . .78 

Christian Service Student Opportunities . . . . . . . . . . . . . . . . . .24 

Christian Service, Preparation for . . . . . . . . . . . . . . . . . . . . . . .86 

Classification of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 

CLEP (College Level Exam Program) . . . . . . . . . . . . . . . .31, 41 

Coaching Concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 

Communication Studies & Theatre . . . . . . . . . . . . . . .26, 52, 116 

Computer Information Systems . . . . . . . . . . . . . . . . . . . . . . . . .54 

Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55, 114 

Computer Use Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Contemporary Music Center . . . . . . . . . . . . . . . . . . . . . . . . . . .33 

Cooperative Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

Core Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 

Costs, Undergraduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Council for Christian Colleges & Universities . . . . . . . . . . . . .33 

Course Descriptions, Undergraduate . . . . . . . . . . . . . . . . . . . .109 

Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 

Course Test-out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 

Credit for Prior Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Criminal Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56, 116 

Cross-Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 

Degree Completion Program . . . . . . . . . . . . . . . . . . . . . . . .36, 57 

Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28, 31 

Dentistry, Pre-Professional . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Dining Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Directory Information, Definition of . . . . . . . . . . . . . . . . . . . . .38 

Disability Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 

Dormitories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8, 24 

Dramatics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26, 52 

Drug-Free Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Early Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 

Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50, 118 

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59, 90, 118

Educational Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Educational Specialist Program . . . . . . . . . . . . . . . . . . . . . . . .105 

Elementary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 

Eligibility (Activities, Organizations & Athletics) . . . . . . . . . .40 

Eligibility, Reinstatement of . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 

Employment, Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63, 120 

Environment/Legal Compliance . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Exchange & Foreign Study Programs . . . . . . . . . . . . . . . . . . . .33 

Exercise Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65, 122 

Expenses, Undergraduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Extracurricular Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 

Faculty Emeriti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141 

Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Federal Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Federal Return of Title IV Funds Policy . . . . . . . . . . . . . . . . . .15 

Fees, Undergraduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Financial Aid, Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . .94, 97 

Financial Aid, Undergraduate . . . . . . . . . . . . . . . . . . . . . . . .15, 57 

Fine Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 

Focus on the Family Institute . . . . . . . . . . . . . . . . . . . . . . . . . . .35 

Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64, 132 

Foundation Board of Directors . . . . . . . . . . . . . . . . . . . . . . . . .138 

Fredrikson School of Education & 

Center for Christian Thought . . . . . . . . . . . . . . . . . . . . . . .32 

GED Score Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 

Grading and Grade Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 

Graduate Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 

Graduation Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 

Graduation, Requirements & Application . . . . . . . . . . . . . . . .37 

Grants, Federal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Grants, Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 

Grants, Undergraduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17, 20 

Graphic Design Concentration . . . . . . . . . . . . . . . . . . . . . . . . . .45 

Handong University Exchange Program . . . . . . . . . . . . . . . . . .35 

Harrassment Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 

Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . .124 

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68, 123 

History of the University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Hong Kong Baptist University Exchange Program . . . . . . . . . .35 

Honors Scholar Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 

Honours Programme–CMRS, Oxford . . . . . . . . . . . . . . . . . . . .33 

Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8, 24 

Institute of Italian Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 

Insurance, Medical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Interim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 

Interdisciplinary Programs . . . . . . . . . . . . . . . . . . . . . . . . . .69, 90 

International Student Admission . . . . . . . . . . . . . . . . . . . . . . . .11 

Internships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Intramurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

January Interim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 

Jerusalem University College . . . . . . . . . . . . . . . . . . . . . . . . . . .35 

Kilian Community College Agreement . . . . . . . . . . . . . . . . . . .11 

Lake Area Technical Institute Agreement . . . . . . . . . . . . . . . . .11 

Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 

Languages, Foreign . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64, 132 

Latin American Studies Program . . . . . . . . . . . . . . . . . . . . . . . .34 

Law, Pre-Professional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 

Liberal Arts Core Requirements Checklist . . . . . . . . . . . . . . . .30 

Liberal Arts Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36, 124 

Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 

Loan Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 

Los Angeles Film Studies Center . . . . . . . . . . . . . . . . . . . . . . . .34 

Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 

Map, Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 

Master of Business Administration . . . . . . . . . . . . . . . . . . . . . .94 

Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70, 125 

Media Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71, 126 

Medical Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 

Medicine, Pre-Professional . . . . . . . . . . . . . . . . . . . . . . . . . .77, 78 

Middle East Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . .34 

Mission of the University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Mortuary Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25, 73, 127 

Music Performing Organizations . . . . . . . . . . . . . . . . . . . . . . . .25 

Natural Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 

Non-Discrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

Non-Traditional Credit Options . . . . . . . . . . . . . . . . . . . . . . . . .31 

North American Baptist Seminary Agreements . . . . . . . . .87, 88 

Off-Campus Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 

Oxford Honours Programme . . . . . . . . . . . . . . . . . . . . . . . . . . .33 

Oxford Summer Programme . . . . . . . . . . . . . . . . . . . . . . . . . . .34 

Paramedic Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75, 90 

Part-Time Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 

Pass/No Credit Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Payment Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Payment Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137 

Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86, 129 

Physical Therapy, Pre-Professional . . . . . . . . . . . . . . . . . . . . . .77 

Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 

Index 145

Political Science/History . . . . . . . . . . . . . . . . . . . . . . . . . .76, 130 

Pre-Chiropractic Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 

Pre-Dental . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 

Pre-Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 

Pre-Medical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77, 78 

Pre-Mortuary Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Physical Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Professional Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Pre-Seminary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 

Pre-Veterinary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Probation, Academic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80, 130 

Public Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49, 110 

Publications, Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Radio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Radiologic Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 

Records, Student Access to . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Registration & Class Changes . . . . . . . . . . . . . . . . . . . . . . . . . .37 

Required Courses, Undergraduate . . . . . . . . . . . . . . . . . . . . . . .30 

Reserves Called to Active Duty . . . . . . . . . . . . . . . . . . . . . . . . .14 

Residence Halls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8, 24 

Residential Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Returning Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

Room and Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Russian Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 

Scholarships & Grants, Graduate . . . . . . . . . . . . . . . . . . . . .94, 97 

Scholarships & Grants, Undergraduate . . . . . . . . . . . . . . . .16-19 

Scholastic Aptitude Tests (SAT) . . . . . . . . . . . . . . . . . . . . . . . . .10 

Senior Citizen Tuition Waiver . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Secondary Education Certification . . . . . . . . . . . . . . . . . . . . . . .60 

Sexual Harrassment Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 

Sioux Falls, The City . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 

Social Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82, 91, 132 

Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83, 132 

Social Work in a Latin American Context . . . . . . . . . . . . . .35, 84 

Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85, 131 

Software Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Southeast Technical Institute Agreement . . . . . . . . . . . . . . . . . .11 

Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64, 132 

Special Academic Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 

Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 

Special Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 

Spiritual Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Student Development Courses . . . . . . . . . . . . . . . . . . . . . .36, 134 

Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

146 Index 

Student Records Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 

Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 

Summer Institute of Journalism . . . . . . . . . . . . . . . . . . . . . . . . .34 

Summer Programme–CMRS, Oxford . . . . . . . . . . . . . . . . . . . .34 

Support Staff & Maintenance . . . . . . . . . . . . . . . . . . . . . . . . . .142 

Taylor University College & Seminary Agreement . . . . . . . . .11 

Teacher Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31, 62 

Television . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 

Test-Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 

Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26, 52 

Theology & Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . .86, 134 

Theology & Youth Ministry . . . . . . . . . . . . . . . . . . . . . . . .86, 134 

Time Limit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94, 98, 101 

Transfer of Credits, Graduate . . . . . . . . . . . . . . . . . . . . . . . .94, 97 

Transfer Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 

Trustees, USF Board of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138 

Tuition and Fees, Undergraduate . . . . . . . . . . . . . . . . . . . . . . . .14 

Tuition Exchange Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 

Uganda Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 

Undergraduate Course Descriptions . . . . . . . . . . . . . . . . . . . .109 

University Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 

Veteran Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 

Veterinary, Pre-Professional . . . . . . . . . . . . . . . . . . . . . . . . . . . .77 

Vucurevich School of Business . . . . . . . . . . . . . . . . . . . . . . . . .32 

Withdrawal from Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14, 37 

Withdrawal from the University . . . . . . . . . . . . . . . . . . . . . . . . .14 

Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 

Work-Study/Student Employment . . . . . . . . . . . . . . . . . . . . . . .20 

Every effort has been made to include all academic policies and 

to ensure accuracy in all statements. However, with a publication of 

this size–it is quite possible that errors exist. The University of Sioux 

Falls reserves the right to correct errors or direct students to other 

information sources in the event of an omission or discrepancy.

USF TELEPHONE DIRECTORY - University of Sioux Falls

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