2020-2021 Catalog
STEVENSON
UNIVERSITY
ONLINE
Stevenson University| 1
Table of Contents
Table of Contents
Table of Contents ...................................................................................... 1
Stevenson University ................................................................................ 5
Academic Continuity Policy, Notice of Nondiscriminatory ... 5
Academic Calendar ................................................................................... 5
President’s Letter ........................................................................................ 7
The Stevenson Approach ....................................................................... 8
About Stevenson ........................................................................................ 8
Academic Coursework ............................................................................. 8
Applied and Experiential Learning ..................................................... 8
The Stevenson Career Connection .................................................... 8
Stevenson Ideals ......................................................................................... 8
History of Stevenson University .......................................................... 9
Accreditations ........................................................................................... 12
Life at Stevenson ..................................................................................... 13
Student Life ................................................................................................ 13
SUO Student Success Resources ..................................................... 18
Student Rights and Responsibilities .............................................. 19
Student Grievance Procedure ........................................................... 19
Campus Resources and Services ..................................................... 19
The Wellness Center .............................................................................. 22
The University Pandemic Plan .......................................................... 23
Admissions ................................................................................................. 24
Online Bachelor's Degree Programs .............................................. 24
General Admissions Policy .................................................................. 24
Admissions Procedures and Processes ........................................ 24
Readmission and Reinstatement ..................................................... 31
Credit for Prior Learning ...................................................................... 32
Financial Information ............................................................................. 34
Costs .............................................................................................................. 34
Financial Aid .............................................................................................. 39
Academic Information .......................................................................... 49
SEE: The Stevenson Educational Experience .............................. 49
The SEE Student Learning Goals and Outcomes .................... 49
Stevenson Intercultural Knowledge and Competency (IKC)50
University Degree Requirements ..................................................... 50
FERPA: Notice to Students ................................................................. 58
Undergraduate Fields of Study ........................................................ 64
Undergraduate Courses ....................................................................... 77
Graduate Fields of Study ..................................................................... 97
Graduate Courses................................................................................. 113
Certificate Options - Post-Baccalaureate ................................. 131
Directory ................................................................................................... 138
Board of Trustees of Stevenson University ............................. 138
Office of the President ...................................................................... 138
Academic Affairs ................................................................................... 138
Enrollment Management .................................................................. 139
Financial Affairs ..................................................................................... 139
Human Resources ................................................................................ 139
Marketing and Digital Communications ................................... 139
Student Affairs ....................................................................................... 139
University Advancement ................................................................... 139
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Emeriti ........................................................................................................ 139
Schools of the University ................................................................. 140
Faculty ........................................................................................................ 141
President's Advisory Council .......................................................... 155
Academic Advisory Boards .............................................................. 156
Directory ................................................................................................... 138
Index ........................................................................................................... 163
ADDENDUM
Veterans Benefits Transition Act of 2018 – Section 103
April 16, 2021
Stevenson University adheres to the Veterans Benefits Transition Act of 2018 – Section 103. We
will allow an individual to attend or participate in a program of education if the individual
provides the school with a Certificate of Eligibility. The individual is entitled to all services
offered at the University.
Stevenson University| 3
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STEVENSON UNIVERSITY ONLINE CATALOG
Stevenson University| 5
Academic Continuity Policy, Notice of Nondiscriminatory Policy and Catalog Disclaimer
ACADEMIC CONTINUITY POLICY
The University sets forth and upholds standards and policies and prioritizes the integrity of the academic experience. In the
event that temporary adjustments must be made to the policies or processes included in the Catalog, information will be
posted to the Registrar’s Office Page on the SU Portal and shared with students via the Office of the Registrar.
NOTICE OF NONDISCRIMINATORY POLICY
Stevenson University admits students of any race, color, sex, religion, and national or ethnic origin to all of the rights,
privileges, programs, benefits, and activities generally accorded or made available to students at the University. It does not
discriminate on the basis of race, color, sex, religion, disability, and national or ethnic origin in the administration of its
education policies, admission policies, scholarship and loan programs, and other university-administered programs. The
University is committed to providing all students with an educational environment free of bias, discrimination, intimidation,
or harassment. In this regard, Stevenson University complies with all relevant federal, state, and local laws. The University
also complies with all applicable laws and federal regulations regarding prohibition of discrimination and accessibility on
the basis of age, disability, veteran status, or otherwise.
CATALOG DISCLAIMER
Stevenson University reserves the right to add, revise, or drop programs and courses; to implement new policies and
procedures; and to change published calendars as it deems necessary. The information contained in this catalog is accurate
as of the date of publication; however, Stevenson University reserves the right to add, revise, or modify its contents when
necessary. Such changes, which will appear in the online catalog, will be applicable to all students who are enrolled at the
time the changes occur. The online version of the Stevenson catalog is the governing version, and students should refer to
the SU website for the most up-to-date information.
CONTACT INFORMATION
Phone: 443-352-4030
Toll free: 877-531-7118
Fax: 443-352-4440
Email: [email protected]
Website: stevenson.edu/online
CATALOG PUBLICATION DATE
August 15, 2020
Academic Calendar
This calendar is subject to change as Stevenson complies with all public health and safety guidelines related to the
COVID-19 pandemic.
Academic Calendar: Fall 2020 to Summer 2021
Online and Hybrid Undergraduate and Graduate Programs
Fall 2020
Aug. 31 - Dec. 20
Fall 2020 semester (20FSEM)
Aug. 31 - Oct. 25
8 week 1 (20F8W1)
Stevenson University
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Sept. 7
Labor Day - University closed
Sept. 28
Yom Kippur - University closed
Oct. 26 - Dec. 20
8 week 2 (20F8W2)
Nov. 2
Spring registration begins
Nov. 26 - 27
Thanksgiving holiday - University closed
Dec. 24 - 25
Christmas holiday - University closed
Dec. 31 - Jan. 1
New Year's holiday - University closed
Winterim 2021
Jan. 4
Winterim begins
Jan. 18
Martin Luther King, Jr. Day - University closed
Jan. 24
Spring 2021
Winterim ends
Jan. 25 - May 16
Spring 2021 semester (21SSEM)
Jan. 25 - March 21
8 week 1 (21S8W1)
March 22 - May 16
8 week 2 (21S8W2)
April 2 - April 4
Easter holiday - University closed
April 5
Registration for Fall 2021 begins
May 14 - 21
Spring Commencement
May 16
Term end date
May 20
Grades available to students in Student Planning
May 31
Memorial Day – University closed
Summer 2021
Summer sessions will be held between May and August. Multiple sessions are available. Please consult the Summer
Schedule of Classes for details on the sessions and classes available or contact Stevenson University Online at 443-352-
4030.
Note: Academic calendar information for students enrolled in traditional undergraduate courses can be found in the
traditional undergraduate catalog.
Stevenson University| 7
President’s Letter
Dear Student,
For more than 70 years, Stevenson University has been providing students with career-focused
education taught by faculty with extensive, real-world experience. Through Stevenson University
Online, we continue this mission with programs designed for working adults and delivered in
convenient sessions—all with the personalized, one-on-one attention that embodies Stevenson’s
commitment to student success.
Stevenson is a close-knit community that supports your growth and helps you realize your
aspirations. As a Stevenson University Online student, your education is tailored for your unique
needs. Our faculty and staff understand that you must balance work, education, and many
responsibilities as you advance professionally and personally. When you need help maintaining
that balance, do not hesitate to reach out to your success coach and professors.
Our programs are flexible and, while you may not join us on campus every day, you are a valued
member of our community. In addition to our academic programs, we provide extensive academic
support and career services through our Career Connection Center. I encourage you to use these
resources to make the most of your experience at Stevenson. Whether you are pursuing a new
career or advancing your current one, we look forward to working with you to achieve your goals.
We are here to help you succeed.
Please use the 2020/2021 Stevenson University Online Catalog as a detailed overview of our curriculum, services, and
policies. This catalog will help you work with your advisor and professors to develop a successful plan for your education –
one in which you move forward professionally and academically.
This is your university and you are part of a community that cares about your success. Together, we will help you take the
next steps in your life and career.
With best wishes for the academic year,
Elliot Hirshman
President
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About Stevenson
Stevenson University, founded in 1947 as Villa Julie
College, serves approximately 3,000 undergraduate
students as well as 900 online students in its seven
schools. Stevenson offers students exceptional
experiences, a connection to their career aspirations, and
a close-knit, supportive community centered on their
success.
Academic Coursework
One of the strengths of Stevenson University is its ability
to offer rigorous courses that give students a strong
foundation in the liberal arts and sciences, plus skills and
knowledge in their major fields, in a mentoring
environment of small classes and personal attention by
faculty. All students must complete courses in a core
curriculum that develop skills in writing, communication,
and math and provide a basic understanding of the key
disciplines in the liberal arts and sciences. Courses in the
majors provide opportunities to acquire proficiency in a
specific discipline that will prepare students for
employment in their chosen field of study or for
graduate school.
Applied and Experiential Learning
One of the strengths of Stevenson University is its ability
to offer rigorous courses that provide students a strong
foundation in the liberal arts and sciences, plus skills and
knowledge in their major fields, in a mentoring
environment of small classes and personal attention by
faculty. All students must complete courses in a core
curriculum that develop skills in writing, communication,
and math and provide a basic understanding of the key
disciplines in the liberal arts and sciences. Courses in the
major provide opportunities to acquire proficiency in a
specific discipline that will prepare students for
employment in their chosen field of study or for
graduate school.
Most undergraduate degrees offered through SUO can
be completed within 18-24 months depending on the
number of credits a student has completed before
entering the program. Undergraduate degree program
courses may be scheduled in a mixed of 5, 8, or 16 week
hybrid or online format. Hybrid courses generally meet
once weekly in the evenings; many classes are conducted
entirely online. Classwork incorporates hands-on projects,
practical knowledge that is applicable to everyday work
challenges, and group interactions with fellow students.
Students are expected to complete many of their
assignments and coursework outside of class, using
Blackboard, e-mail, and other means.
The university's graduate degrees can be completed in as
few as 18-24 months. Most courses in the graduate
programs are offered in 8 week sessions, with some
courses offered in a 7, 10, or 16 week format.
The Stevenson Career Connection
Since Stevenson University’s founding more than 70
years ago, connecting students to their career aspirations
has been at the heart of our mission.
In coursework, through real-world experiences, and
through professional preparation, the Stevenson Career
Connection develops our students career readiness and
sets the stage for their professional success after college.
It begins with providing each student a support team of
success coaches, career advisors, faculty mentors, and
internship coordinators who will keep them on track to
their goals during their time at Stevenson.
Foundational experiences and career exploration
introduce students to the career options tied to their
desired path of study through career-focused seminars,
foundational courses in their majors, pre-professional
courses, and workshops offered by the Stevenson Career
Connection Center.
Students put their experience into practice through
upper-level coursework, internships, and Professional
Minors that can be added to their majors for additional
career competencies. Career fairs and on-campus
recruiting, networking opportunities, mock interviews,
employer site visits, and mentoring organized through
the Career Connection Center prepare our students for
successful job searching and interviewing as they
establish their professional brand. The Stevenson Career
Connection ultimately helps our students create surer
paths to their post-college careers, and 94 percent of
Stevenson graduates are employed or are pursuing
further education within six months of graduation.
Stevenson Ideals
Motto: “Pro Discendo, Pro Vivendo" (For
Learning, For Living)
Mission and Values
Mission
The University is an innovative, coeducational,
independent institution offering undergraduate and
graduate students a career-focused education marked by
individualized attention, civility, and respect for
difference. The University blends the liberal arts with
career exploration and planning, complementing a
traditional education with applied learning beyond the
The Stevenson Approach
The Stevenson Approach| 9
classroom. The University meets students where they are
and supports and challenges them to become reflective
and accomplished individuals committed to a lifetime of
learning and contribution. Students graduate with the
competence and confidence needed to creatively address
the opportunities and problems facing their communities,
the nation, and the world.
Values
The core values of the University provide a foundation
for faculty, staff, and students to fulfill the mission and
achieve the vision of the institution. The values are
focused on community, learning, integrity, and
excellence.
• Promoting a sense of community, the University
embraces the common bonds and obligations within
and beyond the campus while respecting individual
and cultural differences.
• Fostering learning, the University promotes the
pursuit of theoretical and practical knowledge while
encouraging a life well-lived - a lifelong philosophy of
informed, critical thinking to meet evolving challenges
and opportunities.
• Instilling integrity, the University requires acting with
dignity and honesty while adhering consistently to
the University’s ethical codes.
• Achieving excellence, the University lauds superior
performance while recognizing the importance of
persistence toward goals.
Diversity and Inclusion Statement
Stevenson University commits itself to diversity as it
relates to awareness, education, respect, and practice at
every level of the organization. The University embraces
people of all backgrounds, defined by, but not limited to,
ethnicity, culture, race, gender, class, religion, nationality,
sexual orientation, gender identity or expression, age,
physical ability, learning differences, and political
perspectives. The University believes its core values are
strengthened when all of its members have a voice and
representation. The resulting inclusive organizational
climate promotes the development of broad-minded
members of the University who positively influence their
local and global communities.
History of Stevenson University
University Timeline
1947
Villa Julie College is founded by the Sisters of Notre
Dame de Namur at "Seven Oaks," an 80-acre estate in
Greenspring Valley, formerly the home of the George
Carrell Jenkins family. The college opened its doors on
Oct. 1, specializing in medical-secretarial training.
1954
Official approval as a two-year college is granted by the
Maryland State Department of Education. In that same
year, a new classroom facility, Founder's Hall, is opened.
1965
The college receives Maryland state approval for a child
development program and for transfer programs in the
arts and sciences as well as teacher education. Shortly
thereafter, the college is granted an "A" rating for
transferability of credits by the American Association of
Collegiate Registrars and Admissions Officers.
1967
Villa Julie becomes an independent institution that is no
longer affiliated with the Catholic Church. Control is
vested in a newly formed Board of Trustees comprised of
business, civic, and professional leaders.
1971
In response to increasing enrollment, the college builds a
multi-million dollar complex consisting of an art wing,
learning resource center, and student center. Evening and
summer sessions are inaugurated this same year.
1972
Villa Julie becomes co-educational, admitting its first full-
time male student.
1984
Villa Julie became a four-year college offering the
bachelor’s degree in computer information systems.
1985-1986
While the college continued to offer two-year programs,
the student body and faculty continued to grow.
Academic offerings were augmented to include new
majors and programs that provided a wider choice of
professional career possibilities and supported the
changing requirements of the business and professional
communities in the region. The concept of career
education combined with the liberal arts became a
hallmark of the College’s philosophy, Pro Discendo, Pro
Vivendo: For Learning, For Living.
1988
The Middle States Association reaffirmed the college’s
accreditation, this time as a four-year college offering
bachelor’s and associate’s degrees.
1991
A cooperative education program was initiated for junior
and senior students, making it possible for them to
experience firsthand a working environment directly
related to their fields of study.
1993
Off-campus housing for students in garden-type
apartments was opened a short distance from the
college. The cooperative education program was also
expanded and opened to all students in the
baccalaureate programs. 1994 The college was awarded
membership in NCAA Division III. 1995 The college
began the first phase of the construction of an Academic
Center, Inscape Theatre, Student Union and gymnasium,
and Science Center. The college was awarded
membership in NCAA Division III.
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1995
The college began the first phase of the construction of
an Academic Center, Inscape Theatre, Student Union and
gymnasium, and Science Center.
1996
The Maryland State Department of Education (MSDE)
granted approval for programs for the preparation of
elementary and early childhood teachers. This was the
first Maryland education program that fulfilled the new
state MSDE requirements for teacher education.
1997
The college celebrated its 50th anniversary. The
Academic Center, Inscape Theatre, and Art Gallery
opened in August, and in November, the Student Union
and gymnasium opened.
1998
A new bachelor’s degree program in visual
communication design was approved by MHEC.
1999
President Carolyn Manuszak and Dean Rose Dawson
retired with a combined 65 years of service to Villa Julie
College.
2000
The new decade brought the inauguration of Villa Julie's
fifth President, Kevin J. Manning, Ph.D.
2001
New master’s programs in business technology
management and e-commerce were approved by MHEC.
2002
The School of Graduate and Professional Studies was
created to accommodate the needs of adult learners.
Through this school, adult students could enroll in
master’s degree programs, evening/weekend bachelor’s
degree programs, or accelerated bachelor’s degree
programs. Additionally, the college began offering an
accelerated B.S. to M.S. degree in advanced information
technology, enabling students to earn both a bachelor’s
and a master’s degree in five years.
2003
The college broke ground on its first campus-owned
student housing complex in nearby Owings Mills
2004
Apartment-style housing for 550 students and a
community center opened in Owings Mills. The college
also leased classroom space on the same piece of land,
allowing students to live and attend classes at the same
location for the first time in Villa Julie history. Those
moves, along with the purchase of the former Baltimore
Ravens training facility and the office building where the
college leased classroom and office space, gave Villa Julie
more than 80 acres of land at the Owings Mills campus.
In December, Maryland Sen. Barbara Mikulski visited the
college to announce nearly $250,000 in federal funds to
support distance-learning efforts utilizing the Verizon
Center for Excellence in Teaching and Learning. Also in
2004, the Board of Trustees began discussing the
possibility of transitioning to university status because of
the growth in student population and the addition of a
second campus.
2005
A bachelor’s degree in medical technology was added to
replace the two-year medical laboratory technology
program.
2006
The Rockland Center opened in October to provide a
student dining center, offices for Student Affairs, and a
banquet hall for functions organized by on- and off-
campus groups. Additionally, the college received just
over $1,000,000 to expand the nursing program. The
Caves Sports and Wellness Center, the new name for the
renovated facility formerly used by the Baltimore Ravens,
was opened. In August, the college began offering an
online Master of Science in Forensic Studies degree.
The Board approved university status in November 2006
and later established a committee to oversee a study of
name options for the institution.
2007
In May, the college broke ground on the next new
building for Owings Mills, a 60,000-square-foot academic
building to house the newly formed Brown School of
Business and Leadership, other programs and a state-of-
the-art mock trial courtroom. The school opened in April
2009.
2008
Villa Julie celebrated its growth throughout the 2007-08
academic year as part of its 60th anniversary celebration,
inaugurating a new tradition on October 1, 2007, by
celebrating Founders Day to commemorate the day the
college first opened. The college received reaccreditation
from Middle States Association of Colleges and Schools,
and Villa Julie took a leadership role in educating
Maryland's future teachers by creating the state's first
teacher preparation program for middle school
educators.
On June 11, 2008, the Board voted unanimously to
change the name of the institution, and the name
Stevenson University was unveiled the next morning. The
Board also voted to keep the Villa Julie name alive by
creating the Villa Julie College of Arts and Sciences as
part of Stevenson University.
2009
Additional expansion of the Owings Mills campus
included Wooded Way, which housed specialized student
learning communities as well as the Office of Career
Services. In March 2009, the University Restructuring Plan
was adopted by the Faculty Council. The plan created
four new schools within the Villa Julie College of Arts and
Sciences: the School of Humanities and Social Sciences;
the School of Design; the School of Education; and the
School of the Sciences. The Brown School of Business
and Leadership and the School of Graduate and
Professional Studies remained as originally configured.
The Stevenson Approach| 11
2010
A new entrance to the Owings Mills campus was opened.
Stevenson was named to the President’s Higher
Education Community Service Honor Roll, the highest
federal recognition a college or university can receive for
its commitment to volunteering, service learning, and
civic engagement.
2011
In April, the university hired its first band director to lead
the newly created marching band. Two new residence
halls welcomed an additional 500 students on the
Owings Mills campus, and the new 3,500-seat Mustang
Stadium was opened in early September.
In November 2011, the university purchased the Owings
Mills site of Shire Pharmaceuticals. The 28-acre site—
which today includes the School of Design and the
Manning Academic Center—comprises the university’s
Owings Mills North location.
2012
The University Archives established the Maryland Bible
Society Collection at Stevenson to house the society’s
historic 400-year-old first edition of the King James Bible.
In December 2012, the Greenspring Valley Orchestra,
conducted by Stevenson music professor Robert Suggs,
celebrated its 10th Anniversary Concert.
2013
The School of the Sciences hosted the inaugural Dell
Lecture in honor of Stevenson trustee Samuel M. Dell III
and his wife Geraldine and awarded the first Dell
Scholarship for outstanding Stevenson seniors studying
biology, chemistry, and mathematics. The men’s lacrosse
team won the NCAA 2013 Division III National
Championship game, beating the Rochester Institute of
Technology’s Tigers at Philadelphia’s Lincoln Financial
Field on May 26.
2014
Apple co-founder Steve Wozniak came to campus to
address a crowd of middle school, high school, and
Stevenson students. In April, Stevenson unveiled the
iconic 12-foot-tall, bronze mustang statue, "Victory,"
outside of Mustang Stadium. The university opened an
Athletics Hall of Fame, located in the Owings Mills
Gymnasium, which was later named in honor of Dick
Watts, the University’s former Director of Physical
Education.
2015
The new School of Nursing and Health Professions was
created, comprised of the Department of Nursing and
the Medical Laboratory Science Program, bringing
Stevenson's number of schools to seven.
2016
President Manning announced his plan to retire after 16
years of leadership. In August, the university dedicated
the new 200,000-square-foot academic building at
Owings Mills North as the Kevin J. Manning Academic
Center (MAC). Stevenson also received naming gifts for
two of schools housed in the MAC: the Sandra R. Berman
School of Nursing and Health Professions and the Beverly
K. Fine School of the Sciences.
2017
Stevenson opened the Center for Student Success on the
Owings Mills Campus to provide student resources and
academic support services, including the Office of
Student Success, the John L. Stasiak Academic Link, and
the Experiential Learning Center. In March 2017, the
Board concluded its presidential search and unanimously
named Elliot Hirshman, Ph.D., President of San Diego
State University (SDSU), as the new President of
Stevenson as of July 2017. The School of Graduate and
Professional Studies' name was changed to Stevenson
University Online. In July, the university formally
announced its plan to acquire the former Rosewood
Center property.
2018
In January, the Garrison Hall Student Activities Commons
opened. The commons includes rooms for student clubs
and activities, clubs sports offices, three meeting rooms,
a fitness center, and a console video gaming room. The
center also serves as the home for Stevenson’s eSports
team with a dedicated eSports room. Work was
completed on the Quad, a green space connecting the
School of Business and Leadership, Garrison Hall, and
Rockland Center. In the fall, the Reading Room was
opened in Garrison Hall, giving students a quiet area for
studying. The university’s first Professional Minors were
being offered in management and organization
leadership, entrepreneurship and small business
development, human resources, real estate, and software
design and coding.
2019
The university introduced two new undergraduate
programs, Cybersecurity and Digital Forensics and
Biomedical Engineering, starting in Fall 2019. In
November, Stevenson senior Patrick Watson crossed the
finish line at the 2019 NCAA DIII Cross Country
Championships, becoming the first student-athlete in
Mustang Athletics history to capture an NCAA individual
national championship.
2020
In February, Stevenson announced that it received a $2
million naming gift from the Philip A. Zaffere Foundation
for the new library to be constructed on the Owings Mills
campus. The university also received a gift from faculty
member Dennis Starliper to create an Applied Finance
Lab in the Brown School of Business and Leadership.
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Accreditations
Institutional Accreditation and
Authorization
• Middle States Commission on Higher Education
(MSCHE), 3624 Market St., Philadelphia, PA 19104,
267-284-5000.
• Maryland Higher Education Commission (MHEC), 6
North Liberty Street, Baltimore, MD 21201, 410-767-
3301.
Programmatic Accreditation and
Approvals
• American Bar Association (ABA), Standing Committee
on Paralegals and Approval Commission, 321 N. Clark
Street, Chicago, IL 60654 1-800-285-2221, (Legal
Studies Program).
• Commission on Collegiate Nursing Education (CCNE),
655 K Street, NW, Suite 750, Washington, DC
20001. 202-887-6791, (Nursing Programs).
• Maryland Board of Nursing (MBON), 4140 Patterson
Avenue, Baltimore, MD 21215-2254, 410-585-1900,
(Nursing Programs).
• Maryland Higher Education Commission (MHEC), 6
North Liberty Street, Baltimore, MD 21201, 410-767-
3301, (All Programs).
• Maryland State Department of Education (MSDE), 200
West Baltimore Street, Baltimore, MD 21201, 410-767-
0600, (Teacher Education Programs).
• National Accrediting Agency for Clinical Laboratory
Sciences (NAACLS), 5600 N. River Road, Suite 720,
Rosemont, IL 60018, 773-714-8880, (Medical
Laboratory Science Program).
• Council for Standards in Human Service Education
(CSHSE), 3337 Duke Street Alexandria, VA 22314, 571-
257-3959, (Counseling & Human Services Program).
• National Council for State Authorization Reciprocity
Agreements (NC-SARA), 3005 Center Green Drive,
Suite 130, Boulder, Colorado 80301, 303-848-3275,
(Distance Education Programs).
• U.S. Department of Veterans Affairs, State Approving
Agency (VA-SAA), Maryland Higher Education
Commission, 6 North Liberty Street, Baltimore, MD
21201, 410-767-3300, (All Programs).
Life at Stevenson| 13
Student Life
Athletics at SU
Stevenson's athletic facilities are among the best in
Division III. To accommodate its growth and expansion,
the University opened its Owings Mills campus in 2004.
Two years later, it acquired the former headquarters and
practice facility for both the NFL's former Baltimore Colts
and two-time Super Bowl champion Baltimore Ravens.
The Caves Athletics Complex, a 60,000 square foot
modern facility, is located on the Owings Mills campus
and serves the needs of more than 800 NCAA, club, and
intramural student athletes as well as the general student
body. On-campus facilities include the Caves Sports and
Wellness Center, Garrison Student Center, Owings Mills
Gymnasium, Beach Volleyball Courts, Club Bermuda Grass
Field, and Mustang Stadium.
The first floor of the Caves Sports and Wellness Center
features a fully-equipped fitness center, racquetball court,
athletic offices, and athletic training room and team
rooms. The second floor is dedicated to classrooms, a
commuter student lounge, and a student computer lab
as well as faculty and staff offices. It also houses the
Caves Wellness Center. The Owings Mills Gymnasium is
located adjacent to the Caves Sports and Wellness
Center on the Owings Mills campus. Designed to host
NCAA Division III playoffs, the gym is 15,000 square feet,
has a hardwood floor, and seats approximately 1,500
spectators.
There are four fitness centers available for student use,
including three on the Owings Mills campus. The first is
located in the Caves Sports and Wellness Center, the
second is on the third floor of Mustang Stadium, and the
third is located in Garrison North in the new Garrison
Student Center. The fourth fitness center is located on
the Greenspring campus on the bottom floor of the
Manuszak Center. To access each fitness center, students
must have their SU One card.
Intercollegiate Athletics
Stevenson University participates in NCAA Division III as a
member of the Middle Atlantic Conferences with the
exception of men's and women's ice hockey, which
compete concurrently in the MAC and the United
Collegiate Hockey Conference (UCHC), and women's
beach volleyball, which competes as an independent. The
Mustangs are also affiliated with the ECAC for all sports,
which provides for additional post season opportunities
besides the NCAA championships. Those interested in
participating on one of Stevenson's 27 intercollegiate
athletic teams should contact the head coach of that
sport using the staff directory under "Inside Athletics" on
GoMustangSports.com. There is also information on the
paperwork required by athletic training and compliance
information for transfers and first-year student athletes
there as well.
Club Sports
For students who wish to keep competing in college but
are not taking part in one of the University's NCAA
teams, a club sports team could be an excellent choice.
All club teams have a coach, multiple structured practices
each week, and compete against other colleges and
universities on the weekends. Club sports are open to all
Stevenson full-time undergraduate and graduate
students.
Current club sports include baseball, men's basketball,
cheerleading, dance team, men's ice hockey, men's
lacrosse, women's soccer, and women's volleyball.
Students who are interested in joining any of these
teams, or learning how to start a team, should contact
Matt Grimm (Assistant Athletic Director, Campus
Recreation) by e-mail at [email protected].
ESports
Stevenson currently offers two competitive teams in
League of Legends and Overwatch that operate very
similarly to a Club Sports team. Each gaming platform
has a coach, multiple practices a week, and competition
against other college and university teams. We also put
on ESports leagues and tournaments that follow the
same model as traditional Intramural Sports leagues and
tournaments. Finally, we offer both a console gaming
room and computer gaming room that are open to
Stevenson students, faculty and staff during select hours.
For questions about ESports, please contact Matt Grimm
(Director, Campus Recreation) by e-mail at
[email protected] or phone at 443-352-4280.
Intramural Sports
The Intramural Sports program consists of leagues and
tournaments that are played against other members of
the Stevenson community (students, faculty, and staff).
Most sports offer three divisions: men’s, women’s, and
co-ed. Games are typically in the evenings after classes,
and schedules are made based on facility and team
availability. All leagues and tournaments are scheduled
on campus and are officiated by SU students. Stevenson
currently offers twelve intramural sports including flag
football, beach volleyball, 16” softball, eGaming, tennis,
indoor volleyball, 5v5 basketball, 3v3 basketball,
dodgeball, billiards, and outdoor soccer. For more
information on which sports are being offered or how to
register, please contact Brittany Bizila (Coordinator of
Competitive Sports) by email at bbizia@stevenson.edu.
Life at Stevenson
14| Stevenson University Stevenson University Online Catalog
Fitness
The Campus Recreation Fitness program offers many
services that guide participants into a healthy lifestyle by
providing group fitness classes, small training classes,
and fitness challenges. There are 15+ group fitness and
small training classes running per week. This includes but
not limited to BODYSHRED, Pop, Lock, & Hip Hop, Butts
N’ Guts, Pilates, Yoga, Yogalates, and Zumba. For more
information on class schedules, different fitness
challenges happening, or specific questions, please
contact Matt Grimm () by email at
Clubs and Organizations
Clubs are established in response to student interests
and requests. The following organizations are recognized
by the Student Government Association.
Academic & Pre-Professional
47 House: In order to prepare students for the work
force, '47 House aims to give members hands-on
experience in the fields of marketing, advertising, and
public relations. 47house@stevenson.edu
Accounting Association: The Accounting Association
provides accounting students with the opportunity to
interact with fellow accounting students and professional
accountants. This club provides advice to students
seeking employment and helps integrate university
coursework and on-the-job experience. Each semester
members are encouraged to participate in professional,
community service, fundraising, and recreational
activities. [email protected].
Professional Association for Design, (AIGA): AIGA is a
national professional association for designers. The
Stevenson University AIGA Student Group, associated
with the AIGA Baltimore Chapter, provides opportunities
for serious art and design students to meet other
students in the major, network with design professionals,
and learn more about design technologies through club-
sponsored workshops. Major activities include Adobe
Crash Course Workshop, trips off-campus to professional
design events and service projects, portfolio peer reviews,
and more. [email protected]
Alpha Phi Sigma: The Alpha Phi Sigma is a criminal
justice honor society that provides students with the
opportunities to experience an international network of
criminal justice employees and students. This
organization is a certified member of The Association of
College Honor Societies and affiliated with The Academy
of Criminal Justice Sciences. [email protected]
American Chemical Society (ACS): The American
Chemical Society helps its member’s network, explore
chemistry career options, and learn about science by
participating in local and national American Chemical
Society events. The society organizes chapter events,
including research seminars, social events, community
service, and more. [email protected]
American Society of Biochemistry and Molecular
Biology: Building a national community of undergraduate
students and faculty members for the advancement of
biochemistry and molecular biology research education
and outreach. [email protected]
Association of Black Psychologists: The Association of
Black Psychologists aims to liberate the African mind,
empower the African character, and enlighten the African
spirit. The mission of ABP is to promote and advance the
profession of Black Psychology and develop programs in
which psychologists of African descent can 1) Influence
and affect social change, 2) Assist in solving problems in
black communities and other ethnic groups. As a student
chapter at Stevenson, ABP's student circle intends to 3)
Promote, advance, and discuss the profession of
African/Black psychology, 4) Educate the importance of
cultural competency within the mental health/psychology
field to the Stevenson community, 5) Promote and
discuss an approach to psychology that is consistent with
the experience of Black people, and to 6) develop
support systems for Black psychologists, students of
psychology, and other related fields.
Criminal Justice Student Association (CJSA): The
Criminal Justice Student Association is an organization
formed for students planning to work with the law,
corrections, or courts. The group hosts events, study
time, public speakers, and small group discussions
focused on criminal justice as a major and as a career.
Fashion Apparel & Design (F.A.D.): The Fashion Club is
a student organization that provides Stevenson University
students with opportunities to be involved in fashion-
driven and fashion-related activities. The club appeals to
students at Stevenson University studying in various
areas such as fashion merchandising, fashion design,
business, business communication, photography, and art.
The activities in the Fashion Club will expand students’
knowledge by helping students understand the fashion
retail business through activities, workshops, field trips,
charities and events. [email protected]
Financial Management Association (FMA): The
FMA promotes the knowledge of finance, including
financial literacy, and elevates the understanding of the
relationship between finance and business among peers,
and provides members with professional development
resources and opportunities related to finance. FMA also
enhance the quality and relevance of education in
finance and provide opportunities for professional
interaction. [email protected]
Forensic Science Club: The Forensic Science Club strives
to provide unity within the forensic science program at
Stevenson by giving both graduate and undergraduate
students in the program, as well as the faculty members,
a chance to interact and participate in various campus
events as a group. The club also fund raises to host
networking sessions with various external forensic science
organizations. forensicclub@stevenson.edu
Greenspring Review: The Greenspring Review is a social-
oriented club that seeks to promote literature and art on
campus. Our mission is to represent Stevenson's creative
minds and provide students opportunities to showcase
their talent. Email: tgsreview@stevenson.edu. Website.
Email: [email protected]
Human Services Club: The Human Services Club parallels
strongly with the major. It sponsors charitable,
educational, and social activities. Students conduct
Life at Stevenson| 15
service projects that benefit needy families, such as
donating Christmas gifts to needy children through the
Giving Tree Project. The club members will also be able
to hear from speakers, such as admissions officers from
graduate programs in counseling and social work, and
representatives from non-profit organizations like
Catholic Charities. Social gatherings include parties as
well as recreational field trips. [email protected]
Legal Society: The Legal Society Club provides and
encourages an environment that accommodates:
learning, using, and applying the law in our country. This
is achieved through various activities like Law and
Constitutional day, trips to the center of government
both state and federal, provide comprehensive mentoring
and advice with classes, and facilitate networking
between professionals and students through speaker
serious and various activities conducted throughout the
year. [email protected]
National Broadcasting Society/ Film Moving Image
Club (NBS/ FMI): NBS/ FMI is a student-ran organization
which promotes The National Broadcasting Society and
the Film and Moving Image program while exercising
creative film making talents of the student of Stevenson
University. [email protected]
National Student Nurses Association (NSNA): The
Stevenson University chapter of the NSNA is a
professional club that focuses on issues of interest to
students preparing to join the nursing profession. As
members of this national organization, students have the
opportunity to network with nursing professionals, meet
and plan activities with students from area chapters in
Maryland, and enjoy the support and camaraderie of
other students in the nursing field. NSNA members are
involved in education and service activities locally.
Activities include co-sponsorship of a day-long
professional conference, social events, and a blood drive.
The NSNA is also involved in a variety of fundraising
projects to support the many activities they participate in
during the year. [email protected]
Phi Beta Lambda (PBL): A national business society that
serves as the collegiate level of Future Business Leaders
of America, Phi Beta Lambda strives to instill the values
and ethics required for responsible business practice.
Pre-Health Student Union (PHSU): The goal of the Pre-
Health Student Union (PHSU) is to provide fellowship and
support for those who want to pursue careers in a variety
of healthcare professions. The organization strives to
build a pre-health student community dedicated to
providing resources and information to future health
professionals. PHSU will provide workshops, guest
speakers, and volunteer opportunities to assist students
preparing to apply to health professions programs.
Psychology Club: The Psychology Club gathers to
discuss issues related to the field of psychology, such as
applying to graduate school, research possibilities, and
careers in psychology. The club co-sponsors health
awareness events, coordinates volunteer activities in the
community, and hosts social activities to increase
camaraderie. [email protected]
Teachers of Tomorrow (TOT): The purpose of Teachers
of Tomorrow is to promote the inherent rights,
education, and well-being of all children, in home,
school, and community; to work for desirable conditions,
programs, and practices for children from infancy
through early adolescence; to raise the standard of
preparation for all those actively involved with the care
and development of children; and to encourage
continuous professional growth of educators.
Membership in the Stevenson branch is open to any
person affiliated with Stevenson University whose
interests are in harmony with the purposes of TOT.
Cultural
African Student Union (ASU): African Student Union is a
club that aims to create a community and atmosphere
for the members to build, learn more about, and share
African culture. Open to all Stevenson University
students, ASU is a great place to build friendships, speak
freely, and make history.
Anime Club: The Anime Club promotes involvement with
students in the Stevenson community who are interested
in anime, and Japanese culture. The club promotes skills
such as graphic design, technological skills, and artistic
skills as they relate to Japanese culture.
Asian Culture Club: The Asian Culture Club represents
students who express interest in Asian cultures, as well as
those who have Asian origins. Social and educational
values will be applied to meetings as well as celebrating
cultural events hosted by the club. [email protected]
Black Student Union (BSU): The Black Student Union
promotes racial and ethnic understanding on campus
and fosters cultural awareness among the University
community through informal discussions, panel
presentations, guest speakers, and community service
projects. The BSU also hosts one of the most popular
traditions on campus, the BSU Fashion Show, every
spring. The club is open to all students.
Organization for Latin American Students (OLAS):
OLAS provides a support group for Latin American
students where they can embrace and celebrate their
culture. The mission of the group is also to educate and
inform the Stevenson community about the Latin
American culture through educational and social
programs as well as to make contributions to the greater
Latin American community throughout the Baltimore area
through partnerships with organizations.
The Q Group: The Q Group promotes acceptance and
support for gay, lesbian, bisexual, transgender, queer,
ally, and other students on the campus. The group plans
to educate students about the GLBTQA community and
encourage a sex-positive environment on the SU campus.
The group offers events and activities embracing the
GLBTQA students on campus. [email protected]
16| Stevenson University Stevenson University Online Catalog
Programming
Commuter Student Association (CSA): The Commuter
Student Association represents the interests and needs of
the commuting students attending Stevenson University.
Through programming events and activities, representing
commuters and in their dealings with the University, it is
the hope of CSA to help the commuting student become
an integral part of the campus community.
Mustang Activities and Programming Board (MAP):
Mustang Activities and Programming is a branch of
Student Activities that provides every Stevenson
University student with an exciting, enriching, and
unforgettable college experience. A diverse selection of
high-quality campus activities that are low-or-no-cost are
offered to students. MAP aims to serve the SU
community by being reliable, friendly, and responsive to
feedback. All students are welcome to join MAP.
Environment
Environmental Club: The Environmental Club promotes
waste reduction and awareness of environmental issues
at Stevenson and beyond. All students are invited to
become members. Students in science-related programs
are especially encouraged to participate.
Faith Based
CRU (Campus Crusade for Christ): CRU is a non-
denominational Christian fellowship group. The ministries
in which students participate include weekly meetings
with music, Bible study, and fellowship. The club also
sponsors outreach and service projects.
Fellowship of Christian Athletes (FCA): Fellowship of
Christian Athletes is here to leave their footprint at
Stevenson University, and create an open space for
student athletes to share. [email protected]
Governance
Residence Hall Association (RHA): RHA provides and
creates a constructive and rewarding educational/social
environment for the residents. RHA will strive to
accomplish this purpose by coordinating, supporting, and
initiating individual hall councils and collective efforts in
the area of instilling integrity, achieving excellence,
fostering learning, and promoting a sense of community.
Student Government Association (SGA): The mission of
the Student Government Association, or SGA, is to
improve the quality of student’s academic, professional,
social, and personal development while at Stevenson
University; to serve as the democratic voice on campus
and as a liaison between the student body and the
faculty, staff, and administration; to advocate the
incorporation of student views and opinions in the
formulation of policies and procedures governing
Stevenson University; and to provide a forum for the
exchange and development of ideas in various areas of
student concerns. [email protected]
Greek
Alpha Kappa Alpha Sorority, Incorporated (AKA): AKA
is an international service organization that was founded
on the campus of Howard University in Washington, D.C.
in 1908. It is the oldest Greek-lettered organization
established by African-American, college-educated
women. Stevenson University’s undergraduate chapter of
AKA, Tau Theta, was chartered on April 3, 2011. Its
members are distinguished young women who boast
excellent academic records, proven leadership skills, and
are involved in the community through advocacy and
service. [email protected]
Phi Beta Sigma Fraternity, Inc.: Phi Beta Sigma
Fraternity, Inc., an international organization of college
and professional men, was founded on January 9, 1914 at
Howard University on the principles Brotherhood,
Scholarship and Service. These principles are exhibited by
the fraternity motto, "Culture for Service and Service for
Humanity." [email protected]
Phi Mu Delta Fraternity: Founded nationally in 1918 as
the first national fraternity to accept men regardless of
their race or religious affiliation, Phi Mu Delta provides a
positive fraternity experience for today's college man,
encouraging high personal standards and to help its
members live the ideals of our Founders: democracy,
brotherhood and service. We seek to redefine fraternity
by cultivating and curating a culture of lifelong civic
engagement and fellowship. [email protected]
Phi Sigma Sigma Sorority: Stevenson's chapter of this
national and international sorority endeavors to promote
friendships and cooperation among college women of all
races and creeds, to provide service, to raise the standard
of university ideals, and to promote philanthropic efforts.
Members sponsor social events and fundraisers and
participate in activities with other area chapters.
Health & Wellness
Active Minds: Active Minds is an organization that
utilizes peer outreach to increase awareness of mental
illnesses to all members of the Stevenson community.
The organization sponsors educational and service events
that provide a helping hand and a safe environment and
are open to all participants. The organization also
encourages students to seek help as soon as it is needed
and to meet with counselors in the Wellness Center at
Stevenson University. [email protected]
Leadership
Mile Initiative of Leadership and Excellence (M.I.L.E.):
Mile Initiative of Leadership and Excellence, or M.I.L.E., is
an emerging leaders organization that prepares young
males for life after college. The organization focuses on
career preparation, excellence in academics, building a
strong brotherhood, and promoting a positive male
image. [email protected]
Sigma Alpha Pi (SAP): The Society of Leadership and
Success, Sigma Alpha Pi, is dedicated to creating lasting
positive changes in people's lives. The society is an
organization that helps people discover and achieve their
goals. Membership in the society offers life-changing
lectures from the nation’s leading presenters and a
community where like-minded success-oriented
Life at Stevenson| 17
individuals come together and help one another succeed.
The society also serves as a powerful force of good in
the greater community by encouraging and organizing
action to better the world. SAP@stevenson.edu
WORTH (Women of Resilience, Tenacity, and
Humility): WORTH will engage in meetings, activities,
and events while unlocking their leadership potential.
WORTH will connect young women of different cultural
backgrounds across campus to inspire one another
through mental, physical, and emotional support. This
group focuses on building a sisterhood and creating a
sociable environment for all women.
Service
Food Recovery Network: The Food Recovery Network
(FRN) is a student-led movement against food waste and
hunger. FRN volunteers’ package left over foods from
campus marketplaces and transport them to hunger
fighting facilities around the Baltimore area. All
Stevenson University students are welcome to join. This is
a great opportunity to receive service hours on campus
and make a positive impact in the community.
Mission: I'm Home (MIH): Mission: I'm Home is an
organization focused on rehabilitating damaged or
destroyed houses enabling displaced families to return
home. MIH organizes annual alternative spring break
trips to New Orleans, Louisiana, where members partner
with the St. Bernard Project and Habitat for Humanity in
an effort to restore residential areas devastated by
Hurricane Katrina. [email protected]
R.E.A.C.H.: R.E.A.C.H. is a club for anyone who is
passionate, genuine, and determined to make a
difference in the world. The goals of R.E.A.C.H is to
incorporate the five following core values. Restoration.
Experience. Acceptance. Community, and Humility.
R.E.A.C.H provides members with opportunities to be
hands on with various organizations in the community.
R.E.A.C.H seeks to do more than just engage, but to build
intentional connections that will have a lasting impact on
the lives of individuals and families.
Stevenson Enactus: Enactus is a social entrepreneurship
club. Its mission is to connect students and business
leaders to empower and transform the world around
them through real, sustainable business projects.
Special Interest
Anime Club: The Anime Club strives to bring together
members of the Stevenson community by creating a
space for those with an interest in anime.
Best Buddies: Best Buddies strives to enhance the lives
of people with intellectual disabilities by providing
opportunities for one-to-one friendships and integrated
employment. Membership is open to all students.
Ethical Hackers: The creation of this club is based on the
necessity for a cycbersecurity community on campus. This
club provides a social outlet for those students who
desire to become proficient in their field through
practice, competition, and collaboration.
Mustang Mentors Club: The Mustang Mentors Club
aims towards encouraging the youth to pursue a higher
education while being led in a positive direction by
Stevenson University students. Within our mentoring
program, Stevenson University will be partnered with a
local middle school. Through a consistent interaction
between both communities, we will build positive
relationships, display a collegiate experience, and have
events to act as a support system and show the value of
hard work. mustangmentorsclub@stevenson.edu
Photo Club: Stevenson University’s Photo Club looks into
the relationship between the eye, the camera, and the
artistic creativity. The club provides an encouraging and
sociable environment for all members with all different
types of experience and enjoyment for photographic
imagery. The club offers a manner to share ideas and
knowledge with one another. [email protected]
Ravens Flock: The Ravens Flock’s goal is to bring the
Stevenson community together by spreading their love
for football through an environment in which students
learn more about the professional sports industry by
utilizing a partnership with the Baltimore Ravens.
Relay for Life: Relay for Life offers everyone an
opportunity to participate in the fight against cancer.
Teams camp out and take turns walking around a track,
fundraising money for the lifesaving mission of the
American Cancer Society. American Cancer Society
Colleges Against Cancer is a nationwide collaboration of
college students, faculty, and staff dedicated to
eliminating cancer by initiating and supporting programs
of the American Cancer Society in college communities
such as Relay for Life. [email protected]
Stevenson University College Republicans: The College
Republican club raises awareness about the political
process in the United States. In addition, the club fosters
meaningful dialogue throughout the campus regarding
critical issues occurring in the nation.
Stevenson University Sovereign Stangs (Step Team):
The purpose of this organization is to bring together
students who have a common interest in the art of step.
These students practice sets of step routine which they
perform at university and community events. Group
leaders’ work together to create step routines and
collaborate with other group leaders on performances at
their events. [email protected]
Student Publications
The Villager
is a student news site that is published
online regularly during the school year. Its staff consists
of journalism students and other contributors from the
university community. Its purpose is to report University
news, to represent as many diverse views as possible,
and to act as a channel of information. The Villager
provides a laboratory environment in which those
interested in journalism can gain skills in writing, editing,
and design.
18| Stevenson University Stevenson University Online Catalog
The Greenspring Review: A Literary, Art, and Media
Magazine
is a digital literary magazine run by Stevenson
University students and produced by the English
Language and Literature program. Launched in fall 2016,
this online publication features fiction, creative nonfiction,
poetry, photography, art, video, and other forms of
media. The magazine hosts literary events throughout the
year and accepts submissions for its fall and spring issues
each semester. Read the latest issue at
http://greenspringreview.org/.
Arts Alive! Stevenson
While the Baltimore area has a wide variety of cultural
attractions, Stevenson University offers its own array of
events. Through professional artist exhibitions, theatre
productions, and musical performances, students are able
to gain a greater appreciation for the arts without ever
having to leave campus. Arts Alive! programming
encourages all students to engage with the arts
regardless of major or experience level.
Each year, the University hosts a series of art exhibitions
highlighting diversity of artist and content in the
Greenspring Art Gallery, the Kevin Manning Academic
Center Gallery, and the School of Design Gallery, The
exhibition spaces provide a significant venue for artists
and collectors in the region and give students, artists,
and the community a chance to see established and
emerging talents, learn through gallery talks and lectures,
and receptions. Student work in-progress fills the School
of Design hallways, and the academic year culminates in
a graduating senior exhibition and showcases.
The 326-seat proscenium main stage in the Inscape
Theatre hosts a pair of stage productions annually,
presented by Stevenson’s Theatre and Media
Performance Department. Plays, including student-
directed works, are also staged in the more intimate, 60-
seat studio theatre. All students are invited to audition
for roles or to serve as crew for productions.
Students interested in filmmaking also have the
opportunity to perform in student-produced projects and
work alongside professional filmmakers on the faculty.
Stevenson students have served as cast and crew for
several productions in the Baltimore area, such as HBO’s
"VEEP" and Netflix’s "House of Cards." The School of
Design also sponsors periodic screenings of works by
Stevenson’s Film and Moving Image majors.
While the University does not offer a formal music major,
it does offer a Music minor. Arts Alive! and the Music
Department sponsor several significant music events
throughout the year. The Greenspring Valley Orchestra
presents two concerts each year under the direction of
Dr. Harlan Parker. Additionally, students and faculty with
musical interests can participate in the University’s
marching band, concert or pep band, or the University
Singers led by Beverly Gandolfo. These groups present a
variety of music at several performances both on and off
campus throughout the year.
Finally, outstanding speakers from a variety of fields visit
the campus every year to share their expertise and
experience. The topics are keyed to the interests and
issues of today.
Reserve Officer Training Corps (ROTC)
Programs at Johns Hopkins University
and the University of Maryland
Stevenson University offers the Army Reserve Officers'
Training Corps (ROTC) in conjunction with Johns Hopkins
University's Blue Jay Battalion. The JHU Army Reserve
Officers’ Training Corps (ROTC) was among the first to be
established by Congress in 1916 and is routinely ranked
at the top of the nation’s 273 programs. More than 3,000
students have received Army officer commissions
through the program, with over 40 attaining the rank of
general officer. Students can enter the program with as
little as two years remaining as an undergraduate or may
complete the requirements while pursuing a graduate
degree. Upon graduation, students are commissioned as
a second lieutenant in the U.S. Army. Some are selected
to attend a funded law school or several medical
programs, while others serve in the active Army, the
Army Reserve, or the Army National Guard. ROTC basic
classes are open to all students. The Leadership and
Management class specializes in leader development and
is an excellent course for students aspiring to become
leaders on campus and beyond. Additional information
on military science or ROTC can be obtained by asking a
current cadet, and by calling 1-800-JHU-ROTC or 410-
516-7474. You can also email [email protected] or visit the
JHU ROTC website at jhu.edu/rotc.
Stevenson University also offers the Air Force Reserve
Officers' Training Corps (AFROTC) in conjunction with the
University of Maryland’s Det 330. AFROTC provides
students the opportunity to earn a commission as a
second lieutenant in the United States Air Force while
completing their undergraduate or graduate degree. It is
highly recommended that students seeking a commission
contact the AFROTC department for full program details
before registering for classes. The email address is
[email protected]. Students may call (301) 314-
3242, or visit the Det 330 website at afrotc.umd.edu.
SUO Student Success Resources
Stevenson University Online is dedicated to the academic
achievement, support, and engagement of all students. A
wide variety of academic support services are provided to
support the needs of adult students while balancing
work, family, and education.
Academic Support Services Provide
• Dedicated Student Success Coaches - Provide
schedule planning and one-on-one advising from
student's initial course through graduation.
• Comprehensive Online New Student Orientation -
Required online orientation course prepares student
for their first academic course.
• Onsite and Virtual Orientations to Student Success -
Onsite orientation option allows students to network
with current students, alumni, program administrators,
and faculty. For those that are unable to attend,
virtual orientation sessions are also held.
• Student Skills Workshops and Webinars - Writing,
library research skills, time management, and support
Life at Stevenson| 19
services workshops and webinars offered throughout
the year.
• Smarthinking Online Tutoring - 24/7 access to e-
tutors, writing center, and academic resources.
• Library Resources - Online and onsite resources with
accessible librarians.
• Career Services - Career Services Staff provide
individual counseling and career planning services to
students and alumni.
•
GPS 500 - Thinking, Researching, and Writing for
Success
. Students can enroll in a fee-based skill
building short course for improving critical thinking,
researching, and graduate writing skills.
Disability Services
Stevenson University provides reasonable
accommodations to qualified students with documented
disabilities. To establish eligibility for services, students
must register with the Office of Disability Services (ODS)
and identify the specific accommodations they require.
Eligibility for accommodations is determined on an
individualized basis, based on the student’s documented
need. Office of Disability Services (ODS) can be reached
at 443-352-4920.
For the complete policy on Students with Disabilities, see
University Policies located on the university website.
John L Stasiak Academic Link
Stevenson University’s Academic Link is designed to help
students achieve success in their academic endeavors.
Writing consultants and subject-based tutors are
available for many classes offered at Stevenson. Students
can also attend group review sessions for select classes
through the Peer Assisted Learning program. The
Academic Link Testing Center is available for approved
accommodated and make-up exams. The Link works with
students to help them develop the skills that are
necessary to be successful at the college level.
Student Rights and Responsibilities
For additional information about academic and student
conduct policies, please see University Policies located on
the Stevenson University website.
Student Grievance Procedure
For additional information about student grievance
policies and procedures, please see University
Policies located on the Stevenson University website.
Campus Resources and Services
Campus Technology
Stevenson University is committed to providing all active
students, faculty, and staff with secure and reliable
technology and network infrastructure. The Office of
Information Technology (OIT) is responsible for many of
the technologies across all campus locations. This
includes the computer labs, classrooms, residence halls,
faculty and staff offices, and administrative areas.
OIT operates two data centers, one on each campus, to
achieve a high level of availability and performance. Both
campuses have hard-wired and wireless networks with
many classrooms and residence halls connected at
gigabit speeds. Our dedicated digital connection to the
Internet is rated at 3000 Mbps and provides fast and
reliable access shared among the Stevenson community.
Among the dedicated computer labs on campus, several
labs are open for general use at varying times. These labs
offer Mac and PC computers with the latest software
needed for academic work.
Computer Logins
Each student, faculty, and staff member must have an
individual SU Single Sign-On account to use the
computer equipment and network resources. All users
must have read and electronically signed the Information
Technology Acceptable Use Agreement before using their
account. The complete agreement can be found on the
SU Portal and the university's Consumer Information
page. Students, faculty and staff should never share their
ID or password with anyone, including the members of
Tech Connection or OIT. All account holders will be held
responsible for all activity conducted under their login.
Access to Technology Services
Stevenson University offers the capability for students,
faculty, and staff to connect to various services on the
University’s network from off-campus via the Web. This
access includes, but is not limited to, Blackboard, Email,
Microsoft Office 365 Programs, and Self-Service.
Personal Device Support
OIT support for personal devices is limited to basic
troubleshooting to access Stevenson University’s services,
network, and systems. For troubleshooting or repairs to
devices not owned by Stevenson University, it is highly
recommended that all students, faculty, and staff
maintain service plans through the manufacturer/vendor.
Tech Connection staff can only provide limited support
for these types of issues. While OIT offers general
assistance to resolve any software issues, staff will not
install software on personal devices.
Technology Helpdesk and Contact
Information
Tech Connection has walk-in support centers on the
Owings Mills campus in the Brown School of Business
and Leadership, Room 102A, and on the Owings Mills
North campus in the Kevin J. Manning Academic Center,
Room N159. Any technology-related assistance can be
acquired at these facilities by students, faculty, staff, and
administrators or by calling 443-334-3000 or x3000 from
on campus or toll free at 1-866-344-8190.
Students may also contact Tech Connection by sending
an email to [email protected], or by visiting the
Tech Connection website. A support request can be
submitted directly through the OIT Helpdesk system as
well by navigating to Helpdesk
Technology assistance is available by phone during the
days and evenings when the University is open. For
updates on all unplanned outages or service
interruptions, please visit outage.stevenson.edu.
20| Stevenson University Stevenson University Online Catalog
Dining Services
Stevenson University Dining Services offers dining
options on all Stevenson campuses. Hours of Operation
can easily be found at each respective dining location, as
well as on the dining website, and the Dining Services
Facebook page. Students with a meal plan can use their
meal swipes or Flex dollars at every dining location. Flex
dollars, which are currency attached to the student ID,
can also be used at on-campus retail locations, on-
campus sporting event concessions, and at off-campus
partner locations. Dining and retail locations also accept
cash, debit, and credit card payments.
Located on the Owings Mills campus, students can
choose to dine at the Rockland Marketplace, Pandini’s, or
swing by the Garrison Coffee House, located in Garrison
Hall, or Jazzman-Zone located in the Ratcliffe Community
Center. Rockland Marketplace, located in Rockland
Center, provides an innovative, all-you-care-to-eat dining
experience. With over ten unique food stations, students
with all different dietary lifestyles can easily find a
delicious meal. Offerings include Simple Servings (special
dietary needs station), a vegan station, vegetarian station,
deli, grill, sauté station, pasta action station, pizza station,
Hometown (comfort food), salad bar along with a DIY
smoothie station & waffle bar. Rushing to class?
Rockland Marketplace offers Rockland To-Go: a free-to-
students program that provides a reusable food and/or
drink container that students can fill and take with them.
Soups, salad dressings, and hand-formed burgers are
made from scratch daily.
Stevenson Dining has late study nights covered with
Pandini’s, an Italian-style eatery featuring hand-made
pizzas, pastas, and sandwiches, along with a Pandini’s
original: the Labretti, a pizza-sandwich hybrid that is a
student favorite.
Coffee is a quintessential necessity for any college
campus. The new Garrison Coffee House, which proudly
serves Starbucks products, offers hand-crafted, brewed
coffee, Frappuccino, Refreshers, and more, including
bottled beverages and scrumptious pastries. Students can
also find Simply To-Go sandwiches and other grab-and-
go snacks.
Ratcliffe Community Center’s Jazzman’s location is also
home to “The Zone” – a student convenience store (C-
Store), where snacks, personal items, and other items can
be purchased. Stop by Jazzman Brew and Bakery to enjoy
fresh-brewed signature coffee and tea beverages, along
with a variety of freshly baked items, in a relaxed,
soothing environment. Grab-n-go items like sandwiches,
yogurts, salads, and sushi are available at Jazzmans as
well.
On the Greenspring campus, students can find the
“Mustang Corral”, offering great made-to-order breakfast
sandwiches, various grilled burgers, sandwiches, a salad
bar, and delicious side items, such as french fries and
onion rings. Simply To-Go sandwiches and salads are
also available for those who want a grab-and-go option.
Café North, located on the Owings Mills North campus,
offers made-to-order breakfast sandwiches, made-to-
order deli and grill stations, a salad bar, and a
Hometown-style station offering freshly-made entrees
and soups each weekday. Located within Café North is a
retail wall where students can purchase salads and
sandwiches to go, freshly prepared sushi, snacks, and
beverages.
The off-campus partners include great options such as
Qdoba, Dunkin’ Donuts, and CVS. New partners are
frequently added for students to enjoy using their Flex
Dollars. To see all of the off-campus partners and their
locations, check out the dining website or the Facebook
page.
*Locations and hours subject to change, for additional
information about Dining Services, please check out the
dining website, Stevenson.SodexoMyWaycom or call
(443) 352-4330.
Career Connections
The Career Connection Center (CCC) provides all students
with a variety of career-focused programs, services, and
resources to ensure student success during their college
career and beyond. Students are introduced to the CCC
and our career and professional developmental model
beginning in their first year at the University.
The Career Connection Center Tools
The Career Connection Center maintains a
comprehensive career website and portal page which
host information on Career Pathways for majors at
Stevenson University, job and internship opportunities,
on-campus recruiting, job success tips, résumé samples,
interviewing resources, career assessments, a calendar of
events, mock interviews, and many other tools related to
career development. In addition, the CCC maintains an
online Career Management System (CMS), Handshake.
Handshake includes internships, and full-time job
opportunities, and part-time jobs. Career advisors are
available to review resumes which students may upload
to the Handshake system.
To assist with major and career exploration, the Career
Connections Center provides a diverse menu of career
assessments to meet student needs. Assessments that
help to identify strengths, interests, values, and
personality include the MBTI, and the Strong Interest
Inventory. Staff offer online career assessment and
exploration using FOCUS 2. The CCC embraces Clifton
Strengths for Students, which identifies student's key
strengths providing a framework for powerful branding
to open up possibilities for meaningful careers.
Appointments with Career Advisors
The Career Connection Center staff works with all
students at the undergraduate and graduate level to
develop the skills, experiences, and confidence needed
for success. Students are strongly encouraged to meet
with their career advisor each year to monitor progress
toward goals and review the steps they have taken in
their career planning. Coaching sessions include: deciding
your major, career direction, researching careers and
jobs, mock interviews, resume and cover letter reviews,
internship and job search assistance, networking and
career fair preparation, personal brand development,
graduate and professional school preparation.
Appointments can be made over the phone or on our
online career management system. Career Advisors
Life at Stevenson| 21
conduct satellite, drop-in advising in academic centers;
the schedule is posted on the CCC website.
Career Peer Advisors
Drop-in appointments with trained student Career Peers
available weekdays In the CCC and through drop-in
hours at various campus locations, as advertised on the
CCC website.
Career Fairs, Networking Events, and Information
Sessions
Students are encouraged to participate in a variety of
career related events where they can meet and network
with employers. Employer events are listed on our CMS
and in the Career Connection Center portal and webpage
and include: on-campus recruiting for internships and
full-time jobs, career seminars and workshops presented
by business and community leaders, career fairs and
industry networking events, business etiquette seminars,
and many other programs. The CCC collaborates with
Alumni Relations, Residence Life, Student Groups, and
Faculty to support the career development and life
experiences that develop Stevenson University students
into prepared and skilled emerging professionals for the
workplace.
Executive in Residence Program and Classroom
Presentations
Students also have the opportunity to meet with
executives in various industries through the Executive in
Residence program. The executives are dedicated and
highly skilled professionals who volunteer their time to
discuss various career related issues with students. Topics
range from interviewing to managing expectations in the
workforce. They also provide meaningful advice on career
pathways, as well as make connections to others in
industry. Through partnerships with faculty, the Career
Connection Center also coordinates introductions to
faculty for industry professionals to serve as subject
matter experts in the classroom.
Library Services
The Stevenson University Library supports the students,
faculty and staff of the SU community as they engage in
research, teaching, and learning.
Library services can be accessed remotely through the
library home page Stevenson Library and at three
convenient on-campus locations: Greenspring, Owings
Mills and the Learning Commons on Owings Mills North.
Whether students are working alone, reading
recreationally, or studying with a group, they can find a
place that meets their needs at the SU library.
Through scholarly subscription databases encompassing
many disciplines, students enjoy remote access to more
than 70,000 full-text magazines, journals, and
newspapers, over 200,000 eBooks, high-quality images,
and streaming video. OneSearch on the library home
page makes it easy to search most of the library's
resources using a single search box.
The Greenspring Campus library holds the bulk of our
print and film collections. The Stevenson University
Archives are housed in the GS library as well as a
Children’s Collection for Education students. The Owings
Mills Library, located in the Brown School of Business and
Leadership, has a smaller print collection that covers a
wide range of topics.
There is a browsing collection at both of these locations
for leisure reading. The Learning Commons at Owings
Mills North is an active, flexible space supporting
collaborative work and interdisciplinary research.
Courier services deliver books from local academic
libraries (Johns Hopkins, Goucher, Loyola-Notre Dame,
the University of Maryland libraries and others) five days
a week. Our interlibrary loan service also delivers items
electronically.
Knowledgeable and friendly librarians stand ready to help
Stevenson University students find reliable resources
appropriate for their assignments. Research services are
available in person, by phone, and electronically via text,
chat, and email. Close to the residence halls, the OM
Library is a great place to study or do research. For the
latest information regarding library hours, visit the
Stevenson University Library website:
http://stevensonlibrary.org/
University Store
The Starting Gate: Stevenson University Campus Store
Located in Garrison Hall South adjacent to Garrison
Coffee House.
The Starting Gate
has available required
and recommended books for both traditional courses
and courses offered through Stevenson University Online
(SUO), as well as supplies for classroom use. A wide
variety of other goods and services are for sale, including
accessories, a large selection of Stevenson-imprinted
clothing, gift items, and magazines. During the semester,
The Starting Gate’s
hours of operation are Monday
through Thursday from 8:30 a.m. to 7:30 p.m., Friday
from 8:30 a.m. to 4:30 p.m., and Saturday from 8:30 a.m.
to 1:30 p.m. Additional hours are scheduled before the
beginning of each semester. Please note: Hours are
subject to change.
The Starting Gate
also follows the
University’s holiday schedule and emergency closings.
Students may also purchase merchandise and textbooks
online at store.stevenson.edu/suom for traditional and
SUO course. Specific ISBNs for ALL textbooks can be
found on
The Starting Gate’s
website.
Francis X. Pugh Courtroom
In 2009, Stevenson University and the School of Graduate
and Professional Studies opened a state-of-the-art mock
trial courtroom on the Owings Mills campus. Housed
within the Brown School of Business and Leadership, the
courtroom is based on the high-tech courtroom at
William & Mary Law School. The undergraduate legal
studies program uses the space for their Mock Trial
teams with Stevenson's students being the first
undergraduates in the state to have a courtroom for their
studies.
The mock trial courtroom features the latest courtroom
technology including plasma screens, electronic screens,
screen projectors, a SMART Board interactive whiteboard
fully integrated into the courtroom technology,
touchscreen annotation functions, a portable Polycom
HD video conferencing unit, video and audio digital
recording using the Mediasite hardware and software
22| Stevenson University Stevenson University Online Catalog
platform, fully integrated presentation podium and fully
integrated technology when using videotapes, DVDs,
slides, electronic presentations, handouts, and live
images. The mock trial courtroom technologies help
continue the long tradition of providing SU students with
a leading edge in the workplace.
Alumni Information
The Stevenson University Alumni Association is
composed of a strong and vibrant network of alumni
who remain engaged in the life of the university beyond
graduation. Members work to advance themselves and
the greater Stevenson community by participating in
university events and initiatives, connecting with fellow
alumni, serving as ambassadors across their professional
and personal networks, and making their alma mater a
philanthropic priority. The Stevenson University Alumni
Association is inclusive of all graduates of the institution’s
undergraduate and/or graduate degree programs. There
is no membership fee.
The Alumni Association is led by the members of the
Stevenson University Alumni Association Board (AAB).
The AAB builds alumni connections across the Stevenson
University community and directly aligns its work with
the divisional priorities of the Office of University
Advancement. Members of the AAB bring invaluable
expertise from a wide range of industries, majors, class
years, student experiences, and backgrounds. They are
led by an Executive Committee including but not limited
to the President, Vice President, and Immediate Past
President.
The AAB seeks to recognize, encourage, and mentor
undergraduate students. In support of this goal,
members of the AAB launched the Alumni Association
Scholarship Fund in spring 2019. The purpose of the fund
is to provide financial support and encouragement to a
rising junior with financial need who is involved in the
Stevenson community through clubs, organizations,
and/or community service. The AAB raises money for the
fund through personal contributions, annual appeals, and
gift components built into alumni event tickets.
The Wellness Center
The Wellness Center includes both Student Health
Services and Counseling Services. These services are
located at the Owings Mills campus on the top level of
the Caves Sports and Wellness Center. The Wellness
Center staff can be reached at 443-352-4200 or fax 443-
352-4201. The Wellness Center is open Monday through
Friday from 9:00 a.m. to 5:00 p.m. with extended evening
hours on Tuesdays and Wednesdays until 7 p.m.
Student Health Services
The Wellness Center includes both Student Health
Services and Counseling Services. These services are
located at the Owings Mills campus on the top level of
the Caves Sports and Wellness Center. The Wellness
Center staff can be reached at 443-352-4200 or fax 443-
352-4201. The Wellness Center is open Monday through
Friday from 9:00 a.m. to 5:00 p.m. with extended evening
hours on Tuesdays and Wednesdays until 7 p.m.
Student Health Services
The Wellness Center offers limited primary care services
by appointment with the University's physician or nurse
practitioners. A minimal fee will be charged to the
student's account for services and supplies; private health
insurance is not accepted for payment. Health Services
has resources which address health issues and will offer
assistance with community referrals. Health awareness
and health promotion events are held throughout the
year.
Student Health Requirements
All full-time commuter and resident students are required
to have the Stevenson University Student Health Profile
completed by July 1 for fall entrance and January 20 for
spring entrance. All full-time students are required to
complete this profile online even if they are turning in
other health related records to other departments. Please
refer to those specific departments for any health
requirement questions, i.e. Athletics, Beverly K. Fine
School of the Sciences, and Stevenson University Online
(SUO). If a student was previously a part-time student
and is now taking 12 or more credits, a Student Health
Profile must be completed. Students do not need to
resubmit the Student Health Profile every year. Students
who have been away from Stevenson University for at
least two years and are reapplying for admission as a
full-time student must complete another Student Health
Profile.
In addition, all students living in Stevenson University
residential housing are required to be immunized against
meningococcal disease (MCV4/Menveo/Menactra). Some
students may require a booster dose of the meningitis
vaccine prior to moving into the Residence Halls. At this
time, the meningitis B (Trumenba/Bexero) vaccination is
NOT required for Stevenson students.Commuter students
who decide to become a resident are required to comply
with additional immunization requirements as stated on
the Student Health Profile.
Failure to submit a completed Student Health Profile will
block a student from registering for future classes and/or
lead to removal from housing.
Counseling Services
From time to time, students are presented with concerns
or problems that require challenging decisions and
effective coping strategies. Talking with a professional
counselor is an opportunity for students to explore issues
that may be interfering with their success and happiness
in college. Counseling is a confidential process designed
to help students learn more about themselves, address
their concerns and problems, and discover effective
solutions. Some of the typical concerns students may
have include adjustment difficulties, anxiety, depression,
substance abuse, sexual assault, identity issues, and self-
esteem. Counseling is confidential and provided free for
all Stevenson University students.
Life at Stevenson| 23
The University Pandemic Plan
The University has a comprehensive Pandemic Plan in
place. It is included as an appendix in the Crisis
Management Plan, which can be found on the President's
Office portal page under the "Forms and Documents"
tab.
COVID-19 Pandemic. Detailed information related to the
ongoing COVID-19 pandemic is provided on the
University's website and is updated regularly. The Keep
Stevenson Safe and the Fall 2020 Campus Reopening
Plan are important resources for the campus community.
24| Stevenson University Stevenson University Online Catalog
Online Bachelor's Degree Programs
Stevenson University Online offers bachelor's degree
programs for online learners. Online programs have the
same curricular requirements as on campus programs,
but with a few modifications, primarily in delivery modes.
Courses are offered in the evening and online, making
them convenient for adults who are working. Online
bachelor's degrees are offered in the following fields:
• Business Administration
• Business Communication
• Computer Information Systems
• Criminal Justice
• Cybersecurity and Digital Forensics
• Interdisciplinary Studies
• Legal Studies
• Nursing
Associates to Bachelor's (ATB)
RN to BS option
RN to MS option
• Professional Studies
General Admissions Policy
Admission to Stevenson is reserved for applicants who
have demonstrated the ability to meet the demands of
Stevenson University Online's level of instruction.
Students who enroll in course work at Stevenson
University are classified as either degree seeking students
or non-degree seeking students.
A degree-seeking student has been accepted by the
Admissions Office in pursuit of a bachelor's or master's
degree, or post-baccalaureate certificate. A degree or
certificate seeking student may enroll for course work for
each consecutive semester as long as they remain in
good academic standing in the program. A full-time load
for an undergraduate student is 12 credits or more; a
full-time load for a graduate student is 6 credits or more.
Students who are not currently seeking a degree from
Stevenson University are limited to part-time status, and
financial aid is not available to them. While enrolled,
non-degree seeking students must meet the same
academic standards for continued enrollment as degree
students.
Admissions Procedures and Processes
Admission to Online Undergraduate
Programs
Admission requirements for the online undergraduate
degree programs in Business Administration, Business
Communication, Computer Information Systems, Criminal
Justice, Cybersecurity and Digital Forensics,
Interdisciplinary Studies, Legal Studies, and Professional
Studies consist of the following:
• Completed application for
Online
Undergraduate Degree Admissions
.
• Official college transcripts from each post-secondary
institution previously attended. Students who have
completed post-secondary academic coursework
outside of the United States must submit an official
course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• At least 15 transferable credits with a minimum
cumulative GPA of 2.00 on a four-point scale.
Required credits may vary depending on program.
• Personal Statement.
Admission to the Associate to Bachelor's (ATB) option in
Nursing requires the following:
• Completed application for
Online Undergraduate
Degree Admissions
.
• Acceptance into your community college's Nursing
program (selective process based on courses
completed, GPA, and test scores).
• Minimum cumulative GPA of 3.00 or higher in your
community college's required admission courses.
• Official college transcripts from each post-secondary
institution previously attended. Students who have
completed post-secondary academic coursework
outside of the United States must submit an official
course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• Additional required courses (completed by start of
the first nursing course) with a C or better. For
specific courses, please reference your community
college's ATB page.
• Personal statement.
• Additional documents may be required depending
upon requirements from the community college
partner.
Admissions
Admissions| 25
Admission to the RN to BS option requires the following:
• Current registered nurse's license in good standing.
• Completed application for
Online Undergraduate
Degree Admissions.
• A minimum cumulative GPA of 2.50 on a four-point
scale.
• Official college transcripts from each post-secondary
institution previously attended. Students who have
completed post-secondary academic coursework
outside of the United States must submit an official
course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• Personal Statement.
• Completion of English 151 or the equivalent.
Transfer of Undergraduate Credit
Students desiring to transfer from another college and
be admitted to an undergraduate degree program at
Stevenson University must submit official transcripts of all
previous college records. College-level coursework
completed outside of the United States must be
evaluated by an organization that is a current member of
the National Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website. An official course-by-course transcript from a
NACES member is required. Stevenson University will
accept a maximum of 70 undergraduate transfer credits
from a regionally accredited community college and 90
undergraduate credits from a regionally accredited four-
year institution. No more than 90 credits can be applied
to degree requirements from a combination of 2-year
institutions, 4-year institutions, and Credit for Prior
Learning (p. 32). A matriculated student must complete
30 credits of their degree at Stevenson University.
The courses and credits completed with a grade of "C" or
better at other regionally accredited institutions are
generally transferable to Stevenson. Some grades of "C-",
"D+", or "D" may be acceptable for general education
requirements that are not major requirements. The
transferability of credits from an institution that is not
accredited by a regional accreditation agency may be
considered upon receipt of documentation that
demonstrates equivalency regarding course information
and learning outcomes. It is the student’s responsibility
to provide this documentation. Please consult the
Registrar's Office for documentation guidelines.
All transferable courses must be comparable to courses
offered at this University. Courses that do not transfer
include developmental/remedial, personal development,
orientation courses and credit given for portfolio work.
Some credit may be awarded for internships at the
discretion of the Department Chair upon submission of
appropriate documentation. Regardless of the number of
transfer credits accepted, students must still complete the
academic program requirements as shown in the
Stevenson University Catalog and on the student's
degree audit. Shortly following acceptance, evaluated
transfer credit may be viewed through Student Planning.
Incoming transfer students have access to their degree
audit through Student Planning after registration.
Transfer applicants should have left the sending
institution in good standing. Grades and grade point
averages earned at another institution do not transfer.
The transferred credits apply toward graduation, but the
grade points are not used in calculating the academic
average required for graduation. Students seeking
information on the transferability of credits may contact
their Enrollment Counselor.
Credit Evaluation Process
The Academic Transcript Evaluator for Stevenson
University Online facilitates the evaluation of credit for
students who have earned college credit from another
institution or successfully completed Advanced Placement
(AP), International Baccalaureate (IB), CLEP, and A/AS
level examinations.
Admitted students who have earned college credit in the
United States and submitted official transcripts will have
their transfer credit evaluation completed within 7-10
business days following acceptance and receive a copy of
the evaluation upon meeting with their Student Success
Coach. Students may also access their transfer credit
evaluation online through their Student Planning.
If a student has credit from overseas institutions and has
submitted documentation of this coursework to a current
NACES member, this process is dependent on the receipt
of the NACES member evaluation by Stevenson
University Online.
Please note that a student’s evaluation is preliminary and
ongoing. It is the applicant’s/student’s responsibility to
submit additional official transcripts as external
coursework is completed.
Block Transfer from Maryland Community Colleges
Students who enter Stevenson with an A.A., A.S., or A.A.T.
degree from a community college in Maryland will have
met all of Stevenson’s general education (Stevenson
Educational Experience) requirements. Please note a
second composition course is required if the student
doesn’t have an equivalent course as part of the
associate’s degree.
Admission to Online Graduate Programs
The Graduate Admissions Office is committed to ensuring
that the incoming classes will be comprised of highly
qualified individuals representing a diversity of academic
and professional backgrounds and accomplishments.
Admission to the graduate programs is open to
individuals who have attained bachelor's degrees from
regionally accredited colleges or universities.
Applicants to the graduate programs are expected to
have a cumulative GPA in past academic work of no less
than 3.00 on a four-point scale. All applicants are given
opportunities to discuss their professional experience in
the areas of their desired programs via the résumé and
personal statement.
Admission to the Business and Technology
Management, Communication Studies, Community-
Based Education and Leadership, Crime Scene
26| Stevenson University Stevenson University Online Catalog
Investigation, Forensic Investigation, Forensic Studies,
and Integrative Learning programs requires the
following:
• Completed Graduate Application.
• A bachelor's degree from a regionally accredited
institution.
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
Admission to the Cybersecurity and Digital Forensics
program requires the following:
• Completed Graduate Application.
• A bachelor's degree in technical or quantitative field
or study from a regionally accredited institution or
related professional work experience (highly
recommended).
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
Admission to the Forensic Accounting program
requires the following:
• Completed Graduate Application.
• A bachelor's degree in accounting from a regionally
accredited institution or advanced coursework/work
experience in accounting.
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
Admission to the Forensic Science program requires
the following:
• Completed Graduate Application.
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Personal Statement.
• Completion of bachelor's degree in a natural science
such as biology or chemistry from a regionally
accredited institution.
• Cumulative and math/science GPA in past academic
work of no less than 3.00 on a four-point scale.
• Completion of the following course prerequisites:
• General chemistry I and II and lab (8
credit hours)
• Organic chemistry I and II and lab (8
credit hours)
• Biology I and lab (4 credit hours)
• Calculus or statistics (3 - 4 credit hours)
• Physics I and II for science majors and lab
(8 credit hour)
Admission to the Healthcare Management program
requires the following:
• Completed Graduate Application.
• A bachelor's degree from a regionally accredited
institution.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• One letter of recommendation from a current or past
supervisor.
• Résumé of professional experience.
• Personal statement.
Admissions| 27
Admission to the Master of Arts in Teaching program
requires the following:
• Completed Graduate Application.
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Completion of bachelor's degree in a science or math
discipline from a regionally accredited institution.
• Analysis of transcripts to determine if all required
content coursework has been met to satisfy field of
licensure (biology, chemistry, earth/space science,
mathematics, physical science, or physics)
requirements.
• Two letters of recommendation—academic or work-
related.
• Personal statement.
Admission to the Nursing program requires the
following:
• Completed Graduate Application.
• Current registered nurse's license in good standing.
• Completion of a bachelor's degree in nursing from a
regionally accredited institution.
• Official college transcripts from each degree-granting
institution. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. Students who have completed post-
secondary academic coursework outside of the United
States must submit an official course-by-course
transcript evaluation from an organization that is a
current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
• One letter of recommendation from a current or past
supervisor.
• Résumé of professional experience.
Admission to the RN to MS option requires the following:
• Current registered nurse's license in good standing.
• Completed application for Online Undergraduate
Degree Admissions.
• A minimum cumulative GPA of 3.00 on a four-point
scale.
• Satisfactory completion of ENG 151 or equivalent.
• Official college transcripts of all previous post-
secondary coursework. Students who have completed
post-secondary academic coursework outside of the
United States must submit an official course-by-
course transcript evaluation from an organization that
is a current member of the National Association of
Credential Evaluation Services (NACES). A member list
is available on the NACES website.
• Personal Statement.
Transfer of Graduate Credit
Students desiring to transfer from another college and
be admitted to a graduate degree program at Stevenson
University must submit official transcripts from each
degree granting institution and graduate level course
work. Additional transcripts may be required to
demonstrate satisfaction of program specific
prerequisites or at the discretion of the Admissions
Committee. College-level coursework completed outside
of the United States must be evaluated by an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES). A
member list is available on the NACES website. An official
NACES member transcript is required. Stevenson
University will accept a maximum of six graduate transfer
credits from a regionally accredited four-year institution.
A matriculated student must complete the last 30 credits
of their degree at Stevenson University.
The courses and credits completed with a grade of "B" or
better at other regionally accredited institutions are
generally transferable to Stevenson. Transfer credit is
awarded at the discretion and final approval of the
appropriate Program Coordinator/Associate Dean. All
transferable courses must be comparable to courses
offered at this University. Courses that do not transfer
include developmental/remedial, personal development,
orientation courses and credit given for portfolio work.
Regardless of the number of transfer credits accepted,
students must still complete the academic program
requirements as shown in the Stevenson University
Catalog and on the student's degree audit. Shortly
following acceptance, evaluated transfer credit may be
viewed through WebXpress.
Transfer applicants should have left the sending
institution in good standing. Grades and grade point
averages earned at another institution do not transfer.
The transferred credits apply toward graduation, but the
grade points are not used in calculating the academic
average required for graduation. Students seeking
information on the transferability of credits may contact
the Stevenson University Online Academic Transfer
Evaluator or an Enrollment Counselor.
Additional Masters at Stevenson
University
Students who wish to return to Stevenson University for
an additional master’s degree at the institution, must
formally apply to the new degree program. If the new
degree program contains cross-listed coursework, a
student may only apply up to 15 credits from a previous
degree at SU towards the new degree program. The
28| Stevenson University Stevenson University Online Catalog
capstone course cannot be applied to both degrees. A
student must have earned at least a “B” in the course
that will be applied to the subsequent master’s degree.
Post-Baccalaureate Certificates
Admissions Requirements
Post-baccalaureate certificates are offered through
Stevenson University Online. Students who wish to earn a
certificate must apply and meet admissions requirements
for the certificate program. Once admitted, the student
will be coded as a certificate-seeking student. Students
enrolled in a certificate program are not eligible for
financial aid. If a student has earned or is currently
pursuing a master’s degree from SU, they are not eligible
to receive a certificate for the same program and
concentration. However, a student who earns a certificate
may return to SU and apply those courses toward a
master’s degree in the same program.
A student may apply up to 3 graduate credits from SU or
another regionally accredited institution to a certificate
program. Credits are awarded at the discretion and final
approval of the appropriate Program
Coordinator/Associate Dean. If a student desires to
change from a master’s program to a certificate program,
a
Change of Program
form must be completed.
A certificate-seeking student must apply to receive the
certificate within two semesters of completing course
requirements. Post-baccalaureate certificates are
governed by the graduate admissions and academic
policies. Admissions requirements for certificates are as
follows.
Certificate in Community-Based Education &
Leadership
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Crime Scene Investigation
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Digital Forensics
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in. past
academic work.
• Degree in information technology (IT) or advanced
coursework/work experience in IT.
• Personal statement.
Certificate in Forensic Accounting
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Undergraduate major in accounting or advanced
coursework/professional work experience in
accounting.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Forensic Investigation
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Literacy Education
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Nursing Education
• Completed online application.
• Completion of a bachelor's degree in nursing from a
regionally accredited institution.
Admissions| 29
• Current registered nurse’s license in good standing.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• Cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• One professional letter of recommendation.
• Resume of professional experience.
• Personal statement.
Certificate in Population-Based Care Coordination
• Completed online application.
• Completion of a bachelor's degree in nursing from a
regionally accredited institution.
• Current registered nurse’s license in good standing.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• Cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• One professional letter of recommendation from a
current or past supervisor.
• Resume of professional experience.
• Personal statement.
Certificate in Quality Management and Patient Safety
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• Cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• One professional letter of recommendation from a
current or past supervisor.
• Resume of professional experience.
• Personal statement.
Certificate in Secondary STEM Teaching and Learning
• Completed online application.
• Completion of a bachelor’s degree in a math or
science discipline or closely related field from a
regionally accredited institution, or significant
coursework in math or science, and/or professional
teaching experience in secondary math or science.
• Official college transcript from your degree-granting
institution; additional transcripts may be required to
demonstrate satisfaction of program-specific
prerequisites or at the discretion of the Admissions
Committee.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Professional resume including experience teaching
secondary math or science.
• Two letters of recommendation.
• Personal statement.
Application Deadline
The Stevenson University Admissions Office reviews
applications on a rolling basis throughout the year.
However, the University strongly encourages applicants
to the online undergraduate programs, certificate
programs, or the graduate programs to submit all
required documents no later than four weeks prior to the
start of the desired session.
U.S. Permanent Residents
Applicants who are currently United States permanent
residents must meet all the stated admissions
requirements and follow the same application procedures
as U.S. citizens. However, permanent residents must also
submit a high quality copy of the front and back of their
valid U.S. Permanent Resident card. The Admissions
Office will not process the application without this
component. Refugees and asylees must provide proof of
legal residence in the U.S. All permanent residents and
most other eligible non-citizens can apply for federal
need-based financial aid programs.
Non-Degree Students
Undergraduate Students
Admission as a non-degree undergraduate student
requires submission of the following:
•
Special Application for Non-Degree Status
form.
• Official college transcripts. At the time of registration,
students who wish to take a course that has a pre-
requisite must submit an official college transcript
verifying successful completion of the pre-requisite
course.
Non-degree students must take fewer than 12 credits in
a semester and are not eligible for financial aid.
A non-degree student may become a degree student by
applying for and being granted formal admission.
Application must be made prior to the student's
enrollment in the last 30 semester hours of academic
credit required for a degree at Stevenson University. In
addition, the last 30 semester hours of academic credit
must be completed at Stevenson University unless a
waiver is granted in writing by the Dean of Stevenson
University Online. For admission as a degree student, a
non-degree student must meet the same criteria as a
transfer student.
A student denied admission as a degree student may
enroll as a non-degree student only with the approval of
the Dean of Stevenson University Online.
Graduate Students
A student may enroll in graduate courses without
seeking a graduate degree. Such students must complete
a special application for non-degree status and an official
college transcript from your degree-granting
30| Stevenson University Stevenson University Online Catalog
institution. Permission must be granted by the Dean of
Stevenson University Online. The criteria for admission
are the same as those for degree-seeking students. Not
more than six credits may be taken while under this
status. Financial aid is not available for non-degree
seeking students. After 6 credits, students must apply for
admission to continue.
Military Financial Benefits
Military Service Members
Tuition Assistance (TA) is a benefit paid to eligible Service
members. TA is available for courses offered in the
classroom or online and is a part of an approved
academic program or certificate. Please notify the
Student Accounts Office of your approved TA
documentation. If you are a current active duty member,
please be sure to speak with your Educational Service
Officer (ESO) or counselor within your military service
prior to enrolling.
A joint education agreement also exists between the
Maryland National Guard and Stevenson University.
Active Guard members receive a maximum of 15% tuition
discount and should submit appropriate paperwork to
Student Accounts to qualify for this discount. Service
members desiring information about courses and degree
requirements should contact the Registrar's Office.
Yellow Ribbon Program
The Yellow Ribbon program is part of the Post 9/11 GI
Bill® specifically designed for students wishing to attend
private colleges and universities. This program allows
institutions of higher learning to fund tuition expenses
that exceed the Department of Veteran Affair’s Post 9/11
GI Bill's annual cap. Stevenson University has no limit on
how many students can receive Yellow Ribbon benefits.
For the 2020-2021 academic year, the VA will pay a
maximum of $25,162.14 to any private college or
university, based on a student’s percentage of eligibility.
For eligible students (100% rate), Stevenson and the VA
will divide any remaining tuition and fee charges 50/50
so that they are covered in full. Please note that tuition
and fees do not include on-campus housing or meal plan
charges; these expenses need to be paid by the student.
Stevenson currently offers unlimited enrollment to
eligible students. Only veterans entitled to the maximum
benefit rate (based on service requirements) or their
designated transferees may receive this funding. Active
duty service-members and their spouses are not eligible
for this program (child transferees of active duty service-
members may be eligible if the service-member is
qualified at the 100% rate).
Veterans interested in using educational benefits should
submit their application online through the Department
of Veterans’ Affairs website at benefits.va.gov. The VA will
determine eligibility and send the student a Certificate of
Eligibility that indicates their percentage of benefits (40-
100% based on length of service), as well as the amount
of time awarded. For information on how to apply to
transfer benefits to dependents, visit the GI Bill’s®
website at GI Bill Transfer of Benefits The student should
forward their Certificate of Eligibility to the school
certifying official in the Registrar’s Office as soon as it is
received. Any questions regarding the use of educational
benefits should be directed to the school certifying
official. More information about education benefits
offered by VA is available at the official U.S. government
Web site at benefits.va.gov/gibill
‘‘GI Bill® is a registered trademark of the U.S.
Department of Veterans Affairs (VA).
Admission to the Bachelor's to Master's
Degree Option for Current Stevenson
University Undergraduates
The objective of the Bachelor's to Master's Option is to
provide qualified Stevenson undergraduate students the
opportunity to obtain both a bachelor's and a master's
degree in a shorter time-frame. Participating master's
degree programs and related admissions requirements
are listed below.
• Business and Technology Management
• Communication Studies
• Community-Based Education and Leadership
• Crime Scene Investigation
• Cybersecurity and Digital Forensics
• Forensic Accounting
• Forensic Investigation
• Forensic Studies
• Healthcare Management
• Integrative Learning
Students develop an educational plan in consultation
with their undergraduate academic advisor and must
consult with their advisor prior to applying for the
bachelor's to master's option. If a student is interested in
pursuing the bachelor's to master's option but is in a
major outside of the field of interest, the student may
obtain permission from their undergraduate department
chair or dean, to pursue the bachelor's to master's
option. In order to be admitted to the bachelor's to
master's option, the student must:
• Have completed at least 60 bachelor's degree credits
at the time of application. The student may enroll in
graduate courses after earning at least 75
undergraduate credits.
• Have and maintain a minimum 3.00 GPA.
• Complete the Bachelor's to Master's application.
• Personal statement.
Forensic Science Option in Biochemistry,
Biology or Chemistry Program
Biochemistry, biology and chemistry majors may pursue
the bachelor's to master's option in forensic science.
Students who wish to pursue this 4+1 program earn a
B.S. in biochemistry, biology or chemistry in four years
and an M.F.S. in forensic science in as little as one
additional year. Students apply for admission into the
program during their junior year. Applications will be
available on September 1 and February 1. Admission to
this program is based on the following criteria:
• Cumulative and science/math GPA of 3.00 or higher
in all course work attempted.
Admissions| 31
• Grade of "C" or better in all science and mathematics
courses.
• Completion of at least 60 credit hours and enrollment
in a minimum of an additional 15 credit hours.
• Completion of FSCI 101.
• Completion of Organic Chemistry II (CHEM 211 and
211L) and enrollment in a minimum of one 300 or
400 level science course.
• Submission of a completed
MFS Bachelors to Masters
Program Application
, including three letters of
recommendation, prior to October 1 or March 1.
Once accepted into the program, bachelor's to master's
degree seeking students may take up to 18 graduate
credits beginning in the spring of their junior year, and
students must submit a
Master's Degree Application
in
the last semester of their undergraduate education.
Teaching (MAT)
Applied mathematics, biochemistry, biology, chemistry,
and environmental science majors may pursue the
bachelor's to master's option. Students who wish to
pursue this degree program can earn a bachelor’s degree
in applied mathematics, biochemistry, biology, chemistry,
or environmental science and a master of arts in teaching
degree with certification in secondary biology, chemistry,
or mathematics with a STEM focus. Students apply for
admission to this program during the spring of their
junior year. If admitted, students begin taking graduate-
level courses in the fall of their senior year. In order to
be admitted to this bachelor's to master's option, the
student must have:
• A cumulative GPA and science/math GPA of 3.00 or
better (on a four-point scale) in all work attempted.
• Earned a grade of "C" or better in all science and
mathematics courses.
• Completed minimum of 60 credits.
• Applied Mathematics Majors: Completed Calculus II
and three additional math courses.
• Biochemistry, Biology, and Chemistry Majors:
Completed Organic Chemistry II (CHEM 211 and
211L) and be enrolled in a 300-level science course.
• Environmental Science Majors: Completed
Environmental Science (ENV 275) and be enrolled in a
300-level science course.
• Submit a completed
BS/MAT
Request for Permission
to Enroll,
including three letters of recommendation
prior to March 1.
• Submit a
Graduate School Application
by February 15
of the last semester of the undergraduate program.
Readmission and Reinstatement
Readmission
Students who attended Stevenson University and were in
good academic standing at the end of their last semester
at SU must apply for readmission if absent from the
University for three or more consecutive semesters.
Students must file the
Application for
Readmission/Reinstatement
, downloadable from the
Admissions website, with the Admissions Office. If the
student attended any other college since leaving
Stevenson, he or she must submit an official transcript
from each college or university attended. Readmission is
not complete until all official documents are
received. Students who are readmitted to the University
are under the current catalog of the academic year in
which they return.
Students who were absent from the University two
semesters or less do not need to apply for readmission
and should contact their Student Success Coach in
Stevenson University Online to register for classes.
Official transcripts of any work taken at another
institution must be submitted directly to Stevenson
University Online.
Academic Reinstatement -
Undergraduate and Graduate
Undergraduate Reinstatement
When an SUO undergraduate student is dismissed for
academic reasons, the student has the opportunity to
appeal for reinstatement.
• The student should submit a letter via email to the
Dean of Stevenson University Online requesting
reinstatement no later than three weeks prior to the
start of the term in which the student seeks to enroll.
• In the letter the student should address the reasons
for their prior performance and provide information
as to how the student plans to make the changes
necessary to succeed.
• Once the letter has been received, the Dean will
schedule a meeting with the Program Coordinator to
discuss the request. The Dean also has the option of
having an in-person or phone meeting with the
student.
• If the student is reinstated, the student is placed on
continued probation and must follow the specific
requirements outlined in the reinstatement letter
provided by the Dean. If the student does not fulfill
the requirements of the reinstatement letter, the
student will be suspended.
Graduate Reinstatement
In order to be considered for reinstatement, the
following conditions must be met by the student:
• Submit a completed Application for Reinstatement
• Submit official college transcripts from each college
or university attended since leaving Stevenson
University
• Submit a written statement explaining circumstances
leading to the student’s poor academic standing and
how those conditions have changed or will change
upon reinstatement
• Provide any additional pertinent information that may
be helpful in considering your request for
reinstatement, such as medical documents, letters of
reference, and/or recommendation(s).
Upon reinstatement, the student will be eligible to
register for program courses only after successful
completion of GPS 500: Thinking, Researching, and
32| Stevenson University Stevenson University Online Catalog
Writing for Success, a fee-based skill building course for
graduate students.
Readmission of Service Members
In compliance with ED 34 C.F.R. 668.18 and the
Department of Defense Voluntary Education Partnership
Memorandum of Understanding, Stevenson University
will promptly readmit students who—because of military
service—must be absent from the University for more
than 30 consecutive days or for fewer than 30 days if the
absence results in a withdrawal from the University. For
the purpose of this policy, military service is defined as
“service, whether voluntary or involuntary, in the armed
forces, including service by a member of the National
Guard or Reserve, on active duty, active duty for training,
or full-time National Guard duty under federal authority
for a period of more than 30 consecutive days under a
call or order to active duty of more than 30 consecutive
days” (ED 34 C.F.R. 668.18).
Regulations governing the readmission of service
members after an absence because of military service can
be found in the Code of Federal Regulations. The
notification of service and the intent to return to
Stevenson required by the federal regulations should be
made to Stevenson’s School Certifying Official in the
Registrar's Office.
Credit for Prior Learning
Adults returning to college or beginning to seek a
college degree may wish to investigate opportunities
available to them through Credit for Prior Learning. In
order to earn Credit for Prior Learning, students must
demonstrate that from significant experiences in their
lives they have acquired knowledge and/or skills and
abilities that are the equivalent of learning acquired from
a college course. This learning (called Prior Experiential
Learning) can be the result of a variety of life
experiences: employment, volunteer work, community
service, travel, military service, or courses at non-
collegiate institutions.
Credit is granted for learning, not experience, and will be
earned only when the student has successfully
demonstrated that the learning acquired is the equivalent
of that gained through courses traditionally taught in
colleges, that it is at a level of achievement equal to
what is normally required in college courses, and that it
consists of current knowledge that shows both
theoretical understanding and practical application of the
subject area.
Credit Maximums
Credit for Prior Learning is limited to a maximum of 30
credits for bachelor's seeking students, and may be used
to fulfill the core curriculum requirements and electives.
In some cases, they may be used to fulfill program
requirements. Grades for credit earned for prior learning
are given as pass or fail. No more than 90 credits can be
applied to degree requirements from a combination of 2-
year institutions, 4-year institutions, and Credit for Prior
Learning.
A maximum of 6 credits are accepted by Stevenson
University toward a graduate degree. These credits may
consist of graduate transfer credits taken at a regionally
accredited institution, Credit for Prior Learning, or a
combination of transfer credit and Credit for Prior
Learning. Grades for credit earned for prior learning are
given as pass or fail. Not all graduate programs permit
Credit for Prior Learning.
Students in a degree program at Stevenson University
can pursue Credit for Prior Learning through the options
listed below. Additional information, including course
equivalences for exams and certificates, can be found at
Credit for Prior Learning.
Advanced Placement
Incoming students who submit Advanced Placement (AP)
test scores from the College Board and who achieved
satisfactory scores are considered for advanced
placement or credit. College credit may be granted for
scores of 3, 4, or 5, depending on the subject. See
stevenson.edu/ap for details.
These scores are reviewed and, when appropriate,
placement and/or credit is granted. Credit is entered in
the student’s record and can be viewed on WebXpress.
Transfer students who took AP tests in the past should
request their scores be sent to Stevenson from the
College Board. For questions about AP credit, contact the
Registrar’s Office.
International Baccalaureate
Stevenson University recognizes the IB Diploma
Programme and will grant credit for scores of 4 or higher
in the “Higher Level” courses and some credit may be
awarded for scores of 4 or higher in the "Standard Level."
No credit is given for courses that duplicate other credit
that has already been awarded. For questions about IB
credit, contact the Registrar’s Office.
CLEP Examinations
CLEP, a program of the College Entrance Examination
Board, is a nationwide system of credit-by-examination.
Stevenson does grant credit to undergraduate Stevenson
students earning Stevenson designated passing scores on
CLEP exams. Students who are interested should contact
their Undergraduate Student Success Coach for details
about which exams are the equivalent of selected
Stevenson courses. If the student achieves the designated
passing score on an accepted examination, and submits
official documentation of the test results, college credit
will be awarded. Native speakers may not earn CLEP
credit in their native language.
DSST Examinations
The DSSTs are exams students take to earn college
credit. These exams are available not only to students in
the military but to all students who are interested in
earning college credit. The DSST exams are administered
on military bases (for military students and their spouses)
or at a participating institution. Bachelor's degree seeking
students who choose to take the DSST exams can earn
up to three college credits and upper or lower level
credit. The credits are awarded by the American Council
on Education. For information and registration, please
visit getcollegecredit.com. Students are strongly
encouraged to speak with their Undergraduate Student
Admissions| 33
Success Coach to determine which DSST exams are right
for them.
Departmental Assessment
Bachelor's degree-seeking students wishing to earn credit
via departmental assessment should contact their
Student Success Coach. The requirements for
departmental assessment are determined by the
academic department chair. To qualify students must
demonstrate that they have substantial experience and
expertise in the subject area and must have a cumulative
GPA of 2.50 on a four-point scale in coursework at
Stevenson University.
Prior Learning Portfolio
The Stevenson University portfolio option provides
students with a vehicle for converting into college credit
college-level learning that has been achieved through
verifiable professional work experiences and other life
experiences. It is an option designed to assist the online
student in pursuit of a degree. Demonstrating
experiential learning through the portfolio benefits the
online student by decreasing the number of classroom
hours and expense required for degree completion.
Through the portfolio, students systematically
demonstrate and document college-level learning equal
to specific courses within Stevenson's academic
disciplines.
To qualify to petition for prior learning credit through the
portfolio, students must submit an application, meet with
the academic department chair, and be in good
academic standing. Undergraduate students must have a
cumulative GPA of 2.50 on a four-point scale in
coursework at Stevenson University. Graduate students in
programs that permit Credit for Prior Learning must have
a GPA of 3.00 on a four-point scale in coursework at
Stevenson University.
Completed portfolios are reviewed by faculty evaluators
who determine a grade of "P" (Pass) or "NC" (No Credits
Awarded). Credits are awarded only if students
successfully demonstrate that their documented
experiential learning meets the requirements of the
course petitioned. Awarded credits are posted on the
student's transcript and are counted toward degree
completion requirements.
Professional Certifications
Bachelor's and master's degree-seeking students wishing
to earn credit via a professional certification should
contact their Student Success Coach. Accepted
certifications are determined by the academic
Department Chair. To receive credit for a certification,
students must submit official documentation of certificate
completion. Expired certificates are not eligible for
credit.
34| Stevenson University Stevenson University Online Catalog
Costs
Tuition and Fees (2020–2021)
Bachelor's Degree Seeking Students
Tuition per credit non-nursing
$450
Tuition per credit - RN to BS
$495
Tuition per credit - RN to MS
$495
Tuition per credit - ATB
$495
Tuition per credit - Professional Studies
$395
Master's Degree Seeking Students
Tuition per credit*
$670
Tuition per credit Nursing
$625
Tuition per credit Education Programs
$495
Tuition per credit Forensic Programs
$695
*Unless listed below
Certificate Seeking Students
Tuition per credit Community-Based Education
and Leadership
$495
Tuition per credit Literacy Education
$495
Tuition per credit Population-Based Care
Coordination
$625
Tuition per credit Quality Management &
Patient Safety
$670
Tuition per credit Secondary STEM Teaching
and Learning
$495
Tuition per credit Crime Scene Investigation
$695
Tuition per credit Digital Forensics
$695
Tuition per credit Forensic Investigation
$695
Tuition per credit Forensic Accounting
$695
Miscellaneous Fees
Returned Check Fee
$25
Late Payment Fee
$25
Graduation Fee
$25
Refund Policy
Tuition is 100% refundable through the published last
day to drop without record. After that date, no refunds
will be given. Please consult the Enrollment Calendar for
these dates.
Students receiving financial aid should review the refund
policies described in the section on Financial Aid under
Disbursement of Aid (p. 43).
Financing Options
Stevenson University offers an option of a payment plan
for the fall and spring semesters. Nelnet Campus
Commerce serves as the administrator of the plans. The
payment plan allows students and families to pay
amounts due to the University in manageable monthly
installments. The payment plan provides the benefits of
easy, online enrollment, flexible payment options, no
interest charges, and 24/7 easy account access. The
enrollment fee is $50. Credit card/debit card and
automatic bank (ACH) payments are accepted payment
methods. For information visit My College Payment Plan
or call 800-609-8056.
Stevenson University Scholarship and Grant
Programs
Merit-Based Scholarship Program
In an effort to recognize outstanding students, Stevenson
University supports a competitive merit-based scholarship
program with awards ranging from $11,000 to $21,000
annually. Consideration for a merit-based scholarship is
automatic when applicants meet the stated deadlines.
These scholarships are awarded by the Admissions Office
without any separate application. Scholarships are
awarded based upon grade point average, high school
Financial Information
Financial Information| 35
course work, standardized test scores, and previous
college course work for transfer students.
All Stevenson merit scholarships are available for a total
of eight semesters as long as the student continues full-
time enrollment and agrees to adhere to the Stevenson
University ethics code.
Stevenson University merit-based scholarships awarded
to students enrolled in traditional undergraduate
programs are not transferable to accelerated or graduate
programs of study. Stevenson University scholarship
recipients who change their program from a traditional
program to an accelerated will forfeit these awards.
The Admissions Office offers additional specialty
scholarship programs for freshman and transfer
applicants. These scholarships typically have earlier
deadlines and require separate applications. Detailed
information on current scholarship programs, their
application requirements, and deadlines is available at
stevenson.edu/scholarships.
Stevenson Grants
These grants are available to qualified full-time students
enrolled in traditional undergraduate academic programs.
These awards are for students who demonstrate financial
need and/or meet requirements based on our awarding
policy.
Endowed Scholarships
Stevenson University awards scholarships from our
endowment program. Award amounts start at $1,000.
New students will be reviewed and considered for awards
based upon meeting endowed-specified criteria.
Returning students may apply for several endowed
scholarships by completing a single application for those
scholarships. The deadline for application is May 1. The
application is available on the Stevenson University SU
Now Portal.
The Stevenson University Financial Aid Office will inform
students on the SU Now Portal of additional outside
private scholarships as the application announcements
become available.
Stevenson University Endowed
Scholarship Funds
Students will be reviewed and considered for awards
based upon specified criteria below. See Stevenson
University Scholarship and Grant Programs for more
information.
The Abell Foundation Scholarship Fund is available to
deserving minority students who demonstrate financial
need.
The AEGON USA, Inc. Scholars Fund provides assistance
to an incoming freshman student with financial need who
exhibits outstanding academic promise and leadership.
The George I. Alden Trust Scholarship Fund provides
assistance to deserving students. A portion of this fund is
reserved for non-traditional, adult students.
The American Citizens for Italian Matters Endowed
Scholarship supports sophomore female students of
Italian heritage who reside in Maryland and have a
minimum 2.6 GPA and demonstrated financial need.
Selection will be based on academic performance and
participation in activities and leadership roles.
The Sandra Barkin, RN Memorial Scholarship in
Nursing is awarded to junior nursing students with
financial need who exhibit a caring nature and
involvement in community service.
The Peter H. J. Bauer Endowed Scholarship Fund
provides support to academically deserving students with
financial need within the greater Baltimore area.
The Sandra and Malcolm Berman Family Endowed
Scholarship in Nursing provides assistance to nursing
students with financial need who exhibit a caring and
compassionate character and have a minimum 3.3 GPA.
The James T. and Francine G. Brady Endowed
Scholarship Fund was created to respond to funding
gaps experienced by returning junior and senior students.
Candidates must have financial need and a minimum
GPA of 2.5. Award is given one time only.
The Dr. Joseph A. Brusini Scholarship for the Sciences
is awarded to a junior student with financial need and a
minimum 3.25 GPA. The student must be enrolled in a
major in one of the following departments of the Beverly
K. Fine School of the Sciences: the Department of
Biological Sciences, the Department of Chemistry, or a
major in the physical sciences within the Department of
Mathematics and Physics.
The Bunting Family Foundation Endowed Scholarship
provides support to students with financial need.
The Helen Fitzgerald Byrnes Endowed Scholarship for
Graphic Design provides support to a student in the
visual communication design program with financial need
to achieve academic excellence.
The Maureen Knerr Byrnes Endowed Scholarship for
Teacher Education provides support for a student with
financial need who is majoring in elementary education
and exhibits leadership and involvement in community
service.
The Tori Chandler Endowed Scholarship is awarded to
counseling and human services majors with financial
need and a minimum 3.25 GPA. Preference may be given
to students who have transferred from Carroll County
Community College or another community college.
The CohnReznick Accounting Scholarship provides
support to students in the accounting program.
Recipients are selected based on financial need and an
overall GPA of 3.2 or above.
The Conrow Family Scholarship in History is awarded
to students majoring in history with financial need and a
minimum 3.5 GPA.
The Barbara Smith Dannettel '61 Endowed Scholarship
is awarded to junior year male students with financial
need who exhibit leadership skills through participation
in community service activities.
The Geraldine and Sam Dell Scholarship for Character
and Excellence in Business is awarded to an exceptional
senior student in the Brown School of Business and
Leadership who demonstrates strong ethical grounding
and a work ethic resulting in academic and personal
success.
36| Stevenson University Stevenson University Online Catalog
The Geraldine and Sam Dell Scholarship for Character
and Excellence in the Sciences is awarded to an
exceptional senior student with a major in one of the
following departments of the Beverly K. Fine School of
the Sciences: the Department of Biological Sciences, the
Department of Chemistry, or the Department of
Mathematics and Physics. Candidates must demonstrate
strong ethical grounding and a work ethic resulting in
academic and personal success.
The Duncan-McNally Accounting Scholarship is
awarded to accounting majors based upon merit and
financial need with a strong priority on academic
achievement. Candidates must have a minimum 3.5 GPA
with a minimum grade of a "B" in ACC 202.
The Henry and Pamela Felton Endowed Scholarship
provides assistance to students with financial need, a
strong work ethic, a record of academic success, and a
drive to make a difference in the community.
The Linda Connolly Fenton Endowed Scholarship in
Nursing is awarded to students with financial need and
good academic standing enrolled in the nursing
program.
The Judith A. Feustle, ScD, RN Endowed Scholarship is
awarded to sophomore nursing students with financial
need and a GPA of 3.2 or greater. Preference may be
given to students who are the first in their family to
attend college.
The France-Merrick Foundation Scholarship provides
funds to first-generation collegians with financial need,
especially minorities and residents of Baltimore City.
The Franyo-Ehlers Endowed Scholarship for Counseling
and Human Services is a merit-based award given to a
full-time junior student in the counseling and human
services major.
The Hackerman Foundation Endowed
Scholarship provides tuition assistance to academically
talented female students from historically
underrepresented groups.
The Shannon Henretty '14 Nursing Scholarship
supports nursing majors who are sophomores, juniors, or
seniors with a minimum 3.2 GPA and financial need.
Preference will be given to students involved in
charitable causes.
The Herget Endowed Nursing Scholarship supports
students enrolled in the nursing degree program, with
preference given to candidates who express a desire to
work for at least two years in a hospital in the state of
Maryland after graduation. Recipients must be in good
academic standing, have financial need, and demonstrate
a high probability of success in the nursing profession.
The Hertzbach & Company Endowed Scholarship is
awarded to students with financial need in the
accounting program.
The Nancy Hubble Endowed Scholarship for First
Generation Collegians is awarded to a freshman student
with financial need and great academic promise who is
the first in his or her immediate family to attend college.
The Joseph S. Keelty Endowed Nursing Scholarship
Fund provides assistance to nursing students with
financial need who are judged to have good academic
standing and a high probability of succeeding in the
nursing profession. Preference is given to students
expressing a desire to serve as a nurse at the Greater
Baltimore Medical Center for at least two years after
graduation.
The Joseph S. Keelty Endowed Scholarship Fund
provides assistance to students in good academic
standing with financial need in any program area.
The Honorable and Mrs. Francis X. Kelly Endowed
Scholarship Fund provides support to students with
academic achievement who are the first in their family to
attend college.
The Knapheide Endowed Scholarship for Counseling
and Human Services is a merit-based award given to a
full-time senior student in the counseling and human
services major.
The M&T Bank Endowed Scholarship in Elementary
Education supports students with financial need enrolled
in the elementary education program.
The Nicholas B. and Mary C. Mangione Family
Endowed Scholarship supports nursing majors with
good academic standing and financial need.
The Kevin J. and Sara G. Manning Scholarship is
awarded to an incoming freshman student who is the
first in his or her immediate family to attend college.
The Carolyn Manuszak Scholarship in Memory of Dr. T.
J. Manuszak provides assistance to incoming freshmen
or new transfer students with financial need.
The M. Carolee Martelle '63 '89 '97 Endowed
Scholarship supports students with financial need and a
minimum 3.0 GPA who are pursuing a degree within the
Brown School of Business and Leadership or the Beverly
K. Fine School of the Sciences.
The Mary McCarthy-Cohen '81 Scholarship supports
freshmen legal studies majors with financial need.
The Hilda Lee Menning Endowed Scholarship for
Nursing is awarded to students with financial need in the
nursing program.
The Middendorf Foundation Endowed Scholarship in
Nursing supports deserving nursing students with
financial need enrolled in the pre-licensure nursing
program.
The Charlotte W. Newcombe Foundation Endowed
Scholarship provides support to students age 25 or
above who are pursuing their first bachelor’s degree,
have earned at least 60 credits toward their degree, and
have financial need and a minimum 2.5 GPA
The Pugatch Family Endowed Scholarship for the
School of Design provides support to a junior student
with financial need who lives in one of the university
residence halls. Recipients should have a declared major
within the School of Design and demonstrate exceptional
academic achievement.
The Pugh Paralegal Scholarship is awarded to students
with financial need and academic achievement in the
legal studies program.
The Gary A. and Joan O. Pyne Endowed Scholarship in
Business is awarded to students who are urban youth,
Financial Information| 37
preferably from Baltimore City, with financial need and an
interest in pursuing a career in business.
The Donald B. Ratcliffe Endowed Scholarship Fund
provides assistance to students in good academic
standing with financial need. Preference is given to
nursing students.
The Jennifer and George Reynolds Endowed
Scholarship in Business is awarded to students with
financial need enrolled in the business administration
program with an interest in communications.
The Reynolds Endowed Scholarship supports middle
class students with financial need and a minimum 3.0
GPA.
The James E. Roberts Memorial Theatre Fund provides
a merit-based award for a junior theatre student.
The SC&H Group Endowed Scholarship supports
students with financial need in the accounting program.
The Kimberly Serio Memorial Scholarship provides
assistance to an incoming freshman student who has
experienced financial hardship and is determined to
continue his or her education.
The Susan Palmer Slattery, Ph.D. Endowed Scholarship
is awarded to a female senior student with a major in the
Department of Mathematics, the Department of
Biological Sciences, or the Department of Chemistry.
Recipient must have a minimum 3.7 GPA and complete
the competitive application process.
The James M. and Margaret V. Stine Foundation, Inc.
Endowed Scholarship in Support of the Brown School
of Business and Leadership is awarded to students
demonstrating high academic standards and financial
need, and majoring in a discipline within the Brown
School of Business and Leadership.
The Honorable Robert F. Sweeney Scholarship supports
students with demonstrated financial need in the legal
studies program.
The Mary Tourney Emergency Book Fund provides
assistance to students for textbooks. Student need is
determined based on federal eligibility requirements.
The Jo-Ellen Turner, Ph.D. Endowed Scholarship in
English is awarded to academically deserving juniors and
seniors majoring in English language and literature with a
demonstrated interest in literature and writing through
course work achievement and participation in
extracurricular activities related to the field.
The Sheila A. Walsh '92 '03M Endowed Scholarship
supports non-traditional students with financial need who
are committed to acquiring a degree in order to advance
their career and are committed to making a positive
difference in the world. Preference would be given to a
student willing to volunteer with the Dyslexia Tutoring
Program of Baltimore or other volunteer program which
supports literacy.
The Bertha G. Wegad, RN Memorial Endowment Fund
for Scholarships to Nursing Students provides support
for deserving nursing students.
Stevenson University Annual Scholarship
Funds
Students will be reviewed and considered for awards
based upon specified criteria below. See Stevenson
University Scholarship and Grant Programs for more
information.
The Accounting Association Scholarship is a merit-
based award for junior or senior accounting majors.
The Asset Strategy Consultants Annual Scholarship
supports deserving students with financial need.
The Associated Italian American Charities of Maryland
provides scholarships for students of Italian descent in
good academic standing with financial need.
The Associated Italian American Charities/Saint Agnes
Hospital Nursing Scholarship is awarded to junior and
senior students enrolled in the nursing program with a
minimum 3.0 GPA who are of Italian heritage and are
residents of Maryland. Recipients must complete a
competitive application and interview process and agree
to a two-year employment commitment at Saint Agnes
Hospital.
The Rotary Club of Baltimore Student Scholarship is
available to students with financial need living in the
Baltimore metropolitan area, who have demonstrated
academic excellence and involvement in community
activities.
The Bareham, CPA, PA Annual Scholarship supports a
sophomore, junior or senior accounting major with good
academic standing and financial need. Preference will be
given to female students of non-traditional age.
The BGE Annual Scholarship supports students with
good academic standing and financial need who agree to
adhere to Stevenson's code of ethics.
The Brotman Financial Group, Inc. Emergency
Scholarship Fund supports junior and senior students
who fall short of the funding needed to return to
Stevenson University for their studies. Preference is given
to students from the Brown School of Business and
Leadership, as well as English language and literature
majors. Award is given one time only.
The Capitol Office Solutions Annual Scholarship
supports students with good academic standing and
financial need.
The Cigna Annual Scholarship supports students with
good academic standing and financial need.
The Jo-anna Conrey ’62 ’86 ’92 Annual Scholarship is
awarded to a first-generation college student with
demonstrated financial need, with preference for an
incoming freshman and minority student.
The Lisa Dobbs Derryberry ’77 Annual Scholarship
supports students with financial need who are pursuing a
major in the Brown School of Business and Leadership
and have a minimum 2.5 GPA. Award is given one time
only.
The E. C. Wareheim Foundation provides a scholarship
to deserving students with financial need.
38| Stevenson University Stevenson University Online Catalog
The Element Financial Corporation Annual Scholarship
is awarded to a student with financial need and a
minimum 3.0 GPA who is majoring in business
administration or business communication.
The Linda Connolly Fenton Annual Scholarship in
Nursing is awarded to students in the nursing program
with financial need and academic achievement.
The Frankel Sims Law Emergency Scholarship is
awarded to junior or senior students who fall short of the
funding needed to return to Stevenson for their studies.
Award is given one time only.
The Dr. Gerald and Carole ’85 Glowacki Annual
Scholarship for Science and Mathematics Education
supports junior students with financial need and a
minimum 3.5 GPA who are majoring in middle school
education with a concentration in math and science.
The Gross Mendelsohn Annual Scholarship supports
junior or senior accounting majors with financial need
and a minimum 3.0 GPA. Award is given one time only.
The Hahn-Waidner Scholarship is a merit-based award
given to the top four academically performing students
in both the junior and senior classes of the legal studies
program.
The Handwerger, Cardegna, Funkhouser & Lurman
Annual Scholarship supports accounting majors with
financial need and a minimum 3.0 GPA.
The Herbert J. and Martha Ginn Hoelter Scholarship is
awarded to students majoring in criminal justice with
financial need and a minimum 2.5 GPA.
The Ebony Hypolite ’06 Annual Scholarship is awarded
to junior or senior students with a minimum 3.5 GPA,
significant involvement in community service, and
financial need.
The Independent College Fund of Maryland (I-Fund)
provides a variety of designated and competitive
scholarships for students attending Stevenson University
and Maryland’s other independent institutions.
The Diane Jacobs Scholarship provides funds for
students with financial need who have overcome
personal challenges to continue their education.
The Brenda Bowe Johnson, Ph.D. Scholarship for
Women in Science is awarded to female students with
financial need and a minimum 2.5 GPA who are majoring
in biology, chemistry, or biochemistry.
The Deborah J. Leather Business Administration
Academic Leadership Scholarship is a merit-based
award that provides tuition support to students pursuing
a degree in business administration. The purpose of the
scholarship is to award a student who has demonstrated
exceptional academic individual or team leadership. This
leadership will be demonstrated through formal
academic mentorship to other students; progressive
development of academic leadership aptitude or
professional skills as observed by a member of the
Department faculty; significant increase in one’s personal
academic identity and positive visibility in class or in
other academic settings; and/or providing key academic
oversight in a sponsored student academic competition.
Depending on the competitive pool, more than one
scholarship may be awarded for the year.
The Legg Mason Annual Scholarship is awarded to
students with financial need and a minimum 2.5 GPA.
The Bradley and Shirley MacDonald Annual
Scholarship supports students with financial need and a
GPA between 2.0 and 3.0. Candidates should also be
dedicated, hardworking, have overcome obstacles to
achieve success, and committed to making a difference
for good in the world. Award is given one time only.
The Maryland CIO Roundtable Annual Scholarship is a
merit-based award for junior or senior students with
financial need and a minimum 3.0 GPA who are pursuing
a degree in business information systems or in computer
information systems. Recipients must possess leadership
qualities and a desire to work in the field of IT
management after graduation.
The MedStar Franklin Square Medical Center Nursing
Scholarship is awarded to a senior nursing student who
wishes to participate in a practicum at Franklin Square
Medical Center. Recipients must complete a competitive
application and interview process and agree to a two-
year employment commitment at Franklin Square
Medical Center.
The Mercy Medical Center Nursing Scholarship is
awarded to a senior nursing student who wishes to
participate in a practicum at Mercy Medical Center.
Recipients must complete a competitive application and
interview process and agree to a two-year employment
commitment at Mercy Medical Center.
The Merritt Properties Annual Scholarship supports
incoming freshman students with great financial need
who are also deemed at-risk due to environment or
family situation, with preference given to students who
are orphans or are aging out of the foster care system.
The Mister, Burton Annual Scholarship in Accounting is
awarded to sophomore, junior, or senior students who
are majoring in accounting and have financial need and a
minimum 3.5 GPA. Award is given one time only.
The Claire Moore Scholarship is awarded to a senior
student with financial need and involvement on campus.
The Mount Royal Printing and Communications Annual
Scholarship supports students with good academic
standing and financial need who are pursuing a major
within the School of Design.
The Sheela Murthy and Vasant Nayak Scholarship is
awarded to a student who is a legal studies major, has
financial need, maintains a minimum 3.0 GPA, and
demonstrates a strong work ethic.
The Charlotte W. Newcombe Foundation Scholarships
for Mature Students are awarded to students aged 25
years or above who are pursuing their first bachelor’s
degree, have earned at least 60 credits toward their
degree, and have financial need and a minimum 2.5 GPA.
The Northrop Grumman Annual Scholarship is awarded
to students with financial need and a minimum 3.25 GPA
who are U.S. citizens and pursuing a degree within the
Brown School of Business and Leadership.
Financial Information| 39
The Karen Parrotte Nursing Scholarship supports
nursing students of African American/Black ethnicity with
financial need and a minimum 3.0 GPA. Candidates must
either be working full-time while pursuing their degree,
or be adult students returning to college to pursue or
complete their degree.
The PMM Companies Annual Scholarship provides one
or more scholarships to students with financial need.
The Promising Future Annual Scholarship is awarded to
students in good standing with a minimum cumulative
GPA of 2.5 and financial need.
The RCM&D Foundation Scholarship supports students
enrolled in a major within the Brown School of Business
and Leadership with financial need and good academic
standing.
The Shantell Roberts ’08 Annual Service Scholarship is
awarded to sophomore, junior, or senior students with
financial need, a 2.5 minimum GPA, and involvement in
community service; recipients must be Baltimore City
residents, with preference for those who attended
Baltimore City Public Schools.
The Barbara S. Rowell Annual Scholarship in
Accounting supports sophomore, junior, or senior
accounting majors with financial need and good
academic standing.
The Herman and Walter Samuelson Foundation
Scholarship for Nursing is awarded to nursing students.
Recipients must complete a competitive application and
interview process and agree to an employment
commitment at Sinai Hospital.
The Paul Mark and Peggie Sandler Legal Studies
Scholarship is awarded to junior or senior students who
are legal studies majors with financial need and a
minimum 3.0 GPA. Award is given one time only.
The Sandy Spring Bank Annual Scholarship is awarded
to deserving students with financial need.
The Eugene and Jeanne Savage Scholarship supports
students with financial need and a minimum 3.0 GPA.
Preference may be given to students with demonstrated
participation in service activities.
The Jason Schneider Memorial Scholarship is a merit-
based award for students majoring in criminal justice
with a minimum 3.0 GPA who are Maryland residents.
The Dennis A. Starliper Annual Scholarship supports
accounting majors with financial need and a minimum
3.0 GPA.
The James and Jacqueline Stradtner Scholarship for
Early Childhood Education is awarded to students
majoring in early childhood education with financial need
and a minimum 3.0 GPA who reside in Maryland.
The Stephanie Giles Suit '05 is awarded to students with
financial need and a minimum 3.0 GPA who are pursuing
a degree within the Beverly K. Fine School of the
Sciences, or majoring in Medical Laboratory Science.
The Superior Supply Ltd Annual Scholarship is awarded
to junior or senior first-generation college students with
financial need and good academic standing.
The Vincent O. Versace Memorial Annual Scholarship
supports a junior student majoring in a STEM program
who has financial need and a minimum 3.2 GPA.
The University of Maryland/St. Joseph Medical Center
Nursing Scholarship is awarded to a senior nursing
student who wishes to participate in a practicum at St.
Joseph Medical Center. Recipients must complete a
competitive application and interview process and agree
to a two-year employment commitment at St. Joseph
Medical Center.
The Judith Waranch Annual Scholarship is awarded to a
female sophomore, junior, or senior student with financial
need and a minimum 2.5 GPA. Candidates must
demonstrate a commitment to community activism and
problem-solving through past or current actions and/or
future ambitions, as well as determination, creativity, and
leadership.
The Judith Waranch Scholarship for International
Study is awarded to female students with financial need
and a minimum 2.5 GPA who participate in an SU-
approved study abroad experience.
The Regina Holter Welsh ’57 Annual Scholarship is
awarded to a junior or senior student with financial need
and a minimum 3.5 GPA, who is enrolled in the Sandra R.
Berman School of Nursing and Health Professions.
Preference will be given to students majoring in Medical
Laboratory Science.
The Marcella Wood ’93 ’97 Annual Scholarship is
awarded to female students with financial need and an
approximate 2.5 GPA. Preference given to students
involved in charitable causes.
The Young Forever Annual Scholarship supports a
student with financial need and a minimum 3.0 GPA, with
a preference for an incoming freshman.
More information about Stevenson scholarships and
grants is available from the Financial Aid Office.
Financial Aid
For the most current financial aid information, please
refer to the SU Financial Aid Office website at
stevenson.edu/finaid.
The website contains detailed information about the
types of aid, governing rules, the application process, the
Free Application for Federal Student Aid (FAFSA), policies,
procedures, and forms. Links to helpful resources such as
the U.S. Department of Education and the Maryland
Higher Education Commission. Some information and
current scholarship announcements are posted on the
Financial Aid Office Facebook page at
facebook.com/steve.finaid.
Financing higher education is an important concern for
many students and parents. Types of financial assistance
available to students attending Stevenson University
include federal grants and loans, Maryland state grants,
and donor scholarships.
40| Stevenson University Stevenson University Online Catalog
Federal Financial Aid Programs
Financial aid funds post to student accounts after the
financial aid census date. The census date typically marks
the end of the add/drop period for the semester. This is
the date we take a "snapshot" of all students' enrollment
to establish the "official enrollment" for reporting
purposes and financial aid eligibility.
The courses for which a student is registered as of the
census date determine the amount of financial aid
he/she will receive. Enrollment as of the census date will
be compared to the Enrollment Status on the student's
Offer Letter to determine if the eligibility requirements
are still being met for each of the aid programs listed.
Offer Letter revisions are sent via e-mail to a student’s
University account. It is possible for a student's aid to be
increased, decreased, or even canceled.
If a student increases or reduces the number of credits
enrolled in before the census date, the financial aid may
be adjusted, as appropriate, for the new enrollment level.
If aid is reduced and a balance on the SU account is
created, the student will be responsible for payment. If
credits are added after the census date, aid will not be
increased. Aid may be affected if the student is taking
courses that begin after the census date. For example, if
a student is enrolled in a traditional undergraduate
program and taking a class that starts after the census
date, the Federal Pell Grant will not be disbursed until
after the last drop date for which the student is enrolled.
If the student fails to begin attendance in all classes, the
grant will be reduced accordingly. Loans will disburse
when the student reaches half-time enrollment. Financial
aid may also be affected if a student submits FAFSA
information or corrections after the census date.
The Financial Aid Office should be notified immediately
concerning any changes in enrollment. Please note:
• Enrollment status is monitored after the drop date for
each of the sessions for which a student is enrolled
during the semester. Once half-time enrollment is
attained, the Financial Aid Office will disburse loan
funds. For example, if an undergraduate student is
enrolled for three credit hours in 8-week 1 and three
credit hours in 8-week 2 during the fall semester, the
loan will be disbursed after the 8-week 2 drop date.
The student must be enrolled at-least half-time at the
time of disbursement. Federal grants will post after
the LAST drop date for all sessions for which a
student is enrolled in the semester.
• State awards post upon receipt of the funds from the
state of Maryland; generally, November for the fall
semester, March for the spring semester.
• Private scholarships from independent sources will be
credited upon receipt of these funds by the Student
Accounts Office. Often times, these scholarships are
sent to the University in one check and therefore post
as a single disbursement for the fall semester.
• Credit Balance - For those students with a credit
balance resulting from financial aid, a refund check
will be issued by Student Accounts Office. State aid
recipient refund checks may be delayed due to the
receipt date of these funds.
Maryland State Programs
The Maryland Higher Education Commission (MHEC)
sponsors numerous grant and scholarship programs for
Maryland residents. The state of Maryland offers an on-
line inquiry system that allows students to view the status
of their financial aid application and/or grant information.
The Howard P. Rawlings Educational Assistance Grant is
for current high school seniors and full-time, degree-
seeking undergraduates may apply for this need-based
grant by completing the FAFSA by March 1. Students and
their parents (if the student is a dependent) must be
Maryland residents. Audited courses cannot be used to
reach the minimum credit hours required for full-time
status. Late applicants are placed on a wait list. Grants
ranging from $400 to $3,000 may be renewed annually if
the student maintains satisfactory academic progress,
completes the FAFSA by March 1, continues to show
financial need, and successfully completes 24 - 30 credits.
The Howard P. Rawlings Guaranteed Access Grant is
available to current high school seniors who will
complete a college preparatory program with a
minimum, cumulative, unweighted 2.5 high school GPA.
Applicants must enroll at a Maryland college or university
as a full-time, degree-seeking undergraduate student;
meet certain income requirements, (which change yearly
and are posted on MHEC’s webpage) and complete the
FAFSA. To renew MHEC funding, students must maintain
satisfactory academic progress, submit the FAFSA by
March 1, continue to demonstrate financial need, and
successfully completes 30 credits.
The Senatorial Scholarship Program is offered to current
high school seniors and students enrolled at least half-
time in a degree-seeking, undergraduate or graduate
program. Applicants must complete the FAFSA by March
1 and contact their senator in February for further
instructions.
The Delegate Scholarship Program is offered to current
high school seniors and students enrolled at least half-
time in a degree-seeking, undergraduate or graduate
program. Applicants must complete the FAFSA by March
1 and contact their delegates in February for further
instructions. A detailed list of all state of Maryland
financial aid assistance programs and applications is
available on the web site of the Maryland Higher
Education Commission at mhec.state.md.us. State
financial aid assistance is based on the availability of
funds. Information about grants and other financial aid
programs for residents of other states can be found at
finaid.org and select the link for "US State Government
Aid."
The Teaching Fellows for Maryland Scholarships is for
students who are enrolled or plan to enroll at an eligible
institution in an undergraduate or graduate program who
are seeking to pursue a course of study or program in an
academic discipline leading to a Maryland professional
teacher’s certificate must fulfill the following
requirements.
• Be a Maryland resident or have graduated from a
Maryland high school.
• Be currently enrolled in high school and have an
overall GPA of 3.3 on a 4.0 scale or its equivalent
Financial Information| 41
after completion of the first semester of the senior
year or be currently enrolled as a full-time
undergraduate student at an eligible institution.
• Have a cumulative GPA of 3.3 on a 4.0 scale and have
made satisfactory progress toward a degree in an
academic discipline leading to a Maryland
professional teacher’s certificate.
• Achieved a score 500 on the reading and math
portions of the SAT, with a combined score of at least
1100 or achieved a composite ACT score of 25; or
achieved a score of 50% on the GRE and have
demonstrated an exceptional dedication to or
aptitude for teaching.
• The students must agree to work as public school or
public pre-kindergarten teachers in the state. For
more information please visit: Teaching Fellows MD
Scholarship
A recipient is eligible to receive an scholarship amount of
100% of the annual tuition and mandatory fees of a
resident undergraduate student or graduate student, as
appropriate, at the University of Maryland College Park
(UMPC) and 100% of the room and board of a resident
undergraduate student or graduate student, as
appropriate, at the institution; or 50% of the annual
tuition and mandatory fees of a resident undergraduate
or graduate student, as appropriate, at the institution and
100% of the room and board of a resident
undergraduate student or graduate student, as
appropriate, at the institution. A private nonprofit
institution must provide a matching scholarship in an
amount equal to the state scholarship provided for
tuition and fees only.
The Cybersecurity Public Service Scholarship Program
supports students who are pursuing an education in
programs that have been identified by the Secretary of
Higher Education as being directly relevant to
cybersecurity.
To be eligible for this scholarship students must fulfill the
following requirements.
• Eligible for in-state tuition under the provisions of
Education Article, Title 15, Annotated Code of
Maryland.
• Enrolled full-time at a public or a private non-profit
institution in the state in an approved credit-bearing
degree or an approved credit-bearing certificate
program and be within two years of graduation from
the student's program.
• Maintain a cumulative GPA of at least a 3.0 while
enrolled at the institution in an approved
cybersecurity field. Student cannot be receiving a
Federal Cyber Corps Scholarships for Service.
The amount of the Cybersecurity Public Service
Scholarship award shall be in the amount prescribed by
MHEC and may be used to pay for education expenses
as defined by MHEC, including: tuition and mandatory
fees; and room and board. For more information please
visit: Cybersecurity Scholarship Program
Veterans’ Benefits
Stevenson University is approved by the Maryland Higher
Education Commission for the training of veterans under
the Veterans Readjustment Benefits Act of 1966, Public
Law 89-358.
A veteran desiring to determine eligibility under any of
the VA chapters may obtain information and an
application at benefits.va.gov. After the veteran has
received the notice of eligibility, the student should
contact the School Certifying Official (SCO) in the
Registrar’s Office to request certification of enrollment.
The veteran will meet with a certifying official to review
all paperwork and complete the necessary forms. Each
semester, veterans should complete the Declaration of
Intent. This form is available on the Student Menu in
WebXpress under Registrar's Office Forms. Submission of
the form signals the student’s intent to receive veterans'
benefits for the upcoming semester.
If a student who receives VA benefits changes their
enrollment status (dropping, adding, or withdrawing from
a course) it can impact those benefits. It is critical that
the student contact the SCO in the Registrar's Office to
determine the impact, if any, of these changes. Please
note: the VA does not pay benefits for courses in which
an "F" is earned.
Tuition Assistance (TA) and Maryland
National Guard Benefits
Tuition Assistance (TA) is a benefit paid to eligible Service
members. TA is available for courses offered in the
classroom or online and is part of an approved academic
program or certificate. Students should submit the
appropriate documents to the Student Accounts Office
certifying that they have approval for TA. Active duty
service members must speak with their Educational
Service Office (ESO) or counselor within their military
service prior to enrolling. A joint education agreement
also exists between the Maryland National Guard, and
Stevenson University. Active Guard members receive a
maximum of a 15% tuition discount and should submit
appropriate paperwork to Student Accounts to qualify for
this discount. Service members desiring information
about courses and degree requirements should contact
the School Certifying Official in the Registrar's Office.
Post 9/11 GI Bill® and Yellow Ribbon
Program
The Yellow Ribbon program is part of the Post 9/11 GI
Bill® specifically designed for students wishing to attend
private colleges and universities. This program allows
institutions of higher learning to fund tuition expenses
that exceed the Department of Veteran Affair’s annual
cap. For the 2020 - 2021 academic year, the VA will pay
a maximum of $25,162.14 to any private college or
university, based on a student’s percentage of eligibility.
For eligible students, Stevenson and the VA will divide
any remaining tuition and fee charges 50/50 so that they
are covered in full. Please note that tuition and fees do
not include on-campus housing or meal plan charges;
these expenses need to be paid by the student.
42| Stevenson University Stevenson University Online Catalog
Stevenson currently offers unlimited enrollment to
eligible students. Only veterans entitled to the maximum
benefit rate (based on service requirements) or their
designated transferees may receive this funding. Active
duty service-members and their spouses are not eligible
for this program (child transferees of active duty service-
members may be eligible if the service-member is
qualified at the 100% rate).Veterans interested in using
veterans’ educational benefits should submit their
application online through the Department of Veterans’
Affairs website. The VA will determine eligibility and will
send the student a letter which will indicate their
percentage of benefits (40-100% based on length of
service), as well as the amount of time awarded. For
information on how to apply to transfer benefits to
dependents, visit the GI Bill’s® website: VA Transfer of
Benefits. The student should forward the Certificate of
Eligibility to the school certifying official in the Registrar’s
Office as soon as it is received. Any questions regarding
the use of educational benefits should be directed to the
school certifying official located in the Registrar's
Office. ‘‘GI Bill® is a registered trademark of the U.S.
Department of Veterans Affairs (VA). More information
about education benefits offered by VA is available at the
official U.S. government Web site at benefits.va.gov.."
Qualifying for Need-Based Aid
Financial aid programs were created by the federal
government and based on the premise that the primary
responsibility for paying for college rests with the student
and his or her family. Need-based financial aid is
available to families who demonstrate a need for
additional resources to help pay college costs. Stevenson
University is committed to helping students cover their
college costs through a variety of grants, work-study, and
loan programs.
The formula used to determine whether a student is
eligible for need-based aid is: Cost of Attendance (COA)
<minus> Expected Family Contribution (EFC) = Financial
Need.
Need-Based Aid Application Procedure
In order to apply for need-based aid, the student must
• Apply for admission to Stevenson University. He/she
must be an accepted student to receive a financial aid
award package.
• Complete the online Free Application for Federal
Student Aid (FAFSA) at FAFSA.gov.
• The Stevenson University federal school code is
#002107 and the priority filing deadline for the fall
semester is February 15.
Financial aid awards are valid for one academic year.
Students must reapply for aid by filing the FAFSA every
year between October 1 and February 15 for the
following year to ensure maximum consideration of aid.
Student Eligibility Requirements
In general, to receive aid from the federal student aid
programs, students must:
• Be a U.S. citizen or eligible non-citizen. Have a high
school diploma, General Educational Development
(GED) certificate, or have completed a high school
education in a home school setting that is recognized
as a home school or private school under state law.
• Enroll in an eligible program as a regular student
seeking a degree or certificate.
• Be registered with Selective Service if required (in
general, if you are a male age 18 through 25).
• Meet satisfactory academic progress standards set by
Stevenson University.
The Financial Aid Office must:
• Certify that the student is not in default on a federal
loan or owes money on a federal grant.
• Certify that the student will use federal student aid
only for educational purposes.
Additionally, most financial aid programs require at least
half-time enrollment (6 credits for undergraduate
students; 3 credits for graduate students) each semester.
Most scholarships require full-time enrollment. Please see
the individual financial assistance programs for minimum
credit requirements.
Stevenson University is responsible for administering the
Federal Campus-Based Programs, i.e., Federal
Supplemental Educational Opportunity Grant (FSEOG),
Federal Work-Study, and institutional need-based funds.
Awards are made reasonably available to all eligible
students who meet the program requirements. Individual
award packages consider demonstrated need, program
eligibility, and the availability of funds for the award
period. In the event that the number of eligible students
exceeds the availability of funds, the University will give
preference to those students demonstrating the greatest
financial need. The determination of greatest financial
need will consider grant and scholarship aid from all
public and private sources.
For maximum consideration of aid, students are
encouraged to apply for financial aid each year by
completing the FAFSA between October 1 and February
15 for the following fall semester.
Offering of Aid
Cost of Attendance and the Expected Family
Contribution
Cost of Attendance (COA or budget) represents a
reasonable estimate of the cost of attending the
university for a 9 month academic year (fall and spring
semesters). The Financial Aid Office determines student
budgets every year as a basis for offering financial aid
funds. The student's budget includes direct costs: tuition,
fees, room, and board; and indirect costs: allowances for
books, supplies, transportation, and
personal/miscellaneous expenses. Direct costs are
charges for which the student will be billed directly by
Stevenson. Indirect charges are costs incurred as a result
of going to college, but for which a student is not
necessarily billed. Actual charges vary depending on the
choice of program, enrollment, and living arrangements
(for example, apartment vs. double occupancy).
The Expected Family Contribution (EFC) is an amount that
the student and his or her family is expected to pay
toward the cost of attendance; it is not the bill, is not the
amount of federal aid the student will receive, and is not
Financial Information| 43
the amount the student will pay. It is a number used by
the University to calculate how much financial aid a
student is eligible to receive.
The EFC is derived from a formula created by the federal
government and is calculated based on the information
provided on the student's FAFSA. A family's taxed and
untaxed income, assets, and benefits all could be
considered in the formula. The family size and the
number of family members who will attend college
during the year are also considered.
Disbursement of Aid
Funds will post to a student's account after the financial
aid census date. The census date typically marks the end
of the add/drop period for the semester. This is the date
a "snapshot" is taken of all students' enrollment to
establish the "official enrollment" for reporting purposes
and financial aid eligibility.
The classes for which a student is registered as of the
census date determines the amount of financial aid
he/she will receive. Enrollment as of the census date will
be compared to the enrollment status on the student's
offer letter to determine if the eligibility requirements are
still being met for each of the aid programs listed. Offer
letter revisions are sent via email to a student’s campus
address. It is possible for a student's aid to be increased,
decreased, or even canceled. Revisions may be necessary
because of changes in housing status, academic status,
enrollment status, verification, conflicting information,
additional resources, fraud, availability of funds, federal
or state regulations, and computation error.
If a student increases or reduces the number of credits in
which he or she is enrolled before the census date, the
financial aid may be adjusted, as appropriate, for the new
enrollment level. If aid is reduced and a balance on the
SU account is created, the student will be responsible for
payment. If credits are added after the census date, aid
will not be increased. Aid may be affected if the student
is taking courses that begin after the census date. For
example, if a student is enrolled in a traditional
undergraduate program and taking a class that starts
after the census date, the Federal Pell Grant will not be
disbursed until after the last drop date for which the
student is enrolled. If the student fails to begin
attendance in all classes, the grant will be reduced
accordingly. Loans will disburse when the student reaches
half-time enrollment. Financial aid may also be affected if
a student submits FAFSA information or corrections after
the census date.
The Financial Aid Office should be notified immediately
concerning any changes in enrollment or campus
housing. Please note:
• Accelerated Students - Enrollment status is monitored
after the drop date for each of the sessions for which
a student is enrolled during the semester. Once half-
time enrollment is attained, the Financial Aid Office
will disburse loan funds. The student must be enrolled
at least half-time at the time of disbursement. Federal
grants will post after the LAST drop date for all
sessions for which a student is enrolled in the
semester.
• At the latest, state scholarships and grants will post
upon receipt of the actual funds from the state of
Maryland; generally, November for the fall semester,
March for the spring semester.
• Work-study earnings are not posted to student
accounts. The student will receive a bi-weekly
paycheck directly from Stevenson University.
• Private scholarships from independent sources will be
credited upon receipt of these funds by the SU
Student Accounts Office. Often these scholarships are
sent to the University in one check and, therefore,
post as a single disbursement for the fall semester.
• Credit Balance - For those students with a credit
balance resulting from financial aid, a refund check
will be issued by the SU Student Accounts Office after
aid is posted from all sources. State aid recipient
refund checks may be delayed due to the receipt
date of these funds.
Book Vouchers
Under certain circumstances, students may be eligible for
a book voucher if their total aid exceeds their total
charges. Book vouchers are applied to a student's SUOne
card and can only be used, in person, at the University
store. For more information, contact Student Accounts at
443-334-3500.
Master Promissory Note and Loan Entrance
Counseling
To make certain that student loan borrowers are given
the most up-to-date information on student loans, all
borrowers are required to complete an online entrance
counseling session. This information will apply when the
student begins repayment of their loans.
First time borrowers are required to complete entrance
loan counseling before the Financial Aid Office can
process their loan. The purpose of the entrance
counseling is to ensure students understand their rights
and responsibilities as a new loan borrower as well as the
regulations governing each loan program, such as
interest rates, grace, deferment/forbearance options,
prepayment, consolidation, and other general repayment
obligations. Students will be informed of the
consequences of not repaying their student loans
(default) and of various repayment strategies. Instructions
for completing the Entrance Counseling and the Master
Promissory Note are included in the publication Financial
Aid Guide. For more information on the Direct Loan
Program, visit the federal website at studentaid.gov.
All student loan borrowers are required to complete exit
counseling before graduating or withdrawing from
Stevenson University or ceasing to enroll at least half-
time.
Financial Aid Verification
All Federal financial aid programs and many state and
University aid programs require the submission of the
Free Application for Federal Student Aid (FAFSA).
The IRS Data Retrieval Tool can be used to complete the
FAFSA if you choose to use it.
This tool allows students and parents to pull tax
information directly from the IRS data base. Many
44| Stevenson University Stevenson University Online Catalog
students and parents complete the FAFSA using
estimated taxes. The IRS Data Retrieval Tool should be
used after the annual tax returns are filed.
Financial aid applicants may be selected for a process
called verification by the U.S. Department of Education
and SU. This review process requires applicants to submit
income documents and other information as requested
by the University. Selected applicants will be notified by
the SU Financial Aid Office in writing. Failure to provide
the required documents or successfully complete the IRS
Data Retrieval directly through the FAFSA will prevent the
student from being officially offered aid.
More information about the verification process and the
IRS Data Retrieval Tool may be found on the Financial
Aid Office website at stevenson.edu/finaid.
Using Federal Financial Aid to Pay for
Repeating a Course
Effective July 1, 2012, a student may use federal financial
aid only one time to pay for repeating a course
previously passed. If the student received a grade higher
than an "F", this is considered passing by the Department
of Education regulations and he/she may then only
repeat that course one time using federal financial aid. If
the student has not received a passing grade previously
in the course, there is no limit to how many times the
course may be retaken, provided satisfactory academic
progress policy guidelines are met. Continually repeating
courses may eventually impact the requirements affecting
Satisfactory Academic Progress (SAP).
Continued Eligibility
Financial aid offers are valid for one academic year.
Students must reapply for aid by filing the
FAFSA
every
year between October 1 and February 15 to ensure
maximum consideration of aid.
Stevenson Financial Aid Satisfactory
Academic Progress (SAP)
Financial aid recipients are required to be in good
academic standing and maintain satisfactory academic
progress toward their degree requirements. Satisfactory
academic progress (SAP) is the term used to define
successful completion of coursework to maintain
eligibility for student financial aid. Federal regulations
require the SU Financial Aid Office to establish, publish,
and apply standards to monitor a student’s progress
towards a degree. Satisfactory academic progress, as
described below, is evaluated annually (end of the spring
semester) and cumulatively by the Financial Aid Office
regardless of whether financial aid was received at the
time. Progress is determined quantitatively (credit hours
versus hours earned and maximum time frame) and
qualitatively (grade point average). Failure to maintain
satisfactory academic progress may result in the
suspension of financial aid eligibility. The Financial Aid
Office will notify students who do not meet the
satisfactory academic progress by mail and by email to
their University email account.
Satisfactory Academic Progress for financial aid eligibility
should not be confused with the University's academic
progress policy. These are two distinct and totally
separate policies. It is entirely possible to fail to meet
minimum standards of one policy and pass the minimum
standard of the other.
Undergraduate Students
Quantitative standard: Undergraduate students
receiving financial aid must maintain a minimum
cumulative grade point average (GPA) and make steady
progress toward the completion of their degree as listed
below. The maximum time frame for program completion
of a degree program is defined as 150% of the credits
required to complete the degree. For example, a typical
bachelor's degree at SU requires 120 credits: 120 x 150%
= 180. Therefore, 180 credits are the maximum that can
be attempted and receive financial aid.
Students must complete a minimum of 67% of the
cumulative courses attempted to remain eligible. Transfer
credits accepted by Stevenson University will be included
in the progress completion requirement as well as in the
maximum attempted credits. Please note, students must
graduate with a cumulative 2.00 grade point average.
Attempted credits include the following:
• Graded credits (A, A-, B+, B, B-, C+, C, D, F, FX, P)
• Incomplete grades (I)
• Withdrawn credits (W, WF)
• Repeat courses (if taken to replace failing grades)
• Audited courses
• Transfer credits
• Remedial courses may be taken up to a maximum of
24 credits only
Qualitative standard:
1 - 18.5 credits
attempted
1.7 minimum grade point
average
19 - 29.5 credits
attempted
1.9 minimum grade point
average
30+ credits attempted
2.0 minimum grade point
average
Financial Aid Suspension: Students who fail to meet all
of the minimum standards listed above at the time of
review, will have their financial aid eligibility suspended.
Students who have been suspended cannot merely skip a
semester to regain eligibility. No financial aid will be
disbursed during subsequent semesters for students on
suspension. There are two ways for a student to regain
eligibility:
• The student submits a written appeal in accordance
with the appeals process and the Financial Aid
Appeals Committee approves the appeal. The student
is then placed on financial aid probation, allowing
one additional semester in order to bring the
academic requirements up to minimum standards.
Financial Information| 45
• The student attends SU during the suspension
semester, pays for tuition and fees without the help
of financial aid, and does well enough to satisfy all
SAP academic standards.
Appeals Process: Appeals of financial aid satisfactory
academic progress suspension must be made in writing
to the Financial Aid Appeals Committee. This committee
will review the appeal and notify the student in writing of
their decision.
The appeal letter must address the extenuating
circumstance(s) as to why satisfactory academic progress
was not made, and what has changed in the student's
situation that would allow them to now demonstrate
satisfactory progress after the probation semester.
Extenuating circumstances can include, but are not
limited to, illness, death of a family member, family
difficulties, financial difficulties, etc. In addition, students
must meet with a staff member from SU Financial Aid
office to create an academic plan.
If the appeal is approved, the student will be reinstated
for financial aid on probation for one semester. A review
of the student's academic performance in that semester
will be reviewed to determine the status for the
upcoming semester. Only if you are now meeting the
overall requirements for satisfactory academic progress
or successfully following your academic plan, will you be
permitted aid for the upcoming semester.
Potential Outcomes:
• Students who now meet the Satisfactory Academic
Progress guidelines will have their eligibility
reinstated.
• Students who fail to meet all conditions set in their
academic plan will forfeit their eligibility to receive
further financial aid. They can apply to be reinstated
once they meet the University's standards. Students
who have been given a second chance to receive aid
are expected to meet all requirements set forth in
their academic plan. Appeals will only be accepted
from students who experienced a one-time,
unexpected, serious event that precluded them from
meeting the conditions of the academic plan.
• Students who met all the conditions of their academic
plan but still do not meet the University's regular
academic standards may be allowed to continue with
financial aid. The Financial Aid Appeals Committee
may make changes to the student's original academic
plan based on any changes in the student's situation.
Students who meet all conditions of their current
academic plan will be allowed to continue to
participate in the aid programs on a semester by
semester basis.
Graduate Students
Quantitative and Qualitative standard: To be eligible
for financial aid, you must enroll in a graduate degree
program and:
• Maintain a 3.0 minimum cumulative grade point
average, and
• Earn your degree within the first 54 attempted credits
based on a maximum time frame of 150%. All
semesters and credit hours attempted including all
repeated courses, failed courses, withdrawals, courses
taken from a change in major, and transfer credits will
count as credit hours attempted toward the maximum
time frame.
Financial Aid Suspension: Students, who fail to meet all
of the minimum standards listed above at the time of
review, will have their financial aid eligibility suspended.
Students who have been suspended cannot merely skip a
semester to regain eligibility. No financial aid will be
disbursed during subsequent semesters for students on
suspension. There are two ways for a student to regain
eligibility:
• The student submits a written appeal (see Appeals
Process below) in accordance with the appeals
process and the Financial Aid Appeals Committee
approves the appeal. The student is then placed on
financial aid probation, allowing one additional
semester in order to bring the academic requirements
up to minimum standards.
• The student attends Stevenson University during the
suspension semester, pays for tuition and fees
without the help of financial aid, and does well
enough to satisfy all SAP academic standards.
Appeals Process: Appeals of Financial Aid Satisfactory
Academic Progress Suspension must be made in writing
to the Financial Aid Appeals Committee. This committee
will review the appeal and notify the student in writing of
their decision.
The appeal letter must address the extenuating
circumstance(s) as to why satisfactory academic progress
was not made, and what has changed in the student's
situation that would allow them to now demonstrate
satisfactory progress after the probation semester.
Extenuating circumstances can include, but are not
limited to, illness, death of a family member, family
difficulties, financial difficulties, etc. In addition, students
must meet with the Dean of Stevenson University Online
(or a chosen representative) to create an academic plan.
If the appeal is approved, students will be reinstated for
financial aid on probation for one semester. A review of
the student's academic performance in that semester will
be reviewed to determine the status for the upcoming
semester. Only if you are now meeting the overall
requirements for satisfactory academic progress or
successfully following your academic plan, will the
student be permitted aid for the upcoming semester.
Students who fail to meet the conditions outlined in their
academic plan during the probationary semester will be
able to submit a subsequent appeal.
Potential Outcomes:
• Students who now meet the Satisfactory Academic
Progress guidelines will have their eligibility
reinstated.
• Students who fail to meet all conditions set in their
Academic Plan will forfeit their eligibility to receive
further financial aid. They can apply to be reinstated
once they meet the University's standards. Students
who have been given a second chance to receive aid
are expected to meet all requirements set forth in
their Academic Plan. Appeals will only be accepted
from students who experienced a one-time,
46| Stevenson University Stevenson University Online Catalog
unexpected, serious event that precluded them from
meeting the conditions of the Academic Plan.
• Students who met all the conditions of their
Academic Plan but still do not meet the University's
regular academic standards may be allowed to
continue with financial aid. The Financial Aid Appeals
Committee may make changes to the student's
original Academic Plan based on any changes in the
student's situation. Students who meet all conditions
of their current Academic Plan will be allowed to
continue to participate in the aid programs on a
semester by semester basis.
Return of Title IV Funds Policy
This Return of Title IV Funds (R2T4) policy applies to
anyone who receives federal financial aid, has begun
classes, and subsequently either withdraws from the
courses the student was scheduled to complete and/or
receives all failing grades during the payment period.
(We have three payment periods at Stevenson University:
fall semester, spring semester and summer semester.)
When a student withdraws from his/her courses, for any
reason including medical withdrawals, he/she may no
longer be eligible for the full amount of Title IV funds
the student was originally scheduled to receive.
Stevenson University follows the federally prescribed
policies and procedures for calculating whether the
student has earned all or a portion of their federal
financial aid.
For students in accelerated courses (sessions) within the
16 week payment period, such as 8 week 1, 8 week 2,
and/or any other variable length course that is not
scheduled to run the entire 16 weeks, we are required to
review each session individually. This means that even if
a student successfully completes one session and
subsequently withdraws from a later term within the
same payment period, we still must review eligibility
under the most recent federal guidance.
Stevenson University is required to return all unearned
federal aid attributed to school charges. This means that
a portion of the student’s tuition and fees is no longer
covered by financial aid, and the student is liable for
paying the balance of school charges. This amount will
be subject to immediate repayment and no further
registration activity will be allowed and official transcripts
will not be released until the balance is paid in full.
Stevenson University’s tuition refund policy will not affect
the amount of Title IV aid the student has earned as
described in this document. The tuition refund policy is
located at Tuition Refund Policy
Withdrawal Date
For an official withdrawal, the effective withdrawal date is
the first date of notification by the student to SU.
Students should complete the withdrawal form located at
stevenson.edu/about/campus-services/registrar/.
Stevenson University Online (SUO) students should use
the "Accelerated Class Withdrawal Form." If a student
does not follow the official withdrawal procedure and
subsequently earns a grade of FX, the effective
withdrawal date must be determined on a case-by-case
basis.
Stevenson University may use a last date of attendance
at an academically related activity for the effective
withdrawal date if the last date a student attended class
or submitted coursework is verified by an employee at
Stevenson University (or an employee at one of our
consortium institutions) who has sufficient knowledge of
a student's academic participation, or if there is an
emergency situation (death, incapacitation, etc.) and
there is third party documentation that verifies a student
has not academically participated. In the case of
unofficial withdrawals, Stevenson University does not
accept a student's self-reported last date of attendance.
Regulations require schools to perform calculations
within 30 days from the date the school determines a
student's withdrawal and to process the actual return of
funds within 45 days of the student’s withdrawal.
Return of Title IV Funds Process - The Financial Aid office
follows the instructions outlined in the federal worksheet
when calculating Title IV earnings according to the
following steps.
Step 1: Student's Title IV Aid Information:
• The total amount of Title IV aid disbursed (if any) for
the session in which the student withdrew. (A
student's Title IV aid is counted as aid disbursed in
the calculation if it has been applied to the student's
account on or before the date the student withdrew.)
• The total amount of Title IV aid disbursed plus the
aid that could have been disbursed (if any) for the
session in which the student withdrew.
Step 2: Percentage of Title IV Aid Earned
The Financial Aid Office will calculate the percentage of
aid earned as follows:
• For students attending non-accelerated courses, the
number of calendar days completed by the student
divided by the total number of calendar days in the
payment period (weekends included) in which the
student withdrew minus any scheduled breaks of 5
days or more.
Days Attended (minus scheduled breaks if attended
through that period)/Days in Payment Period (minus
scheduled breaks) = Percentage Completed
• For students attending SUO courses within the
payment period, the number of calendar days
completed by the student divided by the total
number of calendar days in the payment period
(weekends included) in which the student withdrew
minus any days the student was not scheduled to
attend (unscheduled breaks) and any scheduled
breaks of 5 days or more.
Days Attended (minus scheduled breaks if attended
through that period)/Days in Payment Period (minus
scheduled or unscheduled breaks) = Percentage
Completed
Please note: If the calculated percentage exceeds 60%,
then the student has "earned" all aid for that period.
Step 3: Amount of Title IV Aid Earned by the Student
The Financial Aid Office will calculate the amount of aid
earned as follows:
Financial Information| 47
• The percentage of Title IV aid earned (Step 2)
multiplied by the total amount of Title IV aid
disbursed or by what could have been disbursed for
the payment period in which the student withdrew
(Step 1).
Total Aid Disbursed x Percentage Completed = Earned
Aid
Step 4: Amount of Title IV Aid to be Returned or
Disbursed
• If the aid already disbursed equals the earned aid, no
further action is required.
• If the aid already disbursed is greater than the earned
aid, the difference must be returned to the
appropriate Title IV aid program in accordance with
the federal guidelines. Go to Step 5.
• If the aid already disbursed is less than the earned
aid, the Financial Aid Office will calculate a Post-
Withdrawal Disbursement. If this post-withdrawal
disbursement contains loan funds, the student will be
notified and will need to accept or decline these
funds. (A student should evaluate the situation as not
to incur additional debt unnecessarily.)
Total Disbursed Aid - Earned Aid = Unearned Aid to be
Returned
Step 5: Amount of Unearned Title IV Aid to be
Returned by the School
• Add the total of institutional charges for the period.
• Multiply the percentage of unearned aid by the
institutional charges.
• Calculate the lesser amount of the Title IV aid to be
returned with the amount of unearned charges. This
equals the amount of Title IV funds to be returned by
the school.
Step 6: Order of Returned Funds by the School
The order of return of funds is proscribed by the
Department of Education regulations as follows:
1. Unsubsidized Federal Direct Loans
2. Subsidized Federal Direct Loans
3. Federal PLUS Loans (both Parent and Graduate)
4. Federal Pell Grants
5. Academic Competitiveness Grants (ACG)
6. National SMART Grants
7. Federal Supplemental Educational Opportunity Grants
(FSEOG)
8. Federal TEACH Grants
The student's grace period for loan repayments for
Federal Unsubsidized and Subsidized Direct Loans and
Federal Perkins Loans will begin on the day of the
withdrawal from the University. The student should
contact the servicer if he/she has questions regarding the
grace period or repayment status. If the student is not
returning to Stevenson University, exit counseling should
be completed online at nslds.ed.gov/nslds_SA/.
Step 7, 8, 9, &10: Unearned Title IV Funds Due Directly
from the Student
• Subtract the amount of Title IV aid being returned by
the school from the amount of Title IV aid to be
returned. If the amount is greater than zero, subtract
the total loan funds the school must return from the
total amount of net loans disbursed to the student. If
the amount is less than or equal to the total, the
school will notify the holder of the loan and Federal
Direct loan funds are paid back to the lender by the
student in accordance with the terms of the
borrower’s promissory note.
• If the amount is greater than the total, subtract the
unearned Title IV aid due from the student with the
amount of loans to be repaid by the student.
• Multiply the amount of Title IV grant aid that was or
could have been disbursed by 50%, this is the
amount of grant protection available.
• Subtract the initial amount of Title IV grant funding
for the student to return with the grant protection. If
this amount is less than or equal to zero, no further
action is necessary.
• If the amount is greater than zero, the student must
return the funds as proscribed by the Federal
guidelines.
Notification
Students will receive a revised offer letter indicating the
actions taken by the Financial Aid office, including any
information on funds that may have been returned to the
federal aid program(s) on behalf of the student.
Example of Return of Funds Calculations
In the following example the student's institutional
charges will be adjusted by the amounts that must be
returned to the Title IV programs. Please note that
charges used in these examples may not reflect true
University charges.
The student lives off campus. The charges are as follows:
The student withdraws on 9/21. This is day 22 out of 106
days in the term. 22/106 = 20.8% of Title IV funds earned
by the student. Title IV funds total = $3205.00 ($537.00 +
$2668). $3205.00 X 20.8% = $667.00 Title IV funds
earned.
Title IV funds to be returned: $3205.00 - $666.64 =
$2538.36 to be returned to Federal Programs.
Unearned Title IV funds due from the University:
Institutional charges = $2067.00; unearned Title IV =
79.2% (100% - 20.8%); $2067 X 79.2% = $1637.00. This
will become a balance due on the student account since
Return of Title IV Funds calculation is required.
Stevenson University must return $1637.00 of the Title IV
funds. The Financial Aid Office will reduce the Subsidized
Federal Direct Loan by this amount since this type of aid
is ahead of Federal Pell Grant on the federal order list.
The amount of overall student loan debt is reduced.
Unearned Title IV funds to be returned by the student:
Unearned Title IV aid to be returned - amount returned
by Stevenson University = amount to be returned by
student: $2538.36 - $1637.06 = $901.30 to be returned
by Student A.
48| Stevenson University Stevenson University Online Catalog
Note: Loan amounts to be returned by student (or parent
in the case of a PLUS loan) are returned in accordance
with the terms of the promissory note.
How can a student attending accelerated courses
(sessions) determine if they are a withdrawal for Title IV
purposes?
1. After beginning attendance in the payment period,
did the student cease to attend or fail to begin
attendance in a course he or she was scheduled to
attend? If the answer is no, this is not a withdrawal. If
the answer is yes, go to question 2.
2. When the student ceased to attend or failed to begin
attendance in a course he or she was scheduled to
attend, was the student still attending any other
courses? If the answer is yes, this is not a withdrawal;
however other regulatory provisions concerning
recalculation may apply. If the answer is no, go to
question 3.
3. Did the student confirm attendance in a course in a
term beginning later in the payment period? If the
answer is yes, this is not a withdrawal, unless the
student does not return. If the answer is no, this is a
withdrawal.
Take, for example, a student who is a recipient of Title IV
program funds who is scheduled to complete two
courses in each of the first two of three sessions within
the payment period (5 week 1 and 5 week 2).
Scenario 1: The student begins attendance in both
courses in the first session but ceases to attend both
courses after just a few days and does not confirm that
he/she will return to any courses in sessions two or three.
The student is a withdrawal because he or she ceased to
attend courses he/she was scheduled to attend (Yes to
question 1); was not still attending any other courses (No
to question 2); and did not confirm attendance in a
course in a session beginning later in the period (No to
question 3).
Scenario 2: The student begins attendance in both
courses in the first module but withdraws from just one
of the courses after just a few days. The student is not a
withdrawal. Although the student ceased to attend a
course he or she was scheduled to attend (Yes to
question 1), the student was still attending another
course (Yes to question 2).
Scenario 3: If the student completes both courses in
term one, but officially drops both courses in term two
while still attending the courses in term one, the student
is not a withdrawal. Because the student officially
dropped both courses in module two before they began,
the student did not cease to attend or fail to begin
attendance in a course he or she was scheduled to
attend (No to question 1). However, because the student
did not begin attendance in all courses, other regulatory
provisions concerning recalculation may apply.
Scenario 4: If the student completes both courses in
session one, starts attending both courses in session two
but withdraws from both of these courses, the student is
a withdrawal. Although the student successfully
completed the first module, the student ceased to attend
courses he or she was scheduled to attend (Yes to
question 1); was not still attending any other courses (No
to question 2); and did not confirm attendance in a
course in a term beginning later in the period (No to
question 3).
Intent to Enroll: Confirmation of Attendance in a
Future Module during the Payment Period
As mentioned in the above scenarios, when it is
determined that a student has withdrawn, students must
confirm attendance in a future course within the same
payment period, even if the student is already registered
for future courses. You can confirm attendance by
completing the bottom section of the online Accelerated
Class Add/Drop or Withdrawal Forms. This form allows us
to suspend the Return of Title IV Funds Calculation. As
long as the student successfully completes the future
course(s) within the current payment period, no other
action will be necessary.
Consumer and General Information
Every student applying to the University for admission is
encouraged to apply for assistance through the Financial
Aid Office. Information about policies, procedures, and
most of the information that a student will need to apply
for financial aid, including the types of aid available and
how to apply, can be accessed through Stevenson
University’s financial aid website. We strongly encourage
all students to spend time reviewing the tools and
information there. It is important that students and
families are aware of the policies that govern access to
financial aid records at Stevenson University as well as
the College Loan Code of Conduct, Drug Conviction and
Aid Eligibility,
Financial Aid Handbook, Financial Aid
Award Guide,
and various other consumer information
policies. In addition, there are a variety of helpful
financial aid resources available online. Direct access to
their websites is available through the links listed on the
Financial Aid website located at stevenson.edu/finaid.
Academic Information| 49
SEE: The Stevenson Educational Experience
The Stevenson Educational Experience (SEE) is
academically grounded in the liberal arts and sciences
while at the same time integrating experiential
scholarship, ethical reasoning, and career readiness,
thereby preparing graduates for learning and for living.
Regardless of the student’s major area of study, SEE
emphasizes both intellectual and practical skills, using
inquiry-based methods to promote critical and creative
thinking into matters ranging from personal to social to
national to global. By requiring firsthand experience, SEE
assures that graduates will be prepared to synthesize
what they have learned and apply it in solving the
complex challenges they will face in life. By setting a
standard for ethical reasoning, SEE helps students
develop patterns of applying those principles personally,
academically, and professionally so as to demonstrate
their integrity. At its essence, SEE offers students the
opportunity to explore diverse perspectives, acquire
expertise in an academic discipline, and develop the
professional and personal skills necessary for life beyond
college.
See it. Do it. Live it.
The SEE Student Learning Goals and
Outcomes
SU Goal No. 1: Intellectual Development (ID)
The SU graduate will use inquiry and analysis, critical and
creative thinking, scientific reasoning, and quantitative
skills to gather and evaluate evidence, to define and
solve problems facing his or her communities, the nation,
and the world, and to demonstrate an appreciation for
the nature and value of the fine arts.
Outcomes, Goal 1:
The SU graduate will be able to:
• Communicate ideas through fine or performing arts
by applying aesthetic principles and engaging in
creative thinking.
• Demonstrate quantitative literacy by applying
mathematical strategies to analyze, model, and solve
complex situations, and use data to communicate
effectively.
• Apply critical thinking skills to explore issues, ideas,
and/or artifacts by examining evidence, questioning
assumptions, and acknowledging different
perspectives before formulating conclusions.
• Solve problems using scientific methods by
formulating and testing hypotheses, analyzing data,
and drawing appropriate conclusions.
• Function effectively as part of a team to solve
problems by communicating in constructive ways.
SU Goal No. 2: Communication (C)
The SU graduate will communicate logically, clearly, and
precisely using written, oral, non-verbal, and electronic
means to acquire, organize, present, and/or document
ideas and information, reflecting an awareness of
situation, audience, purpose, and diverse points of view.
Outcomes, Goal 2:
The SU graduate will be able to:
• Interpret creative texts and/or works considering
multiple interpretative perspectives and ways of
reading.
• Demonstrate an ability to adapt messages to
contexts, audiences, and purposes using competent
communication.
• Use language choices that are thoughtful,
appropriate, and generally support the effectiveness
of the message being communicated in varied
contexts.
SU Goal No. 3: Self, Societies, and the Natural
World (SSNW)
The SU graduate will consider self, others, diverse
societies and cultures, and the physical and natural
worlds, while engaging with world problems, both
contemporary and enduring.
Outcomes, Goal 3:
The SU graduate will be able to:
• Examine the complex dynamics of human systems by
describing behavioral, interpersonal, or social
phenomena both qualitatively and quantitatively and
applying multiple perspectives in order to explain
those phenomena.
• Examine the complex dynamics of natural systems by
describing biological, chemical, or physical
phenomena, interpreting data or patterns in data, and
drawing conclusions using the appropriate scientific
method.
• Examine the complex dynamics of human or natural
systems by analyzing texts or cultural artifacts and
applying multiple perspectives (cultural, ethical, or
disciplinary) in order to communicate perceptions of
human experience.
SU Goal No. 4: Experiential Learning (EL)
The SU graduate will connect ideas and experiences from
a variety of contexts, synthesizing and transferring
learning to new, complex situations.
Academic Information
50| Stevenson University Stevenson University Online Catalog
Outcomes, Goal 4:
The SU graduate will be able to:
• Compare life experiences and academic knowledge to
infer situational similarities and differences and
connect examples, facts, or theories from more than
one field of study or perspective.
• Apply skills, abilities, theories, or methodologies
gained in one situation to a new situation.
SU Goal No. 5: Career Readiness (CR)
The SU graduate will demonstrate personal direction,
professional know-how, and discipline expertise in
preparation for entry into the workplace or graduate
studies.
Outcomes, Goal 5:
The SU graduate will be able to:
• Imagine and articulate a personal direction following
realistic self-appraisal and reflection.
• Utilize professional skills and tools to navigate
challenges and opportunities.
• Demonstrate the discipline expertise necessary to be
competitive in a chosen career.
• Demonstrate competency in technology appropriate
to the discipline.
SU Goal No. 6: Ethics in Practice (EIP)
The SU graduate will practice integrity in the academic
enterprise, professional settings, and personal
relationships.
Outcomes, Goal 6:
The SU graduate will be able to:
• Think critically about complex ethical issues.
• Practice the highest ethical standards of a profession.
• Complete academic or professional assignments in an
ethical manner.
• Engage in behaviors that constitute a pattern of
personal integrity.
Revised Fall 2016
Stevenson Intercultural Knowledge and
Competency (IKC)
Nurturing, respecting, and cultivating an atmosphere
where individual differences and identities are perceived
as valuable strengths is critical to developing an inclusive
learning environment for every student at Stevenson
University.
The Stevenson Intercultural Knowledge and Competency
(IKC) commitment provides students with opportunities
to develop cultural competencies by engaging with
cross-disciplinary perspectives.
Developing students' intercultural knowledge and
competence enables them to meaningfully engage with
others, identify familiar and unfamiliar cultural patterns,
and respond with empathy to diverse perspectives as
articulated by the Association of American College and
Universities Civic Engagement VALUE Rubric (2016).
In First Year Seminar, ENG 152 and program courses,
Stevenson University students learn to:
1. Identify their own cultural rules and biases.
2. Demonstrate an understanding of the complexity of
other cultures.
3. Recognize intellectual and emotional dimensions of
more than one worldview.
4. Express openness to culturally different others.
University Degree Requirements
Stevenson Educational Experience
Requirements
The Stevenson Educational Experience (SEE) is comprised
of general education coursework and coursework in a
student’s major field of study.
The SEE general education requirements, which include
writing and communication intensive courses and courses
in the distribution areas of liberal arts and sciences, are
outlined below. Please note that some programs may
require specific courses in some of these areas. Please
consult the major program requirements and suggested
course sequences for more information. The complete list
of these courses can be found on the Registrar's Office
portal page.
Writing and Communication Requirement (15 credits):
All bachelor’s degree-seeking students must complete
courses that fulfill the SEE Writing and Communication
requirement: two writing instruction courses, two writing-
intensive (WI) courses, and one communication-intensive
(CI) course.
Two writing instruction courses:
• ENG 150 or 151 (3 credits)
• ENG 152 or 153 (3 credits)
Two Writing Intensive (WI) courses:
• At least one WI course must be in the student's major
area of study.
• One WI course must be at the 200-level.
• One WI course must be at the 300-level or 400 level.
One Communication Intensive (CI) course
Please note
: A single course may fulfill either a WI or CI
standard. No single course may count as both writing
intensive and communication intensive. A single course
can fulfill either a WI or CI requirement and a liberal arts
and sciences distribution requirement.
Liberal Arts and Sciences Distribution Requirement
(37-39 credits).
All bachelor’s degree-seeking students must complete
courses that fulfill the SEE liberal arts and sciences
distribution requirement. No single course may count in
more than one distribution area for the purpose of
fulfilling the SEE requirement. The discipline areas are
represented by the course prefix designators that
precede the course number in the catalog (e.g., PHIL,
REL, MATH).
Academic Information| 51
Humanities (HUM; 12 credits)
Four courses in at least three different discipline areas
are required.
1
ENG 151 and ENG 152 may not be used to
fulfill this requirement.
Science and Mathematics (SR, SR-L, QL; 10–12 credits)
Three courses in at least two different discipline areas are
required. Additionally,
• One course must be a laboratory science (SR-L).
• One course must carry the MATH designation and QL
label.
Social Sciences (SS; 6 credits)
Two courses in two different discipline areas are
required.
Fine Arts (FA; 3 credits)
One course in the fine arts is required.
Foreign Language (6 credits)
Candidates for the Bachelor of Arts degree must
complete two semesters of a foreign language from the
point of placement or complete the 202 level of a
foreign language.
1
The discipline areas are represented by the course prefix
designators that precede the course number in the
catalog (e.g. PHIL, REL, MATH)
Grade Requirements:
• The minimum passing grade for ENG 151 and ENG
152 is a "C".
• Students must earn a minimum grade of "D" in
courses that are used to fulfill only SEE
requirements.
• Students must earn a minimum grade of "C" in any
course that fulfills both a major requirement and a
SEE requirement.
Courses that fulfill SEE requirements are identified using
the following designations in the course descriptions.
CI – Communication Intensive
FA – Fine Arts
HUM – Humanities
QL – Quantitative Literacy
SR – Scientific Reasoning
SR-L – Scientific Reasoning-Laboratory
SS – Social Sciences
WI – Writing Intensive
Requirements for the Bachelor’s Degree
In order to obtain a bachelor’s degree from Stevenson
University, a student must:
• Earn a minimum of 120 credits, which must include a
minimum of 15 credits at the 300- or 400- level.
• Complete the SEE requirements.
• Complete the courses required by the major. Note –
Grades of "I" (Incomplete) must be cleared from the
student’s record.
• Achieve a cumulative grade point average (GPA) of at
least 2.00; the GPA is calculated on the basis of work
done at Stevenson University only.
• Earn a minimum cumulative GPA in the major of 2.00
or higher. Many majors have additional GPA
requirements; please consult the "Fields of Study"
section for specific requirements.
• Earn at least 30 credits at Stevenson University.
• Comply with all policies, procedures, and regulations
of the University.
• File the official Application for Graduation in
accordance with published deadlines.
Note: Students are permitted to participate in approved
international and off-campus study programs in their last
30 credits.
Minors
Stevenson University offers students the opportunity to
structure and to pursue a minor field of study separate
from and in addition to the student’s major field of
study. The minors program allows students to expand
their career options and professional flexibility, to
develop skills to be applied to graduate or professional
programs, and to pursue personal or intellectual
interests. The minor option represents a significant
opportunity for students to assess their needs and
aspirations and to construct their own courses of study at
Stevenson. All students are encouraged to consider the
minor option, but students are not required to pursue or
complete a minor in order to complete a degree.
Students who wish to minor in a particular field or
discipline can structure a minor course of study with the
assistance of an academic advisor, and they must declare
their intentions to the Registrar’s Office. Minors must be
declared prior to the student's final semester.
The following policies must be followed in order to be
awarded a minor:
• The minor consists of at least six courses (for a
minimum of 18 credit/contact hours) in a particular
discipline. For departments that offer bachelor’s
degrees, these courses must come from the major
program requirements within the discipline.
• All courses taken for a minor must be in the same
discipline.
• These courses may be at any level, but students must
meet all regular prerequisites before taking any
course.
• Students may not apply for a minor after the
bachelor’s degree is awarded. Upon graduation, the
student’s transcript will indicate the minor course of
study that the student has completed.
• Students must earn a grade of "C" or better in a
course for it be counted toward a minor.
Please see program descriptions for additional guidelines.
Students can declare a minor by submitting the
Declaration of Minor Form, which is available on the
WebXpress Student Menu under the Registrar's Office
forms, prior to their last semester of study. Minors may
not be requested after a student has graduated.
52| Stevenson University Stevenson University Online Catalog
Minors in the following fields can be completed through
online or hybrid course work:
• Criminal Justice
• Cybersecurity
• Information Systems
• Legal Studies (This minor is not intended to prepare
students to work as paralegals and is not approved
by the American Bar Association. LAW 102, a
prerequisite for all LAW courses, and some core LAW
courses are offered in hybrid format.)
• Management
Additional minors are available through the traditional
undergraduate program. Please consult the
Undergraduate Catalog for more information.
Second Bachelor’s Degrees
The second bachelor’s program is designed to meet the
needs of graduates who wish to attain proficiency in
another major field. To qualify for admission, students
must hold a baccalaureate degree from a regionally
accredited institution. A maximum of 90 transferable
credits from a bachelor’s degree program from an
accredited institution may be applied toward the second
bachelor’s degree.
In addition the student must fulfill all major requirements
for the new program and must take a minimum of 30
credit hours at Stevenson University. To become fully
acquainted with the program and its advantages,
students should arrange for an appointment with the
appropriate departmental representative. At that time,
questions regarding formal admission, academic
requirements, course load, and other topics can be
discussed in detail. Students should bring copies of their
college transcripts to this appointment.
Double Majors and Double Degrees
Double Majors
A student interested in a double major should discuss
their interest with their success coach or advisor and
then contact the department chair of their declared
major for an appointment to discuss options. The
student's department chair will work with the student
and the department chair in the secondary major to
develop a plan of study for the double major. Please
note, there are many double major combinations that
can be completed within eight semesters, but some
major combinations may take longer or may not be
available.
Double Degrees
Students who are earning two bachelor’s degrees at
Stevenson University must complete all program
requirements for each degree as well as complete a
minimum of 30 credits which count only toward the
second bachelor’s degree. These courses may consist of
program requirements and general electives (if needed).
To complete the second degree, students must have
earned a minimum of 150 credits.
Bachelor's to Master's Degree Options
Highly motivated and academically qualified
undergraduates may accelerate their undergraduate
studies and earn both a bachelor's and a master's degree
in as few as five years through the Bachelor's to Master's
Degree option. Transfer students are also eligible to
apply for the Bachelor's to Master's Degree option.
For more information on these options, see the
Admissions
(p. 24)
section of this catalog.
Master's Degrees
Stevenson University currently offers the following
master’s degrees through Stevenson University Online.
• Business and Technology Management
• Communication Studies
• Community Based Education and Leadership
• Crime Scene Investigation
• Cybersecurity and Digital Forensics
• Forensic Accounting
• Forensic Investigation
• Forensic Science
• Forensic Studies
• Healthcare Management
• Integrative Learning
• Nursing
• Teaching (MAT)
For more information about any of these programs,
check the Stevenson website at stevenson.edu or the
Stevenson University Online Catalog
.
Requirements for the Master's degree
Stevenson University Online offers master's degrees in a
variety of majors. In order to obtain a master's degree
from Stevenson University, a student must:
1. Complete all courses required by the degree.
2. Achieve a minimum GPA of 3.00.
3. Earn at least 30 credits of the degree at Stevenson.
4. Comply with all policies, procedures, and regulations
of the University.
5. File the official Application for Graduation in
accordance with published deadlines.
Additional Learning Opportunities
Experiential Learning
Experiential learning involves a process of learning,
doing, and reflecting and provides Stevenson students
with the opportunity to acquire first-hand experience.
Experiential learning empowers students to connect ideas
and experiences from a variety of contexts, synthesizing
and transferring what they have learned in the classroom
to situations beyond the classroom. Stevenson offers
students a variety of experiential learning opportunities,
including internships, practicums, clinicals, undergraduate
research, service-learning, and study abroad.
Academic Information| 53
International and Off-Campus Study
Stevenson University offers exciting international and
domestic study opportunities for academic credit.
Students can choose from SU faculty-led travel courses
or approved "SU in" and affiliate programs in a variety of
countries around the world, including the United States.
Terms include fall and/or spring semester, Winterim,
summer and spring break. Participation requires an
application be submitted by stated deadlines. Costs vary,
with many options allowing financial aid and scholarships
to be applied. It is recommended that students confer
with their academic advisors early on in their time at SU
to plan an international or domestic study experience
into their overall academic program. Engaging in off-
campus programs directly enhances Stevenson’s mission
to graduate students with the competence and
confidence needed to address creatively the
opportunities and problems facing their communities, the
nation, and the world.
Questions regarding international and off-campus study
should be directed to the Office of International and Off-
Campus Study. studyabroad@stevenson.edu. For more
information, please see the Office of International and
Off-Campus Study's portal page or the SUGlobal site at
Study Abroad at Stevenson.
Internships
All majors at Stevenson require students to participate in
at least one internship or career-focused capstone or
experiential learning course. Consult each program
section in the
Fields of Study
section of this catalog for
more detailed information.
Students can also explore internship opportunities
through Handshake, an online employment database
maintained by the Career Connection Center. The CCC
staff is available to assist students with resume and cover
letter writing and interview preparation skills, as well as
techniques for searching for internships. Internships.com
is another resource available through Blackboard. All
credit-bearing internships must be approved by the
appropriate program coordinator, department chair,
associate dean, or school dean. Students must secure an
internship and register for the coordinating course prior
to the semester in which they plan to complete the
internship.
Courses at Another Institution
Baltimore Student Exchange Program
Stevenson University students have the opportunity to
participate in the Baltimore Student Exchange Program
(BSEP), which generally allows them to enroll at other
local colleges and universities without incurring
additional tuition charges, though some fees may apply.
The course credits and grades will be calculated into the
student’s GPA as if the courses were taken at Stevenson.
Students must be full-time at Stevenson and can take no
more than two courses per year at another participating
institution on a "space available" basis. Students who
participate in the BSEP must comply with all deadlines
and other regulations at the visiting institutions. The
Baltimore Student Exchange Program Registration Form
is available in the Registrar's Office. Registration for BSEP
courses typically occurs just prior to the start of a given
semester.
You will find a complete list of other colleges and
universities participating in this program at BSEP.
StraighterLine
StraighterLine provides adult undergraduate students an
affordable and convenient path to completing their
bachelor’s degrees at Stevenson University Online.
Through StraighterLine, students can complete general
education requirements that are guaranteed to transfer
to Stevenson University Online undergraduate degree
programs. Please note, taking courses with StraighterLine
is only available to adult undergraduate students enrolled
in Stevenson University Online.
You will find a course equivalency guide at
StraighterLine.
Courses taken through StraighterLine prior to enrollment
at Stevenson University Online are included in the 90
undergraduate credit transfer maximum. Once a student
has matriculated, StraighterLine courses must be
approved following the guidelines found in Other
Institutions and are included in the 3 course transfer
maximum.
Other Institutions
After degree-seeking students have matriculated at
Stevenson University, transfer of courses from other
institutions requires advance approval on the "Request to
Take Courses at Another Institution" form located on the
WebXpress Student Menu under the Registrar’s Office
forms.
Approval of these requests is based on clear evidence
that such courses are comparable to the Stevenson
University courses. Courses included on the Approved
Off-Campus Course List located on the Registrar's Office
portal page have already received thorough vetting by
the appropriate associate dean, department chair, or
program coordinator. Approval of courses not appearing
on the list is made by the associate dean, department
chair, or program coordinator of the department offering
the course. Students are strongly advised to consult with
their advisors prior to seeking permission to take a
course at another institution to determine how the
course applies to their degree audit. Credit may not be
given for courses that are taken at another institution
when the student has not gone through the course
approval process
The following guidelines apply:
1. Students may take up to 3 courses at another
institution once they have begun attendance at
Stevenson. Lecture/laboratory courses count as one
course.
2. Courses may not be taken elsewhere during fall and
spring semesters if they are being offered at
Stevenson.
3. All major requirements must be taken at Stevenson
University. When a major requirement also fulfills a
SEE requirement, it may be taken outside of
54| Stevenson University Stevenson University Online Catalog
Stevenson only upon the approval of the academic
administrator of the student's major.
4. Because the curriculum is based on a special
commitment to writing, all writing instruction and
writing-intensive courses must be taken at Stevenson
University.
Academic Standing and Grading Information
Calculation of Class Level
An undergraduate student's class level is determined by
the number of completed credits. Please note class level
does not always determine the class level within a
particular major.
Class Level
Completed Credits
Class Year
Freshman
0 to 26.5
First
Sophomore
27 to 54.5
Second
Junior
55 to 89.5
Third
Senior
90 or more credits
Fourth
Undergraduate Grading Scale
In general, the grading scale in the table below serves as
the basic numeric standard that faculty use in evaluating
student performance. Instructors will explain the grading
system clearly on the course syllabus.
The academic standing of a student is determined by the
quality and quantity of his or her work. A student’s
grades are based on the level of achievement in class
work and by mastery demonstrated on examinations and
other projects. Midterm grades are advisory; the semester
grades determine actual academic standing.
Students’ final grades are posted in Student Planning at
the end of the session or semester.
The grading system for undergraduate students is
provided below. (The grading system used for graduate
students is described in the
Stevenson University Online
Catalog.
)
Grade
Numeric Standard
Quality Points
Awarded
A
93–100
4.0
A-
90–92
3.7
B+
87–89
3.3
B
83–86
3.0
B-
80–82
2.7
C+
77–79
2.3
C
70–76
2.0
D
60–69
1.0
F
0–59
0.0
FX
Student stops attending classes prior to the
withdrawal deadline, yet fails to officially
withdraw. This is calculated as a grade of "F"
in the GPA.
WF
Course withdrawal after the specified term
deadline. This is calculated as a grade of "F" in
the GPA.
W
Course withdrawal within the specified term
deadline. This is not calculated in the GPA.
AUD
Audit (see additional information below). This
is not calculated in the GPA.
I
Incomplete (see additional information below).
This is not calculated in the GPA.
P/NC
Pass or No Credit (see additional information
below). This is not calculated in the GPA.
Grade Point Average
Academic standing, graduation, and honors are based on
the grade point average. To calculate the cumulative
GPA, total the credit hours and then the grade points
from all semesters. Divide the total grade points by the
total credit hours. The grade points allotted to each letter
grade are listed in the Grading System section of the
catalog.
Graduate Grading Scale
A student's performance in a course will be measured in
accordance with the following grading system.
A =
4.0
Excellent: Outstanding achievement and
initiative exceeding course requirements.
B =
3.0
Good: Work meeting minimum course
requirements at the graduate level.
C =
2.0
Unsatisfactory: Work failing to meet the
minimum course requirements. It is the lowest
possible passing grade.
Academic Information| 55
F =
0.0
Failure: Academic Probation
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program.
The grade of "B" represents work meeting minimum
course requirements at the graduate level. The student
receiving a grade of "B" has consistently demonstrated a
complete understanding of the material and concepts
presented throughout the course. Additionally, the
student has completed all course requirements on time,
exhibited enthusiastic interest in topics and discussions
and is able to present and apply course concepts in a
clear and organized manner, both orally and on written
tests.
The grade of "A" is awarded only to those students who
fully meet the above standard, who additionally
demonstrate exceptional comprehension and application
of the course material, and demonstrate initiative in
exceeding course requirements.
Incompletes
A grade of incomplete (I) will only be granted by written
request by the student and is subject to the approval of
the faculty member and the Department Chair or
Program Coordinator of the major in which the course
resides. The Request for Incomplete Grade form is
available through the Student Menu in WebXpress under
the Registrar’s Office forms and must be used; an email
is not sufficient to request an incomplete. Incompletes
are granted only when a student has completed at least
75% of the semester and circumstances such as illness,
death in the family, or a documented crisis situation
prevent the student from completing the course by the
end of the semester. A grade of incomplete must be
requested no later than the last day of classes at the end
of the semester or session in which the student is taking
the course. A student must submit to his/her instructor
the work outlined on the submitted Request for
Incomplete Grade form no later than 30 days after the
last day of the semester. The instructor then has 5 days
to submit a change of grade form to the Registrar’s
Office. If a change of grade form is not submitted within
this time frame (35 days from the last day of the
semester), the grade of “I” will automatically convert to a
grade of "F." Exceptions to this policy require special
review by the Dean of the School in which the course
resides.
Pass/No Credit Option
Students may take two pass/no credit courses outside of
the major requirements unless otherwise stipulated by
the major. Students may take only one pass/no credit
course per semester for a total of two courses on the
student’s transcript. A passing grade in this option
equates to a "C" or better, and pass/no credit courses do
not have an impact on the student’s GPA. Students may
register for pass/no credit and may switch to credit no
later than the published add/drop date. A change from
credit to pass/no credit must also take place during the
published add/drop date. The pass/no credit option
encourages students to take electives for intellectual
exploration. This option does not affect classes that
already have department pass/fail or pass/no credit.
Additional information is available in the Registrar's
Office.
Grade Appeals
For additional information regarding grade appeals,
please see University Policies located on the Stevenson
University website. Please note a student has seven
calendar days from the date grades are posted to submit
an appeal.
Academic Dismissal
A third suspension due to failure to maintain good
academic standing will result in an automatic dismissal
from the University. Students dismissed from the
University may apply for reinstatement after a period of
two years.
Academic Probation - Online Bachelor's
Degree Seeking Students
Any student who has attempted 6 to 18 semester hours
of credit and whose grade point average falls below 1.50
is on academic probation. A student who has attempted
19 to 29 semester hours of credit and whose grade point
average falls below 1.90 is on academic probation. After
a student attempts 30 or more credits, he or she must
maintain a grade point average of 2.00 or higher in order
to be in good academic standing. A student who falls
below the standards for good academic standing will be
placed on probation. Students on academic probation
are strongly encouraged to meet with their Student
Success Coach throughout their semester on academic
probation. The goal of such meetings would be to
monitor the student’s progress and to discuss strategies
for improvement.
Credits
Attempted
Good Academic
Standing
(Cumulative GPA)
Academic
Probation
(Cumulative GPA)
6 – 18
1.50 or above
1.49 or below
19 – 29
1.90 or above
1.89 or below
30 or more
2.00 or above
1.99 or below
Academic Suspension - Online
Bachelor's Degree Seeking Students
Student grades are reviewed at the end of each session.
Two consecutive semesters below the standard for good
academic standing (as defined above) will result in
academic suspension for a minimum of one full semester;
i.e., a fall or spring term. After the semester of academic
suspension, students may petition to be reinstated by
submitting a letter to the Academic Review Board.
If extenuating circumstances exist, a student may appeal
the suspension prior to being away from the University
56| Stevenson University Stevenson University Online Catalog
one full semester. (Specific deadlines and instructions for
appeals are in the letter that the student receives upon
suspension.) Students are not automatically granted a
hearing before the Academic Review Board. Students for
whom an appeal is granted will come before the Board
to discuss their academic status. In either of the above
circumstances, the Academic Review Board may make
one of the following decisions:
• The student is reinstated on continued probation and
must follow specific requirements outlined in the
reinstatement letter. Upon reinstatement, the student
is required to earn a minimum GPA of 2.5 in the first
semester of attendance after reinstatement. If this
requirement is not met, the student will be dismissed.
• The student is not reinstated.
Academic Standing - Master's Degree
Seeking Students
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time.
Once a student has repeated a course, the student will
not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all
courses taken become a part of the student's academic
record. Further, a student may withdraw from each
graduate course one time only.
A minimum cumulative 3.00 grade point average on all
graduate work attempted is required for graduation. Only
one grade of "C" may be applied toward the GPA
requirement. Degree requirements must be completed
within seven years after the first course applied to the
degree was completed.
Student grades are reviewed at the end of each session.
Registration and Course Information
Credit Hour Definition
Regardless of course duration, delivery, or instructional
method, Stevenson University awards academic credit in
compliance with Maryland state requirements outlined in
the Code of Maryland Regulations (COMAR) and with the
Department of Education’s federal credit-hour definition,
as defined in the Federal Code of Regulations.
State credit hour definition (COMAR 13b.02.02.16.D)
(
1) An in-State institution shall award 1 credit hour for:
(a) A minimum of 15 hours, of 50 minutes each of
actual class time, exclusive of registration, study
days, and holidays;
(b) A minimum of 30 hours, of 50 minutes each of
supervised laboratory or studio time, exclusive of
registration, study days, and holidays;
(c) A minimum of 45 hours, of 50 minutes each of
instructional situations such as practica,
internships, and cooperative education placements,
when supervision is ensured and learning is
documented; or
(d) Instruction delivered by electronic media based
on the equivalent outcomes in student learning in
§D(1)(a) of this regulation, and may include a
combination of telelessons, classroom instruction,
student consultation with instructors, and readings,
when supervision is ensured and learning is
documented.
(2) One quarter hour of credit is awarded for instruction
equivalent to 2/3 of the contact hours required for 1
credit hour.
Federal credit hour definition (34 CFR §600.2)
A credit hour is an amount of work represented in
intended learning outcomes and verified by evidence of
student achievement that is an institutionally established
equivalency that reasonably approximates not less than:
•
one hour of classroom or direct faculty instruction
and a minimum of two hours of out of class student
work each week for approximately fifteen weeks for
one semester or trimester hour of credit, or ten to
twelve weeks for one quarter hour of credit, or the
equivalent amount of work over a different amount of
time
;
or
•
at least an equivalent amount of work as required in
paragraph (1) of this definition for other activities as
established by an institution, including laboratory
work, internships, practica, studio work, and other
academic work leading toward to the award of credit
hours.
For additional information please see the
Academic Affairs portal page.
Registration
Registration takes place on the days scheduled in the
academic calendar. Students may register on or after
their assigned appointment time, and registration is done
online using Student Planning, a software package
designed for registration. Prior to registration, all
students are required to meet with their advisor. It is the
advisor’s responsibility to check the student off in
Student Planning so that registration will be enabled for
the student.
There are several circumstances that could cause a
student's registration to be blocked. Students who have
not completed the required Student Health Profile will
not be allowed to register as well as those students who
have not met their financial obligations to the University.
Those students who have not been cleared by Student
Accounts prior to the start of the semester will be
removed from their classes.
Courses may be canceled for insufficient enrollment, and
students will be notified via email regarding course
cancellations.
All prerequisites, including any minimum grade
requirements, for a course must be fulfilled prior to
starting the course. Students may be removed from a
course when the prerequisites have not been met.
Students are not permitted to "sit in" on classes for
which they are not registered.
Academic Information| 57
For more information about registration, please see
the Registration Guide on the Registrar's webpage and
information on the Registrar's portal page.
Students in traditional undergraduate programs are not
eligible to take accelerated, eight-week online courses
offered by the Stevenson University Online in fall or
spring, although students may enroll in 15-week online
courses. During the summer session, any traditional
undergraduate student with a GPA of 2.00 or better is
permitted to enroll in one 8-week one course and/or one
8-week two course. No permission is required. No
traditional student is permitted to enroll in more than
one online course per 8-week summer session.
Completion of GPS 101 is required for all first-time
traditional students taking an online course
Course Load and Credit Hour Statement
Any bachelor's degree seeking students who is carrying
12 or more credit hours is classified as a full-time
student. A student may not register for more than 18
credit hours in any one semester without the permission
of the Dean of Stevenson University Online.
A full-time load for master's degree seeking students is 6
credits per semester.
Attendance
Each student is responsible for participation in an online
class; this involves timely submission of all assignments,
participation in Blackboard, and any other requirements
set forth in the syllabus. Students who stop submitting
work by the dates specified in the syllabus and fail to
officially withdraw will be given a grade of "FX" which
calculates as an "F" in their GPA.
Repeating Courses
An undergraduate student may not register for the same
course more than two times without prior approval of
the Academic Dean of the school in which the course is
offered. Withdrawals and audits count as attempts. If a
student repeats a course, only the latter grade will be
used in calculating the cumulative grade point average.
However, all courses taken will remain on the student's
transcript. If a student withdraws from a course that has
already been taken, the grade of “W” does not replace
the original grade in the calculation of the student’s
grade point average.
Online Course Non-Participation Policy
Stevenson University Online students enrolled in any
undergraduate or graduate course will be dropped from
such course by the Registrar's Office if the student does
not participate in the course by 11:59 PM of the Sunday
of the first week of the session. A student will be deemed
to have participated in the course if the student engages
in at least one required assignment or activity during the
first week of the course. A student who is dropped from
a course for non-participation under this policy will not
be charged any tuition or fees for the course.
Course Add/Drop
Students may add or drop classes only during the
published add/drop period. Course changes during the
add/drop period will not be reflected on the student’s
transcript.
Course Withdrawal
To withdraw from a course, online bachelor's and
master's degree seeking students should contact their
Student Success Coach.
Students may withdraw from a course only during the
published withdrawal dates. Students withdrawing from a
course during this period will have a "W" recorded on
their transcript; a grade of "W" does not affect the GPA.
The last date for withdrawal from a course without
penalty is listed in the enrollment calendar for each
semester. Withdrawing from a course after the published
withdrawal date results in a grade of "WF."
Auditing Courses
A student may audit a class if it is open for enrollment.
Students may change an audit to a credit course only
during the drop/add period. Students may change a
credit course to an audit until the last day to withdraw
with a "W." A student can change a course to audit
status by using the Course Audit form that is available on
the Student Menu on WebXpress. Changing a course to
"audit" may have financial aid implications and will also
make an athlete ineligible if the athlete is no longer full-
time. Courses that are audited are the same cost as
courses that are taken for credit, and no academic credit
is given for an audited class. Students who change a
course to audit status are expected to attend the class.
Repeating Courses
A undergraduate student may not register for the same
course more than two times without prior approval of
the coordinator of the program in which the course is
offered. Withdrawals and audits count as attempts. If a
student repeats a course, only the latter grade will be
used in calculating the cumulative grade point average.
However, all courses taken remain on the student's
transcript. If a student withdraws from a course that has
already been taken, the grade of “W” does not replace
the original grade in the calculation of the student’s
grade point average.
Change of Catalog Year
If a student elects to move to a new catalog year, all
policies of the new catalog will apply to the student, and
the student must fulfill all requirements of the new
catalog year. Students may not change to a prior catalog
year. If a student desires to change to a new catalog
year, the student should discuss this with his/her
academic advisor so that all implications of the change
are fully reviewed. A Change of Catalog Year form is
available on WebXpress under Student Forms.
Final Examinations
All students are required to take final examinations or
complete final projects. If a student misses an
examination or project deadline because of an
emergency or illness, the student must contact the
faculty member as soon as possible. If the student
cannot reach the faculty member, the student should
contact the Dean of Stevenson University Online.
58| Stevenson University Stevenson University Online Catalog
Repeating Graduate Courses
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only.
A minimum cumulative 3.00 grade point average on all
graduate work attempted is required for graduation. Only
one grade of "C" may be applied toward the GPA
requirement. Degree requirements must be completed
within seven years after the first course applied to the
degree was completed.
Withdrawal from the University
A degree-seeking student who wishes to withdraw from
the University must do so in writing. The official
Withdrawal from University form is available through the
Student Menu in WebXpress under the Forms -
Traditional Students Only link. A student may be
administratively withdrawn from the University if his or
her absences in a class are excessive.
Military Service Withdraw and Refund Policy
Stevenson University students who are called to active
duty during the course of a term or session should
contact the VA School Certifying Official to formally
withdraw for military service. For the purpose of this
policy, military service is defined as “service, whether
voluntary or involuntary, in the armed forces, including
service by a member of the National Guard or Reserve,
on active duty, active duty for training, or full-time
National Guard duty under federal authority for a period
of more than 30 consecutive days under a call or order
to active duty of more than 30 consecutive days” (ED 34
C.F.R. 668.18).
Students who withdraw from the University for military
service during the course of a term or session are eligible
for a 100% refund of tuition and fees. Room and board
expenses will be prorated based on the official date of
withdrawal.
Students must supply a copy of military orders to be
eligible for any tuition, fees, or room and board
adjustments. Students receiving financial aid will be
subject to the refund policies as provided by the federal
or state agency sponsoring the aid. Department of
Defense Military Tuition Assistance and Veteran’s
Education Benefits will be returned to the government
agency as required.
Students who have to withdraw from the University after
the add/drop deadline will receive a grade of W or I,
depending on the amount of coursework completed and
the expected length of the absence.
Transcript Requests
Transcripts are sent at the request of the student through
Webxpress or through National Student Clearinghouse.
The Registrar’s Office does not accept email requests.
Faxed requests are not accepted, and transcripts are not
faxed. All financial obligations to the University (parking
violations, library fines, and invoices for lost items) must
be met, or official transcripts will be held.
Current students can print an unofficial copy of their
transcript from WebXpress or order an official transcript
from WebXpress by completing the required information
on the "Official Transcript Request" page. Current
students may also request an official transcript sent
electronically by going to National Student
Clearinghouse. Alumni or students who have withdrawn
from the University must request their transcripts
through National Student Clearinghouse.
FERPA: Notice to Students
Stevenson University complies with the provisions of the
Family Educational Rights and Privacy Act (FERPA) (20
U.S.C. § 1232g; 34 CFR Part 99) and any subsequent
amendments or regulations. Stevenson University
students are afforded specific rights in accordance with
FERPA.
• The right to inspect and review their education
records within a maximum of 45 days after the
request is made. The right to request the amendment
of education records if the student believes the
records are inaccurate or misleading.
• The right to prevent the unauthorized disclosure of
their student records.
• The right to file a complaint with the Department of
Education about a violation of FERPA
Please contact the Registrar’s Office at 443-334-2206 for
additional information about FERPA.
Academic Integrity
Stevenson University expects all members of its
community to behave with integrity. Honesty and
integrity provide the clearest path to knowledge,
understanding, and truth – the highest goals of an
academic institution. For students, integrity is
fundamental to the development of intellect, character,
and the personal and professional ethics that will govern
their lives and shape their careers.
Stevenson University requires students found responsible
for a first violation of academic misconduct to complete
an academic integrity educational sanction. Please be
aware that there may be a cost associated with
completing this requirement.
For additional information regarding the Academic
Integrity and Academic Misconduct Policies, please
see University Policies located on the Stevenson
University website.
Graduation Information
To qualify for graduation, students must meet all
University and program requirements as stated in the
University catalog. Students must fulfill catalog
requirements in effect at the time of matriculation or
Academic Information| 59
students may elect to move to a later catalog year.
Students may not split requirements from multiple
catalog years. It is the responsibility of the student to
fulfill all requirements for graduation. Careful consultation
with an academic advisor is strongly encouraged.
Degrees are conferred in May, August, or December.
Students who complete degree requirements in a
Winterim term will be a May graduate and are eligible to
participate in the May ceremony. Participation in a
commencement ceremony does not confer a degree.
Diplomas and final transcripts may be withheld for any
graduate with unresolved financial obligations or non-
compliance with federal financial aid regulations.
The academic record of anyone receiving a degree is
closed three months after the end of the semester. Any
changes to the academic record must be made by this
date.
Diploma Information
Diplomas are mailed to the address listed on the
application for graduation. They are sent via standard
U.S. mail the month following graduation. Diplomas are
sent after all final grades have been received and degree
requirements are confirmed complete. Diplomas include
the graduate’s name, degree, major, and academic
honors, if earned. The date listed on the diploma reflects
the end of the semester when the degree is officially
considered complete rather than the commencement
date.
The official academic transcript, not the diploma, is
considered the certifying document to verify a degree.
Graduates will be issued one diploma. Additional copies
will not be provided, however, a replacement diploma
may be requested by alumni. Replacement diplomas
may be requested due to the name change from Villa
Julie College to Stevenson University, due to an official
personal name change, or due to a lost or damaged
diploma. The replacement diploma may only be
requested by the alumnus in writing using the request
form located on the Stevenson University website. The
fee for a replacement diploma is $30.
Graduation Application
Graduating students are required to submit an
Application for Graduation to the Registrar's Office
according to published deadlines. At the time of
application, a $25 fee is charged.
• December graduates must file by August 1.
• May and August graduates must file by January 1.
Failure to apply by the published deadlines may delay
the evaluation and awarding of a student's degree.
Students may apply online via WebXpress.
Graduation Ceremonies
Scheduled commencement ceremonies are held in May
and December. Spring and summer graduates are invited
to participate in the commencement ceremony in May.
Fall graduates are invited to participate in the
commencement ceremony in December. Summer
graduates should be within six credits of degree
completion prior to the start of the summer term to be
eligible to participate in the May commencement.
Students who complete all graduation requirements
during the Winterim will be awarded their degree in May
and are invited to participate in the May commencement
ceremony. Students may only participate in one
ceremony unless they are earning an additional degree.
Only bachelor's and master's degree candidates may
participate in commencement exercises. Only a graduate
with mobility issues may have someone accompany them
across the stage.
Graduation with Academic Honors
Academic honors are conferred upon those
undergraduate students who achieve the following
cumulative grade point average based on work done at
Stevenson University. These honors will be listed on the
diploma and the official academic transcript. This may
differ from the academic honors announced during the
commencement ceremony, which are based on the
cumulative GPA prior to the final semester.
Summa Cum Laude
3.90–4.00
Magna Cum Laude
3.70–3.89
Cum Laude
3.50–3.69
Honors are not awarded for graduate degrees.
Academic Awards
Academic Achievement List
The Academic Achievement List announces part-time
undergraduate students who demonstrate outstanding
scholastic achievement during each semester. To qualify,
a student must earn a cumulative grade point average of
3.50 or better in the semester in which he or she
accumulates 15, 30, 45, 60, 75, 90, 105 or 120 credits.
Transfer credits are not included in this computation, and
non-degree students are not eligible for this recognition.
Dean’s List
The Dean’s List announces full-time undergraduate
students whose academic achievement is outstanding
during each semester. To qualify, a student must earn a
grade point average of 3.50 or better and have
completed 12 or more credits that count toward degree
requirements during that semester. Developmental
courses are not included in this calculation. A student is
not eligible for the Dean’s List while an incomplete grade
is in effect.
Who’s Who Among Students in American
Colleges
Each year, junior and senior students are selected by the
University for listing in Who’s Who Among Students in
American Universities & Colleges. Students are selected
on the basis of scholarship, participation, and leadership
in academic and extracurricular activities, citizenship, and
service.
60| Stevenson University Stevenson University Online Catalog
University Awards for Graduating Students
(Note: All University awards are presented at
Commencement.)
The Provost's Award for Exceptional Scholarship is
conferred from time to time on one graduating student
who has performed academically in a particularly
exceptional way, has demonstrated unique intellectual
ability and initiative, and has contributed to the academic
pursuits of his or her peers. This award may be presented
to one student at May and December graduation.
The Marion and Henry J. Knott Achievement Award is
presented to one graduating student who has
demonstrated the ability to achieve academically, to
reach out to the needs of others at the University, and to
persevere toward a goal while also managing major
primary responsibilities outside Stevenson University life.
This award may be presented to one student at May and
December graduation.
The Elizabeth McWethy Award is bestowed from time
to time upon one student who has demonstrated
exceptional creativity, manifested genuine concern for
society, and has actively influenced the lives of others.
This award may be presented to one student at May and
December graduation.
The John Mitchell Award is presented to one student
who has demonstrated outstanding service to his or her
community in a way that exemplifies the values of
Stevenson University’s mission. This award may be
presented to one student at May and December
graduation.
The Outstanding Part-time Student Award is conferred
on a graduating part-time student who has
demonstrated commitment to higher education, the
determination to succeed, a high standard of academic
achievement, and who has contributed in a tangible
manner to the University while balancing many other
personal and professional obligations. This award may be
presented to one student at May and December
graduation.
The President’s Award for Scholarly and Creative
Achievement is conferred from time to time on a
graduating student whose total performance has been
marked in a striking fashion by singular creativity and by
the depth of his or her intellectual interest and
performance in all subject areas. This award may be
presented to one student at May and December
graduation.
The Dorothy Stang Award is conferred upon a
graduating senior who best exemplifies devotion to the
good of the wider community as reflected in the life of
Dorothy Stang, a member of the Sisters of Notre Dame
de Namur, the founders of Stevenson University. Stang’s
commitment to bringing social justice to the
underprivileged in Brazil led to her murder. The award
honors integrity, courage in the face of adversity, and a
willingness to act on convictions without regard to
consequence. Embodying the most cherished values that
an education from Stevenson University instills in its
students, the recipient of the Stang Award reaches out to
members of the community who have financial, spiritual,
social, or cultural needs. Our recipient is a "reflective and
accomplished individual committed to a lifetime of
learning and contribution" (Stevenson University Mission
Statement).
The SU Pin Award is the most comprehensive honor the
University confers on one graduating student whose total
personal performance is meritorious, including academic
achievement, independence and integrity of thought and
action, reliability, respect for others, and involvement in
University or community affairs. This award may be
presented to one student at May and December
graduation.
The Orsia F. Young Leadership Award is given to
graduating students who have performed in an
outstanding manner as leaders in the University
community, initiated action, motivated others to do so,
and been agents for positive change in the University.
This award may be conferred on one or more students at
May and December graduation.
University Recognized Honor Societies
Alpha Chi – National College Honor Society
Alpha Chi is an honor society that promotes only the
highest academic excellence and exemplary character
among undergraduate Stevenson University students. As
a national honor society, Alpha Chi admits only junior
and senior students from all academic disciplines who
have been endorsed by their faculty and who have
achieved a grade point average putting them in the top
10% of their class (including their grade point average
from any transferring institutions). Alpha Chi is thus
unique in that it draws its members from across all
academic disciplines. In addition to recognizing students
for their academic achievement, Alpha Chi also offers
numerous opportunities for their further growth. The
society sponsors a competition for scholarships and
fellowships totaling more than $50,000 yearly, mostly at
the national level but also at the regional and local levels.
Members also have the opportunity to participate in
student scholarly and creative presentations and publish
scholarly articles at national and regional conventions.
Alpha Epsilon Rho – National Honor Society for
Electronic Media
The National Broadcasting Society–Alpha Epsilon Rho, the
Honor Society for Electronic Media students, emphasizes
superior scholarship and creative participation in
broadcast, corporate, and digital media production and
activities. Membership in Alpha Epsilon Rho exemplifies
excellence of work, demonstrated leadership qualities,
and service to the organization, the community, and the
industry. Although open to students in any major at
Stevenson, membership in Alpha Epsilon Rho is
administered through the FMI (Film & Moving Image)
Club and requires membership in the National
Academic Information| 61
Broadcasting Society; a cumulative GPA of at least a 3.25;
active participation in club meetings and events; and
demonstrated service to the profession.
Alpha Phi Sigma-National Criminal Justice Honor
Society
Alpha Phi Sigma recognizes academic excellence of
undergraduate and graduate students of criminal justice,
as well as
juris doctorate
students. The goals of Alpha Phi
Sigma are to honor and promote academic excellence,
community service, educational leadership, and unity.
Alpha Phi Sigma is the only criminal justice honor society
that is a certified member of the Association of College
Honor Societies and affiliated with the Academy of
Criminal Justice Sciences. Stevenson University's chapter
of Alpha Phi Sigma recognizes undergraduate criminal
justice majors who have completed at least three full-
time semesters, have a minimum grade point average of
3.2 overall and in the major, and rank in the top 35% of
their class..
Alpha Psi Omega – National Honorary Theatre Society
Membership in Alpha Psi Omega is open to all students
at Stevenson who participate regularly in University
theatre productions. The local chapter, in conjunction
with the theatre department at Stevenson University,
extends invitations to those students who have acquired
enough points based upon records supplied by the
theatre staff and advisors or both. Most chapters operate
by point guidelines as outlined in the Alpha Psi Omega
constitution. The purpose of Alpha Psi Omega is to
recognize and reward those students who have made
significant contributions to the theatre.
Beta Beta Beta – National Biological Honor Society
Beta Beta Beta was founded in 1922 as an honor and
professional society for students of the biological
sciences. Its purposes are to encourage scholarly
attainment and cultivate intellectual interest in the life
sciences. To be eligible for regular membership, a
student must be at least a second year biology,
biochemistry, environmental science, or medical
laboratory science major who has completed a minimum
of three biology courses, at least one of which must be
higher than the introductory level, with a GPA in all
biology courses of 3.00 or higher. The society also
welcomes associate members who are students at any
level in any major who are interested in biology. Students
who have multiple academic misconduct findings on their
academic record or who have one academic misconduct
finding on their record at any time after earning 30
credits at Stevenson University are not eligible for either
regular or associate membership.
Delta Alpha Pi – International Honor Society (DAPi)
Delta Alpha Pi - Epsilon Rho Chpater is an academic
honor society founded in 2004 for students with
disabilities attending colleges and universities across the
nation. DAPi offers an opportunity to recognize students
with disabilities for their academic accomplishments.
High achieving students, registered with disability
services are invited to become members. The society
provides leadership opportunities through formal
meetings and program planning. The Office of Disability
Services works in collaboration with Interdisciplinary
Studies program to advise these student leaders. The
organization focuses on self-worth and advocacy.
Delta Epsilon Iota – National Honor Society for Career
Development
Delta Epsilon Iota is an interdisciplinary honor society
open to all majors. Delta Epsilon Iota’s mission is to
educate members about career development, encourage
academic excellence, and promote the principles of
dedication, enthusiasm, and initiative in all aspects of
campus life. The society has embraced these values and
is now one of the leading academic honor societies
serving higher education. Delta Epsilon Iota works
directly with the Office of Career Services. Membership is
comprised of students with at least 30 credits and a GPA
of 3.30 and above.
Gamma Sigma Epsilon – National Chemistry Honor
Society
Gamma Sigma Epsilon recognizes students
demonstrating exceptional ability and interest in the field
of chemistry. It aims to promote professionalism and
scholarship in chemistry and the general welfare of its
members. Membership in Gamma Sigma Epsilon is
extended to those students who have completed a
minimum of 16 credits in chemistry and are enrolled in
four additional chemistry credits and who have a
minimum GPA of 3.40 in all chemistry courses and a
minimum 3.00 overall GPA. Students who have multiple
academic misconduct findings on their academic record
or who have one academic misconduct finding on their
record at any time after earning 30 credits at Stevenson
University are not eligible for membership.
Kappa Delta Pi – International Education Honor
Society
Kappa Delta Pi is an international honor society open to
the top students in the field of education. This honor
society promotes leadership and fellowship among
educators. Scholarship, leadership and service are the
pillars of KDP. Eligible students must be juniors or above,
have a minimum of 12 credits in education and a GPA of
3.30 or above, and provide supportive evidence of their
commitment to education.
Kappa Mu Epsilon – National Mathematics Honor
Society
Kappa Mu Epsilon promotes a knowledge and
appreciation of mathematics and recognizes outstanding
student achievement in mathematics at colleges and
universities whose primary focus is undergraduate
education. Membership in Kappa Mu Epsilon is open to
students in any major who have taken three mathematics
courses at the 200 level or higher, one of which must be
in the calculus sequence (MATH 220, 221, or 222), who
have attained a "B" or better in all mathematics courses,
and who rank in the upper 35% of their class by GPA.
Students who have multiple academic misconduct
findings on their academic record or who have one
academic misconduct finding on their record at any time
after earning 30 credits at Stevenson University are not
eligible for membership.
62| Stevenson University Stevenson University Online Catalog
Kappa Omicron Nu – Fashion Merchandising Honor
Society
Kappa Omicron Nu promotes empowered leaders who
use an integrative approach to enhance quality of living
through excellence in scholarship, leadership, and
research. Kappa Omicron Nu recognizes high
achievement in academics and scholarship. The Nu Alpha
Eta chapter of Kappa Omicron Nu at Stevenson
University invites students in Fashion Merchandising and
Fashion Design who meet the following requirements: at
least 60 credit hours completed, with 30 of those
completed at Stevenson University, and have a GPA in
the top 25% of their major.
Lambda Epsilon Chi – National Honor Society for Legal
Studies
Lambda Epsilon Chi (LEX) is open to full-time and part-
time legal studies students in good standing who
demonstrate superior academic performance by having a
cumulative grade point average and a grade point
average in their legal studies classes of 3.50 or above
and who have completed at least two-thirds of the
program. Members are selected by legal studies faculty
based on written applications for membership, faculty
recommendations, and demonstration of service and
dedication to the legal profession.
Lambda Pi Eta – Honor Society of the National
Communication Association
Lambda Pi Eta's goals are to recognize, foster, and
reward outstanding scholastic achievement in
communication studies; to stimulate interest in the field
of communication; to promote and encourage
professional development among communication majors;
to provide an opportunity to discuss and exchange ideas
in the field of communication; to establish and maintain
closer relationships between faculty and students; and to
explore options for graduate education in communication
studies. Membership in Lambda Pi Eta is extended to
those students with a 3.0 cumulative GPA who have
completed 60 credits and have at least a 3.25 GPA in a
minimum of four courses in the communication courses
in the major. Activities are a mix of social, academic, and
community service.
Psi Chi – The International Honor Society in
Psychology
Psi Chi, the International Honor Society in Psychology,
promotes excellence and scholarship in psychology and
works to advance the science of psychology. Students
who apply for membership must be psychology majors
or minors who have completed at least three full-time
semesters; have completed three psychology courses
totaling nine credits with a minimum GPA in psychology
of 3.0; and rank in the top 35% of GPAs for their
academic year, with a minimum cumulative GPA of 3.00.
Sigma Beta Delta – International Honor Society in
Business, Management, and Administration
Sigma Beta Delta recognizes scholarship and personal
accomplishment for students of business, management,
and administration. The society encourages and
promotes aspirations toward personal and professional
improvement and a life distinguished by honorable
service to humankind. Students majoring in Accounting,
Business Administration, and Marketing are invited to
lifetime membership if they meet the following criteria: a
ranking in the top 20% of the program majors for the
academic year; at least a 3.75 total GPA on a 4.0 scale;
and junior status with completion of at least 30 credits
towards the major.
Sigma Tau Delta – International English Honor Society
Alpha Lambda Omicron, Stevenson University’s chapter
of Sigma Tau Delta, confers distinction upon students of
English language and literature in undergraduate,
graduate, and professional studies. Students majoring in
English language and literature and interdisciplinary
studies (with English as one of the focuses), or minoring
in English who have an overall GPA of 3.00 or better and
have an average in their English classes of 3.00 or better
are eligible for membership. Members are recognized for
their outstanding achievements and may enrich their
educational experience by taking part in chapter
activities, competing for national awards and
scholarships, and attending the annual Sigma Tau Delta
convention. They may also contribute to The Rectangle,
the society’s literary publication.
Sigma Theta Tau International – Honor Society of
Nursing
Rho Epsilon, Stevenson University's chapter of Sigma
Theta Tau International, is open to undergraduate and
graduate nursing candidates who demonstrate scholastic
achievement, academic integrity, and leadership qualities.
Student candidates are invited to join the society when
they meet specific membership requirements. These
requirements can be reviewed at nursingsociety.org.
Nurses in the community who demonstrate excellence in
practice and leadership may also be nominated. A formal
induction ceremony is held during the spring semester.
The purpose of Sigma Theta Tau International is to create
a community of leaders and scholars in practice,
education, and research to enhance the health of all
people. The society supports learning and professional
development of members to improve nursing care
worldwide.
Sigma Xi – The Scientific Research Society
Sigma Xi is an international, multidisciplinary society that
promotes the health of the scientific enterprise, rewards
excellence in scientific research, and encourages a sense
of cooperation among scientists in all fields. Each May
election to this international honor society is conferred
upon students majoring in the sciences and mathematics
who have excelled in conducting independent research
and in communicating the results of their work, and who
show great potential for a future in research.
Tau Upsilon Alpha – National Honor Society for
Human Services
Candidates for Stevenson University's Alpha Chapter of
Tau Upsilon Alpha must be counseling and human
services majors or minors, have a minimum overall GPA
of 3.25, have completed three full-time semesters of
university work, and be in the upper 35% of their class. In
addition, they must agree to abide by the National
Organization for Human Services' Code of Ethics. The
mission of this honor society is to honor academic
excellence; to foster lifelong learning, leadership, and
Academic Information| 63
development; and to promote excellence in service to
humanity.
Upsilon Phi Delta - National Honor Society for
Healthcare Management
The purposes of UPD are to: elevate the standards,
ideals, competence and ethics of professionally educated
women and men in health administration and leadership,
recognize and encourage scholarship in healthcare
administration, recognize students who achieve
distinction in healthcare administration studies in
universities and colleges, provide financial assistance
through scholarships to outstanding students pursuing
graduate studies.
Upsilon Pi Epsilon – International Honor Society for
Computer and Information Disciplines
Upsilon Pi Epsilon recognizes undergraduate and
graduate students. Undergraduate student must have
completed 45 credits plus a minimum GPA of 3.3 in the
major and a minimum 3.0 GPA overall, while graduate
students must have completed a minimum of 18 credits
in their degree program and earned an overall GPA of
3.5. Stevenson’s chapter objective is the promotion of
high scholarship in the various fields of the computing
and information disciplines, and to provide community
service in the area of Information Technology.
64| Stevenson University Stevenson University Online Catalog
Business Administration
Description
The business administration major is designed to give
graduates the knowledge, skills, critical thinking ability,
and technological competence essential to be successful
in business, such as conducting research, analyzing
information, and communicating effectively. The business
administration major provides a strong foundation in
business functions and includes courses in management,
marketing, finance, accounting, economics, information
systems, international business, and business law.
Additionally, students select electives from the disciplines
above to develop a greater degree of specialization
according to their individual interests and career goals.
The business administration curriculum also provides
graduates with an excellent background to continue their
education by pursuing a graduate degree in business or
a business-related field.
Objectives
Upon completion of the Bachelor of Science in Business
Administration, graduates will be able to:
1. Demonstrate knowledge of the functional areas of
business.
2. Formulate business solutions.
3. Communicate business information to specific
audiences in varied formats.
4. Critique ethical issues and practices that affect
business in domestic and global environments.
5. Demonstrate professional competencies related to
contemporary business careers.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated twice without special
permission. Business administration majors must apply in
writing to the program coordinator of Stevenson
University Online requesting permission to attempt a
course for the third time. Those who do not successfully
complete a major course with a grade of “C” or better
after a third attempt will not be allowed to continue in
the business administration program.
Requirements
The courses listed below are required for completion of
the bachelor’s degree in business administration.
Students must also complete the requirements for the
Stevenson Educational Experience (SEE).
Specific pre- and co-requisites for each course are listed
in the course descriptions.
Major Requirements:
GPS 200
Adult Learning Theory & Practice
3
ACC 140
Financial Accounting
3
ACC 141
Managerial Accounting
3
EC 201
Principles of Macroeconomics
3
EC 202
Principles of Microeconomics
3
FIN 300
Principles of Finance
3
INBUS
Any International Business Course
3
IS 135
MS Office Applications
3
IS 201
Management Information Systems
3
LAW 208
Business Law
3
MKT 206
Principles of Marketing
3
MATH 136
Introduction to Statistics
4
MGT 204
Principles of Management
3
MGT 210
Business Writing
3
MGT 308
Business Ethics
3
MGT 310
Organizational Behavior
3
MGT 313
Operations Management
3
MGT 422
Strategic Management
3
MGT 430
Business Capstone Seminar
3
Five focused electives (15 credits):
See advisor for list of focused electives.
Minor in Business Administration
A minor in business administration is not available;
however, students majoring in other fields who have an
interest in business may consider completing a minor in
management or marketing. Please see a Student Success
Coach for more information. Specific information
regarding minor requirements may be found in the
Academic Information
(p. 49) section of the catalog.
Other Options
Bachelor's to Master's Option: The bachelor's to
master's option is available for students majoring in
business administration who wish to combine their
bachelor’s coursework with work toward a master’s
degree in one of Stevenson’s graduate programs.
Students choosing this option may earn their master's
degree in as little as one year after their bachelor's
degree. Interested students must formally apply for
entrance into a bachelor's to master's option in their
Undergraduate Fields of Study
Undergraduate Fields of Study| 65
junior year. Once admitted into this program, students
develop an educational plan in consultation with their
undergraduate and graduate advisors. For more
information on this program, see the
Admissions
(p.
24) section of this catalog.
Business Communication
Description
The Business Communication program offers a
communication degree with specialized skills and
knowledge in business, writing, and design in order to
prepare competent communication practitioners.
Students majoring in Business Communication are
prepared for a range of career opportunities in positions
such as those found in corporate communication,
marketing, public relations, and non-profit leadership
among others or to enter graduate school. Graduates
gain the skills necessary to listen to, appreciate, and
empathize with diverse voices and perspectives which
enhances their problem-solving abilities and decision-
making skills in both the public and private sectors.
Communication courses, along with those in business,
writing, and design, provide a firm foundation for
communication practitioners and the adaptable skills and
knowledge needed to succeed in an increasingly diverse,
expanding, and dynamic workforce. Students learn the
core elements of competent communication to work with
or on diverse communication and creative problem-
solving and decision-making teams found in today’s
market. Coursework is enhanced and supplemented with
practical application through reflection on adult students’
lived experiences. Ultimately, graduates of this program
are the people that organizations and communities seek
to help collaborate and connect with a myriad of
individuals and audiences.
Objectives
Upon completion of the Bachelor of Science in Business
Communication, graduates will be able to:
1. Apply communication concepts, theories and
practices to diverse contexts and audiences.
2. Assess competency of communication practices in
personal and professional settings.
3. Generate creative solutions to ethical and professional
problems through critical thinking and collaborative
interaction.
4. Synthesize knowledge and skills in communication,
business, writing, and design in professional contexts
outside the classroom.
5. Interpret diverse perspectives and advocate with
empathy for oneself and others.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated twice without special
permission. Business communication majors must apply
in writing to the Associate Dean, Communication
Programs requesting permission to attempt a course for
the third time.
Requirements
The courses listed below are required for completion of
the bachelor’s degree in business communication.
Students must also complete the requirements for the
Stevenson Educational Experience (SEE).
Specific pre- and co-requisites for each course are listed
in the course descriptions.
Major Requirements:
Communication Core Required Courses - 30
credits
CM 101
Public Speaking
3
CM 115
Interpersonal Communication
3
CM 205
Communication Ethics
3
CM 211
Intercultural Communication
3
CM 255
Small Group Communication
3
CM 260
Business and Professional
Communication
3
CM 275
Principles and Practices of Public
Relations
3
CM 310
Conflict Resolution and Negotiation
3
CM 390
Organizational Communication
3
CM 490
Capstone
3
Business Core Required Courses - 13 credits
MATH 136
Introduction to Statistics
4
MGT 204
Principles of Management
3
MKT 206
Principles of Marketing
3
MKT 316
Principles of Negotiation and
Sales
3
Writing Core Required Courses - 9 credits
CM 323
Writing for the Web
3
GPS 200
Adult Learning Theory & Practice
3
MGT 210
Business Writing
3
Design Core Required Courses - 6 credits
PHOTO 141
Basic Digital Photography
3
GDES 125
Fundamentals of Digital Media
3
Technology Required Courses - 6 credits
IS 135
MS Office Applications
3
IS 260
Presentation Theory and
Application
3
Other Options
Bachelor's to Master's Option: The bachelor's to
master's option is available for students majoring in
business communication who wish to combine their
bachelor’s coursework with work toward a master’s
degree in one of Stevenson’s graduate programs.
66| Stevenson University Stevenson University Online Catalog
Students choosing this option may earn their master's
degree in as little as one year after their bachelor's
degree. Interested students must formally apply for
entrance into a bachelor's to master's option in their
junior year. Once admitted into this program, students
develop an educational plan in consultation with their
Student Success Coach. A master's degree in
Communication Studies is available. For more information
on this program, see the
Admissions
(p. 24) section in
this catalog.
Computer Information Systems
Description
The computer information systems (CIS) major is
designed for the student who is interested in pursuing a
technical career in support of organizations. Employers
are seeking highly skilled technology professionals who
know how to utilize technology to improve the
organization’s competitive edge. This major consists of
core courses in applied programming and networking.
The program’s in-depth practical application of computer
technology prepares the graduate to enter the workplace
as a well-versed technology professional. Many graduates
of this bachelor’s degree program elect to continue their
education at the graduate level by pursuing a master's in
business and technology management.
CIS students will develop a portfolio of essential skills
valued by employers. They will become problem-solvers
who know how to think analytically, assess business
problems, and design the best technology solutions.
Most courses are offered either online in an 8-week
format or 16-week format.
Objectives
Upon completion of the Bachelor of Science in Computer
Information Systems, graduates will be able to:
1. Articulate technology skills learned and applied
during their academic career.
2. Perform those information technology tasks essential
to their chosen career path in application, network, or
database design.
3. Communicate with confidence technology ideas in
team meetings and public forums.
4. Demonstrate a professional competency in research,
analysis, and business writing.
5. Converse in the languages of application, network,
and database design.
6. Assess business problems using analytical and critical
thought processes to identify the best technology
solution.
7. Pursue an IT career as a well-rounded technology
professional, able to leverage talents and interests.
Policies
Computer Information Systems Program Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated twice without special
permission. Information systems majors must apply in
writing to the program coordinator requesting
permission to attempt a course for a third time.
Requirements
The courses listed below are required for completion of
the bachelor's degree in computer information systems.
Students must also complete the requirements for the
Stevenson Educational Experience (SEE).
Specific pre- and co-requisites for each course are listed
in the course descriptions.
Major Requirements
GPS 200
Adult Learning Theory & Practice
3
IS 135
MS Office Applications
3
IS 140
Information Systems Architecture
and Design
3
IS 150
Relational Database Design & SQL
with MS Access
3
IS 170
Systems Development with UML
3
IS 201
Management Information Systems
3
IS 231
Network Technologies
3
IS 232
TCP and IP Communication
Protocols for Windows and UNIX
3
IS 235
Advanced Windows Server
Architecture & Administration
3
IS 240
Programming Concepts
3
IS 260
Presentation Theory and
Application
3
IS 320
Human-Computer Interaction
3
IS 345
Java Programming
3
IS 365
Writing for IS Applications
3
IS 431
Exchange Server & Messaging
Systems
3
IS 432
Network Security-Firewalls, IDS,
and Counter Measures
3
IS 444
Wireless Application Development
3
IS 480
Technology Law
3
MGT 210
Business Writing
3
Take any two of the following Business electives
ACC 140
Financial Accounting
3
MGT 204
Principles of Management
3
MKT 206
Principles of Marketing
3
Any 300-400 Level INBUS, MGT or
MKT course
3
Minor in Information Systems
A minor in information systems is available. Students who
wish to pursue a minor in information systems may
choose any six IS courses from the business information
systems or computer information systems programs. IS
135 will count toward the minor. The lowest acceptable
Undergraduate Fields of Study| 67
grade is a “C“ in all IS courses. All course prerequisites
must be met to be eligible to take the selected course
for a minor. Please see a Student Success Coach for
more information. Specific information regarding minor
requirements may be found in the
Academic Information
(p. 49) section of the catalog.
Other Options
Bachelor's to Master's Option: The bachelor's to
master's option is available for students majoring in
computer information systems who wish to combine their
bachelor’s coursework with work toward a master’s
degree in one of Stevenson’s graduate programs.
Students choosing this option may earn their master's
degree in as little as one year after their bachelor's
degree. Interested students must formally apply for
entrance into a bachelor's to master's option in their
junior year. Once admitted into this program, students
develop an educational plan in consultation with their
Student Success Coach. For more information on this
program see the
Admissions
(p. 24)
section of this
catalog.
Criminal Justice
Description
The Criminal Justice Program offers students a
contemporary education by providing a comprehensive
and critical understanding of the criminal justice system
and the society in which it functions. The program
prepares students for criminal justice careers and
postgraduate work as liberal-arts educated, intellectually
mature, ethically aware, and culturally sensitive
professionals. The program provides students with
opportunities to examine critically the broad questions of
how justice is administered locally and nationally in
American society and to confront the fundamental issues
of criminal justice that they will face as professionals and
involved citizens.
Practitioners in the field of criminal justice teach in the
program, bringing real work experience into the
classroom and providing specialized career preparation
and connections for students. Students are supported by
engaged faculty and staff who deliver ono-on-one
attention that embodies Stevenson University Online’s
commitment to student success. To meet the needs of
working professionals with busy lifestyles, most courses
are scheduled in an 8-week online format. Some courses,
such as statistics, are offered in a 16-week online format.
Objectives
Upon completion of the Bachelor of Science in Criminal
Justice, graduates will be able to:
1. Analyze the theories, practices, and policies of the
branches of criminal justice including governmental
agencies and other institutions of social control.
2. Apply principles of substantive criminal law and
procedure to criminal justice practice.
3. Utilize appropriate oral and written communication,
critical thinking, and research skills for the criminal
justice discipline.
4. Demonstrate ethical decision-making practices while
working in the criminal justice field.
5. Apply academic preparation to professional
experience in the criminal justice field.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated once without special
permission. Criminal justice majors must apply in writing
to the Program Coordinator requesting permission to
attempt a course for a third time.
Requirements
The courses listed below are required for completion of
the bachelor's degree in criminal justice. Students must
also complete the requirements for the Stevenson
Educational Experience (SEE).
Specific pre- and co-requisites for each course are listed
in the course descriptions.
Major Requirements:
CJUS 101
Introduction to Criminal Justice
3
CJUS 205
Ethics Principles in Criminal Justice
3
CJUS 210
Writing for Criminal Justice
3
CJUS 275
Corrections
3
CJUS 280
Law Enforcement
3
CJUS 285
Criminology
3
CJUS 385
Research Methods in Criminal
Justice
3
CJUS 495
Criminal Justice Capstone
3
GPS 200
Adult Learning Theory & Practice
3
LAW 204
Constitutional Law
3
LAW 215
Criminal Law
3
LAW 322
Criminal Investigation and
Procedure
3
MATH 136
Introduction to Statistics
4
or
PSY 136
Statistics for the Behavioral and
Social Sciences
4
POSCI 205
State & Local Government
3
Select Six Criminal Justice Electives (18 credits):
See advisor for list of program
specific electives.
Minor in Criminal Justice
A minor in criminal justice is available. All course
prerequisites must be met to be eligible to take the
selected course for a minor. Please see a Student Success
Coach for more information. Specific information
68| Stevenson University Stevenson University Online Catalog
regarding minor requirements may be found in the
Academic Information
(p. 49) section of the catalog.
Other Options
Bachelor's to Master's Option: The bachelor's to
master's option is available for students majoring in
criminal justice who wish to combine their bachelor's
coursework with work toward a master's degree in one of
Stevenson's graduate programs. Students choosing this
option may earn their master's degree in as little as one
year after their bachelor's degree. Interested students
must formally apply for entrance into a bachelor's to
master's option in their junior year. Once admitted into
this program, students develop an educational plan in
consultation with their Student Success Coach. For more
information on this program, see the
Admissions
(p. 24)
section of this catalog.
Cybersecurity and Digital
Forensics
Description
The BS in Cybersecurity and Digital Forensics will equip
students with the ability to protect an organization’s
information technology assets from cyber-attacks, detect
and respond to cyber intrusions, and mitigate the effects
of such intrusions, as well as uncover digital evidence of
criminal or unauthorized activity. The program combines
cybersecurity concepts and skills with those of the field
of digital forensics, creating a unique degree program.
The emphasis of the program is on the prevention,
detection and mitigation of cyber-attacks, combined with
the ability to gather digital evidence and conduct
electronic crime investigations. Students who complete
an associate's degree in cybersecurity or related degree,
or a certificate in digital forensics will have CDF 110 (p.
77) waived.
Objectives
Upon completion of the B.S. in Cybersecurity and Digital
Forensics Degree, graduates will be able to:
1. Develop a security policy for an organization that
balances the organization’s mission, culture, human
factors, and security requirements.
2. Apply risk assessment methodologies in selecting and
configuring security controls to protect information
assets.
3. Monitor a network infrastructure for cyber-attacks.
4. Mitigate the effects on a network infrastructure due
to a cyber-attack.
5. Evaluate an end-to-end computer forensics
investigation
6. Prepare a digital forensics evidence report.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated twice without special
permission. Information systems majors must apply in
writing to the program coordinator requesting
permission to attempt a course for a third time.
Requirements
Major Requirements
CDF 110
Cybersecurity and Digital Forensics
Fundamentals
3
CDF 240
Linux System Administration
3
CDF 251
Network Security
3
CDF 252
Networking II
3
CDF 261
Digital Forensics
3
CDF 271
Intrusion and Penetration Testing
3
CDF 281
Advanced Network Defense
3
CDF 290
Legal Aspects of Cybersecurity
3
CDF 391
Incident Response and
Investigation
3
CDF 392
Information Systems Forensic
Internals – Auditing
3
CDF 393
Forensic Evidence Collection Tools
and Techniques
3
CDF 475
Advanced Digital Forensics
3
CDF 480
Cybersecurity and Digital Forensics
Capstone
3
IS 140
Information Systems Architecture
and Design
3
IS 231
Network Technologies
3
IS 232
TCP and IP Communication
Protocols for Windows and UNIX
3
IS 235
Advanced Windows Server
Architecture & Administration
3
IS 240
Programming Concepts
3
IS 350
IS Internship
3
IS 365
Writing for IS Applications
3
IS 432
Network Security-Firewalls, IDS,
and Counter Measures
3
MGT 210
Business Writing
3
Elective
One course from ACC, FIN, INBUS,
MGT, or MKT
3
Minor in Cybersecurity
A minor in cybersecurity is available. All course
prerequisites must be met to be eligible to take the
selected course for a minor. Please see a Student Success
Coach for more information. Specific information
regarding minor requirements may be found in the
Academic Information
(p. 49) section of the catalog.
Undergraduate Fields of Study| 69
Interdisciplinary Studies
Description
The interdisciplinary studies program is designed for
students who have changed their major, attended several
institutions, or have multiple educational goals. It
provides flexibility to students whose academic interests
cannot be captured in a singularly-focused major.
Working closely with a Student Success Coach, students
have the ability to design a tailored course of study that
enables them to have two areas of content focus
(program cores). Program cores that can be completed
through Stevenson University Online are business
administration, business communication, criminal justice,
information systems, legal studies, management, and
marketing. It is also possible to transfer a program core
in a content area from prior educational experiences that
aligns with a major or minor offered at Stevenson
University. Students should consult with an Enrollment
Counselor for more information.
Courses are offered either in an 8-week online format or
a 16-week online format.
Objectives
Upon completion of the Bachelor of Science in
Interdisciplinary Studies, graduates will be able to:
1. Demonstrate general knowledge in the liberal arts.
2. Demonstrate an understanding of content in two
academic disciplines.
3. Demonstrate effective communication by engaging in
inquiry and reflection on a topic of personal interest.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated twice without special
permission. Interdisciplinary majors must apply in writing
to the program coordinator requesting permissions to
attempt a course for the third time.
Requirements
The courses listed below are required for completion of
the bachelor's degree in interdisciplinary studies.
Students must also complete the requirements for the
Stevenson Educational Experience (SEE).
Specific pre- and co-requisites for each course are listed
in the course descriptions.
Major Requirements:
The major is comprised of 36 credits of courses selected
from two disciplines, identified as program cores (at least
18 credits of which must be at the 300- and 400-level). A
minimum of 12 credits is required in one program core.
With permission of the program coordinator, students
entering the major who have completed a 200-level WI
and/or 300- or 400-level WI course or their equivalent
may not be required to take INDSC 260 and/or INDSC
360. Acceptable WI courses include CHS 224, CJUS 210,
ENG 224, MGT 210, SCI 215, CHS 340, CM 323, ENG 324,
IS 365, and MGT 308. Other WI courses may be
approved.
GPS 200
Adult Learning Theory & Practice
3
INDSC 260
Introduction to Interdisciplinary
Studies
3
INDSC 350
Topics in Interdisciplinary Studies
6
INDSC 360
Interdisciplinary Research and
Writing
3
INDSC 450
Senior Project: Seminar in
Interdisciplinary Studies
3
Minor in Interdisciplinary Studies
A minor in Interdisciplinary Studies is not available.
Other Options
Bachelor's to Master's Option: The bachelor's to
master's option is available for students majoring in
interdisciplinary studies who wish to combine their
bachelor’s coursework with work toward a master’s
degree in one of Stevenson’s graduate programs.
Students choosing this option may earn their master's
degree in as little as one year after their bachelor's
degree. Interested students must formally apply for
entrance into a bachelor's to master's option in their
junior year. Once admitted into this program, students
develop an educational plan in consultation with their
Student Success Coach. For more information on this
program see the
Admissions
(p. 24) section of this
catalog.
Legal Studies
Description
Stevenson University's legal studies program, the first in
the state, and one of the first in the nation to be
approved by the American Bar Association attracts
students who have logical and analytical minds, possess
organizational skills, and pay attention to detail.
Paralegals may not provide legal services directly to the
public, except as permitted by law. However, working
under the supervision of an attorney, paralegals are vital
members of the legal team. They perform such functions
as:
• Legal research and writing
• Conduct factual investigations
• Interview clients and witnesses
• Draft pleadings and motions
• Manage trial preparation and litigation support
• Draft contracts and real estate documents
70| Stevenson University Stevenson University Online Catalog
• Administer estates and guardianships
• Apply for intellectual property registrations
• Prepare bankruptcy schedules and tax forms
The ultimate goal of the legal studies program is to fully
prepare students for employment by law firms, corporate
law departments, government agencies, legal aid
providers, and other employers in the legal profession.
Students gain an extensive knowledge of numerous areas
of law and practical experience to enable them to
perform tasks in specific legal specialty areas. By taking a
combination of law and liberal arts courses each
semester, students are able to pursue their legal interests
immediately and develop skills gradually. Students may
select a sequence of courses that permits them to focus
on a specific area within the legal studies curriculum,
such as corporate law, estate administration, or litigation.
Students perform an internship, typically in the
sophomore or junior year, and complete a legal capstone
course in their senior year. Students may participate in a
law clinic, as an elective course in their major, and gain
experience by providing pro bono paralegal services in
the community.
Courses are offered days, evenings, and most courses are
offered online. All students must complete a minimum of
ten semester credits in traditional classroom instruction.
The following required courses are offered on campus in
a hybrid format:
• LAW 102 Introduction to Legal Studies
• LAW 125 Legal Research and Writing I
• LAW 210 Legal Research and Writing II
• LAW 216 Civil Litigation and Pleading
• LAW 480 Legal Studies Capstone
Objectives
Upon completion of the Bachelor of Science in Legal
Studies, graduates will be able to:
1. Conduct research using all appropriate resources to
identify and obtain relevant legal authority.
2. Compose documents based on factual investigation,
legal research, and analysis to inform and/or
persuade.
3. Apply legal terminology, principles of law, and rules
of ethical legal practice to the performance of
paralegal services.
4. Operate as productive and professional members of a
legal services delivery team using appropriate
communication, technology, and time-management
skills.
5. Perform substantive legal work under the direction of
an attorney, as permitted by law.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
Legal studies majors who do not successfully complete a
LAW course with a grade of “C" or better after a third
attempt will not be allowed to continue in the legal
studies program.
Students must take a minimum of 18 credits or the
equivalent of legal specialty courses at Stevenson
University to earn a degree in legal studies. A legal
specialty course is a LAW course that covers substantive
law or legal procedures or process, has been developed
for paralegals, emphasizes practical paralegal skills, and
meets the American Bar Association's instructional
methodology requirements. The legal studies program
offers traditional, hybrid, and online delivery of legal
specialty courses approved by the ABA, as well as other
LAW courses. Students must take a minimum of 10
semester credits or the equivalent of legal specialty
courses, and may take all legal specialty and other LAW
courses, through traditional classroom instruction at
Stevenson University.
Credit for equivalent law courses considered legal
specialty courses under the ABA Guidelines is accepted
for students transferring from paralegal programs,
whether ABA-approved or not. If a student has earned
credit from an institution that is not ABA-approved, the
department chair for traditional students or the
department chair for SUO students reviews the
description of the course content, the course syllabus (if
necessary), and information about the institution before
credit is transferred for equivalent law courses. A
maximum of 24 credits will be accepted for equivalent
law courses.
If a student successfully completes a 3-credit internship
class through another ABA-approved paralegal education
program, the internship requirement can be waived, and
the student will take another 3-credit legal specialty
course in its place.
Some students work as paralegals while completing the
legal studies program. These students may apply for a
waiver of the internship requirement. Documentation
from the student and the employer is required to verify
that the student successfully performed paralegal tasks
for a minimum of 135 hours. If approved, the student will
take another 3-credit legal specialty course in place of
the internship class. SUO students working full-time, not
as paralegals, may satisfy the internship requirement by
completing a virtual internship as a paralegal, supervised
by Stevenson University Online. This 3-credit virtual
internship class is considered non-legal specialty.
The award of legal specialty credits through examination
or portfolio is monitored by the legal studies program
director to ensure that the quality and integrity of the
legal studies program are maintained. A maximum of 6
legal specialty credits can be earned through examination
or portfolio. To receive credit for prior learning for a legal
specialty course through examination or portfolio, the
examination or portfolio must be evaluated by a faculty
Undergraduate Fields of Study| 71
evaluator, under the supervision of the department chair
for traditional students or the department chair for SUO.
In conducting this evaluation, the faculty evaluator will
ensure that the credit sought can be classified as legal
specialty, the student meets the course objectives and
practical skills to be developed for the course for which
credit is sought, the student meets the needs of the legal
community the program serves, and the student’s work is
comparable to course work offered within the legal
studies program.
Requirements
The courses listed below are required for completion of
the bachelor's degree in legal studies. Students must also
complete the requirements for the Stevenson Educational
Experience (SEE).
Specific pre- and co-requisites for each course are listed
in the course descriptions.
Major Requirements:
GPS 200
Adult Learning Theory & Practice
3
POSCI 102
American Government: Political
Institutions and Procedures
3
LAW 102
Introduction to Legal Studies
3
LAW 112
Torts
3
LAW 114
Estates and Trusts
3
LAW 120
Contract Law
3
LAW 125
Legal Research and Writing I
3
LAW 130
Business Organizations Law
3
LAW 204
Constitutional Law
3
LAW 210
Legal Research and Writing II
3
LAW 216
Civil Litigation and Pleading
3
LAW 225A
Internship: Part I
1
LAW 225B
Internship: Part II
2
LAW 352
Law Office Technology
3
LAW 480
Legal Studies Capstone
3
LAW
Electives
Six Law electives, two of which
may be at the lower level.
18
Minor in Legal Studies
A minor in legal studies is available. The minor in legal
studies is not intended to prepare students to work as
paralegals and is not approved by the American Bar
Association
.
All course prerequisites must be met to be
eligible to take the selected course for a minor. Please
see a Student Success Coach for more information.
Specific information regarding minor requirements may
be found in the
Academic Information
(p. 49) section of
the catalog.
Other Options
Bachelor's to Master's Option: The bachelor's to
master's option is available for students majoring in legal
studies who wish to combine their bachelor's coursework
with work toward a master's degree in one of
Stevenson's graduate programs. Students choosing this
option may earn their master's degree in as little as one
year after their bachelor's degree. Interested students
must formally apply for entrance into a bachelor's to
master's option in their junior year. Once admitted into
this program, students develop an educational plan in
consultation with their Student Success Coach. For more
information on this program see the
Admissions
(p. 24)
section of this catalog.
Legal Studies Second Bachelor's Degree
Legal Studies Second Bachelor's Program
Description
Stevenson’s second bachelor’s degree in Legal Studies,
which also is approved by the American Bar Association,
is a 33-credit program. Students are required to
complete the core courses, totaling 15 credits, plus six
law electives, four of which must be at the upper level.
The five core courses are offered in an 8-week hybrid
format. The law electives are offered in 8-week online
sessions. The following courses are required.
Program Requirements:
LAW 102
Introduction to Legal Studies
3
LAW 125
Legal Research and Writing I
3
LAW 210
Legal Research and Writing II
3
LAW 216
Civil Litigation and Pleading
3
LAW 480
Legal Studies Capstone
3
LAW 112
Torts
3
or
LAW 114
Estates and Trusts
3
LAW 120
Contract Law
3
or
LAW 130
Business Organizations Law
3
Four upper-level LAW electives
12
Nursing - ATB
Statement of Purpose
The philosophy of the nursing program is articulated as
follows:
“The Stevenson University nursing program, as an
integral part of its parent institution, is dedicated to
the pursuit of higher learning grounded in the arts,
sciences, and humanities. The philosophy and
curricular focus of the nursing program emphasizes
the ethic of caring, critical thinking, and a spirit of
inquiry in education, practice, service, and research.
The nursing faculty believes nursing is a professional
discipline with academic and practice dimensions. The
nursing faculty values scholarship and academic
integrity and seeks to foster professional involvement
and life-long learning in students and graduates. The
essence of nursing is grounded in the philosophy of
caring. The nursing faculty believes that caring exists
in authentic relationships through which all persons
are respected and nurtured. Within these co-created
relationships, caring opens the possibility of
transformation, inviting growth, healing, and
wholeness of persons, families, and communities. In
the reflective practice of nursing and nursing
education, a caring environment affirms diversity in
ways of being and ways of knowing.”
Description
The Associate to Bachelor's (ATB) option is designed for
students who want to be concurrently enrolled in a
community college nursing program and the ATB option
at Stevenson University. Currently, Stevenson University
72| Stevenson University Stevenson University Online Catalog
partners with the Anne Arundel Community College
(AACC), Carroll Community College (CCC), College of
Southern Maryland (CSM), Community College of
Baltimore County (CCBC), and Howard Community
College (HCC). Additional ATB partnerships are being
developed, refer to the website for updated
partnerships.
Only those students who have already been accepted
into the participating college’s associate degree nursing
program are eligible to apply to the ATB option. Students
must fulfill all requirements for the Stevenson University
Bachelor’s degree as listed in the ATB option including
those courses which are prerequisites for the ATB option.
Students interested in this option should contact the ATB
Coordinator in Stevenson University Online.
Stevenson University Online Articulated College
Transfer (SUO ACT) *
Through Stevenson University Online’s Articulated
College Transfer (SUO ACT), nursing students who have
earned an Associate of Arts (A.A.) or Associate of Science
(A.S.) in nursing have satisfied all general education
requirements for Stevenson University Online’s ATB, RN
to BS, and RN to MS options. Students must complete
program requirements, 30 institutional credits and 120
credits to earn the Bachelor of Science in nursing.
Stevenson University will accept a maximum of 70
transfer credits from a regionally accredited community
college and 90 credits from a regionally accredited four-
year institution. Please contact an enrollment counselor
for further details.
Objectives
Based upon the concepts of person, health, environment,
nursing and facilitation of learning as identified in the
philosophy of the Stevenson University nursing program,
the faculty subscribes to an organizing framework in
which caring is firmly established in the practice of
professional nursing. Graduates will be prepared to
practice professional nursing.
Upon completion of the Stevenson University
baccalaureate nursing program, graduates will be able to:
1. Integrate the concepts of caring in nursing practice in
diverse health care settings across the health-illness
continuum.
2. Engage in holistic reflective nursing practice informed
by the arts, sciences, and humanities.
3. Exhibit competencies in critical thinking,
communication, evidence-based decision making,
scholarly inquiry and technical skills in the practice of
nursing.
4. Integrate professional competencies in the nursing
roles of provider, designer, manager, and coordinator
of care and participate as an active member of the
profession.
5. Assume ethical and legal responsibility and
accountability in nursing practice, exemplifying the
values of altruism, autonomy, human dignity,
integrity, and social justice.
6. Apply leadership concepts, skills, and decision-making
in creating caring environments to promote health
and healing in individuals, families, communities, and
global populations.
Policies
Students must achieve a grade of "C" or better in all
required Stevenson nursing courses. If a student receives
a "D" or "F" in any nursing course, the course must be
repeated and a "C" or better must be achieved. A
maximum of one nursing course may be repeated once
throughout the nursing program. Students who earn a
second grade of "D" or "F" in a nursing course will be
automatically dismissed from the ATB option.
Requirements
Requirements for the ATB option vary based on the
community college the student is attending. Please
reference the Stevenson University Online website for
details on individual partnerships.
Major Requirements
The following courses must be taken at Stevenson
University.
GPS 200
Adult Learning Theory & Practice
3
NATB 312
Physical Assessment and
Pathophysiology
3
or
NATB 330
Health Assessment
3
NATB 313
Concepts of Professional Nursing
Practice
4
NATB 315
Information Technology in Nursing
and Health Care
3
NATB 414
Nursing Leadership For RNs
3
NATB 415
Professional Seminar II
3
NATB 418
Nursing Research for RNs
3
NATB 424
Health in the Community
5
NATB 434
Professional Seminar III
3
Other Program Requirements
The following program requirements may be completed
at another college or university and transferred to
Stevenson. Students must submit official transcripts upon
the completion of the course for credit to be awarded.
• Freshman Composition
• Anatomy and Physiology I and II
• Microbiology
• Introduction to Psychology
• Introduction to Sociology
• Human Growth and Development
• Communication course
• Chemistry
• Nutrition
• Statistics
• Ethics
Undergraduate Fields of Study| 73
Nursing - RN to BS Option
Statement of Purpose
The philosophy of the nursing program is articulated as
follows:
“The Stevenson University nursing program, as an
integral part of its parent institution, is dedicated to
the pursuit of higher learning grounded in the arts,
sciences, and humanities. The philosophy and
curricular focus of the nursing program emphasizes
the ethic of caring, critical thinking, and a spirit of
inquiry in education, practice, service, and research.
The nursing faculty believes nursing is a professional
discipline with academic and practice dimensions. The
nursing faculty values scholarship and academic
integrity and seeks to foster professional involvement
and life-long learning in students and graduates. The
essence of nursing is grounded in the philosophy of
caring. The nursing faculty believes that caring exists
in authentic relationships through which all persons
are respected and nurtured. Within these co-created
relationships, caring opens the possibility of
transformation, inviting growth, healing, and
wholeness of persons, families, and communities. In
the reflective practice of nursing and nursing
education, a caring environment affirms diversity in
ways of being and ways of knowing.”
Description
Stevenson University offers the RN to BS option for
registered nurses who would like to obtain a bachelor’s
degree in nursing. The curriculum is offered in an
accelerated format and designed to enable online
learners to complete the baccalaureate degree in nursing
as part-time students taking one nursing course at a
time.
All RN to BS courses are offered in 8-week sessions, with
the exception of NURS 424 – Health in the Community,
which is offered in a full 16-week semester. Multiple
entry and exit points along the way enable registered
nurses to complete requirements according to
professional and personal goals. Some RN to BS courses
are offered in a hybrid format, combining online and
face-to-face delivery, at various locations throughout
Maryland. All RNBS courses are offered online
throughout the year, allowing RNs to schedule their
academic work in keeping with family and work
responsibilities.
The RN to BS option is a concentrated program for the
registered nurse, who is highly motivated, self-directed,
and able to participate in independent learning activities.
The Stevenson University nursing program is fully
accredited by the Commission on Collegiate Nursing
Education and is approved by the Maryland Board of
Nursing.
Qualified registered nurses must successfully complete a
total of 120 credits, of which 30 credits must be taken at
Stevenson University. RNs may transfer prerequisite non-
nursing courses and college core courses, but the RN to
BS nursing program requirements must be taken at
Stevenson University. Students who take community
college courses are required to submit official transcripts
at the completion of their courses in order to obtain
credit for these courses. The RN to BS courses required
at Stevenson University total 30 credits. In accordance
with the Maryland Articulation Model, Stevenson
University will award 30 upper-division nursing credits to
the registered nurse with an active, unencumbered
nursing license upon enrollment in the RN to BS Option.
The RN to BS Option at Stevenson University partners
with several community colleges across the state, and
more partnerships are being developed. Please check the
website for updates. In order to increase RNs'
accessibility to baccalaureate education, curricular
articulation agreements are in place with the following
colleges
• Anne Arundel Community College
• Baltimore City Community College
• Carroll Community College
• Chesapeake College
• College of Southern Maryland
• Community College of Baltimore County
• Hagerstown Community College
• Harford Community College
• Howard Community College
• Montgomery College
• Prince George's Community College
• Wor-Wic Community College
Transfer guides allow registered nurses to complete all
non-nursing program requirements at the community
college. The RN to BS courses will be completed through
Stevenson University, at the Owings Mills site, at a
hospital partner site, at the community college site, or
online.
Prior to enrolling in NURS 424 - Health in the
Community, the student will be required to:
• Submit proof of health insurance coverage.
• Submit current CPR certification.
• Substantiate adherence to the Department of
Nursing's Health Requirements.
Students who start the RN to BS option and later decide
that the RN to MS option would have been a better
choice for them, can still apply. Criteria for admission are
the following: completion of at least 12 RN to BS credits,
GPA of 3.00 or above, and completion of the application
for admission.
Stevenson University Online Articulated College Transfer
(SUO ACT) *
Through Stevenson University Online’s Articulated
College Transfer (SUO ACT), nursing students who have
earned an Associate of Arts (A.A.) or Associate of Science
(A.S.) in nursing have satisfied all general education
requirements for Stevenson University Online’s ATB, RN
to BS, and RN to MS. Students must complete program
requirements, 30 institutional credits and 120 credits to
earn the Bachelor of Science in nursing. Stevenson
University will accept a maximum of 70 transfer credits
74| Stevenson University Stevenson University Online Catalog
from a regionally accredited community college and 90
credits from a regionally accredited four-year institution.
Please contact an enrollment counselor for further
details.
Objectives
Based upon the concepts of person, health, environment,
nursing and facilitation of learning as identified in the
philosophy of the Stevenson University nursing program,
the faculty subscribes to an organizing framework in
which caring is firmly established in the practice of
professional nursing. Graduates will be prepared to
practice professional nursing.
Upon completion of the Stevenson University
baccalaureate nursing program, graduates will be able to:
1. Integrate the concepts of caring in nursing practice in
diverse health care settings across the health-illness
continuum.
2. Engage in holistic reflective nursing practice informed
by the arts, sciences, and humanities.
3. Exhibit competencies in critical thinking,
communication, evidence-based decision making,
scholarly inquiry and technical skills in the practice of
nursing.
4. Integrate professional competencies in the nursing
roles of provider, designer, manager, and coordinator
of care and participate as an active member of the
profession.
5. Assume ethical and legal responsibility and
accountability in nursing practice, exemplifying the
values of altruism, autonomy, human dignity,
integrity, and social justice.
6. Apply leadership concepts, skills, and decision-making
in creating caring environments to promote health
and healing in individuals, families, communities, and
global populations.
Policies
Students must achieve a grade of "C" or better in all
required Stevenson nursing courses. If a student receives
a "D" or "F" in any nursing course, the course must be
repeated and a "C" or better must be achieved. A
maximum of one nursing course may be repeated once
throughout the nursing program. Students who earn a
second grade of "D" or "F" in a nursing course will be
automatically dismissed from the RN to BS option.
Requirements
The following are the major courses required for students
in the RN to BS option.
Major Requirements:
GPS 200
Adult Learning Theory & Practice
3
NURS 312
Physical Assessment and
Pathophysiology
3
NURS 313
Concepts of Professional Nursing
Practice
4
NURS 315
Information Technology in Nursing
and Health Care
3
NURS 414
Nursing Leadership For RNs
3
NURS 415
Professional Seminar II
3
NURS 418
Nursing Research for RNs
3
NURS 424
Health in the Community
5
NURS 434
Professional Seminar III
3
Other Program Requirements
The following program requirements may be completed
at another college or university and transferred to
Stevenson. Students must submit official transcripts upon
the completion of the course for credit to be awarded.
• Freshman Composition
• Anatomy and Physiology I and II
• Microbiology
• Introduction to Psychology
• Introduction to Sociology
• Human Growth and Development
• Communication course
• Chemistry
• Nutrition
• Statistics
• Ethics
Minor in Nursing - RN to BS Option
There is no minor in the nursing - accelerated RN to BS
option.
Nursing - RN to MS
Statement of Purpose
The philosophy of the nursing program is articulated as
follows:
“The Stevenson University nursing program, as an
integral part of its parent institution, is dedicated to
the pursuit of higher learning grounded in the arts,
sciences, and humanities. The philosophy and
curricular focus of the nursing program emphasizes
the ethic of caring, critical thinking, and a spirit of
inquiry in education, practice, service, and research.
The nursing faculty believes nursing is a professional
discipline with academic and practice dimensions. The
nursing faculty values scholarship and academic
integrity and seeks to foster professional involvement
and life-long learning in students and graduates. The
essence of nursing is grounded in the philosophy of
caring. The nursing faculty believes that caring exists
in authentic relationships through which all persons
are respected and nurtured. Within these co-created
relationships, caring opens the possibility of
transformation, inviting growth, healing, and
wholeness of persons, families, and communities. In
the reflective practice of nursing and nursing
education, a caring environment affirms diversity in
ways of being and ways of knowing.”
Description
This option was designed to give registered nurses who
do not yet have a baccalaureate degree in nursing the
knowledge and skills necessary to earn a baccalaureate
degree. They then proceed directly into the master's
program to pursue a concentration in either
Undergraduate Fields of Study| 75
leadership/management, education, or population-based
care coordination.
Although the most important aspect of applying to the
RN to MS option at Stevenson may be the student's
stated intention of wishing to make a difference in the
nursing field, there are several other advantages for
students, including:
• The need to submit only one application for both the
undergraduate and graduate programs.
• The familiarity with Stevenson's educational culture,
its policies and procedures, the technology
environment, fellow students, and faculty and staff
that make for an easier transition from the
undergraduate to the graduate program.
• The ability to take a graduate course to meet a
requirement for the bachelor's degree.
• The first graduate course is billed at the
undergraduate tuition rate.
RN to MS Admissions Criteria
• To be considered for the RN to MS option, applicants
must have an active RN license and a cumulative
grade point average (GPA) of 3.00 or above on a
four-point scale from previous academic work, and
they must submit two letters of recommendation.
• Students meeting these criteria may be accepted to
the RN to MS option. To be admitted to the MS
program after earning the BS, students must have a
GPA of 3.00 or above in the RN to BS courses, have
completed all non-nursing courses, and continue to
hold an active RN license.
Stevenson University Online Articulated College
Transfer (SUO ACT) *
Through Stevenson University Online’s Articulated
College Transfer (SUO ACT), nursing students who have
earned an Associate of Arts (A.A.) or Associate of Science
(A.S.) in nursing have satisfied all general education
requirements for Stevenson University Online’s ATB, RN
to BS, and RN to MS options. Students must complete
program requirements, 30 institutional credits and 120
credits to earn the Bachelor of Science in nursing.
Stevenson University will accept a maximum of 70
transfer credits from a regionally accredited community
college and 90 credits from a regionally accredited four-
year institution. Please contact an enrollment counselor
for further details.
Objectives
Based upon the concepts of person, health, environment,
nursing and facilitation of learning as identified in the
philosophy of the Stevenson University nursing program,
the faculty subscribes to an organizing framework in
which caring is firmly established in the practice of
professional nursing. Graduates will be prepared to
practice professional nursing.
Upon completion of the Stevenson University
baccalaureate nursing program, graduates will be able to:
1. Integrate the concepts of caring in nursing practice in
diverse health care settings across the health-illness
continuum.
2. Engage in holistic reflective nursing practice informed
by the arts, sciences, and humanities.
3. Exhibit competencies in critical thinking,
communication, evidence-based decision making,
scholarly inquiry and technical skills in the practice of
nursing.
4. Integrate professional competencies in the nursing
roles of provider, designer, manager, and coordinator
of care and participate as an active member of the
profession.
5. Assume ethical and legal responsibility and
accountability in nursing practice, exemplifying the
values of altruism, autonomy, human dignity,
integrity, and social justice.
6. Apply leadership concepts, skills, and decision-making
in creating caring environments to promote health
and healing in individuals, families, communities, and
global populations.
Policies
Students must achieve a grade of "C" or better in all
required Stevenson nursing courses. If a student receives
a "D" or "F" in any nursing course, the course must be
repeated and a "C" or better must be achieved. A
maximum of one nursing course may be repeated once
throughout the nursing program. Students who earn a
second grade of "D" or "F" in a nursing course will be
automatically dismissed from the RN to MS option.
Requirements
Major Requirements
The Bachelor of Science degree in Nursing requires a
minimum of 120 credit hours. The following are the
major courses required for students in the RN/MS option.
GPS 200
Adult Learning Theory & Practice
3
NURS 312
Physical Assessment and
Pathophysiology
3
NURS 313
Concepts of Professional Nursing
Practice
4
NURS 315
Information Technology in Nursing
and Health Care
3
NURS 414
Nursing Leadership For RNs
3
NURS 415
Professional Seminar II
3
NURS 418
Nursing Research for RNs
3
NURS 424
Health in the Community
5
NURS 434
Professional Seminar III
3
NURS 515
Concepts of Nursing Informatics
3
Other Program Requirements
The following program requirements may be completed
at another college or university and transferred to
Stevenson. Students must submit official transcripts upon
the completion of the course for credit to be awarded.
• Freshman Composition
• Anatomy and Physiology I and II
• Microbiology
• Introduction to Psychology
• Introduction to Sociology
• Human Growth and Development
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• Communication course
• Chemistry
• Nutrition
• Statistics
• Ethics
Professional Studies
Description
The B.S. in Professional Studies is a degree-completion
program designed for working professionals. The B.S. in
Professional Studies will enable students to maximize
transfer credits completed at regionally accredited
institutions and complete a bachelor’s degree while
maintaining professional and personal responsibilities. In
addition to taking online courses, students can earn
credit for documented learning acquired through work
and life experiences via credit for prior learning. The goal
of the B.S. in Professional Studies is to prepare
professionals for the 21st century workplace, regardless
of their position. Students benefit from coursework that
is designed to make them successful in professional
setting. The B.S. in Professional Studies degree aligns well
with most of the career readiness competencies
identified by the National Association of Colleges and
Employers. The B.S. in Professional Studies is a rigorous
yet flexible degree that will accommodate a wide range
of individuals seeking to finish their college education
with professional skills valued by 21
st
century employers.
Objectives
Upon completion of the Bachelor of Science in
Professional Studies, graduates will be able to:
1. Communicate in written, oral, and multimedia modes
as appropriate to professional contexts and
audiences.
2. Apply digital tools for collaboration and productivity
in professional settings.
3. Evaluate multiple information resources for use in
projects, papers, and presentations.
4. Analyze key ethical issues in human conduct scenarios
in professional settings.
5. Assess an organization’s strengths and areas for
improvement using organizational communication
and creative leadership theories and frameworks.
Policies
Students must earn a minimum GPA of 2.00 in the major.
Furthermore, the lowest acceptable grade is a “C” in all
major courses. No student, regardless of major, will be
permitted to advance to the next major course without
earning a grade of “C” or better in the prerequisite
course(s). When a grade below a “C” is earned in a major
course, the student must repeat that course. The lowest
acceptable grade in Stevenson Educational Experience
(SEE) courses is a “D,” with the exception of ENG 151 and
ENG 152, for which the lowest acceptable grade is a “C.”
If a SEE course is required for the major the lowest
acceptable grade is a “C.”
A course may be repeated twice without special
permission. Students must apply in writing to the
program coordinator requesting permission to attempt a
course for the third time.
Requirements
The courses listed below are required for completion of
the bachelor’s degree in Professional Studies. Students
must also complete the requirements for the Stevenson
Educational Experience (SEE). Prerequisites for each
course are listed in the course descriptions.
Major Requirements
CM 205
Communication Ethics
3
CM 390
Organizational Communication
3
GPS 200
Adult Learning Theory & Practice
3
IS 260
Presentation Theory and
Application
3
MGT 210
Business Writing
3
PRST 310
Creative Leadership
3
PRST 495
Professional Studies Capstone
3
Professional Electives
9
General Electives
55
Undergraduate Courses| 77
ACC - Accounting
ACC 140 - Financial Accounting (3 credits)
Introduces students to financial accounting, a system
which provides information for decision makers external
to the business entity, primarily by means of general-
purpose financial statements. Topics include the elements
of financial statements, the application of accounting
theory and generally accepted accounting theory and
generally accepted accounting principles to business
transactions, ethics, and internal controls.
Prerequisite: Eligible for ENG 151 and MATH 135.
ACC 141 - Managerial Accounting (3 credits)
Introduces students to managerial accounting. Students
learn how to prepare and use financial information to
make internal decisions. Topics include managerial
accounting concepts, accounting for manufacturing firms,
cost systems, standard costs, segment reporting, profit
planning, budgeting, and performance measurement.
Prerequisite: A grade of C or better in ACC 140 Financial
Accounting. SEE Certification: Quantitative Literacy.
CDF - Cybersecurity and Digital Forensics
CDF 110 - Cybersecurity and Digital Forensics
Fundamentals (3 credits)
Explores the fundamentals of cybersecurity and digital
forensics, including viewpoints based on technology,
policy, human factors, management, careers, and law
enforcement. Students learn about the nature, scope, and
methods of cyber threats to modern society, and how
society is responding to such threats on individual,
organizational, national, and global levels.
Prerequisite: None.
CDF 240 - Linux System Administration (3 credits)
Investigates planning, installing, configuring,
administering and troubleshooting of the Linux system
server environment. Students will explore topics
including Linux architecture, hardware requirements,
installation methods, command line usage, file
permissions, directory layout and special
programs. Managing disks and file systems will also, be
examined. Administrative topics such as root accounts,
log files, users, networking, automated process
commands, security, and print services will be covered.
Prerequisite: A grade of C or better in IS 231.
CDF 251 - Network Security (3 credits)
Examines general security concepts, including
authentication methods, cryptography basics, and
common network attacks. Students will create secure
communications for remote access, e-mail, the Web,
directory, file transfer, and wireless data. Concepts of
physical security and disaster recovery will be explored.
Prerequisite: A grade of C or better in IS 231. Offered:
Fall and Summer, as needed.
CDF 252 - Networking II (3 credits)
Investigates basic switching concepts and technologies
such as VLANs and trunking. Switched networks
concepts will be explored through configuration,
monitoring, and troubleshooting. Router configurations,
including static, default, and inter-VLAN will be examined,
as well as the necessity for access control lists (ACLs),
Dynamic Host Protocol (DHCP) and Network Address
Translation (NAT).
Prerequisite: A grade of C or better in IS 231. Offered:
Fall and Summer, as needed.
CDF 261 - Digital Forensics (3 credits)
Explores the process of recovering, preserving and
analyzing digital evidence using digital forensics tools
and techniques. Students will examine file systems to
discover how digital data is created and stored, review
techniques and tools used to commit cybercrimes, and
discuss how cybercrimes leave digital footprints that can
be uncovered. Basic techniques for analyzing data,
including Structured Query Language, data mining
techniques, and social network analysis will be examined.
Students will also develop proficiency in scripting
languages and learn how to extract and preserve
information from files.
Prerequisite: A grade of C or better in CDF 251.
CDF 271 - Intrusion and Penetration Testing (3
credits)
Analyzes the techniques, tools and processes used to
penetrate networks, and the countermeasures that can
be implemented to protect against these attacks.
Students will also examine cybercriminal tools such as
malware and scripts.
Prerequisite: A grade of C or better in CDF 251.
CDF 281 - Advanced Network Defense (3 credits)
Investigates network defense with a primary focus on
intrusion detection and firewall defense mechanisms.
Security issues in operating design and implementation,
articulating the steps necessary for hardening the
operating system with respect to various applications,
and the various concepts in network defense will be
examined. Students will apply essential security practices
and methods to networks and deploy security tools.
Prerequisite: A grade of C or better in CDF 251.
Undergraduate Courses
78| Stevenson University Stevenson University Online Catalog
CDF 290 - Legal Aspects of Cybersecurity (3
credits)
Analyzes business risks arising from information security
and privacy issues, as well as the creation and
implementation of policies that ensure compliance with
laws and industry standards. Students will explore topics
including privacy laws, payment card industry standards,
information security measures mandated by federal
statues, governance and policy development, e-discovery,
contracts, intellectual property, and security risk
assessments.
Prerequisite: None.
CDF 391 - Incident Response and Investigation (3
credits)
Examines the role of the computer forensics investigator
as a member of an Incidence Response Team and
explores the nature of the threat to organizations, the
indicators that an incident is underway, the policies and
procedures to be followed when an incident is detected,
and the investigation methods used to collect evidence
for prevention or prosecution. The course will explore the
best practices used to create, organize and deploy an
incident response team for malicious activity. Formerly IS
391.
Prerequisite: A grade of C or better in IS 231.
CDF 392 - Information Systems Forensic Internals
– Auditing (3 credits)
Examines the tools and techniques used in the recovery
of information-systems-generated artifacts used to aid
forensic evidence collection and timeline corroboration.
Students will examine system policies, auditing
techniques, authentication methods, and event and
system logging techniques for the family of Windows
and Mac operating systems. Students will review
documented prosecutions and investigations where
operating system artifact recovery led to a successful
resolution. Formerly IS 392.
Prerequisite: A grade of C or better in IS 231.
CDF 393 - Forensic Evidence Collection Tools
and Techniques (3 credits)
Provides hands-on expertise in evidence collection and
analysis with the leading forensic tools in use throughout
the government, military, and law enforcement agencies.
Evidence handling and timeline techniques will be
covered with particular emphasis on the relationship to
court testimony. Formerly IS 393.
Prerequisite: A grade of C or better in CDF 391 and CDF
392.
CDF 475 - Advanced Digital Forensics (3 credits)
Evaluates forensics-based examination of operating
systems structures, advanced applications of forensics
tools, mobile device forensics, and current topics in
digital forensics research. The substance of the
Department of Defense National Centers of Digital
Forensics Academic Excellence (CDFAE) program form the
basis for course content and assignments.
Prerequisite: A grade of C or better in CDF 393, can be
taken concurrently.
CDF 480 - Cybersecurity and Digital Forensics
Capstone (3 credits)
Explores developing and implementing an effective
cybersecurity program for an organization. Through case
studies, readings, review of current trends, projects, and
group exercises, students will gain experience in
integrating topics from their previous coursework by
designing multifaceted, strategic responses to cyber
threats and incidents.
Prerequisite: A grade of C or better in CDF 290, CDF 475
and IS 365.
CJUS - Criminal Justice
CJUS 101 - Introduction to Criminal Justice (3
credits)
Provides students with an overview of the criminal justice
system, including historical development, present status,
and suggested reforms. Topics covered include the duties
and functions of actors in the criminal justice system,
such as victim, offender, police, prosecuting and defense
attorneys, and courts and corrections. Also covered is the
criminal justice process from the formation of laws to the
final stages of the treatment of criminals.
Prerequisite: None. SEE Certification: Social Sciences.
CJUS 205 - Ethics Principles in Criminal Justice
(3 credits)
Examines the field of criminal justice ethics, which
broadly encompasses the history of justice and theories
of morality and ethics. It includes the study of ethics
from both the individual perspective and the
organizational standpoint. Concrete ethical issues and
dilemmas that are encountered regularly by participants
in the major components of the criminal justice system
are covered. Ethical decision making opportunities within
the three major branches of criminal justice are analyzed.
This includes law enforcement ethics, correctional ethics,
and legal profession ethics.
Prerequisite: A grade of C or better in any 200-level CJUS
course.
CJUS 210 - Writing for Criminal Justice (3 credits)
Emphasizes the development of reading, writing, and
critical thinking skills in criminal justice. This course
provides students with the skills necessary to interpret
literature in the field of criminal justice and to write and
speak about criminal justice topics in an accurate, clear
and concise manner. In addition to being introduced to
the basics of criminal justice research and APA style,
students will be taught to take notes effectively and to
write reports, social histories, and scholarly essays, as well
as agency and court narratives.
Prerequisite: A grade of C or better in ENG 152 or ENG
153. SEE Certification: Writing Intensive.
Undergraduate Courses| 79
CJUS 265 - The Juvenile Justice System (3
credits)
Examines the juvenile justice system including its history,
structure, and interrelationships among law enforcement,
the courts, and corrections. This course also explores
federal, state, and local laws and programs with an
emphasis upon case law and statutory law, both historical
and current. Issues in terms of the philosophy of parens
patriae doctrine and constitutional procedures are also
explored.
Prerequisite: A grade of C or better in CJUS 101.
CJUS 275 - Corrections (3 credits)
Examines the history, structure, and functions of
corrections, and the legal and philosophical basis for the
punishment of criminal offenders including the role of
corrections as one of the three major components of the
criminal justice system.
Prerequisite: A grade of C or better in CJUS 101.
CJUS 280 - Law Enforcement (3 credits)
Provides students with an understanding of the
fundamental principles of law enforcement. This course
presents a substantial chronology of policing in the
United States, beginning with the pre-American
experience and ending with recent events. A wide
spectrum of law enforcement agencies, identifying the
most important characteristics of city, state, and federal
police work are examined. The services and importance
of different police activities (patrol, traffic, and criminal
investigation) are explained and particular attention is
given to current issues and trends in law enforcement.
Prerequisite: A grade of C or better in CJUS 101.
CJUS 285 - Criminology (3 credits)
Examines the nature and extent of criminology. This
course places emphasis on past and current theories of
crime; typologies of crime; and programs for the
prevention, control, and treatment of crime. Students will
explore criminal behavior from a variety of theoretical
and historical perspectives. In addition, students will
develop a better understanding of how crime, criminal
behavior, and the criminal justice system are related.
Prerequisite: A grade of C or better in CJUS 101.
CJUS 310 - Comparative Criminal Justice
Systems (3 credits)
Examines the criminal justice systems of selected
countries with comparisons, where applicable, with that
of the United States. Emphasis will be on crime rates,
forms of criminality, police courts, and corrections.
Descriptive material on selected countries will be
analyzed and compared. This course will also focus on
the thematic issues common among nations worldwide
and provide insight into the various methods employed
by those nations in administering criminal justice.
Prerequisite: A grade of C or better in any 200-level CJUS
course.
CJUS 325 - Civil Liability in Criminal Justice (3
credits)
Examines civil liability issues at the local, state, and
federal law levels. Students develop better awareness of
the liability risks relative to criminal justice service by
learning proactive protocols that may minimize personal
and organizational liability risks related to 1983 actions,
wrongful death actions, and various personnel laws
including ADA, EEOC, age and sex discrimination and
sexual harassment.
Prerequisite: A grade of C or better in CJUS 220, CJUS
275, and CJUS 280.
CJUS 335 - White Collar Crime (3 credits)
Examines the various forms of white-collar crime as
illustrated through case studies. Students will estimate
the extent and costs of these crimes which will be
analyzed along with victim and offender profiles. Legal
issues, including questions of corporate liability, will be
reviewed as well as examination of the theoretical
explanations for white-collar crimes committed by
individual offenders and corporations. The problems
associated with the enforcement of laws related to white-
collar criminality, the investigation and prosecution of
such offenses, and the sentencing of white-collar
offenders will be examined.
Prerequisite: A grade of C or better in any 200-level CJUS
course.
CJUS 345 - Victimology (3 credits)
Examines the crime victim as a larger part of our society
and as a participant in the criminal justice system.
Students will study criminal victimization in the United
States, the role the victims play in the criminal justice
process, their personal victimization, and victim-targeted
service programs.
Prerequisite: A grade of C or better in CJUS 101 and
CJUS 285.
CJUS 350 - Special Topics (3 credits)
Examines areas of criminal justice of current interest that
are not covered in other CJUS courses. Emphasis will be
placed on developing critical thinking and analytical skills
through the study of special criminal justice topics. The
course topic will differ with each offering of the course
and will be specified in the class schedule for the session
offered. This course may be repeated for credit if the
topics are different.
Prerequisite: A grade of C or better in CJUS 101.
CJUS 383 - Law Enforcement and the Community
(3 credits)
Examines the philosophy, tactics, problems, and solutions
encountered when the community and police engage in
the teamwork of community policing. Students will
analyze the evolution of community policing; the
community and law enforcement's relationship within this
philosophy; community policing implementation; and,
various community policing programs.
Prerequisite: A grade of C or better in any 200-level CJUS
course.
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CJUS 385 - Research Methods in Criminal Justice
(3 credits)
Examines research methods and techniques used within
the field of criminal justice. Topics discussed include
research design, measurements, sampling, data collection,
data analysis, quantitative vs. qualitative methods,
research ethics, and application. The course will provide
students with the ability to conduct research and the
insight to become intelligent consumers of research.
Achieving these goals will ensure the ability in both the
students' occupational and personal decision making
skills in making informed and reasoned choices on the
validity and potential utility of research findings.
Prerequisite: A grade of C or better in any 200-level CJUS
course and MATH 136 or PSY 136 or by permission of
the criminal justice department chair.
CJUS 390 - Domestic Security (3 credits)
Introduces the causes, dynamics, and history of terrorism,
extremist groups and cults, and their impact on the law
enforcement profession. Emphasis is placed on issues
associated with the causes and goals of terrorism, the
cultural phenomenon of extremist groups and cults, and
the challenges presented by these to future law
enforcement professionals. Discussion topics will include
a historical perspective of terrorism, international and
domestic terrorism, political, cultural, and religious
responses to terrorism, future predictions and role of law
enforcement, the militarization of a civilian law
enforcement, the birth, rise and dynamics of extremist
religious and political groups, and the dynamics and
impacts of cults and inter- and intra-national
considerations.
Prerequisite: A grade of C or better in any 200-level CJUS
course.
CJUS 430 - Law Enforcement Administration and
Management (3 credits)
Provides in-depth analysis and synthesis of the various
components and approaches to management and
management styles within a police agency. The course
emphasizes operational considerations, patrol operations,
and auxiliary functions of managers within a policing
agency.
Prerequisite: A grade of C or better in CJUS 383.
CJUS 495 - Criminal Justice Capstone (3 credits)
Evaluates the competence of criminal justice majors in
the discipline. Students will complete an applied research
project or a research paper and will deliver a professional
presentation about the experience. In addition, students
will write about how the curriculum prepared them for
the capstone course, how they have developed as writers,
and how they view their future direction as criminal
justice professionals.
Prerequisite: MATH 136, CJUS 210, CJUS 385, and senior
classification. SEE Certification: Writing Intensive.
CHEM - Chemistry
CHEM 113 - Food Chemistry (4 credits)
Explores chemical concepts related to food and its
preparation and storage. This course focuses on the
chemical composition of ingredients and the chemical
changes that occur with the preparation of the food we
eat and drink. Topics covered include chemical oxidation,
fermentation, and the role of proteins, fats, sugars, and
leavening agents in food. Hands-on exercises allow
students to observe the chemical transformations
involved in food preparation and storage.
Prerequisite: Eligible for MATH 135 or higher. SEE
Certification: Scientific Reasoning - Laboratory.
CHS - Counseling and Human Services
CHS 101 - Family Studies (3 credits)
Explores family forms and issues across the life course in
terms of current and historical trends as well as cross-
cultural variations. The course addresses marriage and
the family, partner selection and intimate relationships,
and family crisis and social policy.
Prerequisite: ENG 150, or ENG 151 or ENG 153 (may be
taken concurrently). SEE Certification: Social Sciences.
CM - Communication Studies
CM 101 - Public Speaking (3 credits)
Focuses on the development of skills in the writing and
presenting of various types of speeches. Students will
practice and deliver several speeches with the goals to
inform, persuade, and entertain audiences.
Prerequisite: None. SEE Certification: Communication
Intensive.
CM 115 - Interpersonal Communication (3 credits)
Emphasizes a connection between theory and practice to
comprehensively view the concepts and research in
dyadic interpersonal communication. Students improve
upon a wide range of interpersonal skills to apply these
to personal, social, and workplace relationships. In
addition, issues of cultural diversity, ethics, technology,
and power are covered.
Prerequisite: None. SEE Certification: Communication
Intensive.
CM 205 - Communication Ethics (3 credits)
Introduces students to the field of communication ethics.
Students will critically analyze how ethics and
communication intersect in contemporary public issues.
Communication ethics, as a response and responsibility in
all interactions, will be stressed. The course will identify
the questions that ethical communication raises as a
starting point for practical decision-making.
SEE Certification: Communication Intensive and
Humanities.
Undergraduate Courses| 81
CM 211 - Intercultural Communication (3 credits)
Emphasizes a connection between communication theory
and practice in multicultural contexts. Students learn to
identify barriers that exist in communicating across
cultures and to weigh strategies that help manage or
overcome such obstacles in an effort at promoting
effective intercultural communication.
Prerequisite: Sophomore status.
CM 255 - Small Group Communication (3 credits)
Examines theories, research, and case studies of small
group and team communication. Students engage in
exercises that help them to move from theoretical
discussions into application and experience of the
concepts presented.
Prerequisite: A grade of C or better in CM 101 and prior
CM courses. SEE Certification: Social Science.
CM 260 - Business and Professional
Communication (3 credits)
Focuses on practice in effective speaking and writing
within the contexts of business and related professions.
Prerequisite: A grade of C or better in CM 101 and prior
CM courses.
CM 275 - Principles and Practices of Public
Relations (3 credits)
Examines the historical roots of public relations
combined with the legal, ethical, and professional
responsibilities of public relations practitioners. This
course explores the process of public relations, including
the research, planning, action and communication, and
evaluation of public relations initiatives. Through critical
analysis of contemporary public relations case studies,
students will assess and interpret both the successes and
failures of for-profit and non-profit public relations
organizations.
Prerequisite: A grade of C or better in a 100-level CM
course.
CM 310 - Conflict Resolution and Negotiation (3
credits)
Focuses on conflict as inevitable and mainly productive.
Students will examine definitions of conflict and develop
knowledge and skills to recognize and manage conflict.
Through theory, case studies, and practice, students will
be given the opportunity to understand conflict in
various contexts, for example, within themselves, in
relationships, and in organizations.
Prerequisite: A grade of C or better in CM 101 and prior
CM courses.
CM 323 - Writing for the Web (3 credits)
Develops skills in writing for online media, with a focus
on the Internet's non-linear, visual, and collaborative
possibilities. Students analyze a variety of web texts, learn
the basic steps of developing a target audience, and
produce personal, expository, and collaborative texts
tailored to specific areas of interest through the
development of a consistent voice and style.
Prerequisite: A 200-level WI course. SEE Certification:
Writing Intensive.
CM 390 - Organizational Communication (3
credits)
Explores the connections between organizations and
communication. Organizational communication will be
introduced to students at philosophical, theoretical, and
practical levels through discussions, papers, oral
presentations, and group projects. Topics to be covered
include, but are not limited to, supervisor-employee
communication, networks, leadership, power,
organizational cultures, and diversity in organizational
processes.
Prerequisite: A grade of C or better in CM 260.
CM 490 - Capstone (3 credits)
Provides an academic capstone for business
communication majors and generally will focus on the
practical application of knowledge and skills gained
throughout the program. The communication concepts
will be investigated thoroughly in research based
projects. Through written projects, students will
demonstrate their mastery of the business
communication curriculum by applying communication
constructs in real world, career based contexts and
develop solutions for current ethical and professional
issues.
Prerequisite: Senior Status. SEE Certification: Writing
Intensive.
EC - Economics
EC 201 - Principles of Macroeconomics (3 credits)
Examines the basic economic principles of the aggregate
economy. Subjects covered include the essentials of
aggregate demand and supply, government spending
and taxation, national income accounting, analysis of
unemployment and inflation, money and banking, fiscal
and monetary policy, analysis of economic growth, and
an overview of the international economy.
Prerequisite: A "C" or higher in ENG 150, ENG 151, or
ENG 153 and placement in MATH 135 or higher.
Corequisite: ENG 151. SEE Certification: Social Sciences.
EC 202 - Principles of Microeconomics (3 credits)
This course examines the basic economic principles
governing the decisions of the economic agent. Topics
include product and factor markets, as well as pricing
decisions. In addition, government policies and the trade-
off between efficiency and equity are examined.
Prerequisite: A "C" or higher in ENG 150, ENG 151, or
ENG 153 and placement in MATH 135 or higher.
Corequisite: ENG 151. SEE Certification: Social Sciences.
82| Stevenson University Stevenson University Online Catalog
ENG - English
Note: SAT verbal scores, college placement tests, and
high school transcripts determine a student’s first
semester English requirements. Advanced placement
credit may be given based on the Advanced Placement
tests given by the College Entrance Examination Board.
(See "Placement" in the
Admissions
(p. 24)
section of this
catalog.) All students must establish evidence of writing
competence by achieving a minimum grade of "C" in
ENG 151 or presenting AP credit before proceeding to
other English courses or graduating from the University.
Except in the case of students who enter as transfers with
writing and literature course credits from previous
semesters, all writing courses must be taken at Stevenson
University.
ENG 150 - College Writing I (3 credits)
Focuses on sentence and paragraph construction in order
to help students write clear, coherent, and well-
developed expository prose. Students will review
grammar and effective writing practices as they construct
essays that respond to one or more sources of
information. This course requires analytical reading and
critical thinking and includes instruction and practice in
research methods and writing from sources. Note:
Students are placed into this course on the basis of
college entrance exams and placement test results.
Prerequisite: Placement.
ENG 151 - College Writing I (3 credits)
Develops the ability to write clear, coherent, and well-
developed expository prose. This course requires
analytical reading and critical thinking and includes
instruction and practice in research methods and writing
from sources.
Prerequisite: Placement or a grade of “C” or better in
ENG 148 (if only ENG 148 was required) or a grade of “C”
or better in ENG 148 and DEVR 106# (if both courses
were required).
ENG 152 - College Writing II (3 credits)
Develops the ability to write clear, coherent, and well-
developed arguments. This course requires close reading
of poetry, drama, and fiction and includes instruction in
argumentation.
Prerequisite: A grade of C or better in ENG 150, ENG 151
or ENG 153.
ENG 281 - Topics in Literature (3 credits)
Studies selected topics that recur in literature across time
and/or across cultures. Students read texts closely and
analyze them as representative samples of the literary
treatment of the topic. This course may be repeated for
credit if topics are different.
Prerequisite: A grade of C or better in ENG 152 or ENG
153. SEE Certification: Humanities.
ENG 286 - Literary Genres: The Short Story (3
credits)
Studies the development and/or the form of the short
story. Students read texts closely and analyze them
according to the conventions and definitions of the
genre.
Prerequisite: A grade of C or better in ENG 152 or
equivalent. SEE Certification: Humanities.
FMI - Film and Moving Image
FMI 101 - Cinema I: Storytelling (3 credits)
Introduces knowledge of basic video production
equipment, crew functions, and techniques. Students
learn and practice the foundational vocabulary of digital
filmmaking and direct and shoot various short films of
their own, working individually and in groups. Students
also learn the principles of basic digital editing. Course
includes studio and lecture.
Prerequisite: None. SEE Certification: Fine Arts.
FIN - Finance
FIN 300 - Principles of Finance (3 credits)
Studies the financial tools and techniques used to
manage money and investments in the modern business
enterprise. Topics include financial analysis and planning,
money and capital market instruments, risk analysis, and
the time value of money.
Prerequisite: A grade of C or better in ACC 141, EC 201,
EC 202, IS 135, and MATH 136. .
FSCI - Forensic Science
FSCI 100 - Survey of Forensic Science (3 credits)
Introduces the various aspects of forensic investigations
in solving crimes. Topics include drugs and toxicology,
explosives, forensic biology (DNA), forensic chemistry
(trace evidence analysis), firearms and toolmark
identification, and questioned document examination.
Evidence collection and processing in a manner that
allows its use in court proceedings will be covered.
Restricted to non-science majors.
Prerequisite: Placement into MATH 135 or higher and
ENG 151 or higher. SEE Certification: Scientific Reasoning.
GDES - Graphic Design
GDES 124 - Introduction to Computer Graphics (3
credits)
Introduces students to the Macintosh computer and the
major software programs that will be used in subsequent
design classes: Adobe InDesign, Adobe Illustrator, and
Adobe Photoshop. Students will need to purchase
supplies/materials for this course.
Prerequisite: None.
GDES 125 - Fundamentals of Digital Media (3
credits)
Introduces basic skills and key concepts in computer
graphics using industry-standard software. Students
develop the ability to create, control, and manipulate
digital images for print, interactive, and motion media
Undergraduate Courses| 83
using a Macintosh platform in a studio environment. In-
class demonstrations and exercises are supplemented by
research-based projects incorporating historic and
contemporary visual culture and digital design references.
Students are required to apply the appropriate newly
learned tools in the creation of original imagery.
Emphasis is placed on selecting and utilizing software
and hardware in accordance with professional standards
and practices. Course includes studio and lecture.
Students will need to purchase supplies/materials for this
course.
Prerequisite: None.
GDES 270 - Introduction to Corporate
Communication Design (3 credits)
Builds on technology skills introduced in GDES 124. This
course gives non-designers the skills they need to
produce professional publications, including writing,
editing, designing, and printing. Emphasis is placed on
communicating ideas effectively in a variety of media,
understanding basic design and typographic principles,
and using publishing software to create print-ready
documents. This course includes studio and lecture.
Students will need to purchase supplies/materials for this
course. Restricted to non-visual communication design
majors.
Prerequisite: A grade of C or better in VCD 124.
GDES 370 - The Relationship of Design and
Business (3 credits)
Analyzes the client/designer relationship from both
design and business perspectives while seeking to
develop a mutual appreciation. Emphasis will be placed
on analyzing case studies, writing a design brief,
understanding and communicating responsibilities, and
addressing ethical and legal questions. Students will need
to purchase supplies/materials for this course.
Prerequisite: A grade of C or better in GDES 211 or GDES
270.
GPS - Graduate and Professional Studies
GPS 200 - Adult Learning Theory & Practice (3
credits)
Examines the way in which perceptions of the human
experience influence life choices. Students will critically
analyze theories of adult learning, behavioral changes,
goal setting, and self-efficacy through the investigation
of language and texts. Ethical and moral reflections will
be exhibited through journals, discussions and debates.
The course focuses on thinking critically, learning to
learn, managing stress, planning time, conducting
research, writing effectively, and evaluating language and
texts. A scholarly research paper will be completed. The
course prepares learners for the rigor of academia and
increases their confidence that they can be successful.
SEE Certification: Writing Intensive.
HE - Health
HE 101 - Introduction to Stress Management (1
credit)
Provides students with a basic understanding of the
concepts of stress management and the application of
these concepts to personal stress management. Students
will be presented with various tools and strategies both
to assess personal areas of stress and to manage stress
culminating in the development of an individual stress
management plan. May be used to satisfy PE
requirement.
Prerequisite: None.
HIST - History
HIST 110 - The United States: 1877 to Present (3
credits)
Surveys the major events, ideas, and personalities critical
to the development of the United States from 1877 to
the present. This course will examine the consequences
of the Civil War and Reconstruction, Populism,
Progressivism, the two World Wars, the Roaring Twenties,
the Great Depression, the Cold War, and the post-Cold
War world.
Prerequisite: A grade of C or better in ENG 150, or ENG
151 or ENG 153 (may be taken concurrently). SEE
Certification: Humanities.
HIST 337 - The United States: The Sixties (3
credits)
Emphasizes primary sources to explore the fast-paced
social, political, and cultural changes that occurred in
America from 1960 to 1974. This course explores major
trends in society, the economy, and politics. Topics
include the presidencies of Kennedy, Johnson, and Nixon;
the civil rights and black liberation movements; the
Vietnam War; the rise and fall of the New Left; and the
counter-culture.
Prerequisite: A grade of C or better in a 100- or 200-level
American history class and ENG 152 or ENG 153.
INBUS - International Business
INBUS 315 - International Business Management
(3 credits)
Examines international business activities and how
business and management decisions are affected by
international politics, treaties, and agreements. This
course also discusses differences in customs and ethics,
changes in monetary exchange rates, uses of foreign
labor, and effects of natural events on management
decisions.
Prerequisite: A grade of C or better in MGT 204 and MKT
206. Cross-Listed as: MGT 315.
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INBUS 470 - International Business Law (3
credits)
Examines various aspects of international business law,
including multinational enterprises, trade in goods,
services and labor, money and banking, foreign
investment, sales, intellectual property, transportation,
financing, taxation, environmental protection, and dispute
resolution.
Prerequisite: A grade of C or better in LAW 130 and LAW
210 (for Legal Studies majors) or LAW 208 or LAW 308
(for business and accounting majors) and senior status.
Cross-Listed as: LAW 470.
INDSC - Interdisciplinary Studies
INDSC 260 - Introduction to Interdisciplinary
Studies (3 credits)
Introduces concepts and principles of interdisciplinary.
Students develop skills in interdisciplinary research and
problem solving, oral and written communication, and
integrating diverse perspectives.
Prerequisite: Grade of C or better in ENG 152 or ENG 153
and declared Interdisciplinary Studies major. SEE
Certification: Writing Intensive.
INDSC 350 - Topics in Interdisciplinary Studies (6
credits)
Examines selected issues or themes that can be
approached from at least two academic disciplines.
Rotating topics may be developed within the following
categories: social phenomena and events, ideas and
applications, or area studies.
Prerequisite: Third-year status or permission of the
program coordinator of interdisciplinary studies.
INDSC 360 - Interdisciplinary Research and
Writing (3 credits)
Provides an opportunity for students to examine a topic
of personal interest through independent interdisciplinary
research. Continues practice in problem solving, oral and
written communication, and integration of diverse
perspectives, the skills featured in INDSC 260.
Prerequisite: Grade of C or better in INDSC 260 and
declared Interdisciplinary Studies major. SEE Certification:
Writing Intensive.
INDSC 450 - Senior Project: Seminar in
Interdisciplinary Studies (3 credits)
Supports research-based projects presented by
Interdisciplinary Studies majors in partial fulfillment of the
requirements for the bachelor's degree. Each senior
investigates a special interest or problem incorporating
selected approaches and perspectives of the core
disciplines of his or her unique interdisciplinary program.
Prerequisite: Senior status and permission of the
Interdisciplinary Studies program coordinator.
IS - Information Systems
IS 135 - MS Office Applications (3 credits)
Provides students the opportunity to design professional
quality business and technical documentation using basic
and advanced features of MS Excel including integration
with MS Word and MS PowerPoint. Emphasis will be
placed on those functions commonly used in the
workplace.
Prerequisite: None.
IS 140 - Information Systems Architecture and
Design (3 credits)
Examines the component technologies of information
system architectures. The course will cover the design
principles behind computer hardware and peripheral
devices, network components, and network operating
systems. Students will explore topics in computer
hardware design from handheld devices to large-scale
super computers.
Prerequisite: None.
IS 150 - Relational Database Design & SQL with
MS Access (3 credits)
Explores relational database architecture and provides
hands-on instruction in SQL using Microsoft Access.
Students will evaluate the business requirement and
design an effective relational database solution. Students
will perform common workplace SQL tasks such as
creating databases, tables and reports; inserting,
updating, and selecting rows; designing queries, views,
and data entry forms; and importing and exporting of
data.
IS 170 - Systems Development with UML (3
credits)
Addresses the processes and methodologies of systems
development to include project management; systems
analysis; and modeling of systems, data, processes, and
applications. Object Oriented Analysis and Design
Methodologies using Unified Modeling Language (UML)
are explored.
Prerequisite: None.
IS 201 - Management Information Systems (3
credits)
Introduces effective and efficient use of information
technology (IT) to support the mission of the
organization which is critical. Strategic use of IT and the
ability to manage information systems enables
organizations to reduce or remove distance barriers,
reduce time for processing and decision making, and
support effective and efficient use of scarce resources. In
this course students will learn skills and techniques used
to implement and operate marketplace IT tools to
support organizational objectives and strategies.
Undergraduate Courses| 85
This course is a broad survey of IT-related topics and
introduces students to business information systems, IT
infrastructure and emerging technologies, security,
telecommunications, the Internet and the Web, decisions
making systems, and ethical and social issues in IT.
Prerequisite: A grade of C or better in IS 135.
IS 231 - Network Technologies (3 credits)
Prepares the student to perform key network
configuration and troubleshooting skills used by IT
professionals. Students will learn the functional concepts
of leading network architectures. Students examine in
detail the TCP and IP family of communication protocols,
structured cabling systems, fiber optic and wireless
systems.
Prerequisite: A grade of C or better in IS 140.
IS 232 - TCP and IP Communication Protocols for
Windows and UNIX (3 credits)
Prepares the student in the planning, installation,
configuration, and management of a TCP- and IP-based
network. Students will learn to monitor, optimize,
diagnose, and resolve problems on the network using
standard tools and utilities found in the workplace. The
internal process of TCP will be examined along with the
classic hacking attacks and countermeasure techniques.
Prerequisite: A grade of C or better in IS 231.
IS 235 - Advanced Windows Server Architecture &
Administration (3 credits)
Examines the management tools essential for creating,
designing, and maintaining a Windows Server Active
Directory. Students will learn planning, installation,
configuration, and administration of Windows Active
Directory. Students will create from the ground up a
network infrastructure using Windows Advanced Server.
Domain Name System (DNS), forest designs, site
topology and replication, organizational unit structure,
group policy and delegation of control are just a few of
the essential topics covered in this course.
Prerequisite: A grade of C or better in IS 231.
IS 240 - Programming Concepts (3 credits)
Introduces programming constructs common to most
languages, laying a solid foundation on which more
advanced topics will build. The course will introduce a
modern integrated development environment. Key topics
will include object oriented programming design
concepts, GUI design guidelines, data structures, and
database connectivity. Students will design a series of
small business applications linked to a database.
Prerequisite: None.
IS 241 - C# Object Oriented Programming (3
credits)
Applies principles of object-oriented programming using
C#. Key topics include the .NET Integrated Development
Environment, control structures, methods, properties,
classes, inheritance, polymorphism, data abstraction,
arrays, data structures, collections, ADO .NET, GUI forms,
controls, events, multimedia, graphics, and web services.
Students will build a series of database connected
business applications.
Prerequisite: A grade of C or better in IS 240.
IS 252 - Advanced SQLQuery Design with Oracle
& SQL Server (3 credits)
Develops proficiency in effective database and query
design. Students will learn the underlying concepts of
complex SQL Queries, the key to writing serviceable
code, the normalization of data to minimize duplication
and errors, the design of stored procedures and triggers
to improve system performance, optimization techniques
using cursors and join statements, transaction control,
techniques for securing data, and tools for testing data
integrity. Students will design a multi-table, normalized,
relational business database and advanced SQL queries.
Prerequisite: A grade of C or better in IS 240.
IS 260 - Presentation Theory and Application (3
credits)
Covers the design of effective and dynamic audio and
visual presentations, examining both theoretical and
practical aspects of audio and visual presentations.
Students will focus on presentations for business and
technical reports using multimedia presentation software
as the primary tool. Students will have several
opportunities to hone and demonstrate their
presentation skills through a series of practical
assignments. A capstone presentation will also be
required.
Prerequisite: None.
IS 280 - Data Management (3 credits)
Explores data storage, data archiving, quality assurance,
data warehousing, data mining, and data security from a
technology management perspective.
Prerequisite: A grade of C or better in IS 150.
IS 301 - Principles of E-Commerce (3 credits)
Introduces students to various technologies, applications,
and issues associated with electronic commerce. There is
a focus on understanding how organizations can adopt
and integrate e-commerce in pursuit of organizational
goals and to gain competitive advantage. Students learn
about the background and history of e-commerce, e-
commerce business models, online security and payment
systems, e-marketing, online retailing and services, and
the ethical, social, and political issues in e-commerce.
Students will also conceptualize and create a basic
business-focused website using popular free and low-
cost web design tools.
Prerequisite: A grade of C or better in IS 201.
IS 320 - Human-Computer Interaction (3 credits)
Addresses the practical principles and guidelines needed
to develop high quality interface designs for interactive
systems, specifically ones that users can understand,
predict, and control. The course covers theoretical
foundations of human-computer interaction and design
processes such as expert reviews and usability testing.
Students will assess design considerations with respect to
86| Stevenson University Stevenson University Online Catalog
how humans act and react when confronted with a
variety of interfaces, with balanced emphasis on mobile
devices, Web, and desktop platforms.
Prerequisite: A grade of C or better in IS 201.
IS 331 - CISCO TCP and IP Routing (3 credits)
Examines techniques for deployment of quality of service
features, route distribution, and route cost determination,
all of which improve performance and guarantee delivery
of the business' most important data. Students will gain
hands-on experience in the configuration and
management of CISCO routers and switches. Best
practices in the design of an effective routed
infrastructure will be addressed.
Prerequisite: A grade of C or better in IS 232.
IS 332 - High Speed Broadband Networks (3
credits)
Provides an in-depth examination of leading broadband
network technologies including ATM, xDSL, Cable
Modem, Gigabit Ethernet, T-Carrier Systems, SONET and
SDH, Frame Relay, SMDS, VOIP, Internet2, and GEANT.
The course will also explore topics in fiber optic systems
including Wavelength Division Multiplexing (WDM) and
Dense WDM (DWDM). Students will learn how to design
and cost out global network connections, and compare
the leading product offerings from the top tier vendors
in each area of broadband network technology.
Prerequisite: A grade of C or better in IS 231.
IS 335 - Wireless LANS and Mobile
Communication Systems (3 credits)
Examines the concepts and implementation of wireless
technologies to include the IEEE 802.11 family of wireless
local area network standards, IEEE 802.16 Wi- MAX, Local
Multipoint Distribution Service (LMDS), satellite networks
(GEO, MEO, LEO), microwave and laser links, and Mobile
IP. Students will explore technologies such as the cellular
communications system, General Packet Radio Services
(GPRS), Global System for Mobile communication (GSM),
Specialized Mobile Radio (SMR), Universal Mobile
Telecommunications Service (UMTS), and 4G Wireless
systems.
Prerequisite: A grade of C or better in IS 231.
IS 343 - Web Architecture & Design Technologies
(3 credits)
Explores the art and architecture of web design. Students
will learn the concepts of creating dynamic and
interactive web pages with graphics, video, sound and
animation using advanced Dynamic HTML techniques.
JavaScript and ASP.NET will be introduced. Using popular
web design tools, students will create several business-
focused websites.
Prerequisite: A grade of C or better in IS 240 and IS 301.
IS 345 - Java Programming (3 credits)
Creates JAVA applications and Applets using the
command line and WebSphere. The course will cover the
use control structures, custom classes, design methods,
manipulate arrays, use OOP design principles to develop
reusable components, processing, handle errors with
exception code, create multithreaded applications, create
networked applications, and leverage JDBC for improved
database connectivity.
Prerequisite: A grade of C or better in IS 240.
IS 348 - Advanced Business Applications (3
credits)
Develop applications and components, apply inheritance
and polymorphism to objects, organize code using
name-spaces, handle errors, access data using ADO.NET,
create Windows applications and controls, create
transactional and queuing components, create web
services, and use assemblies to organize and deploy
applications and libraries. Students will build a series of
database connected, business applications.
Prerequisite: A grade of C or better in IS 241 and IS 252.
IS 349 - Service-Oriented Architecture and
Dynamic Web Development (3 credits)
Implements a Service-Oriented Architecture, and
develops Web Services and Web Services clients. Utilizes
XML-based open standards-WSDL, SOAP, and UDDI-to
support Web Services. Students will also build several
dynamic Web sites implementing advanced features
including Web forms, XML, database connectivity, client
side and server side scripting, and electronic payment.
Prerequisite: A grade of C or better in IS 343 and IS 348.
IS 350 - IS Internship (3 credits)
Allows students to earn credit for an internship. Open to
students who are currently working in an IT position
during the semester enrolled or to students have worked
an internship during a preceding semester. Students will
reflect on the ways in which their course work prepared
them for the workplace. They will demonstrate the ability
to articulate, verbally and in writing, how they applied IT
skills and knowledge learned in specific courses to the
tasks performed during their internship.
Prerequisite: Junior status.
IS 361 - E-Collaboration and Social Networking (3
credits)
Examines various technologies, applications, and issues
associated with electronic collaboration and social
networking. There is a focus on understanding how
organizations can adopt and integrate e-collaboration
and social networking in pursuit of internal and external
organizational goals and to gain competitive advantage.
Students learn about the background and history of e-
collaboration and social networking, cloud computing,
social computing, electronic word-of-mouth, viral
marketing, and the ethical, personal, organizational, and
political issues in e-collaboration and social networking.
Students will also conceptualize and create a business-
focused social network using free and low-cost web-
based applications.
Prerequisite: A grade of C or better in IS 301.
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IS 365 - Writing for IS Applications (3 credits)
Focuses on effective writing of deliverables typical in the
information systems profession. A major theme will be
crafting messages with technical content for a non-
technical audience. Students will practice developing
communications products that they will encounter in
their careers, such as instruction manuals, project
proposals, managerial briefings, and IT policies.
Prerequisite: MGT 210.
IS 380 - Information Security for the Organization
(3 credits)
Addresses top security issues and surveys tools to detect
threats and protect valuable organization resources. Key
topics including threat and risk assessment, viruses,
worms, Trojan horses, port scans spyware, and denial of
service attacks will be covered along with discussion of
free security tools available to help uncover
vulnerabilities. Students will write a security policy for
their organization. Checklists for protecting business
resources will be covered in detail and provided.
Prerequisite: A grade of C or better in IS 231.
IS 385 - Management of Business Networks (3
credits)
Examines components of the business network,
emphasizing the strategic selection and configuration of
components to solve specific organizational problems.
This course introduces students to file servers, application
servers, database servers, transaction processing, and
groupware. The use of wide-area network services and
the Internet to interconnect global business units is
reviewed. Students learn the essential concepts of each
technology and the interrelationships between the
technologies to achieve an understanding of the business
network environment.
Prerequisite: A grade of C or better in IS 231.
IS 386 - E-Commerce Business Solutions (3
credits)
Surveys the most common technologies employed to
electronically link businesses with their partners,
suppliers, distributors and customers. Supply Chain
Management (SCM), Enterprise Resource Planning (ERP),
Customer Relationship Management (CRM), Electronic
Payment Systems and other Business to Business (B2B)
systems will be surveyed and compared.
Prerequisite: A grade of C or better in IS 301.
IS 387 - Wireless Technology Solutions for the
Office (3 credits)
Examines and compares the various wireless technologies
available for the office environment at home or at work.
Competing wireless technologies are compared and
contrasted based on function, cost, security, and
performance. Products implementing technologies such
as Bluetooth, 802.11a, 802.11b, 802.11g, and the cellular
phone system will be examined and their niche areas of
usefulness in the workplace detailed.
Prerequisite: A grade of C or better in IS 201.
IS 391 - Incident Response and Investigation
Methods (3 credits)
Examines the role of the computer forensics investigator
as a member of an Incidence Response Team and
explores the nature of the threat to organizations, the
indicators that an incident is underway, the policies and
procedures to be followed when an incident is detected,
and the investigation methods used to collect evidence
for prevention or prosecution. The course will explore the
best practices used to create, organize and deploy an
incident response team for malicious activity.
Prerequisite: A grade of C or better in IS 231.
IS 392 - Information Systems Forensics Internals-
Auditing (3 credits)
Examines the tools and techniques used in the recovery
of information-systems-generated artifacts used to aid
forensic evidence collection and timeline corroboration.
Students will examine system policies, auditing
techniques, authentication methods, and event and
system logging techniques for the family of Windows
and Mac operating systems. Students will review
documented prosecutions and investigations where
operating system artifact recovery led to a successful
resolution.
Prerequisite: A grade of C or better in IS 231.
IS 393 - Forensic Evidence Collection Tools and
Techniques (3 credits)
Provides hands-on expertise in evidence collection and
analysis with the leading forensic tools in use throughout
the government, military, and law enforcement agencies.
Evidence handling and timeline techniques will be
covered with particular emphasis on the relationship to
court testimony.
Prerequisite: A grade of C or better in IS 391 and IS 392.
IS 431 - Exchange Server & Messaging Systems
(3 credits)
Enables students to install, configure, and manage
Microsoft's Exchange Server, a leading technology
solution for enterprise wide collaboration. The course will
examine in detail the components of the messaging
infrastructure; key support tasks in configuration,
optimization, and data protection; and competing
messaging solutions.
Prerequisite: A grade of C or better in IS 232 and IS 235.
IS 432 - Network Security-Firewalls, IDS, and
Counter Measures (3 credits)
Examines the types of attacks launched by intruders and
the system components that offer intrusion prevention,
protection, and detection. Students will learn to configure
firewalls, Intrusion Prevention, and Intrusion Detection
Systems. Hacking exploits and the countermeasures to
defeat them will be examined in detail.
Prerequisite: A grade of C or better in IS 232.
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IS 443 - XML E-Business Applications (3 credits)
Develops in-depth knowledge in writing well-formed
XML Syntax, creating richer documents using namespaces
to distinguish XML vocabularies, leveraging DTD's and
Schemas to improve compatibility with externally
designed applications, designing cascading style sheets
to improve the expression of XML data, using the XPath
querying language and XLST style sheets to enable
applications to extract components of an XML document.
Students build an XML application that translates data
from dissimilar databases in a web-based application.
Prerequisite: A grade of C or better in IS 301.
IS 444 - Wireless Application Development (3
credits)
Develops hands-on experience in the design of wireless
applications using Microsoft's .NET Compact Framework
and the Mobile Internet Toolkit development
environment for mobile applications. Students will create
several applications for handhelds.
Prerequisite: A grade of C or better in IS 345.
IS 462 - Current Topics in E-Commerce (3 credits)
Explores current topics in electronic commerce through
reading and discussion of the primary literature and
examination of existing and emerging theories, tools, and
applications. Related ethical, cultural, social,
organizational, and political issues are also discussed.
Students will conduct research and propose extensions
and improvements to existing e-commerce business
models.
Prerequisite: Senior status, A grade of C or better in IS
301 and IS 320.
IS 475 - Special Topics in Information Systems (3
credits)
Offers topics which vary each year to reflect new and
emerging computer-related technologies and techniques
in business and industry.
Prerequisite: Fourth year status or permission of the
instructor.
IS 480 - Technology Law (3 credits)
Outlines the legal requirements of businesses to preserve
electronic data, ensure privacy, protect intellectual
property, and ensure electronic information is accessible
to people with disabilities. A survey of the legislation
used to implement the law is covered. Pertinent sections
of the federal regulations are examined to determine
impact on procedures and policies.
Prerequisite: Senior status.
IS 481 - Project & Knowledge Management (3
credits)
Enhances the knowledge, skills, and tools required to
deliver projects on time and within budget. Students will
explore the reasons for failed projects, the competencies
of successful project managers, the functions all project
managers perform, the tools project managers use to
keep projects on time and within budget, and the project
management life cycle.
Prerequisite: Junior or senior status.
LAW - Legal Studies
LAW 102 - Introduction to Legal Studies (3
credits)
Provides an overview of the functions of our legal system
and the sources and nature of our laws. This course
introduces many substantive and procedural areas of law.
This course also examines the legal profession, the role
of the paralegal, and the regulation of attorney and
paralegal conduct. Students will begin identifying career
goals. This course provides an in-depth examination of
legal ethics and introduces students to the types of
ethical dilemmas they may face in the work force and to
methods for researching the answers to and resolving
ethical dilemmas. Legal specialty course (LSC)
Prerequisite: A grade of C or better in ENG 150, or ENG
151 or ENG 153 (may be taken concurrently).
LAW 112 - Torts (3 credits)
Provides an introduction to the broad area of civil
wrongs and their appropriate remedies. Tort Law
principles of liability for personal, property, and economic
harm, negligence (including professional malpractice),
strict liability (including products liability), and intentional
torts will be covered. Affirmative defenses and limitation
of duties including assumption of the risk, contributory
negligence, comparative negligence, immunity, and
limited liability of property owners will also be reviewed.
Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153 (may be taken
concurrently).
LAW 114 - Estates and Trusts (3 credits)
Introduces students to the laws governing wills and
estates. Topics covered include will drafting, inheritance
through testacy and intestacy, the role of personal
representatives in estate administration, formal and
informal probate procedures, and tax ramifications of
estate planning. The course also provides an overview of
techniques for gathering facts, listing assets, and drafting
probate documents and reports. Students will also gain
first-hand knowledge of preparing wills and applying
probate procedures in opening and closing an estate.
Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153 (may be taken
concurrently).
LAW 120 - Contract Law (3 credits)
Provides a detailed introduction to the common law of
contracts and the Uniform Commercial Code. Examines
such topics as the bases for enforcing promises, the
bargaining process, contract formalities, enforcement,
breach, defenses, remedies, and assignment and
delegation.
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Drafting skills are introduced and developed. Legal
specialty course (LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153 (may be taken
concurrently).
LAW 125 - Legal Research and Writing I (3
credits)
Provides an introduction and overview to the methods of
legal research and legal writing. Students will examine
the various sources of law and categories of research
materials. Students will be introduced to writing citations
and learn how to develop a research plan, how to
analyze cases and statutes, and how to use the law
library. Basic legal writing skills will be covered as well as
computer-assisted legal research. Legal specialty course
(LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153.
LAW 130 - Business Organizations Law (3 credits)
Examines the nature of sole proprietorships, partnerships,
limited partnerships, limited liability companies,
corporations, and S corporations. Emphasis will be placed
on the drafting of articles of incorporation and articles of
organization, partnership agreements, certificates of
limited partnership, corporate minutes and consents, and
preparation of various governmental filings that
accompany corporate, LLC and partnership formation.
Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153 (may be taken
concurrently).
LAW 204 - Constitutional Law (3 credits)
Introduces the Constitution with an emphasis on the Bill
of Rights. Examination of criminal and civil constitutional
rights, including the underlying legal principles governing
searches and seizures, self-incrimination, due process,
and equal protection of the law, will be included.
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153.
LAW 208 - Business Law (3 credits)
Examines the legal aspects of business relationships,
contracts, sales and Uniform Commercial Code, agency,
and business organizations law. Restricted to non-legal
studies majors.
Prerequisite: None.
LAW 210 - Legal Research and Writing II (3
credits)
Continues the examination of the methods of legal
research and legal writing. Students will examine in depth
the primary and secondary state and federal materials.
Students will learn to update and validate their research.
Emphasis will be placed on creating a successful research
strategy. Advanced computerized legal research will be
incorporated into research assignments. Students will
analyze and synthesize the results of their research and
incorporate their research into forms of persuasive legal
writing. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 125. SEE
Certification: Writing Intensive.
LAW 215 - Criminal Law (3 credits)
Examines crimes and offenses, criminal procedures and
constitutional guarantees of accused persons, jurisdiction
of courts, preparation for trial, and appellate and post-
conviction procedures.
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153.
LAW 216 - Civil Litigation and Pleading (3 credits)
Provides a basic understanding of civil litigation and the
functions and operations of the state and federal court
systems. Includes selection of the proper court, court
jurisdiction, pleadings and other court documents,
discovery, rules of evidence, trial tactics, and principles of
litigation. Students will study of the rules of procedure
for Maryland courts. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 112, LAW 120
and LAW 125.
LAW 225A - Internship: Part I (1 credit)
Constitutes on-campus workshops and seminars in
preparation for student workplace internships. Legal
specialty course (LSC) Restricted to paralegal studies
majors.
Prerequisite: A grade of C or better in ENG 150/ENG 151
and ENG 152/ENG 153 and LAW 125.
LAW 225B - Internship: Part II (2 credits)
Consists of 135 hours of supervised work in a law office
or legal department as a paralegal. Legal specialty course
(LSC)
Restricted to legal studies majors.
Prerequisite: A grade of C or better in LAW 225A and
Law 210, and 15 additional LAW credits.
LAW 260 - Juvenile Justice (3 credits)
Examines the legal problems faced by children within the
family, at school, and in the criminal justice system. An
in-depth analysis will be made of the issue of
delinquency, including theories of delinquency, the
impact of gender, family, peers, schools and drug use on
delinquency, and policies and programs designed to
prevent delinquency. Students will develop a working
knowledge of the juvenile justice system, including
police, court and corrections processes and procedures.
Prerequisite: A grade of C or better in ENG 150, or ENG
151 or ENG 153.
LAW 302 - Pre-Law Seminar (3 credits)
Provides students with assistance preparing for law
school and the law school application process. Students
will learn how to research and evaluate prospective law
schools. Students will understand the application process
and the role of the Law School Admission Council (LSAC)
in law school admissions. Students will study the types
of questions on the Law School Admission Test (LSAT),
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practice LSAT examination questions, and compare
commercial LSAT preparation courses and other LSAT
review materials. Students will draft case briefs and
experience instruction using the Socratic method by
participating in a “mock” law school class. Students will
draft personal statements for inclusion in their law school
applications. Legal specialty course (LSC).
Prerequisite: A grade of C or better in LAW 210, and
junior or senior status. Offered: Spring (as needed).
LAW 305 - Special Topics in Law (3 credits)
Examines areas of law of current interest not covered in
other LAW courses. Emphasis will be placed on
developing critical thinking and analytical skills through
the study of special legal topics. Special topics will be
selected based on current events, developments in
technology, changes in the law, and employer needs. The
course topic will vary, and will be specified in the class
schedule for the term offered. This course may be
repeated for credit if topics are different.
Prerequisite: A grade of C or better in LAW 210.
LAW 312 - Advanced Business Organizations (3
credits)
Examines the essential documentation of business entity
formation and operation including organizational
documents, limited partnership agreements, articles of
transfer, articles of dissolution, articles of merger, various
tax elections, buy-sell agreements, and various types of
minutes. Further, students will examine the fiduciary
relationships both within various entities and their
management's relationships with and duties toward
others, including investors, lenders, employees, the
government, consumers and society. Practical and
intellectual appreciation of business forms is gained
through an approach that considers the impact of
current events on public confidence in business
organizations and their management. Legal specialty
course (LSC)
Prerequisite: A grade of C or better in LAW 130.
LAW 315 - Advanced Estate Administration (3
credits)
Examines the administration of a complex decedent's
estate, preparation of all probate documents, including
inventory and accounts, problems of valuation and
appraisal of assets, preparation of federal estate tax
return, and study of Maryland inheritance and estate
taxation. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 114.
LAW 320 - Bankruptcy Law (3 credits)
Examines voluntary and involuntary proceedings,
functions of the trustee, secured and unsecured debts
and claims, exemptions, and discharge of debts, voidable
transactions, preparation of petitions, schedules and
other documents, and comparison with insolvency
proceedings and compositions of creditors. Legal
specialty course (LSC)
Prerequisite: A grade of C or better in LAW 130.
LAW 322 - Criminal Investigation and Procedure
(3 credits)
Provides students the opportunity to study the principles
and procedures employed in the investigation of crime.
Emphasis is placed on the investigation of specific crimes,
identification of information sources, and the procedures
required for the proper handling of evidence.
Prerequisite: A grade of C or better in LAW 204.
LAW 325 - Employment Law (3 credits)
Provides an overview of the law of the workplace. This
course examines the impact on the employer-employee
relationship and provides guidance within the
environment of employment law. It also examines
employment law as the crossroads of several legal
disciplines: contract, tort, and agency, common law,
regulatory, and statutory law, as well as social, economic,
and political policy. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 130.
LAW 330 - Advanced Estate Planning (3 credits)
Examines the entire estate planning process (as opposed
to estate administration) using a step-by-step approach.
Various aspects of estate planning are covered including
the topics of wills, will substitutes, trusts, estate and gift
tax planning, business succession planning, asset
protection, estate and trust administration, and death
taxation. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 114.
LAW 340 - Income Taxation (3 credits)
Examines the general principles of taxation of individuals,
corporations, partnerships, and estates and trusts, with
emphasis on points of tax law relating to individuals.
Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153.
LAW 352 - Law Office Technology (3 credits)
Introduces specialty applications software for law office
management and case management. Examines computer
applications in the legal field by studying the
fundamentals of computer technology in the practice of
law and reviewing the building blocks of law-related
applications software including word processing,
spreadsheets, electronic databases, and other tools.
Instructs students on conducting e-discovery and related
computer applications for litigation, such as the
electronic courtroom, presentation and trial graphics, and
electronic trial preparation. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 216.
LAW 356 - Domestic Relations (3 credits)
Studies the law regarding matters related to the family,
including adoption, child support, custody, spousal
support, guardianship, marital property, and the
requirements for the formation and termination of a
marriage. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 102 and ENG
150, or ENG 151 or ENG 153.
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LAW 361 - Immigration Law (3 credits)
Examines the laws, policies and procedures pertaining to
immigration, naturalization and citizenship. Topics include
legal entry into and residence in the United States,
qualifying for citizenship, Visas, amnesty, asylum and
refugees, deportation, and post 9/11 issues. Course
topics are designed to meet specific employer needs in
the field of immigration law, both in the private and
public sectors. Preparation of legal documents and
immigration forms is emphasized. Legal specialty course
(LSC)
Prerequisite: A grade of C or better in LAW 216.
LAW 365 - Health Care Law (3 credits)
Studies the framework of regulation of the health care
arena, including the credentialing of heath care
professionals and how health insurance can define access
to health care. Analysis of fraud and abuse legislation
and regulations, including application of the law to
hypotheticals, is covered. A review of the effect of
antitrust legislation on health care business transactions
is also included. The laws of birth and death will be
examined.
Prerequisite: A grade of C or better in LAW 210.
LAW 380 - Mediation and Negotiation (3 credits)
Studies the role of mediation in resolving conflicts. This
course includes an introduction to the skills and
procedures needed to settle disputes and an examination
of the dimensions and benefits of mediation and its use
within the field of alternative dispute resolution.
Prerequisite: A grade of C or better in ENG 150, ENG 151
or ENG 153.
LAW 404 - Advanced Constitutional Law (3
credits)
Analyzes the Fourteenth Amendment rights of due
process and equal protection. This course also includes
examination of principles involving the Commerce Clause
and Commercial Free Speech and review of recent
decisions by the Supreme Court that significantly impact
the major areas of criminal and civil law.
Prerequisite: A grade of C or better in LAW 204.
LAW 450 - Administrative and Government Law (3
credits)
Examines administrative law and policy at the federal and
state levels. This course emphasizes how the
administrative process functions in theory and in practice
from the perspective of the lawyer and the paralegal.
This course also includes rule-making, both informal and
formal, adjudication at the administrative level, judicial
review, Freedom of Information and Public Information
Act, and Federal and Maryland Administrative Procedure
Acts. Legal specialty course (LSC)
Prerequisite: A grade of C or better in LAW 216.
LAW 462 - Advanced Contract Drafting (3 credits)
Instructs students in the skill of contract drafting.
Students will learn the different parts of a contract and
how to draft each part, to write provisions that are clear
and unambiguous, then to organize the parts into a
cohesive contract. Reviewing and commenting on
contracts drafted by others will be studied. Students will
consider ethical issues in drafting contracts. Legal
specialty course (LSC)
Prerequisite: A grade of C or better in LAW 120 and LAW
210.
LAW 470 - International Business Law (3 credits)
Examines various aspects of international business law,
including multi-national enterprises, trade in goods,
services and labor, money and banking, foreign
investment, sales, intellectual property, transportation,
financing, taxation, environmental protection, and dispute
resolution.
Prerequisite: A grade of C or better in LAW 130 and LAW
210 (for legal studies majors) or LAW 208 or LAW 308
(for business or accounting majors) and senior status.
Cross-Listed as: INBUS 470.
LAW 480 - Legal Studies Capstone (3 credits)
Serves as a capstone course employing a broad range of
substantive legal skills including legal research, legal
writing, analytical reasoning, oral communication,
professionalism, and technology. Through student
projects in transactional law and/or litigation practice,
students demonstrate their mastery of the paralegal
curriculum by performing legal and administrative tasks
required for paralegal employment. Students'
professional portfolios are completed. Legal specialty
course (LSC)
Prerequisite: A grade of C or better in LAW 210 and
senior status. SEE Certification: Writing Intensive.
MATH - Mathematics
MATH 135 - Introduction to Mathematical
Reasoning (3 credits)
Surveys applications of various fields of mathematics to
everyday life. Topics to be covered include calculation,
measurement, and number sense; recognition and
interpretation of growth patterns; mathematics in
financial decisions; elementary statistics and probability
and their uses in decision-making; and other applications.
Students cannot receive credit for MATH 135 if they have
received credit for MATH 133 or MATH 134.
Prerequisite: A grade of C or better in MATH 005# or by
placement. SEE Certification: Quantitative Literacy.
MATH 136 - Introduction to Statistics (4 credits)
Introduces the student to basic data analysis. Methods
include data collection and packaging, discriminating
between valid and invalid uses of statistics, and
elementary methods for decision making. Topics include
measures of central tendency and dispersion, elementary
probability, probability distributions, interval estimates of
parameters, hypotheses testing, correlation, and
regression. Course activities include elementary
applications of statistics to a variety of disciplines. A TI-
83, TI-83 Plus, or TI-84 calculator is required for the
course. Credit will not be granted for more than one of
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the following statistics courses: MATH 115, MATH 136,
MATH 140, MATH 210, and MATH 235.
Prerequisite: A grade of C or better in DEVM 105# or by
placement. SEE Certification: Quantitative Literacy.
MGT - Management
MGT 204 - Principles of Management (3 credits)
Examines theories and principles underlying the
management process. Students discuss fundamental
management activities including planning, organizing,
leading, controlling, and decision making.
Prerequisite: ENG 150, or ENG 151 or ENG 153 (may be
taken concurrently). SEE Certification: Social Science.
MGT 210 - Business Writing (3 credits)
Focuses on the purposes, principles, and techniques of
business writing. The course provides students with a
review of the basics in writing while using a variety of
operational workplace writing exercises. Students will
apply advanced critical thinking ability and analytical
competencies to develop overall writing ability.
Prerequisite: A grade of C or better in ENG 152 or ENG
153. SEE Certification: Writing Intensive.
MGT 308 - Business Ethics (3 credits)
Explores ethical theories, critically and historically, as they
relate to contemporary business conduct and issues.
Students who have taken PHIL 415 or PHIL 416 are not
eligible to take MGT 308.
Prerequisite: A grade of C or better in MGT 204 and MGT
210. SEE Certification: Writing Intensive.
MGT 310 - Organizational Behavior (3 credits)
Examines human resource problems and the integration
of management theory and behavioral concepts as they
relate to modern organizations. Topics discussed include
leadership and motivation, job satisfaction, conflict
resolution, power and politics, group dynamics, and
managerial skills.
Prerequisite: A grade of C or better in MGT 204 or HSR
340.
MGT 313 - Operations Management (3 credits)
Investigates effective operating control in businesses and
the interrelationship between operations and other
functions of an organization. Topics include operating
strategy, production planning, quality management,
inventory management, project management, and
technology assessment.
Prerequisite: A grade of C or better in IS 135, MATH 136,
and MGT 204. Corequisite: FIN 300.
MGT 315 - International Business Management (3
credits)
Examines international business activities and how
business and management decisions are affected by
international politics, treaties, and agreements. This
course also discusses differences in customs and ethics,
changes in monetary exchange rates, uses of foreign
labor, and effects of natural events on management
decisions.
Prerequisite: A grade of C or better in MGT 204 and MKT
206. Cross-Listed as: INBUS 315.
MGT 408 - Human Resource Management (3
credits)
Examines human resource management and the role of
line managers and HR professionals in recruiting,
developing, and retaining a competent work force.
Discussion will also include job analysis and design,
human resource planning, compensation, benefits, labor
relations, equal opportunity employment laws, work force
diversity, and global competitiveness. This course
prepares students to sit for the Professional in Human
Resources (PHR) exam.
Prerequisite: A grade of C or better in MGT 310 or HSR
340.
MGT 413 - Project Management (3 credits)
Examines the tools and techniques necessary to manage
resources to meet project objectives. Topics include
project scheduling, time-cost trade-offs, budgeting, cost
control, and project monitoring, as well as project
organization, team development, and risk management.
Prerequisite: A grade of C or better in MGT 313 and ACC
141.
MGT 422 - Strategic Management (3 credits)
Investigates the theories, techniques, and models of
organizational strategy formulation and
implementation. Students will examine all facets of the
strategic planning process including the impact and
implications of: the current competitive position of an
organization, emerging trends affecting the success of an
organization, alternate strategic options, the
development of a formal strategic plan, and
implementation and evaluation of new strategies.
Prerequisite: A grade of C or better in FIN 300 or FIN
303, MGT 210, MGT 310, and MKT 206.
MGT 430 - Business Capstone Seminar (3 credits)
Develops the ability to recognize, analyze, and define
problems within and outside the organization, to identify
management choices, and to implement appropriate
strategic action. This course stresses the assessment of
the short- and long-term implications of taking certain
actions. This course uses a broad range of research
methodologies, traditional and electronic data sources,
and primary research in investigating and solving
business problems.
Prerequisite: A grade of C or better in FIN 300 or FIN
303, MGT 308, MGT 310, MGT 313, and MKT 206. .
Corequisite: MGT 312 or MGT 422.
Undergraduate Courses| 93
MKT - Marketing
MKT 206 - Principles of Marketing (3 credits)
Examines the relationship between an organization and
the market for its goods and services. Topics covered
include the marketing concept, marketing planning,
consumer behavior, research, product development, and
the marketing mix. Social, ethical, and international
aspects of marketing are emphasized.
Prerequisite: ENG 150, or ENG 151 or ENG 153 (may be
taken concurrently).
MKT 315 - Sports Marketing (3 credits)
Examines the application of marketing strategy and
activity to a sports enterprise setting, including leagues,
teams, events, and individuals. Topics include the impact
of external, uncontrollable environments; the application
of targeting and positioning strategies; the sport product
and branding; event pricing and distribution strategies;
and the use of appropriate, effective promotion tools.
Prerequisite: A grade of C or better in MKT 206.
MKT 316 - Principles of Negotiation and Sales (3
credits)
Examines the concepts, applications, and
interrelationships involved in the process of negotiation.
The course will also examine the wide range of
negotiations in contemporary life and the evolution of
the role of sales to that of technical problem-solving and
advising. The issue of ethics and ethical behavior in
negotiation and sales will be a perspective in all
discussions.
Prerequisite: A grade of C or better in MGT 204 and MKT
206.
MKT 410 - Strategic Marketing Cases (3 credits)
Develops the student's ability to identify, analyze, and
resolve marketing problems using the case analysis
method. Topics include target market selection, new
product introduction, use of research, branding and
promotion activity, and financial implications of
alternatives under consideration.
Prerequisite: A grade of C or better in MKT 206 plus one
additional MKT course.
MUS - Music
MUS 201 - Introduction to Music in History (3
credits)
Surveys music literature from the late Renaissance to the
present day. This course examines how music has
evolved through the centuries by studying works by the
most influential composers while relating the music to
the corresponding historical eras. Students will be
introduced to the finest representative musical examples
in live and video performance.
Prerequisite: A grade of C or better in ENG 150, ENG 151
or ENG 153. SEE Certification: Fine Arts.
NATB - Nursing Associate's to Bachelor's
NATB 312 - Physical Assessment and
Pathophysiology (3 credits)
Explores the role of the nurse in physical assessment and
data collection utilizing an organizing framework. Gaining
competence in the application of assessment skills and
interviewing prepares the registered nurse for enhanced
clinical practice. Physical examination across the life span
and with diverse populations is included, as well as
application of knowledge within the context of
pathophysiological conditions. Restricted to RN to BS
majors.
Prerequisite: Acceptance into the ATB option.
NATB 313 - Concepts of Professional Nursing
Practice (4 credits)
Includes discussion of the philosophy of nursing,
perspectives of nursing theorists, and historical
foundations. Expansion of nursing roles, development of
learning goals, and professional values are discussed. The
principles of scholarly writing and critical thinking are
applied throughout the course. Restricted to RN to BS
majors.
Prerequisite: Acceptance into the ATB option. SEE
Certification: Writing Intensive.
NATB 315 - Information Technology in Nursing
and Health Care (3 credits)
Presents nursing informatics as a combination of
computer science, information science, and nursing
science. Nursing informatics assists in the management
and processing of nursing data, information, and
knowledge in the practice of nursing and delivery of
health care. This course addresses how technology
shapes nursing practice, nursing education, and access to
health care information and examines informatics as an
area of nursing specialization. Restricted to ATB majors.
Prerequisite: NATB 313.
NATB 330 - Health Assessment (3 credits)
Develops data collection and physical assessment skills
across the life span. Clinical application in the clinical lab
setting will be emphasized.
Prerequisite: Admission into the ATB option.
NATB 414 - Nursing Leadership For RNs (3
credits)
Provides opportunities for registered nurse students to
explore a variety of topics essential to facilitation of
nursing leadership in health care environments. Nurses
learn about theories of organizational behavior,
leadership, and management. Dialog centers on topics of
group facilitation, delegation, motivation, collaboration,
team building, empowerment, conflict management, and
negotiation as experienced in the context of nursing
practice. Restricted to ATB majors.
Prerequisite: NATB 315 and senior status.
94| Stevenson University Stevenson University Online Catalog
NATB 415 - Professional Seminar II (3 credits)
Explores the process of empowerment and self-
actualization in the nursing profession. During the first
segment of the course, the focus is on the nurse as a
professional. The second segment examines the context
of professional nursing practice, the health care delivery
system. The remaining segment provides opportunities to
explore professional activism within nursing organizations
and state/federal governmental agencies. Restricted to
ATB majors.
Prerequisite: NATB 315, 200+ writing, and senior status.
SEE Certification: Writing Intensive.
NATB 418 - Nursing Research for RNs (3 credit)
Introduces registered nurse students to the research
process in nursing. Methods of gathering, analyzing, and
interpreting data commonly used in nursing research are
discussed. The focus of this course is the critical
evaluation of nursing research studies and the utilization
of research findings. Restricted to ATB majors.
Prerequisite: MATH 136, NATB 414 and NATB 415.
NATB 424 - Health in the Community (5 credits)
Immerses the registered nurse student in community-
focused health care. The first portion of the course
explores nursing care provided to groups within the
community setting, based on nursing research and using
the nursing process, community assessment, goal setting,
and community planning. The second portion of the
course includes concepts associated with epidemiology,
informatics, economics, environmental health, health
promotion, vulnerable populations, and global health.
Theoretical concepts will be applied in a mentored
clinical experience; the setting will be selected under the
guidance of the faculty and will be one where public or
community health concerns can be identified and where
nursing roles are present. 45 hours of mentored clinical
practice required. Restricted to ATB majors and licensure
as a registered nurse.
Prerequisite: NATB 418.
NATB 434 - Professional Seminar III (3 credits)
Assists the RN to BS student in synthesizing concepts
and experiences from their course work into an
integrated whole. Students will analyze implications for
change in nursing practice and the delivery of health
care. The students will explore ways in which they can
individually and collectively become engaged in
advancing the quality of nursing practice.
Prerequisite: NATB 424.
NURS - Nursing
NURS 312 - Physical Assessment and
Pathophysiology (3 credits)
Explores the role of the nurse in physical assessment and
data collection utilizing an organizing framework. Gaining
competence in the application of assessment skills and
interviewing prepares the registered nurse for enhanced
clinical practice. Physical examination across the life span
and with diverse populations is included, as well as
application of knowledge within the context of
pathophysiological conditions. Restricted to RN to BS
majors.
Prerequisite: Acceptance into RN to BS option.
NURS 313 - Concepts of Professional Nursing
Practice (4 credits)
Includes discussion of the philosophy of nursing,
perspectives of nursing theorists, and historical
foundations. Expansion of nursing roles, development of
learning goals, and professional values are discussed. The
principles of scholarly writing and critical thinking are
applied throughout the course. Restricted to RN to BS
majors.
Prerequisite: Acceptance into RN to BS option. SEE
Certification: Writing Intensive.
NURS 315 - Information Technology in Nursing
and Health Care (3 credits)
Presents nursing informatics as a combination of
computer science, information science, and nursing
science. Nursing informatics assists in the management
and processing of nursing data, information, and
knowledge in the practice of nursing and delivery of
health care. This course addresses how technology
shapes nursing practice, nursing education, and access to
health care information and examines informatics as an
area of nursing specialization. Restricted to RN to BS
majors.
Prerequisite: NURS 312 and NURS 313.
NURS 414 - Nursing Leadership For RNs (3
credits)
Provides opportunities for registered nurse students to
explore a variety of topics essential to facilitation of
nursing leadership in health care environments. Nurses
learn about theories of organizational behavior,
leadership, and management. Dialog centers on topics of
group facilitation, delegation, motivation, collaboration,
team building, empowerment, conflict management, and
negotiation as experienced in the context of nursing
practice. Restricted to RN to BS majors.
Prerequisite: NURS 315 and senior status.
NURS 415 - Professional Seminar II (3 credits)
Explores the process of empowerment and self-
actualization in the nursing profession. During the first
segment of the course, the focus is on the nurse as a
professional. The second segment examines the context
of professional nursing practice, the health care delivery
system. The remaining segment provides opportunities to
explore professional activism within nursing organizations
and state/federal governmental agencies. Restricted to
RN to BS majors.
Prerequisite: NURS 315, 200+ writing, and senior status.
SEE Certification: Writing Intensive.
Undergraduate Courses| 95
NURS 418 - Nursing Research for RNs (3 credits)
Introduces registered nurse students to the research
process in nursing. Methods of gathering, analyzing, and
interpreting data commonly used in nursing research are
discussed. The focus of this course is the critical
evaluation of nursing research studies and the utilization
of research findings. Restricted to RN to BS.
Prerequisite: MATH 136, NURS 414, and NURS 415.
NURS 424 - Health in the Community (5 credits)
Immerses the registered nurse student in community-
focused health care. The first portion of the course
explores nursing care provided to groups within the
community setting, based on nursing research and using
the nursing process, community assessment, goal setting,
and community planning. The second portion of the
course includes concepts associated with epidemiology,
informatics, economics, environmental health, health
promotion, vulnerable populations, and global health.
Theoretical concepts will be applied in a mentored
clinical experience; the setting will be selected under the
guidance of the faculty and will be one where public or
community health concerns can be identified and where
nursing roles are present. 45 hours of mentored clinical
practice required. Restricted to RN to BS majors.
Prerequisite: NURS 418.
NURS 434 - Professional Seminar III (3 credits)
Assists the RN to BS student in synthesizing concepts
and experiences from their course work into an
integrated whole. Students will analyze implications for
change in nursing practice and the delivery of health
care. The students will explore ways in which they can
individually and collectively become engaged in
advancing the quality of nursing practice.
Prerequisite: NURS 424.
PHOTO - Photography
PHOTO 141 - Basic Digital Photography (3
credits)
Introduces digital photography including the operation of
a DSLR camera and introductory level digital
photography techniques. Attention will be given to the
technical aspects of manual camera control, editing,
digital image processing, inkjet printing, and image
presentation. Students will learn exposure, digital image
enhancement, and preparation of images for print and
online viewing. Aesthetic and creative concerns will be
emphasized, using photography as a tool for
documentation, communication, expression, and
emotional appeal. This course also explores making
informed choices in composition, subject matter, and
framing. Students will need to purchase
supplies/materials for this course.
Prerequisite: None. SEE Certification: Fine Arts.
POSCI - Political Science
POSCI 102 - American Government: Political
Institutions and Procedures (3 credits)
Examines the structures that comprise the American
political system, how they interact, how they affect an
individual member of the political system, and how they
are changed by individuals and groups. This course
covers federal, state, and local government.
Prerequisite: ENG 151 or equivalent (may be taken
concurrently). SEE Certification: Social Sciences.
POSCI 205 - State & Local Government (3 credits)
Examines how local communities and states are governed
in the United States. The course balances its emphasis on
metropolitan areas by examining key aspects of state
policy, such as education, crime, growth, and taxation.
Students explore comparisons between Maryland political
institutions and those of other states.
Prerequisite: ENG 152 or equivalent. SEE Certification:
Social Science.
PRST - Professional Studies
PRST 310 - Creative Leadership (3 credits)
Explores creativity concepts as they relate to leadership.
Topics explored include thinking tools for leaders,
creative problem solving as a framework for creative
leadership, leading people with different creativity styles,
and building a creative organizational culture.
Prerequisite: None.
PRST 495 - Professional Studies Capstone (3
credits)
Provides opportunities for students to demonstrate
mastery of program objectives via completion of a
culminating portfolio that will include reflection on
growth as a professional using signature assignments as
evidence, a professional organizational audit, and a
statement of future directions as a professional.
Prerequisite: CM 205, CM 390, GPS 200, IS 260, MGT 210,
PRST 310 and senior standing. SEE Certification: Writing
Intensive.
PSY - Psychology
PSY 101 - Introduction to Psychology (3 credits)
Introduces students to the main theories, methods, and
major findings that characterize psychology as a science.
The course presents the scientific basis of psychology
and asks students to think critically about the various
topics presented. The course addresses psychology's
application to issues of everyday life.
Prerequisite: A grade of C or better in ENG 151 (may be
taken concurrently). SEE Certification: Social Sciences.
96| Stevenson University Stevenson University Online Catalog
REL - Religion
REL 265 - Comparative Thought in Religion (3
credits)
Explores, examines, and compares a targeted religious
issue, such as transcendence, mortality, sexuality,
humanity, transitions, justice, and evil in selected world
religions.
Prerequisite: A grade of C or better in ENG 152 or be
equivalent (may be taken concurrently), or permission of
the Chair. SEE Certification: Humanities.
REL 270 - Contemporary Religion in the U.S. (3
credits)
Studies contemporary religious expressions in America.
This course examines the origins, development, and
current status of both mainline and peripheral
movements, with discussions on attendant problems of
national interest and addresses issues in which religion,
politics, and community values influence each other
across the contemporary landscape.
Prerequisite: A grade of C or better in ENG 152 or
equivalent (may be taken concurrently), or permission of
the Chair. SEE Certification: Humanities.
SOC - Sociology
SOC 101 - Introduction to Sociology (3 credits)
Introduces building blocks of knowledge in the discipline
of sociology, a discipline that examines how humans
interact and how their interactions are influenced by
social forces.
Prerequisite: A grade of C or better in ENG 151 or
equivalent (may be taken concurrently). SEE Certification:
Social Sciences.
THEA - Theatre
THEA 121 - Introduction to Theatre (3 credits)
Examines, through readings, lecture and discussion, the
responsibilities and techniques of theater artists
(playwrights, actors, directors, designers) who collaborate
to create the dramatic experience. Students further
investigate the nature of this experience by critiquing
Stevenson University productions.
Prerequisite: None. SEE Certification: Fine Arts.
Graduate Fields of Study| 97
Stated below are learning outcomes that represent what
Stevenson University believes all master's degree-seeking
students should know, be able to do, and value upon
completion of their master’s degree. These outcomes are
consistent with the mission of Stevenson University
Online to help students graduate with the competence
and confidence needed to address creatively the
opportunities and challenges facing them, their careers,
organizations, and communities. The Master-level
Learning Outcomes serve as a benchmark to ensure
consistent rigor and expectation for all master’s degree-
seeking students.
Graduates of Stevenson University master’s degree
programs are:
A. Competent Professionals who:
• Elucidate the major theoretical underpinnings of the
discipline
• Articulate current and future trends in the field of
study
• Apply advanced discipline knowledge to practical
workplace challenges
• Communicate fluently across various perspectives and
modalities with technological proficiency
B. Creative Leaders who:
• Articulate challenges and opportunities
• Analyze alternative perspectives and patterns
• Synthesize multiple sources of evidence
• Collaborate to advance a shared goal
• Adapt to multiple cultural contexts and environmental
uncertainties
C. Confident Citizens who:
• Examine relevant ethical perspectives
• Practice personal and professional awareness and
accountability
• Reflect on their role within a global community
• Evaluate and respond to community concerns
Business and Technology
Management
Description
The Master of Science in Business and Technology
Management (BTM) equips students with the skills and
knowledge required to help organizations achieve a
competitive advantage in an increasingly global,
technology-driven, and information-rich marketplace. The
degree program provide students not only with
knowledge about a wide variety of technologies and their
architectures but also with an understanding of how to
obtain the integration of the full range of information
technologies within an organization, from both strategic
and operational perspectives. It is designed either for
students interested in furthering their knowledge of the
use and deployment of technology or for the business
professional looking to improve management skills along
with a practical working knowledge of today's
information technologies.
Graduates of Stevenson's BTM degree program will be
able to interpret hardware and software standards,
manipulate the architecture of current and emerging
technologies, and interpret and evaluate the impact of
these technologies on competition, organizational
structure and workflow processes. They will have the
knowledge and ability to communicate effectively on
business and technical concerns with all levels of
personnel both internal and external to the organization.
The master's degree addresses this need on three levels:
the organization, the individual, and the technology. The
program core begins by providing an overview of the
organization's processes and the systems that support
them to achieve the corporation's goals. This is followed
by courses dealing with the concepts of human cognition
and creativity that address why IT systems frequently fail
to meet the requirements of customers. Armed with this
knowledge, the IT systems professional can be creative
and innovative in more accurately solving the
organization's problems and meeting the needs of the
customer. The intent is to emphasize the need for
information systems professionals to be creative in
problem solving and innovative in finding opportunities
within the organization.
The degree program has two tracks: both emerging
technology and innovative leadership. Tracks focus on
the business and management of internal and external
information systems essential for support of the
organization's connection to its partners and customers.
The capstone courses provide for the integration of
practice and theory across the two tracks.
All courses can be completed entirely online. Some 8-
week courses are offered in a hybrid format which meet
one night per week.
Objectives
Upon completion of the Master of Science in BTM,
graduates will be able to:
1. Defend the importance of technology as the
underlying foundation of an organization.
2. Analyze the management processes and technology
needed to support an organization.
Graduate Fields of Study
98| Stevenson University Stevenson University Online Catalog
3. Assess the architectural design of current and
emerging technologies.
4. Design organizational systems necessary to create
effective solutions.
5. Appraise the policy, technical, security, and legal
issues that affect an organization.
6. Compose effective communication with all levels of
personnel, both orally and in writing, within and
external to the organization.
Emerging Technology Track Outcomes
Upon completion of the emerging technology track,
graduates will be able to:
1. Evaluate various technologies available to
organizations in order to determine their usefulness
and what impact, negative or positive, these
technologies might have if implemented within these
organizations.
2. Understand various IT architectural designs and how
they assist organizations.
3. Analyze various software solutions in determining
their effectiveness on developing and maintaining
customer relationships.
4. Evaluate the software and hardware requirements of
network security and assess vulnerabilities that may
exist in corporate infrastructures.
5. Determine the importance of having organizational
data properly secured and why contingency plans are
required by every organization.
Innovative Leadership Track Outcomes
Upon completion of the innovative leadership track,
graduates will be able to:
1. Determine the importance of information technology
as integrative to the effective functioning and success
of organizations.
2. Evaluate the behaviors and practices associated with
effective leadership within various organizations with
special attention to leadership and management
within IT units.
3. Design effective supply chain management strategies
using appropriate software systems.
4. Analyze current customer relationship management
practices, issues, best practices, and solutions to
create competitive advantage for business and
industry.
5. Design appropriate tools and processes in business
and industry focusing on key issues in strategic
leadership and management of IT and incorporating
innovative strategies in order to maintain competitive
advantage in the marketplace.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
The curriculum for the M.S. in BTM consists of four
components: core courses, track courses, elective courses,
and capstone courses.
Core Courses (15 credits)
BTM 601
Information Technologies and the
Organization
3
BTM 604
Cognitive Science for
Requirements Analysis
3
BTM 606
Creativity in Information Systems
3
BTM
644/HCM
644
Project Management
3
BTM 663
Information Technology Law &
Enforcement Activities
3
Capstone Courses (6 credits)
BTM 701
Systems Integration
3
BTM 702
Master's Project
3
Students select one of the following tracks (9
credits)
Track One: Emerging Technology Management
BTM 640
Operating Environments:
Architecture and Infrastructure
3
BTM 643
Electronic Commerce
3
BTM
661/CYBF
661
E-Systems Security
3
Track Two: Innovative Leadership
BTM
635/HCM
635
Innovative Leadership &
Management
3
BTM 645
Supply Chain Management
3
BTM
667/HCM
667
Customer Relationship
Management (E-CRM)
3
Students select two electives (6 credits)
BTM 618
Network Technologies
3
BTM 634
Enterprise Data Management
3
BTM 642
Enterprise Application Process
Analysis
3
BTM 646
Disaster Recovery & Business
Continuity
3
BTM 662
Business to Business Applications
3
BTM 670
Competitive Theory
3
BTM 671
Innovative Strategies
3
BTM 672
IT Financial Management
3
Course Descriptions
See BTM - Business and Technology Management
Courses (p. 113)
Graduate Fields of Study| 99
Communication Studies
Description
The Master of Science in Communication Studies is
designed for professionals who want to build a
foundation of effective communication competencies for
personal and professional advancement. According to the
National Association of Colleges and Employers 2015 Job
Outlook Survey, over 73 percent of employers reported
communication skills as a top qualification they seek in
potential job candidates. This master’s program helps
graduates translate fundamental ideas of communication
into real-world applications and develop their skills in
evaluating and creating solutions to conflicts that occur
within organizations. Graduates also will be equipped to
assist organizations in constructing successful team-
building strategies and streamlining internal and external
communications across various cultural, social, and
business settings.
Graduates will be eligible for career opportunities in a
variety of growing industries including public relations,
advertising and promotions, marketing management,
media sales, event planning, and market research.
Maryland occupational projections indicate that the
potential need for professionals in these industries will
continue to steadily increase over the next decade.
Employment opportunities for graduates in these
growing markets include Public Relations Manager, Public
Relations Specialist, Advertising Manager, Promotions
Manager, Media Sales Manager, Event Planner, and
Market Research Analyst.
Objectives
Upon completion of the Master of Science in
Communication Studies, graduates will be able to:
1. Synthesize various theories of human communication.
2. Create written works using scholarly skills in cultural,
social, and business communication contexts.
3. Generate various ethical responses as they examine
different cultural, social, and business communication
contexts.
4. Explain how cultural similarities and differences
influence human interaction and communication.
5. Develop creative and practical solutions to problems
in cultural, social, and business communication
contexts using appropriate methods of
communication.
6. Synthesize primary research sources using qualitative
and quantitative approaches.
7. Synthesize communication theories, apply
communication skills, and deliver professional
messages in cultural, social, and business
communication contexts.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Required courses:
CM 505
Communication Theory and
Applications
3
CM 510
Research Writing and Methods
3
CM 600
Cultures and Communication
3
CM 605
Communication Ethics in the Public
Sphere
3
CM 610
Interpersonal Communication
3
CM 615
Nonverbal Communication
3
CM 620
Conflict Communication and
Leadership
3
CM 625
Contemporary Communication
3
CM 630
Contemporary Organizations and
Communication
3
CM 635
Crisis Communication
3
CM 720
Capstone: Communication Project
or Thesis
6
Course Descriptions
See CM - Communication Studies Courses (p. 115)
Community-Based Education and
Leadership
Description
The Master of Arts in Community-Based Education and
Leadership is designed to meet the growing demand for
highly qualified professionals to teach, lead, and manage
in non-formal education settings. Practicing professionals
will gain the knowledge and skills to become effective
educators, managers, and change leaders in their
organizations. Upon completion of the master’s program,
graduates will have the ability to meet the needs of
diverse populations of learners, build transformative
learning communities, and foster collaborative
partnerships within the expanding non-formal
educational sector. The master’s degree will prepare
students to serve in a variety of educational and
leadership positions with nonprofit organizations, private
and public educational institutions, and government and
community agencies.
Objectives
Upon completion of the Master of Arts in Community-
Based Education and Leadership, students will be able to:
1. Analyze formal, informal, and non-formal theories and
frameworks of education.
100| Stevenson University Stevenson University Online Catalog
2. Examine the developmental and cognitive
characteristics of learners through the life span.
3. Explore sociological and cultural influences on
communities, organizations, and groups.
4. Create, implement, and assess community-based
educational programs.
5. Design engaging and innovative learning experiences
that foster critical thinking, creativity, and
communication skills of learners.
6. Synthesize multiple sources of evidence to make
decisions.
7. Use multiple modes of communication to advocate
for community-based education.
8. Create management and strategic plans for the
sustainability of community-based educational
organizations.
9. Foster collaboration among educational institutions,
public, private and non-profit agencies, and other
community stakeholders.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Required Courses (24 Credits):
Community-Based Education and Leadership
Courses:
CBEL 610
Foundations and Frameworks of
Community-Based Education
3
CBEL 612
Innovative Teaching and Learning
for 21st Century Skills
3
CBEL 614
Program Planning, Implementation,
and Evaluation
3
CBEL 616
Community Engagement and
Leadership
3
CBEL 720
Community-Based Education and
Leadership Capstone
3
Theory and Research Courses:
ED 604
Cognitive Social and Emotional
Development of Learners
3
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
ED 608
Action Research
3
Elective Courses (12 credits):
Students select four courses from at least two of the
following areas of focus:
Communication Courses:
CM 600
Cultures and Communication
3
CM 605
Communication Ethics in the Public
Sphere
3
CM 620
Conflict Communication and
Leadership
3
Management and Leadership Electives:
CBEL 670
Volunteer Management
3
CBEL 672
Advocacy in Community-Based
Organizations
3
CBEL 674
Legal Issues and Risk
Management in Community
Organizations
3
BTM
644/HCM
644
Project Management
3
BTM
635/HCM
635
Innovative Leadership &
Management
3
Teaching and Learning Electives:
CBEL 662
Youth Development
3
CBEL 664
Teaching & Learning for
Specialized Populations
3
ED 510
Psychology and Development of
Adolescents
3
ED 605
STEM Curriculum Principles and
Practices
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 630
Principles of Special Education
3
ED 690
Issues in STEM Education
3
Certificate Option
Community-Based Education and Leadership (p. 131)
Course Descriptions
CBEL-Community-Based Education and Leadership
Courses (p. 116)
Crime Scene Investigation
Description
The Master of Science in Crime Scene Investigation is
designed to prepare students to identify, collect and
analyze crime scene evidence and to summarize and
communicate their findings in a courtroom setting.
Federal, state and local law enforcement agencies rely on
crime scene investigators to assist field investigative
personnel in gathering physical evidence that is then
provided to crime laboratory personnel for scientific
examination. Prosecutors, defense attorneys, judges and
jurors continue to place more importance on the value of
scientific evidence in the criminal justice system.
Graduates of this degree program will be prepared for
careers as crime scene investigators.
Graduate Fields of Study| 101
Objectives
Upon completion of the Master of Science in Crime
Scene Investigation, graduates will be able to:
1. Process forensic evidence and report findings in an
ethical manner.
2. Communicate those findings in both written and oral
formats.
3. Apply the quality assurance, quality control and safety
requirements used in accredited forensic science
laboratories.
4. Evaluate crime scenes and select the appropriate
steps to be followed in documenting, collecting,
preserving and processing evidence.
5. Develop a comprehensive analysis of the scientific
literature on a topic.
6. Formulate a hypothesis, design, and execute a
research project.
7. Develop a thesis that reflects the results of the
research project; explains those results; and
formulates novel suggestions for further study.
8. Participate in mock judicial examinations.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Required Courses
FSCI 540
Crime Scene Photography
3
FSCI 500
Survey of Forensic Science
3
FSCI 610
Physical Evidence at Crime Scenes
3
FSCI 615
Safety/Quality Control/Quality
Assurance
3
FSCI 630
Crime Scene Investigation
3
FSCI 632
Pattern Analysis
3
FSCI 655 or
FSCI 675
FSCI 655 Practicum Rotations or
FSCI 675 The Crime Laboratory:
Structure and Operations
3
FSCI 702
Seminar in Forensic Science
3
FSCI 760
Research Project & Presentation I
3
FSCI 761
Research Project & Presentation II
3
FSCI 762
Expert Witness Preparation and
Practice
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Certificate Option
Crime Scene Investigation (p. 132)
Course Descriptions
See FSCI - Forensic Science Courses (p. 121)
Cybersecurity and Digital
Forensics
Description
The Master of Science in Cybersecurity and Digital
Forensics will prepare students with a well-rounded, in-
depth knowledge of forensic tools and techniques, as
well as provide opportunities to enhance specialized
skillsets in areas such as network and cloud forensics, e-
discovery, incident response and penetration
testing. Students in this program will use current
techniques and tools to detect, investigate, analyze,
preserve, interpret, document and present digital
evidence. Relevant legal and theoretical topics are
covered to ensure students have a holistic understanding
of the environment in which they will work.
Objectives
Upon completion of the Master of Science in
Cybersecurity and Digital Forensics, graduates will be
able to:
1. Interpret and apply the applicable laws and statutes
that govern cyber security.
2. Collect and preserve digital evidence (including
volatile data and network data) during a computer
forensic examination in a forensically sound manner.
3. Select the appropriate tools to analyze, interpret, and
recover operating system, application, and registry
data, as well as other relevant artifacts.
4. Identify attack vectors and vulnerabilities, including
advanced persistent threats (APTs) in order to
proactively identify vulnerabilities as well as propose
appropriate defenses to exploitation.
5. Analyze information systems for signs of compromise
and identify data that has been exfiltrated from those
systems.
6. Produce a professional forensic report that articulates
the methodology used for the collection, handling,
analysis, and preservation of digital evidence and
asserts appropriate conclusions and
recommendations.
7. Present an oral defense of forensic findings.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
102| Stevenson University Stevenson University Online Catalog
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Prerequisite Requirements
Students who wish to enter the master's program in
cybersecurity and digital forensics must meet one of the
following admissions prerequisite requirements:
• Bachelor's degree from an accredited institution in a
related field (information assurance, computer
science, network administration or computer security)
and at least two years of related work experience.
• Bachelor's degree from an accredited institution in an
unrelated field and at least five years of experience in
information technology, telecommunication systems,
system administration, network management, or
information assurance.
Requirements
Choose one of the three required courses:
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
Required Courses
CYBF
643/FSIS 643
Incident Response and Evidence
Collection
3
CYBF
644/FSIS 644
Windows Forensic Examinations
3
CYBF
662/FSIS 662
Network Penetration Testing
3
CYBF 680
Legal Compliance and Ethics
3
CYBF 685
Malware Detection, Analysis, and
Prevention
3
CYBF 710
Mock Intrusion and Response
3
FSIS 642
File Systems Forensic Analysis
3
FSIS 646
Windows Intrusion Forensic
Investigations
3
CYBF 671 - Cyber Hunting is under development.
Elective Courses: Choose two (6 credits)
CYBF
650/FSIS 650
Intrusion Detection Systems (IDS),
Firewalls, Auditing
3
CYBF
663/FSIS 663
Network and Cloud Forensics
3
CYBF 670
Cyber Warfare and Cyber
Terrorism
3
FSAAC 620
Forensic Information Technology
3
Certificate Option
Digital Forensics (p. 132)
Course Descriptions
See CYBF - Cyber Forensics Courses (p. 117)
Forensic Accounting
Description
A Master of Science in Forensic Accounting is designed
to prepare students to synthesize the accounting and
auditing skills necessary to investigate and analyze
financial evidence and to interpret, summarize and
communicate their finds in a courtroom setting. The
banking crisis that led to implementation of the
Sarbanes-Oxley Act and subsequent financial crises that
led to the Dodd-Frank Wall Street Reform and Customer
Protection Act have created a demand for forensic
accountants in public and private practices, corporations,
government agencies and other organizations. Graduates
of this degree program will be prepared for these
positions.
Objectives
Upon completion of the Master of Science in Forensic
Accounting, graduates will be able to:
1. Examine financial statements for false and/or
misleading statements.
2. Assess fraud risk and adequacy or internal control
structures.
3. Evaluate financial evidence.
4. Synthesize accounting, auditing, computer and
investigative analysis into coherent, defensible
conclusions.
5. Communicate findings, analysis, conclusions and
recommendations effectively, both orally and in
writing.
Requirements
Required Courses
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
FSAAC 620
Forensic Information Technology
3
FSAAC 624
Fraud: Accounting
3
FSAAC 626
Investigation and Analysis: Auditing
3
FSAAC 628
Investigation and Analysis: Tax
3
FSAAC 640
Business Valuation
3
FSLAW 668
White Collar Crimes
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSCOR 720
Forensic Studies Capstone
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Certificate Option
Forensic Accounting (p. 133)
Course Description
See FSAAC - Forensic Accounting Courses (p. 120)
Graduate Fields of Study| 103
Forensic Investigation
Description
The Master of Science in Forensic Investigation is
designed to prepare students to plan and conduct
investigations for business and government agencies.
Courses emphasize the gathering and reporting of
testimonial and physical evidence and prepare students
to conduct investigations by interviewing witnesses,
analyzing documents, and synthesizing the results into
factually accurate and objective investigative reports and
court testimony.
Objectives
Upon completion of the Master of Science in Forensic
Investigation, graduates will be able to:
1. Evaluate the merits of all allegation and prepare an
investigative plan, if warranted.
2. Conduct effective interviews and interrogations.
3. Evaluate documentary and testimonial evidence.
4. Synthesize analysis of facts and law into coherent,
defensible conclusions.
5. Communicate findings, analysis, conclusions and
recommendations effectively, both orally and in
writing.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Students are required to take and successfully complete
FSCOR 601, Criminal Justice; FSCOR 604, Evidence; and
FSCOR 606, Forensic Journal Research and Review, before
enrolling in other courses.
Requirements
Required Courses:
FSAAC 620
Forensic Information Technology
3
FSCI 500
Survey of Forensic Science
3
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
FSCOR 720
Forensic Studies Capstone
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSINV 605
Investigative Techniques/Physical
Evidence
3
FSLAW 602
Criminology
3
FSLAW 662
Fraud Investigation and Analysis
3
FSLAW 668
White Collar Crimes
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Certificate Option
Forensic Investigation (p. 133)
Course Descriptions
See FSINV - Forensic Investigation Courses (p. 123)
Forensic Science
Description
The Master of Forensic Science degree with areas of
concentration in Forensic Biology and Forensic Chemistry
will equip students with the ability to visualize and
achieve excellence in a dynamic global community.
Students will graduate with the competence and
confidence needed to address creatively the
opportunities and problems facing their communities, the
nation, and the world. Graduates of the program will be
prepared for employment in local, state, or federal
government crime laboratories, forensics laboratories,
DNA testing facilities, the biotechnology industry, and/or
continued study at the doctoral level.
Objectives
Upon completion of the Master of Forensic Science
degree, graduates will be able to:
1. Process forensic evidence and report findings in an
ethical manner.
2. Communicate those findings in both written and oral
formats.
3. Apply the quality assurance, quality control and safety
requirements used in accredited forensic science
laboratories.
4. Develop a comprehensive analysis of the scientific
literature of a topic.
5. Formulate a hypothesis, design and execute a
research project.
6. Develop a thesis that reflects the results of the
research project; explains those results; and
formulates novel suggestions for further study.
7. Participate in mock judicial examinations.
Upon completion of the Master of Forensic Science Area
of Concentration in Forensic Biology, students will be
able to:
1. Examine the science underlying DNA analysis.
2. Describe how DNA is analyzed.
3. Analyze serological evidence.
4. Analyze immunological evidence.
OR
Upon completion of the Master of Forensic Science Area
of Concentration in Forensic Chemistry, students will be
able to:
1. Examine the science underlying chemical analysis.
104| Stevenson University Stevenson University Online Catalog
2. Describe the toxicology and analytical chemistry
relevant to isolating and identifying drugs and toxic
substances.
3. Analyze chemical evidence.
4. Analyze trace evidence.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Prerequisite Requirements
Forensic Science Program Prerequisite
Requirements
Students who wish to enter the master's program in
forensic science must have a bachelor's degree in
chemistry, biology, or other equivalent natural science, or
forensic science - with a cumulative and science/math
grade point average of 3.00 or higher on a four-point
scale and must meet the following course prerequisites.
The degree programs mentioned above should have the
minimum natural science core requirements consisting of
the following:
• General chemistry I and II and lab for science majors
(8 credit hours)
• Organic chemistry I and II and lab (8 credit hours)
• Biology I for science majors (4 credit hours)
• Physics I and II and lab for science majors (8 credit
hours)
• Calculus (3 credit hours)
• Statistics (3 credit hours)
Applicants interested in the Master of Forensic Science
Area of Concentration in Chemistry should have the
following course work:
• Analytical/Quantitative chemistry
• Instrumental analysis
• Physical chemistry
• Inorganic chemistry
Note: The above courses should have a laboratory
component.
Applicants interested in the Master of Forensic Science
Area of Concentration in Biology should have the
following course work:
• Biochemistry
• Molecular biology
• Genetics
• Population statistics
• Cell biology
• Microbiology
Note: Two of the above courses should have a
laboratory component.
Requirements
The curriculum for the forensic science program follows
and is designed to be completed in as few as two years.
Students must complete all core courses. In addition,
students must elect an area or concentration and
complete all courses in the concentration.
Required Courses:
Core Courses:
FSCI 500
Survey of Forensic Science
3
FSCI 610
Physical Evidence at Crime Scenes
3
FSCI 615
Safety/Quality Control/Quality
Assurance
3
FSCI 655 or
FSCI 675
FSCI 655 Practicum Rotations or
FSCI 675 The Crime Laboratory:
Structure and Operations
3
FSCI 702
Seminar in Forensic Science
3
FSCI 760
Research Project & Presentation I
3
FSCI 761
Research Project & Presentation II
3
FSCI 762
Expert Witness Preparation and
Practice
3
Area of Concentration in Biology:
FSCI 640
Serology and Immunology
3
FSCI 645
DNA Analysis
3
FSCI 660
Forensic DNA Computer
Applications
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Area of Concentration in Chemistry:
FSCI 617
Trace Evidence
3
FSCI 620
Drug Analysis
3
FSCI 670
Forensic Toxicology
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Forensic Studies
Description
The Master of Science in Forensic Studies program is
designed to prepare professionals to conduct
investigations and examine evidence for the purpose of
presenting their findings in legal proceedings as experts
in forensic accounting or digital forensics. The program is
designed for students whose career goals overlap in two
or more areas within forensics or who wish to develop
general knowledge in forensic accounting, information
technology, and investigations.
The Forensic Studies program is also appropriate for
managerial or executive personnel who need a general
understanding of a variety of forensic specialties which
fall under their areas of responsibility. The broad-based
knowledge obtained in the Forensic Studies program
prepares students for careers in forensic accounting,
Graduate Fields of Study| 105
digital investigation, and other areas requiring forensic
expertise.
Objectives
Upon completion of the Master of Science in Forensic
Studies, graduates will be able to:
1. Evaluate the merits of an allegation and prepare an
investigative plan, if warranted.
2. Conduct effective interviews and interrogations.
3. Evaluate documentary and testimonial evidence.
4. Synthesize analyses of facts and law into coherent,
defensible conclusions.
5. Communicate findings, analysis, conclusions and
recommendations effectively, both orally and in
writing.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Students are required to take and successfully complete
FSCOR 601, Criminal Justice; FSCOR 604, Evidence; and
FSCOR 606, Forensic Journal Research and Review, before
enrolling in other courses.
Requirements
Required Courses
In addition to the core courses, students will choose five
electives of their choice.
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
FSCOR 720
Forensic Studies Capstone
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSINV 605
Investigative Techniques/Physical
Evidence
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Five Forensic Electives
15
Course Descriptions
See Forensic Studies Course Descriptions (p. Error!
Bookmark not defined.)
Healthcare Management
Description
The Master of Science in Healthcare Management
prepares its graduates for leadership positions in which
they plan, direct, or coordinate medical and health
services in hospitals, clinics, managed care, public health
agencies, or similar organizations. The program has two
areas of concentration: (1) Quality Management and
Patient Safety and (2) Project Management. The
curriculum includes integrative experiences that require
students to apply real world practice and to synthesize
knowledge and skills covered throughout the program.
Using the case study method and other problem-solving
integrative methodologies, the program provides
opportunities for students to participate in team-based
activities.
Stevenson's innovative accelerated M.S. in Healthcare
Management is designed for working adults who want to
complete their degree quickly and expand their career
horizons by strengthening their credentials as healthcare
managers and administrators. All of the coursework can
be completed online.
Quality Management and Patient Safety
This area of concentration prepares graduates to plan,
organize, lead, control, and evaluate quality improvement
initiatives in healthcare organizations. Course work is
focused on ethical, effective, evidence-based, patient-
centric theory and practices.
Project Management in Healthcare
This area of concentration prepares graduates to plan,
organize, lead, control, and evaluate healthcare
organization projects from start to finish. Course work is
focused on ethical, effective financial management,
innovative leadership, and interdisciplinary teamwork
theory and practices.
Objectives
Upon completion of the Master of Science in Healthcare
Management, graduates will be able to:
1. Determine conceptual approaches and techniques to
analyze the performance of a healthcare system or
unit.
2. Evaluate the health status of populations served by
healthcare organizations to address service gaps.
3. Assess the impact of proposed health policy on
organizational operations and redesign those
structures as needed.
4. Apply principles of leading and managing
organizational change and promoting organizational
and clinical excellence.
5. Manage information resources to assist in legal,
ethical, and effective business and clinical decision-
making and management.
6. Communicate effectively with external and internal
stakeholders.
106| Stevenson University Stevenson University Online Catalog
7. Apply principles of leading and managing health
services organizations under alternative financing
mechanisms.
8. Apply principles of leading and managing human
resources and health professionals in diverse
organizational environments.
9. Analyze statistical, qualitative, quantitative, and
economic data to assist in ethical and effective
business and clinical decision-making.
Quality Management and Patient Safety Concentration
Outcomes
Upon completion of the program, a graduate in the
quality management and patient safety concentration will
be able to:
1. Formulate a plan to assess performance of quality
management and patient-centric safety efforts in a
healthcare system or unit.
2. Critique, synthesize and apply theories, models, and
research relating to quality improvement and patient
safety initiatives.
3. Deduce trends in healthcare that promote best
practices in ethical and effective, evidence-based
quality management and patient safety.
4. Produce techniques of operations assessment and
improvement that continually improve the quality of
care provided and patient safety.
5. Propose and justify methods and tools for analysis of
quality management and patient-centric safety
initiatives.
6. Demonstrate through written, oral, and other
presentation skills, an in-depth understanding of the
quality management and patient safety efforts in a
healthcare system or unit.
7. Apply principles of leading and managing a quality
improvement and patient safety initiative in a
healthcare system or unit.
8. Analyze and interpret statistical, quantitative data and
other performance indicators of quality management
and patient safety initiatives.
Project Management in Healthcare Concentration
Outcomes
Upon completion of the program, a graduate in the
project management in leadership concentration will be
able to:
1. Formulate a plan to assess performance of project
management in a healthcare system or unit.
2. Critique, synthesize and apply theories, models, and
research relating to project management in a
healthcare system or unit.
3. Deduce trends in best practices in healthcare
teamwork that promote ethical, effective, and efficient
interdisciplinary project management.
4. Produce techniques of operations assessment and
improvement that assess project management
efficiency and effectiveness.
5. Propose and justify tools and methods of project
management.
6. Demonstrate through written, oral, and other
presentation skills, an in-depth understanding of
project management in a healthcare system or unit.
7. Apply principles of leading and managing in a project
with an interdisciplinary team in a healthcare system
or unit.
8. Analyze and interpret statistical, quantitative data and
other performance indicators of project management
in a healthcare system or unit.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Newly admitted students to the MS in HCM program are
allowed to take only one course in the first session after
their admission. Depending on the date of admission, the
student must take either HCM 600 or HCM 605 as their
first and only course. More than one course in their first
session requires written permission from the program
coordinator. Upon successful completion of their first
session, students may register for more than one course.
Requirements
Students must complete all core courses, all courses for
the selected track, and two electives from the approved
course list.
Core Courses
HCM
557/NURS
557
Project and Resource
Management
3
HCM
600/NURS
600
Managerial Epidemiology and
Statistics
3
HCM 605
Healthcare Management and
Administration
3
HCM 612
Healthcare Policy, Law, and Ethics
3
HCM 620
Human Resources Development
in Healthcare
3
HCM
650/NURS
650
Organizational Behavior in
Healthcare
3
HCM
652/NURS
652
Health Care Finance: Challenges
3
Quality Management and Patient Safety Track
HCM
660/NURS
660
Planning for Evidence-Based
Practice
3
Graduate Fields of Study| 107
HCM
662/NURS
662
Quality Management in Health
Care
3
HCM
667/BTM 667
Customer Relationship
Management (E-CRM)
3
Project Management in Healthcare Track
HCM
635/BTM
635
Innovative Leadership &
Management
3
HCM 640
Teamwork in Healthcare Settings
3
HCM
644/BTM
644
Project Management
3
Electives
BTM 672
IT Financial Management
3
HCM 642
Healthcare Project Planning and
Management
3
HCM 646
Project Management Accounting
3
HCM 665
Patient Satisfaction and Quality
Improvement
3
HCM 669
Patient Advocacy for Healthcare
Quality
3
HCM 700
Internship in Healthcare
Management
3
FSAAC 624
Fraud: Accounting
3
FSAAC 640
Business Valuation
3
FSLAW 668
White Collar Crimes
3
Certificate Options
Quality Management and Patient Safety (p. 136)
Course Descriptions
See Healthcare Management Course Descriptions (p. 125)
Integrative Learning
Description
The Master of Education in Integrative Learning is
designed to equip teachers, instructional leaders, and
educational professionals with the knowledge, skills, and
ability necessary to promote students’ 21st century
learning, lead curricular reform, and engage community
stakeholders for student success in a dynamic and
changing world.
As the 21st century unfolds, an integrative approach to
teaching and learning has emerged as a necessary model
for addressing the learning needs of students in a world
where the jobs of tomorrow have not yet been imagined.
Integrative learning fosters students’ ability to think
critically, make connections among concepts and
experiences, use multiple literacies to communicate, and
apply learning to novel and complex issues or challenges
with real-world implications. Integrative learning engages
students, parents, teachers, administrators, community
members, and policy makers in a shared responsibility for
the lifelong learning success of students.
Degree candidates in this 36-credit program will be well-
grounded in the social and emotional development of
learners; the socio-political and cultural influences on
students and communities; rigorous problem-based
learning approaches; emerging technologies; and
community engagement and leadership. Students
complete 21 credits of required coursework in theory,
research, and integrative learning practices. Modeling a
multidisciplinary approach, students select 15 credits of
elective courses from three focus areas of Engaged
Learning for 21st Century Skills, Multiple Literacies, and
Community Engagement and Leadership, with one area
as their primary focus based on individual professional
goals. All students complete an action research project
and capstone experience implementing theory into
practice.
Objectives
Upon completion of the Master of Education in
Integrative Learning, graduates will be able to:
1. Analyze the social and emotional development that
shapes the way learners interpret information, build
knowledge, and communicate.
2. Assess the socio-political and cultural influences on
learners, their families, and the educational systems
within their communities.
3. Design engaging and innovative learning experiences
that foster critical thinking, creativity, and
communication skills of learners.
4. Evaluate the purpose and application of digital tools
and media to support the reading, writing, and
communication skills of 21st century learners.
5. Analyze leadership theories and leader behaviors that
foster change, empower others, and promote
collaboration among educational and community
stakeholders.
6. Integrate theory with practice through action research
that seeks to advance integrative and engaged
learning.
7. Reflect on one's role as an educator and leader.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of a "C" may be applied
toward the GPS requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree is completed.
Requirements
Required Courses
Theory and Research Core
ED 604
Cognitive Social and Emotional
Development of Learners
3
108| Stevenson University Stevenson University Online Catalog
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
ED 608
Action Research
3
Integrative Learning Core
CBEL 612
Innovative Teaching and Learning
for 21st Century Skills
3
LTED 623
Digital Literacy and Media
3
CBEL 616
Community Engagement and
Leadership
3
Capstone
Students must select a capstone in their primary focus
area.
LTED 701
Literacy Capstone
3
CBEL 720
Community-Based Education and
Leadership Capstone
3
Electives
Primary Focus Area - 9 credits
Students select three elective courses from one of three
focus areas below as their primary area of focus:
Engaged Learning, Multiple Literacies, Community
Engagement and Leadership.
Secondary Focus Areas - 6 credits
Students select two elective courses from either of the
focus areas other than their primary area.
Engaged Learning for 21st Century Skills
Educators will learn pedagogies of integrative,
collaborative, and experiential student-centered learning
that prepares educators to be on the forefront of
innovative education.
ED 550
Mathematical Concepts and
Problem Solving for Middle School
Teacher
3
ED 560
Scientific Concepts for Engaging
Middle School Learners
3
ED 605
STEM Curriculum Principles and
Practices
3
ED 615
Principles of Assessment
3
ED 630
Principles of Special Education
3
ED 660
Foundations for Teaching ELL
3
CBEL 664
Teaching & Learning for
Specialized Populations
3
ED 690
Issues in STEM Education
3
Multiple Literacies
Educators will be equipped with the theory and practice
necessary to develop learners’ knowledge, skills, and
abilities in interpreting and using multiple literacies such
as visual, digital, media, and technological literacies
within varied social and cultural contexts that moves
beyond traditional literacy.
LTED 603
Foundations of Literacy
3
LTED 611
Literacy Assessment
3
LTED 621
Culturally Responsive Literacy
3
LTED XXX
Children's Literature
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
CM 615
Nonverbal Communication
3
LTED 603, LTED 611, and LTED 621 meet educational
requirements for MSDE Reading Teacher Endorsement
ED 620 and ED 625 meet MSDE Secondary
Reading/Literacy in the Content Area Requirement
Community Engagement and Leadership
Students will learn the critical elements of leadership and
management necessary to build transformative learning
communities and foster collaborative school and
community partnerships.
CBEL 610
Foundations and Frameworks of
Community-Based Education
3
CBEL 614
Program Planning, Implementation,
and Evaluation
3
CBEL 662
Youth Development
3
CBEL 670
Volunteer Management
3
CBEL 672
Advocacy in Community-Based
Organizations
3
CM 600
Cultures and Communication
3
CM 620
Conflict Communication and
Leadership
3
CM 635
Crisis Communication
3
Nursing
Description
The Master of Science in Nursing is designed to help
meet the significant national and state need for more
nurses prepared at the graduate level, with a special
focus on education, forensic nursing,
leadership/management or population-based care
coordination. Graduates will earn a Master of Science
degree with a major in nursing.
Designed as a part-time, accelerated, online program, the
program is offered to registered nurses who already have
a bachelor’s degree in nursing.
Graduates gain the theoretical and analytical knowledge
required to contribute to the nursing profession as
educators, leaders/managers or population-based care
coordinators. All students participate in a practicum
experience, partnered with experienced nurses in their
chosen specialty, to have the opportunity to learn and
demonstrate new knowledge and skills.
Program Highlights
• Multiple Starting Points - Students can choose to
start their program in the fall, spring, or summer
semesters. This gives students the opportunity to
begin when they are ready.
• One Course at a Time - Designed for working nurses,
the program allows students to focus on one course
at a time, building a foundation for future coursework
as they progress.
• Flexible Schedule - Students can choose the pace that
works best for them, allowing a balance of work,
school and life events.
• Accelerated Format - Courses are offered in
accelerated 8-week formats. The only exception is the
capstone course, which is offered over a full 16-week
semester.
Graduate Fields of Study| 109
Areas of Concentration
Students will choose to focus on one of the following
areas of concentration:
• Nursing Education
• Forensic Nursing
• Nursing Leadership/Management
• Population-Based Care Coordination
Nursing Education
This area of concentration is designed to help meet the
tremendous need for nurse faculty – a shortage that is
limiting enrollment in nursing schools nationwide.
Education is practiced by all nurses in formal and
informal settings. This concentration recognizes the
changing practice of nursing education, whether in the
academic or clinical setting. From the increasing use of
simulation to online courses, nursing educators in today’s
healthcare environment must be able develop,
implement, and evaluate courses using multiple teaching
strategies, including online course delivery.
Forensic Nursing
This area of concentration is designed to cultivate and
prepare registered nurses to address the needs of victims
of violent sexual and non-sexual crimes. Forensic nurses
are uniquely positioned to care for patients during the
post traumatic experience. Using the nursing process and
a multi-system approach to administer forensic
healthcare, collect evidence, and connect the victim to
community resources, the forensic nurse improves the
health and wellness for these individuals.
Nursing Leadership/Management
This area of concentration recognizes that all nurses,
regardless of position, can be called on to serve in
leadership roles. This area also addresses the key
workforce need for more nurse managers, as many
existing nurse leaders in hospitals and healthcare
organizations will retire in the coming years. In
challenging economic times, leadership is critical to the
success of healthcare institutions.
Population-Based Care Coordination
This area of concentration is designed to prepare nurses
for roles that have increased in demand since the
implementation of the Affordable Care Act. Nursing
professionals will gain appropriate skills that enable them
to make ongoing changes in the health systems they
serve, as well as acquiring the knowledge and abilities to
adapt to future challenges in nursing. Graduates of this
program may work in a variety of roles, such as case
managers with hospital systems, nurse community
liaisons with third-party organizations, nurse navigators
within hospitals or community coordinators within health
departments.
Objectives
The objective of the program is to prepare registered
nurses with a Master of Science degree with a major in
nursing who will practice in advanced roles as nurse
educators, leaders/managers, or population-based care
coordinators. Master's-prepared nurses are professionals
with specialized knowledge and skills that are applied
within a broad range of patient populations in a variety
of practice settings.
Upon completion of the Master of Science in Nursing,
graduates will be able to:
1. Advance the scholarship and discipline of nursing
through the acquisition and dissemination of new
nursing knowledge.
2. Demonstrate advanced mastery of nursing theory,
evidence-based practice, service, and research based
upon a multidisciplinary theoretical foundation.
3. Analyze advanced roles in nursing as educators,
leaders, and managers in a variety of settings:
academic environments, health care agencies, political
systems, and in the public and private sectors.
4. Advocate for the nursing profession through
demonstration of personal accountability,
responsibility for advanced nursing practice and
professional role modeling and mentoring.
5. Synthesize knowledge of decision-making skills and
change theory to promote excellence in nursing
practice within a dynamic and global health care
system.
Education Concentration Outcomes
Upon completion of the program, a graduate in the
education concentration will be able to:
1. Analyze trends in nursing science to promote best
educational practices.
2. Apply learning theories and curriculum design models
in the development of learning experiences in nursing
education.
3. Analyze significant issues arising between clinical
nursing practice and nursing education.
4. Design curricula for a variety of educational settings
using relevant theories and evidence-based teaching
strategies.
5. Integrate teaching and learning theory with concepts
of health protection, promotion, and maintenance to
address the needs of individuals from various
cultures.
6. Integrate theories and principles of teaching and
learning with knowledge of pathophysiology,
pharmacology, and physical assessment in the role of
the nurse educator in academic and practice settings.
Forensic Nursing Concentration Outcomes
Upon completion of the program, a graduate in the
forensic nursing concentration will be able to:
1. Critique concepts and theories of nursing, social
justice, and health care delivery related to victims of
violence.
2. Integrate social, educational, and legal theory,
evidence-based practice, and research to address the
complex needs of vulnerable populations and victims
of violence.
3. Analyze trends in forensic nursing to develop,
promote, and implement protocols, policies, and
110| Stevenson University Stevenson University Online Catalog
systems that best respond to the complex health
needs of victims and violence.
4. Analyze the impact of role of forensic nurse in
advancing the relationship between civic, legal, and
health care sectors.
5. Evaluate culturally competent strategies to educate
individuals in the traditional of forensic nursing and
forensic wellness through the examination of inter-
professional collaborative relationships, social
networks, and organizational systems.
Leadership/Management Concentration Outcomes
Upon completion of the program, a graduate in the
leadership/management concentration will be able to:
1. Analyze trends in healthcare and health
administration and promote best business
management practices that improve the health of our
citizens.
2. Synthesize leadership theories and principles of
human resource management to improve and
promote nursing care in a variety of environments.
3. Analyze significant issues between clinical nursing
practice and health care administration and provide
leadership in the pragmatic resolution of conflicts.
4. Synthesize and apply theories, models, and research
relating to nursing management and health systems.
5. Analyze managerial problems in healthcare and
provide resource solutions.
6. Critique concepts and theories of nursing, health care
delivery, financing, and regulatory issues related to
health care organizations.
Population-Based Care Coordination Outcomes
Upon completion of the program, a graduate in the
population-base care coordination concentration will be
able to:
1. Conduct needs assessments within communities and
health care systems, engaging multiple stakeholders.
2. Design a plan of care for specific populations
incorporating knowledge of community resources,
health care law, and regulations.
3. Evaluate quality and safety outcomes within
community healthcare systems.
4. Implement care management projects based on
target population need assessment and evidence-
based standards of care.
5. Evaluate culturally-competent community care
management strategies through the examination of
inter-professional collaborative relationships, social
networks, and organizational systems.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Core courses give all master's degree-seeking students a
strong foundation in nursing research, essential for the
implementation of evidence-based practice and to
effectively utilize data for problem solving. Additional
core courses provide advanced knowledge in the legal,
ethical, political, and social forces impacting the global
health care environment. The core courses, plus the
courses within the areas of concentration, provide a
foundation for doctoral education.
All students must successfully complete the following
core courses before moving into courses in their area of
concentration.
Core Courses
NURS 515
Concepts of Nursing Informatics
3
NURS 520
Quantitative Methods in Nursing
Research
3
NURS 530
Qualitative Inquiry in Nursing
3
NURS 547
Global Health Care Perspectives
3
NURS
557/HCM
557
Project and Resource
Management
3
Education Courses
This area of concentration includes courses in pedagogy,
curriculum design, educational assessment, and a
teaching practicum.
The following courses must be completed sequentially:
NURS 610
Advanced Pathophysiology and
Pharmacology
3
NURS 615
Advanced Health Assessment
3
NURS 632
Curriculum Design and Innovation
3
NURS 635
Teaching and Learning
Strategies/Evaluation
3
NURS 642
Instructional Media in Education
3
NURS 736
Nursing Education Practicum
3
NURS 737
Graduate Nursing Capstone
3
Forensic Nursing Courses
This area of concentration includes courses in health
assessment, forensic nursing, criminal justice, forensic
science, and cultural perspectives in society.
The following courses must be completed sequentially:
NURS 615
Advanced Health Assessment
3
FSCOR 601
Foundations of Justice
3
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
FSCI 762
Expert Witness Preparation and
Practice
3
NURS XXX
Introduction to Forensic Nursing
3
NURS 737
Graduate Nursing Capstone
3
NURS XXX
Forensic Nursing Practicum
3
Graduate Fields of Study| 111
Leadership/Management Courses
This area of concentration includes courses on
organizational behavior, health care finance, quality
management, and a leadership practicum.
The following courses must be completed sequentially:
NURS
650/HCM
650
Organizational Behavior in
Healthcare
3
NURS
652/HCM
652
Health Care Finance: Challenges
3
NURS
660/HCM
660
Planning for Evidence-Based
Practice
3
NURS
662/HCM
662
Quality Management in Health
Care
3
NURS 750
Nursing Leadership/Management
Capstone
6
Elective
Approved Health Care
Management course or course
from the Population-Based Care
Coordination or Education
Concentration
3
Elective: Approved Healthcare Management course or
course from the Education or Population-Based Care
Concentration
Population-Based Care Coordination Courses
This area of concentration includes courses on
communication, coordination, vulnerable populations,
epidemiology, and a Population-Based Care Coordination
practicum.
The following courses must be completed sequentially:
NURS
600/HCM
600
Managerial Epidemiology and
Statistics
3
NURS 670
Communication and Conflict
Resolution
3
NURS 672
Population-Based Care:
Vulnerable Populations
3
NURS 674
Professional/Legal Issues in
Population-Based Care
3
NURS 760
Population-Based Care
Coordination Capstone
6
Elective
Approved Health Care
Management course or course
from the Population-Based Care
Coordination or Education
Concentration
3
Elective: Approved Healthcare Management course or
course from the Education or Leadership/Management
Concentration
Residency Requirements
The Master of Science in Nursing has a residency
requirement at the end of the program. The residency
component supports the interactive nature of the
profession, which requires students to demonstrate not
only knowledge, but the increased ability at the graduate
level to articulate and discuss nursing issues and
challenges. Further, the residency allows students to
demonstrate those skills and competencies they will need
in their professional positions. Students unable to come
to campus for this component of the program will be
able to participate through the use of synchronous
online software capabilities already available at the
university.
Certificate Option
Nursing Education (p. 135)
Population-Based Care Coordination (p. 135)
Course Descriptions
See NURS-Graduate Nursing Courses (p. 127)
Teaching
Description
The Master of Arts in Teaching (MAT) with a STEM focus
prepares candidates for initial certification in secondary
education (grades 7-12) in the areas of biology,
chemistry, earth/space science, physics, physical science
and mathematics. The program is designed for recent
graduates and career changers in the STEM fields who
desired to enter the teaching profession. The program
focuses on a STEM approach to teaching and learning
that prepares graduates to engage learners in
collaborative, innovative, and project-based learning for
solving real world problems.
Stevenson's MAT program is delivered in an online
cohort format that maximizes flexibility for working
adults. Course content is facilitated by seasoned
educational professionals through engaging online
activities. Current and innovative educational
technologies are embedded into course content to
prepare candidates to meet the needs of the 21st
century learner. Through authentic field experiences and
a teaching internship, candidates gain the knowledge,
skills, and disposition to engage and inspire learners.
Candidates who successfully complete the MAT program,
including achieving qualifying scores on Praxis ® Core
(or meeting the qualifying scores on either Praxis ® I,
SAT, ACT, or GRE and Praxis ® II,) are eligible for
teaching certification in Maryland and in states with
reciprocal agreements with the Maryland State
Department of Education (MSDE) in the area of
secondary biology, chemistry, earth/space science,
physics, physical science and mathematics.
Objectives
Consistent with the School of Education’s outcomes,
upon completion of the Master of Arts in Teaching in
Secondary Biology, Chemistry, Earth/Space Science,
Physics, Physical Science or Mathematics, teacher
candidates will be able to:
1. Apply knowledge of discipline content and content-
related pedagogy to design and implement effective
instruction for all learners.
2. Use knowledge of diverse students to design
instruction and create a culturally responsive,
112| Stevenson University Stevenson University Online Catalog
equitable environment to support achievement for all
learners.
3. Design and implement instruction that engages
students, encourages student participation, promotes
higher-level thinking, and supports instructional
outcomes.
4. Design and implement assessment that monitors
student learning, provides purposeful feedback on
progress, and furnishes evidence to inform
instruction.
5. Reflect on teaching, collaborate in a professional
learning community, seek professional development
opportunities, engage in inquiry, persist toward goals,
and exhibit integrity and professionalism.
Prerequisite Requirements
To be admitted into the MAT program, all candidates
must complete the following course work and meet
MSDE requirements for initial certification as identified
below:
• Complete a bachelor's degree in a science or
mathematics discipline from an accredited institution
with 30 credit hours in the content area.
• Provide official transcripts* of all previous
undergraduate-level and graduate-level college
coursework.
• Attain a cumulative GPA in undergraduate coursework
of 3.0 on a four-point scale.
• Provide two letters of recommendation, either
professional or academic.
• Complete an interview with the Program Coordinator
of SUO Graduate Education.
To be admitted into a teaching internship (ED 710),
candidates must:
• Attain a qualifying score on Praxis® II Content
Knowledge assessment for the area or desired
certification.
• Completed prerequisite coursework with a 3.0 GPA or
better.
• Complete a criminal background check.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
All MAT candidates must complete the following
coursework and meet MDSE requirements for initial
certification as identified below:
Required Courses
ED 510
Psychology and Development of
Adolescents
3
ED 605
STEM Curriculum Principles and
Practices
3
ED 615
Principles of Assessment
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 630
Principles of Special Education
3
ED 640
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM Focus I
3
ED 645
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM focus II
3
ED 690
Issues in STEM Education
3
ED 710
Professional Internship
6
Residency Requirement
Stevenson's MAT program includes mandatory onsite
weekend residencies twice a year. The interpersonal
relationship developed as part of the cohort residencies
enhance the academic learning and emotional well-being
of the adult learner. The residency is an essential part of
building that community. Residencies are scheduled on a
Friday evening through Saturday afternoon at the Owings
Mills Campus of Stevenson University at the start of the
fall and spring semesters. Attendance is mandatory for
the full period of the residency unless with prior
permission of the Program Coordinator. Students may
engage in seminars, workshops, peer led discussions and
presentations during residency.
MSDE requirements for initial certification:
• Successful completion of Stevenson University's
Maryland Approved MAT program.
• 3.0 GPA for last completed degree or qualifying
scores on Praxis® Core (basic skills) and Praxis® II
content knowledge and pedagogy assessments.
• Successful completion of 100-day teaching internship
in the candidate's area of certification.
Certificate Option
Secondary STEM Teaching and Learning (p. 136)
Course Descriptions
See ED - Teaching Secondary Mathematics and Sciences
Courses (p. 118)
Graduate Courses| 113
BTM - Business and Technology Management
BTM 601 - Information Technologies and the
Organization (3 credits)
Provides an overview of the changing nature of
organizations as they evolve to meet the demands of the
new digital economy, the techniques for increasing
competitiveness, and a survey of technologies and
standards available to support and facilitate organization
goals. The course also introduces the basic tenets of
object-oriented design.
Prerequisite: None.
BTM 604 - Cognitive Science for Requirements
Analysis (3 credits)
Studies the elements of cognition as they relate to
decision-making, problem solving, information analysis,
and system development and use, and understand the
structure of cognition and its associated limitations and
biases.
Prerequisite: None.
BTM 606 - Creativity in Information Systems (3
credits)
Explores the creative problem-solving models and their
use in the systems development process, in order to
support the organization in solving ill-structured
problems in a changing environment. Application of past
solutions to current problems often has not been
successful. Research shows that creative solutions can
arise from a careful, methodological process and this
process can be learned.
Prerequisite: None.
BTM 618 - Network Technologies (3 credits)
Covers the Open Systems Interconnection Reference
Model (OSI/RM) and each of its constituent layers.
OSI/RM is used as a basis for understanding network
functions in a multi-vendor environment and for
comparing protocol standards common to the local area
network. As a continued theme, evolving open standards
for networking are explored over the semester through
student assignments and in-class discussions. Students
will implement a multi-domain enterprise network
environment.
Prerequisite: None.
BTM 634 - Enterprise Data Management (3
credits)
Prepares students for the development of large-scale,
enterprise-wide systems that manage, store, and
distribute an organization's data. From a database
viewpoint, students learn about types of databases,
relational database theory and modeling, database
design processes, database schema and normalization,
transaction processing, data-base locking and tuning,
two-phase commits, replication, and distributed
databases. Included are overviews of text data
processing, data warehousing, data mining, Very Large
Databases, Object-Oriented Databases, and Geo-graphic
Information Systems. From a hardware viewpoint,
students learn about processor types and architectures,
disk arrays, and special hardware for text processing.
Finally, from a data distribution viewpoint, students learn
about Web servers, middleware, ODBC/JDBC, and
Transaction Processing Monitors, and learn how these are
incorporated into the enterprise information structure.
Prerequisite: None.
BTM 635 - Innovative Leadership & Management
(3 credits)
Examines all aspects of leadership, including
characteristics of leaders, leadership behaviors and styles,
leadership ethics and social responsibility, teamwork,
communication and conflict, and creativity and
innovation. Students will develop skills, research findings,
and evaluate cases relating to leadership theory and
practice.
Prerequisite: None. Cross-Listed as: HCM 635.
BTM 640 - Operating Environments: Architecture
and Infrastructure (3 credits)
Explores the role of operating environments as the
foundation for integrating divergent hardware and
software systems into the enterprise information
architecture. Students examine the configuration and
design of the computer platforms required to perform
key tasks such as: connecting computers and peripheral
devices to a network, creating and managing internet
and intranet access, executing application software, and
installing and upgrading hardware. Students learn
strategic operating systems options and evaluate how to
make the best technical choices for the organization.
Prerequisite: None.
BTM 642 - Enterprise Application Process
Analysis (3 credits)
Discusses the nature and impact of Enterprise Solutions
software on the selection, development, and distribution
of information systems through the enterprise. Students
learn and apply the appropriate hardware, software, and
communications standards required for evaluating when
and how to implement Enterprise Solutions instead of
more traditional techniques to solve business problems.
Prerequisite: None.
Graduate Courses
114| Stevenson University Stevenson University Online Catalog
BTM 643 - Electronic Commerce (3 credits)
Discusses the evolution of key infrastructure technologies
from electronic data interchange (EDI) to the Internet and
how these technologies are creating the corporation of
the 21st century. Students learn how organizations are
converting traditional mainframe and client/server
applications to Internet-based applications that allow
worldwide access to an organization's products and
services. The course covers the technologies that support
these new extended corporations as well as the
underlying managerial processes that are required for
their successful implementation.
Prerequisite: None.
BTM 644 - Project Management (3 credits)
Provides students with the genesis of project
management and its importance to improving the
success of information technology projects. Topics
addressed include the triple constraint of project
management, project management knowledge areas and
process groups, the project life cycle, project selection
methods, work breakdown structures, network diagrams
and critical path analysis, cost estimates, earned value
analysis, risk analysis, motivation theory, and team
building. Project management soft-ware will be utilized
to plan and manage information technology projects.
Prerequisite: None. Cross-Listed as: HCM 644.
BTM 645 - Supply Chain Management (3 credits)
Studies the supply chain from end to end and traces the
flow of products, services, and information from suppliers
to the final customer. Students gain an understanding of
the interrelationship of revenues, costs, and asset
utilization, and how coordinated activities across the
supply chain can bring about efficiencies in one or more
of these areas and lead to added value for customers. In
a Business-to-Business environment, enterprise-wide
technology systems are increasingly being implemented
to integrate companies with their up-chain suppliers and
down-chain customers. Students study the effect of E-
commerce transactions across the supply chain and how
Electronic Data Interchange (EDI) systems are bringing
about lower transaction costs, faster order-handling, and
more efficient inventory management.
Prerequisite: None.
BTM 646 - Disaster Recovery & Business
Continuity (3 credits)
Provides students with the ability to identify
vulnerabilities, and to create and implement appropriate
countermeasures to address them or, at a minimum,
mitigate disruption of service to the organization's
constituents. Natural disasters and intrusions can cripple
an organization, suspending mission-critical processes
and disrupting service to customers. To that end, this
course will focus on techniques for creating a business
continuity plan (BCP) and the methodology for building
an infrastructure that supports the effective
implementation of such a plan.
Prerequisite: None.
BTM 661 - E-Systems Security (3 credits)
Explores the current software and hardware products
available to protect enterprise assets. Covered in this
course are the methods used to ensure both secure and
authenticated transmissions of proprietary corporate
information across vulnerable networks. Topics will
include public-key-infrastructure (PKI), digital signatures,
certificate authorities, and encryption standards such as
SSL, IPSEC, SET, DES, S/MIME, SHTTP. In addition,
students examine techniques and software used for
intrusion detection, password attacks, denial of service,
spoofing, and their respective countermeasures.
Prerequisite: None. Cross-Listed as: CYBF 661.
BTM 662 - Business to Business Applications (3
credits)
Explores the latest business-to-business technologies
including Supply Chain Management (SCM), Enterprise
Resource Planning (ERP), Customer Relationship
Management (CRM), Electronic Data Interchange (EDI),
and Online Financial Services.
Prerequisite: None.
BTM 663 - Information Technology Law &
Enforcement Activities (3 credits)
Outlines the legal requirements of businesses to preserve
electronic data, ensure privacy, protect intellectual
property and ensure that electronic information is
accessible to people with disabilities. A survey of the
legislation and the systems used to carry out the letter of
the law is covered. Relevant sections of the Federal and
State rules are examined to discover the impact on
procedures and policies in the enterprise. Current
pertinent federal legislation is discussed including but
not limited to the Health Insurance Portability and
Accountability Act of 1996 (HIPAA), Digital Millennium
Copyright Act (DMCA), Section 508 (29 U.S.C. '794d),
Accessibility Act; Sarbanes-Oxley Act; and the USA Patriot
Act - Section 326 (HR 3162).
Prerequisite: None.
BTM 667 - Customer Relationship Management
(E-CRM) (3 credits)
Understands the importance of CRM in safeguarding the
firm's customer base and future revenue growth,
especially in those industries characterized by high levels
of competition. In accessing and analyzing customer
data, businesses are better able to provide products and
services more closely tailored to customers' needs and
thereby strengthen relationships. Students evaluate the
various methods of extracting customer data, particularly
from web sites, and learn how the data is analyzed,
segmented and scored in the production of meaningful
management reports and marketing campaigns.
Prerequisite: None. Cross-Listed as: HCM 667.
BTM 670 - Competitive Theory (3 credits)
Examines the formulation and implementation of
strategies for businesses, particularly those competitive
strategies applicable to new products, services or
processes. Students examine how managerial action can
Graduate Courses| 115
reinvent competition within existing industries and how
the creation and implementation of strategy drives the
success of business. Topics include strategic
management, leadership, and analysis.
Prerequisite: BTM 601.
BTM 671 - Innovative Strategies (3 credits)
Explores the central problems and solutions in the
management of innovation and technology. The course
analyzes how a large organization develops and
maintains a culture of innovation; successfully manages
innovative technology projects; and maintains the
balance between task performance and cost containment.
The course will also address the human, process,
structural, and strategic factors involved in managing
technological innovation.
Prerequisite: BTM 601.
BTM 672 - IT Financial Management (3 credits)
Reviews application of financial theories, focusing on the
principles and practices used by IT financial management
for planning, controlling, pricing, evaluating and decision
making. Topics include activity based cost management,
asset management, benchmarking, chargeback,
controllership, expense management, performance
management, and telecommunications. Students will
develop managerial financial problem solving and
decision-making skills with a strategic orientation.
Prerequisite: BTM 601.
BTM 701 - Systems Integration (3 credits)
Provides students with techniques for evaluating
organizations and their environments with a view towards
development of an information architecture to support
organizational goals. Students design and implement a
start-up business infrastructure and integrate
technologies researched to support organization goals.
Prerequisite: 24 earned.
BTM 702 - Master's Project (3 credits)
Offers students the opportunity to perform in-depth
applied technology research in support of a business
environment. Students pursue project research topics
chosen from a wide range of technologies and through
hands-on implementation perform comparative analysis
testing on performance, reliability, stability, feature sets,
and functionality. Students formally present their research
findings to the Information Systems faculty.
Prerequisite: BTM 701.
CM - Communication Studies
CM 505 - Communication Theory and
Applications (3 credits)
Examines major theories related to the areas of
interpersonal, group, public, mass, and cultural
communication. Students will use these theories as
frameworks for investigating contemporary issues in
human communication processes and as they apply
theory to case studies and problem-solving examples.
Prerequisite: None.
CM 510 - Research Writing and Methods (3
credits)
Introduces students to methodological approaches for
the purpose of exploring communication phenomena.
Prerequisite: None.
CM 600 - Cultures and Communication (3 credits)
Applies the theories and concepts of cultural
communication to various personal, social, and
professional contexts. Students will conduct research in
the area of intercultural communication as well as
analyze the effectiveness of their intercultural
communication competence.
Prerequisite: CM 505 and CM 510.
CM 605 - Communication Ethics in the Public
Sphere (3 credits)
Investigates ethical standards and behaviors in relation
to, and application in, interpersonal, organizational,
intercultural, and health communication. Students will
examine case studies, narrative structures, and
institutional missions to understand and explain how
communication ethics affects decision-making in the
personal and business spheres.
Prerequisite: CM 505 and CM 510.
CM 610 - Interpersonal Communication (3 credits)
Analyzes the concepts and practices of interpersonal
communication through evaluation of related theories
and research. Students will interrogate concepts and
issues that deal with the relationship between the self
and others on personal, professional, and social levels.
Prerequisite: CM 505 and CM 510.
CM 615 - Nonverbal Communication (3 credits)
Examines theories and research surrounding nonverbal
aspects of human communication. Students will
investigate critically nonverbal communication in relation
to a myriad of cultural groups and diverse contexts.
Prerequisite: CM 505 and CM 510.
CM 620 - Conflict Communication and Leadership
(3 credits)
Evaluates one's own and others' conflict styles in various
contexts. Students will determine appropriate conflict
resolution methods as leaders and learn how to manage
conflict from the perspective of one in charge.
Prerequisite: CM 505 and CM 510.
CM 625 - Contemporary Communication (3
credits)
Evaluates ways in which technology, media, and influence
intersect in the field of communication. Students will
learn, assess, and evaluate how messages influence
audiences and are influenced by media and technology.
Prerequisite: CM 505: Communication Theory and
Applications; CM 510: Research Writing and Methods.
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CM 630 - Contemporary Organizations and
Communication (3 credits)
Applies the theories and concepts of the field to various
institutions and organizations through case studies and
other activities. Students will analyze the effectiveness of
various types of communication in the attainment of
institutional and company goals through class, gender,
cultural, racial, national, and global lenses.
Prerequisite: CM 505 and CM 510.
CM 635 - Crisis Communication (3 credits)
Analyzes the scope of various crisis situations in diverse
contexts. Students will examine theories and research
related to crisis communication in order to comprehend
the ways in which strategists have addressed these
issues.
Prerequisite: CM 505 and CM 510.
CM 720 - Capstone: Communication Project or
Thesis (6 credits)
Provides guidance for students as they design and
construct their final project or conduct an original
research investigation (thesis). Students will create a final
project or thesis based on their knowledge and personal
experiences, and produce an original research or creative
project applying and connecting theory and practice.
Students will present the results of their work to
members of the department and/or program.
Prerequisite: Completion of 30 credits in Communication
Studies Program.
Community-Based Education and Leadership
CBEL 610 - Foundations and Frameworks of
Community-Based Education (3 credit)
Examines the foundational theories, educational
frameworks, and interrelationships of formal, informal,
and non-formal modes of education. Emphasis is placed
on evidence-based educational practices that foster
community engagement. Students explore the
emergence of community-based education as a means
for individual and societal change among differing age,
gender, ethnic, racial, and socio-economic groups.
Prerequisite: None.
CBEL 612 - Innovative Teaching and Learning for
21st Century Skills (3 credits)
Introduces a conceptual framework and methods for
teaching and assessing essential skills through integrated
problem-based and project-based learning. Topics
include analysis and application of instructional strategies
to engage and motivate learners of all ages and
backgrounds. The course includes demonstration,
development, and assessment of standards-based real-
world problem solving experiences.
CBEL 614 - Program Planning, Implementation,
and Evaluation (3 credits)
Introduces the theoretical frameworks and core
competencies for planning, implementing, and evaluating
community-based programs. Students develop a grant-
fundable program proposal that includes needs
assessment, program design, implementation and
evaluation plans. The course examines strategies for
promoting collaboration among and inclusion of
community stakeholders in the program planning
process.
Prerequisite: CBEL 610.
CBEL 616 - Community Engagement and
Leadership (3 credits)
Explores leaders as change agents who build, broker, and
leverage community assets to empower others and grow
capacity in community-based organizations. Students
examine major theories of organizational development,
community engagement, and communication with an
emphasis on leading in non-profit organizations. The
course will focus on the impact of strategic planning,
goal setting, resource management, and partnership
building on organizational sustainability, as well as the
connection between social and economic policy and
community engagement and advocacy.
Prerequisite: None.
CBEL 662 - Youth Development (3 credits)
Introduces the principles and practices of youth
development as a framework for building quality
programs that promote prosocial interaction. The course
explores historical and cultural perspectives from which
youth development emerged as a profession and the
core competencies necessary for all youth workers.
Prerequisite: ED 604 and CBEL 610.
CBEL 664 - Teaching & Learning for Specialized
Populations (3 credits)
Investigates the power and potential of learning across
various non-formal and informal community educational
settings such as community schools, libraries, churches,
museums, athletics, recreation centers, and parks.
Students select a specialized learning environment from
their professional practice to explore in depth. Students
research the mission, structure, and organization of their
learning environments with special emphasis on
evidence-based teaching and learning practices best
suited for their setting. Through peer collaboration,
students gain insight into myriad learning environments.
Prerequisite: CBEL 610.
CBEL 670 - Volunteer Management (3 credits)
Provides a comprehensive introduction to the theory and
practice of volunteer management with an emphasis on
the role of volunteers in building organizational capacity.
Students explore the design, structure, and
implementation of volunteer programs and how to
effectively recruit, select, train, manage, engage, and
retain volunteers. Using a case study approach, students
apply concepts in professional practice.
Prerequisite: CBEL 610.
Graduate Courses| 117
CBEL 672 - Advocacy in Community-Based
Organizations (3 credits)
Provides an introduction to advocacy in community-
based organizations. This course examines the role of
community-based organizations as agents of social,
political, and policy change. Students explore an issue of
concern to a community-based organization and create
an advocacy campaign for influencing change and
mobilizing community stakeholders.
Prerequisite: CBEL 616.
CBEL 674 - Legal Issues and Risk Management in
Community Organizations (3 credits)
This course is under development.
CBEL 720 - Capstone (3 credits)
Provides opportunities for students to integrate theory
and practice in a community-based organization.
Students implement action research, conduct analysis of
evidence, and present findings to advance social change
initiatives, and develop reflective practice with an aim of
improving community organizations. Students create a
portfolio documenting achievement of program
outcomes and competencies of community-based
educators and leaders.
Prerequisite: ED 608.
CBEL 720 - Community-Based Education and
Leadership Capstone (3 credits)
Provides opportunities for students to integrate theory
and practice in a community-based organization.
Students implement action research, conduct analysis of
evidence, and present findings to advance social change
initiatives, and develop reflective practice with an aim of
improving community organizations. Students create a
portfolio documenting achievement of program
outcomes and competencies of community-based
educators and leaders.
Prerequisite: ED 608.
CYBF - Cyber Forensics
CYBF 643 - Incident Response and Evidence
Collection (3 credits)
Examines relevant laws regarding the search and seizure
of digital evidence, the tools available to create a "best
evidence" image of the digital evidence, and how to
properly document the seizure, validate the image set,
and establish a proper chain of custody for all evidence
seized.
Prerequisite: FSCOR 601, FSCOR 604, and FSCOR 606, or
admission to the CYBF Program. Cross-Listed as: FSIS
643.
CYBF 644 - Windows Forensic Examinations (3
credits)
Provides information essential to the performance of a
forensic examination on a computer running the
Microsoft Windows Operating System. Exercises focus on
disk level forensic tools and techniques. This course
focuses on the underlying operation of automated
forensic tools, identifying the most appropriate forensic
tool to be used in specific circumstances, and defending
the selection of forensic tools in the courtroom under
cross examination. The course will use leading edge tools
from X-Ways, Helix, and EnCase.
Prerequisite: Admission to the CYBF program. Cross-
Listed as: FSIS 644.
CYBF 650 - Intrusion Detection Systems (IDS),
Firewalls, Auditing (3 credits)
Explores the network forensic components that detect,
block and track network intrusions. Students learn how to
configure IDS, firewalls and network analysis tools to
protect network resources. Steps in recovering digital
forensic evidence from these devices are examined. The
various categories of IDS, firewall and network analysis
products are compared and evaluated.
Prerequisite: Approval of the Program Coordinator.
Cross-Listed as: FSIS 650.
CYBF 661 - E-Systems Security (3 credits)
Explores the current software and hardware products
available to protect enterprise assets. Covered in this
course are the methods used to ensure both secure and
authenticated transmissions of proprietary corporate
information across vulnerable networks. Topics will
include public-key-infrastructure (PKI), digital signatures,
certificate authorities, and encryption standards such as
SSL, IPSEC, SET, DES, S/MIME, SHTTP. In addition,
students examine techniques and software used for
intrusion detection, password attacks, denial of service,
spoofing, and their respective countermeasures.
Prerequisite: None. Cross-Listed as: BTM 661.
CYBF 662 - Network Penetration Testing (3
credits)
Explores the need for conducting ethical network
penetration testing as a means to better secure existing
networks and to identify artifacts that appear from
attacks. Students will develop network penetration
testing plans in accordance with approved industry
standards. Tests, which include active and passive
reconnaissance, footprinting, vulnerability identification,
and exploitation, will be conducted on multiple targets.
Students will generate results, including
recommendations for improving the security posture of
the network.
Prerequisite: CYBF 644/FSIS 644, or permission from the
CYBF Program Coordinator. Cross-Listed as: FSIS 662.
CYBF 663 - Network and Cloud Forensics (3
credits)
Explores performing forensic examination of a shared
pool of configurable computing cloud resources, such as
networks, servers, storage applications, and services. This
course will provide a practical approach to obtaining
forensic data from always-on, cloud-based resources.
Examinations will involve the correlation of information
from different network sources. Students will distinguish
live analysis from live response and perform both on a
network-based resource. Students will produce a report
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detailing the results of a network/cloud-based forensic
examination.
Prerequisite: None. Cross-Listed as: FSIS 663.
CYBF 664 - Mobile Device Forensics (3 credits)
Explores the growing field of cellular technologies from
both network architecture and hand-held device
perspectives. This course will provide details regarding
the type and manner of data that can be forensically
obtained from mobile devices, including call logs, text
messages, address books, photos, videos, and Internet
history. Exercises focus on using accepted forensic
procedures to acquire and analyze data from a variety of
mobile devices. Students will generate analytical reports
and cross reference results with data form network
service providers. The course will use leading-edge tools
from Paraben Corporation and Cellebrite Mobile
Synchronization. The course is offered online, but it is
mandatory for the student to attend one 8-hour on-site
class.
Prerequisite: Admission to the CYBF Program. Cross-
Listed as: FSIS 664.
CYBF 670 - Cyber Warfare and Cyber Terrorism (3
credits)
Explores the rapidly changing face of cyber warfare and
cyber terrorism. Students will identify and characterize
the fundamental aspects of cyber terrorism and the role
of computers and the Internet in terrorist acts on
information systems and critical infrastructure
components. Students will analyze cyber warfare
techniques, such as Denial of Service attacks on critical
infrastructure, man-in-the-middle attacks, sabotage, and
espionage. Students will evaluate the various cybercrimes
that are being used to finance terrorism and cyber-
criminal activities.
Prerequisite: None.
CYBF 671 - Cyber Hunting (3 credits)
Examines all types of asymmetric threat agents, their
tactics, techniques and artifacts that may present during
the first phases of a compromise before an intrusion
occurs. Topics include models and phases of intrusion,
including models of reconnaissance, identification of key
sources of threat intelligence including sourcing and
deployment of open source tool commonly used in
network intrusions and malicious attack activities,
network architecture, detection of pre-attack indicators
and malicious intrusions.
Prerequisite: None.
CYBF 675 - Live Response and Live Acquisition
(3 credits)
Explores the fundamental differences between classical
media analysis in dead box forensics and live responses
and live acquisition. Students will perform both a live
response to an information system that has been hacked
and a live acquisition of media and memory on a running
system that has been compromised. Students will then
analyze the results for evidence of attack and
compromised data. Finally, students will create detailed
reports with findings from live responses and
acquisitions.
Prerequisite: None.
CYBF 680 - Legal Compliance and Ethics (3
credits)
Introduces students to key statutes, regulations and
standards relating to the security of information,
including the Federal Information Security Management
Act (FISMA), the Health Insurance Portability and
Accountability Act (HIPAA), the Privacy ACT of 1972,
National Institute of Standards and Technology (NIST)
Special Publication 800-37, and the Computer Fraud and
Abuse Act. Students will analyze best practices with
respect to both security and ethics to identify conflicts
that may arise between the implementation of current
laws and real-life responses to breaches of information
systems.
Prerequisite: None.
CYBF 685 - Malware Detection, Analysis, and
Prevention (3 credits)
Explores malware, such as Trojans, droppers, and rootkits,
used to gain access to computer systems and examines
the infiltration methods and resultant artifacts that
appear as a result of malware infections. Students will
examine the role and behavior of bot networks and
analyze carrier files, such as malicious PDFs, scripts, and
executables. Students will isolate and analyze malware
from behavioral and static approaches.
Prerequisite: None.
CYBF 710 - Mock Intrusion and Response (3
credits)
Applies the concepts learned throughout the cyber
forensics program to a real-life scenario. Students will
identify and analyze a compromised multi-component
information system; preserve, collect, and analyze data
from multiple sources to identify attack vectors and
compromised data; and produce a detailed report
describing the methodology used to analyze the systems
and the subsequent results. Finally, students will provide
an oral defense of their reports.
Prerequisite: 33 graduate credits in cyber forensics.
ED - Teaching Secondary Mathematics and
Sciences
ED 510 - Psychology and Development of
Adolescents (3 credits)
Explores current theories and practices in the
teaching/learning process from the perspective of
adolescent development. The course will cover the
dynamics of learning, environmental and cultural
influences in the classroom, learning theory, cognitive
mechanisms, and classroom dynamics. Focus is given to
the physical, cognitive, and social/personality areas of
growth. This course includes a required two day face to
face residency.
Prerequisite: None.
Graduate Courses| 119
ED 550 - Mathematical Concepts and Problem
Solving for Middle School Teacher (3 credits)
Provides students with the concepts and problem solving
skills for teaching middle school math. Topics include
numbers and their operations; algebraic expressions,
equations, and formulas; functions and their graphs;
geometry and measurement; and probability, statistics,
and discrete math.
Prerequisite: None.
ED 560 - Scientific Concepts for Engaging Middle
School Learners (3 credits)
Provides students with the knowledge and competencies
necessary for teaching middle school science. Candidates
examine concepts, terms, phenomena, methods,
applications, data analysis, and problem solving in
science, including the impact of science and technology
on the environment and human affairs. Based on the
National Science Education Standards (NSES) and the
National Science Teacher Association (NSTA) standards,
topics include scientific Inquiry, and methodology, basic
principles of matter and energy, physical sciences, life
sciences, earth and space sciences, and science,
technology and society. (Pending review by the Academic
Affairs Committee.)
Prerequisite: Under development.
ED 604 - Cognitive Social and Emotional
Development of Learners (3 credits)
Explores current theory and research on cognitive, social,
and emotional development from childhood through
adulthood with emphasis on the dynamics of teaching
and learning. Students examine cultural and
environmental factors that influence learner development
and conditions that foster positive self-identity, resiliency,
and self-efficacy.
Prerequisite: None.
ED 605 - STEM Curriculum Principles and
Practices (3 credits)
Provides a theoretical framework for understanding the
teaching-learning process and the art and science of
teaching secondary math and science with an integrated
STEM approach. Candidates develop a professional
knowledge base and build a repertoire of instructional
strategies and techniques.
Prerequisite: None.
ED 606 - Socio-political and Cultural Influences
on Families, Organizations, and Communities (3
credits)
Examines the socio-political and historical contexts of
families, organizations, and communities in contemporary
society through various cultural perspectives including
values, norms, symbols, rituals, and expressions. Students
will explore the structure and dynamics of these groups
in relation to formal and non-formal systems of
education and the role of culturally relevant teaching.
Prerequisite: None.
ED 608 - Action Research (3 credits)
Provides organizational leaders and educational
practitioners a foundation in research methodology with
a focus on action research. Action research is explored as
a reflective and participatory form of inquiry that
engages community stakeholders toward the aim of
achieving social change. Students prepare an action
research proposal that includes an introduction, literature
review, research methods, limitations and ethical
considerations.
Prerequisite: None.
ED 615 - Principles of Assessment (3 credits)
Examines principles and practices of educational
assessment. Teacher candidates examine current issues in
measurement, analyze multiple assessment methods, and
interpret standardized assessment results. Action research
is explored as strategy for creating performance-based
assessments to meet individual learning needs.
Prerequisite: ED 605.
ED 620 - Literacy Strategies in the STEM Content
Areas (3 credits)
Focuses on the reading process in the STEM content
areas, including comprehending, analyzing and extending
meaning from texts. Candidates examine the factors that
affect reading performance and review the strategies and
materials appropriate for each of the purposes of
reading. Candidates study the frameworks for planning
instruction which prepare students for the reading task,
assist in monitoring while reading, and plan to engage
students in appropriate follow-up activities.
Prerequisite: ED 605.
ED 625 - Advanced Literacy Strategies in the
STEM Content Areas (3 credits)
Focuses on the design and implementation of a literacy
program for adolescents that meets the needs of various
learners and supports content area learning. Teacher
candidates use a variety of strategies to promote student
independence in content area reading. Candidates
incorporate methods in the content areas to address the
diverse backgrounds of their students, including culture,
language (dialect and ESOL), disabilities, and giftedness.
Candidates explore multiple literacies and disciplinary
literacy in the STEM content areas as well as ways to
assess student literacy.
Prerequisite: ED 620.
ED 630 - Principles of Special Education (3
credits)
Provides background in special education principles for
the classroom teacher. This course includes information
on the requirements of specific disabilities, and how to
adapt the curriculum and environment to meet the needs
of children with special needs. Prerequisite(s) or
Corequisite(s): ED 605
Prerequisite: None.
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ED 640 - Methods and Technologies of Teaching
Secondary Math and Science with a STEM Focus I
(3 credits)
Includes an in-depth study of the philosophy, resources,
curriculum, instructional strategies and assessment
practices necessary to design a learning environment
focused on the developmental characteristics of
adolescents. The course emphasizes state and national
science and mathematics standards, process skills and
the major concepts of the disciplines. Candidates engage
in constructivist teaching methods including:
collaboration, 5 E cycle, investigation, inquiry, discovery
and project-based learning. The importance of creating
and maintaining a safe and supportive classroom is
addressed. Appropriate use of technology and
instrumentation to enhance learning is identified and
explored. Assessment of processes and content lead
candidates to explore a variety of assessment strategies
appropriate to the diverse needs of adolescent learners.
This course includes teaching internship days toward the
required 100-day internship. Prerequisite(s) or
Corequisite(s): ED 605
Prerequisite: None.
ED 645 - Methods and Technologies of Teaching
Secondary Math and Science with a STEM focus II
(3 credits)
Continues the study of the philosophy, resources,
curriculum, instructional strategies and assessment
practices necessary to design a learning environment
focused on the developmental characteristics of
adolescents. The course emphasizes state and national
science and mathematics standards, process skills and
major concepts of the disciplines. The course continues
an exploration of strategies for creating a safe and
supportive classroom and the adaptation of technology
to enhance learning. Candidates engage in design,
implementation, and assessment of constructivist-based
STEM instructional strategies. This course includes
classroom field experiences. This course includes teaching
internship days toward the required 100-day internship.
Prerequisite: ED 640.
ED 660 - Foundations for Teaching ELL (3 credits)
Introduces students to foundational and practical
knowledge to effectively serve those who are learning
English as a second language. Candidates develop habits
of mind, skills, and pedagogical practices for teaching
English language learners in a variety of settings.
(Pending review by the Academic Affairs Committee.)
Prerequisite: Under development.
ED 690 - Issues in STEM Education (3 credits)
Introduces candidates to the political, economic, social,
and/or pedagogical issues shaping secondary and STEM
education policy and practice. Candidates explore current
issues through research and discussion, identify issues
that emerge in practice, and engage stakeholders in
problem solving.
Prerequisite: ED 645. Corequisite: ED 710.
ED 710 - Professional Internship (6 credits)
Provides opportunities for teacher candidates to integrate
theory and practice. Candidates proceed from
introductory participation to full professional teaching
responsibilities including planning and implementation of
curriculum and assessment of student learning.
Candidates conduct action research with the goals of
gaining insights, developing reflective practice, making a
positive contribution to the school environment, and
achieving student learning outcomes. Candidates
complete their minimum 100-day internship in a
secondary classroom and complete a professional
development portfolio.
Prerequisite: ED 645, MSDE Qualifying Score on Praxis II
Content Area Assessment. Corequisite: ED 690.
FSAAC - Forensic Accounting
FSAAC 620 - Forensic Information Technology (3
credits)
Introduces forensic computer science, including
techniques used to investigate computer crime scenes as
well as computer hardware and software used to solve
computer crimes. Students study the history of computer
crimes and the important legal and social issues related
to them.
Prerequisite: FSCOR 601, FSCOR 606.
FSAAC 624 - Fraud: Accounting (3 credits)
Covers fraud detection, warning signs, technology tools,
investigation techniques, financial statement screening,
fraud risk in e-commerce, and proactive fraud risk. The
proper manner in which allegations of fraud should be
investigated to meet the requirements of civil/criminal
court procedure will be addressed. This course must be
completed prior to taking Mock Trial. Restricted to
Accounting Track students only.
Prerequisite: FSCOR 601, FSCOR 604, FSCOR 606.
FSAAC 626 - Investigation and Analysis: Auditing
(3 credits)
Emphasizes financial statement fraud and how an auditor
can find such fraud. The proper manner in which
allegations of fraud should be investigated to meet the
requirements of civil/criminal court procedure is
addressed. Case studies of the SEC Enforcement
Division's releases for false and misleading financial
statements. This course must be completed prior to
taking Mock Trial. Restricted to Accounting Track
students only.
Prerequisite: FSAAC 624.
FSAAC 628 - Investigation and Analysis: Tax (3
credits)
Focuses on tax fraud perpetrated by individuals and
businesses. Emphasis is placed on common types of tax
fraud and how such fraud can be detected. The proper
manner in which allegations of fraud should be
investigated to meet the requirements of civil/criminal
court procedure is addressed. This course must be
Graduate Courses| 121
completed prior to taking Mock Trial. Restricted to
Accounting Track students only.
Prerequisite: FSCOR 601, FSCOR 606.
FSAAC 640 - Business Valuation (3 credits)
Explores the range of valuation methods that can be
used to derive the worth of a private business, including
asset, income, and market based methods. Students will
analyze various fact patterns and determine which
method(s) should be used to prepare a complete
business valuation. Issues addressed will include the
valuation of intangible assets, relevant adjustment
factors, and potential valuation errors.
Prerequisite: FSCOR 601, FSCOR 606.
FSCI - Forensic Science
FSCI 500 - Survey of Forensic Science (3 credits)
Analyzes the two primary arenas of forensic science; i.e.,
laboratory analysis and testifying. Topics covered include
forensic chemistry, pattern analysis, forensic biology,
forensic microscopy, expert testimony, physical evidence,
and crime scene analysis. Topics related to employability
as a forensic scientist and workplace demands will also
be introduced.
Prerequisite: None.
FSCI 540 - Crime Scene Photography (3 credits)
Explores the basic skills of forensic photography,
including the use and operation of digital cameras, the
fundamentals of proper lighting, picture composition,
processing, and printing. Students will learn how to
photograph mock crime scenes generally, as well as with
respect to specific items of evidence such as fingerprints,
blood spatter, firearms, arson evidence, victims, and tire
tracks.
Prerequisite: None.
FSCI 610 - Physical Evidence at Crime Scenes (3
credits)
Evaluates how to identify physical evidence and
recognize its value as it relates to the solution of crime.
The concepts of identification, individuation, and
association will be discussed. Categories of physical
evidence that will be studied include fingerprints, drugs,
documents, soil, arson evidence, gunshot residue, hair,
fiber, blood, saliva, and semen. The value of DNA
evidence will also be discussed.
Prerequisite: FSCI 500.
FSCI 615 - Safety/Quality Control/Quality
Assurance (3 credits)
Prepares students to be knowledgeable in the stringent
safety and quality assurance procedures routinely used
within an accredited forensic laboratory. Students will
learn about the quality criteria that govern the work
product of an accredited forensic lab. The course will
emphasize the practices that protect the work product
through good QC/QA with emphasis on current
accreditation criteria, and those policies that protect the
most important aspect of the lab—the employee.
Prerequisite: FSCI 500.
FSCI 617 - Trace Evidence (3 credits)
Prepares students to evaluate physical evidence through
the use of microscopic, chemical, and instrumental
means. The course emphasizes the scientific procedures
used to identify evidence, analyze data generated during
the identification phase, and engage in the inductive
reasoning process.
Prerequisite: FSCI 500.
FSCI 620 - Drug Analysis (3 credits)
Introduces students to the "analytical approach" to drug
analysis in a forensic laboratory. Students will be taught
how to define the problem, take a representative sample,
isolate, identify, and quantitate various classifications of
controlled dangerous substances. Students will learn how
to put the findings into proper report format. Laboratory
course.
Prerequisite: FSCI 500.
FSCI 630 - Crime Scene Investigation (3 credits)
Develops the skills necessary to process a crime scene.
Students will learn how to photograph, sketch, and
document a crime scene; develop, lift, and preserve
latent prints; create plaster casts of impressions; package
and preserve biological evidence; and perform
preliminary tests for certain categories of evidence. Labs
for this course are online.
Prerequisite: FSCI 500 and FSCI 540.
FSCI 632 - Pattern Analysis (3 credits)
Examines forensic pattern analysis, including the
examination of latent prints, firearms, tool marks,
bloodstain patterns, and questioned documents. The
course focuses on how items of evidentiary value can be
associated through the examination, correlation and
interpretation of innate patterns. Students differentiate
between objective and subjective opinions and examine
the implications of governmental policy and guidelines
on pattern analysis fields in forensic science.
Prerequisite: FSCI 500.
FSCI 640 - Serology and Immunology (3 credits)
Evaluates the structure and function of the immune
system with an emphasis on antigen-antibody reactions.
Students learn how to perform a variety of tests in the
screening of biological materials such as blood, semen,
and saliva. Identification of the source material and
feasibility of DNA analysis will also be explored. Labs for
this course are online.
Prerequisite: FSCI 500.
FSCI 645 - DNA Analysis (3 credits)
Explores DNA analysis for forensic science applications
and analytical methods used in crime laboratories to
obtain DNA results. Students evaluate various techniques
and procedures used in DNA analysis.
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Concepts explored include DNA structure, genetic
transference, and types of DNA. Students will use the
national DNA database (CODIS) and explore ethical
implications.
Prerequisite: FSCI 500.
FSCI 660 - Forensic DNA Computer Applications
(3 credits)
Employs computer applications commonly encountered
within the forensic DNA field. The course includes use of
both analytical and database applications, such as
analysis of quality assurance databases, sample tracking
databases, comparative databases, and population
databases.
Prerequisite: FSCI 500.
FSCI 670 - Forensic Toxicology (3 credits)
Studies the mechanisms of action (absorption,
distribution, metabolism, and excretion) by which
xenobiotics (drugs and environmental chemicals) enter
the body and cause an effect. The course will also discuss
the forensic analytical application of detection and
interpretation of the toxicological findings.
Prerequisite: FSCI 500.
FSCI 675 - The Crime Laboratory: Structure and
Operations (3 credits)
Explores the forensic science disciplines at a crime
laboratory. Students will gain knowledge of the workings
of the various forensic units found in a working crime
laboratory. Students cannot receive credit for both FSCI
675 and FSCI 655.
Prerequisite: FSCI 500.
FSCI 702 - Seminar in Forensic Science (3 credits)
Evaluates a number of topics within the forensic science
disciplines. Over the course of the semester, students will
create presentations based on papers from peer-
reviewed scientific journals and present them to their
peers for discussion and critique. Forensic scientists will
instruct students regarding new techniques, topics, and
research in forensic. Topics emphasized will include
standards for ethical behavior, workplace demands, and
professionalism.
Prerequisite: FSCI 500.
FSCI 760 - Research Project & Presentation I (3
credits)
Begins the process of creating a master's thesis/scientific
paper. This course is the first half of a two course,
semester-long sequence that concludes with FSCI 761.
Students will conduct a forensic science research project
under the direction of a mentor selected by that student.
Requirements include preparing the
introduction/literature review section of the thesis/paper
and completing initial drafts of the methods and results
sections of the thesis.
Prerequisite: FSCI 500 and two track courses (may be
take concurrently).
FSCI 761 - Research Project & Presentation II (3
credits)
Completes the process of creating a master's
thesis/scientific paper. This course is the second half of a
two course, semester-long sequence. Students will
complete the forensic science research project that they
began in FSCI 760, Research Project and Presentation I.
Prerequisite: FSCI 760.
FSCI 762 - Expert Witness Preparation and
Practice (3 credits)
Prepares students to critically analyze forensic evidence
and present testimony as an expert witness in legal
proceedings. The course emphasizes the use of exhibits
and reports as aids to oral testimony and the application
of relevant rules of evidence.
Prerequisite: FSCI 760. Corequisite: FSCI 761.
FSCOR - Forensic Studies
FSCOR 601 - Foundations of Justice (3 credits)
Provides students with the opportunity to examine the
history, philosophy, and social development of
investigations, courts, and correctional institutions in a
democratic society. Local, state and federal agencies
involved in administration of criminal justice, as well as
the court and trial process are examined.
Prerequisite: None.
FSCOR 603 - Litigation Theory and Practice (3
credits)
Examines civil and criminal trial practice. Students will
study all phases of pre-trial and trial work. Topics
include court jurisdiction, pleadings and pre-trial motions,
fact gathering, discovery, rules of evidence and
procedure, plea bargains, settlements, voir dire of jury
panel, opening statements, presentation of evidence,
witness testimony, and closing arguments
Prerequisite: None.
FSCOR 606 - Forensic Research and Writing (3
credits)
Provides the opportunity for students to research, write,
and edit on topics that are relevant to forensic
professionals. Students will work with peer editors
throughout the research and writing process.
Prerequisite: None.
FSCOR 720 - Forensic Studies Capstone (3
credits)
Provides students the opportunity to schematize theories,
measure relevancy of evidence in legal proceedings,
defend legal principles and construct program specific
reports. Students will examine and analyze latent
investigative strategies and complete individualized
reflective portfolios to demonstrate mastery of concepts.
Prerequisite: All courses in the program.
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FSEL - Forensic
FSEL 610 - Advanced Electronic Discovery (3
credits)
Examines the principles and methodologies involved in
the e-discovery process and the use of digital evidence in
litigation. Topics include: legal issues surrounding the
identification, preservation, and collection of relevant
electronic evidence, including the Federal Rules of
Evidence and the Federal Rules of Civil Procedure;
methods for culling datasets to the most relevant;
electronically-assisted document review; proper
methodology for preservation of metadata; spoliation
considerations; and the interplay of each of the
foregoing with computer forensic investigations.
Prerequisite: FSAAC 620.
FSEL 630 - Online Investigation: Strategy &
Techniques (3 credits)
Prepares students for conducting effective and efficient
investigative work online. Students develop strategies
and techniques to gather, analyze, preserve, and report
on publicly available information for investigative
purposes in a lawful and ethical manner. This course will
cover social media and networking platforms and
technical assessment of websites. Students will examine
various types of data available online; the type of
evidence used in law enforcement; and how it is
collected, preserved, and reported.
FSEL 655 - Special Topics (3 credits)
Examines in-depth a special topic in forensic studies,
such as the comparison of forensic studies in the United
States with that of a foreign country or a current issue in
forensic studies, such as healthcare or mortgage fraud.
Using primary sources, students will research and analyze
the relevant topic and produce a scholarly and
substantial article.
Prerequisite: FSCOR 601, FSCOR 606.
FSINV - Forensic Investigation
FSINV 600 - Investigative Techniques/Interviewing
(3 credits)
Examines how to gather testimonial evidence by
interviewing persons of interest, as well as how to
prepare reports of investigation and oral presentations.
Students will learn the importance of planning
thoroughly before conducting interviews by carrying out
preliminary research into the interviewee's personal
history and background. Students engage in background
research that includes employment, education, financial,
and criminal records. Legal issues regarding gathering,
maintaining and disclosing information obtained during
the investigation is presented, as well as the law
governing self-incrimination and providing warnings
during interviews. Students learn to differentiate among
various types of interviewing, including interviewing
neutral witnesses, hostile witnesses, and subjects of
investigations. Students prepare reports using analytical
techniques that allow them to reach coherent, defensible
conclusions. This course must be completed prior to
taking Mock Trial.
Prerequisite: FSCOR 601, FSCOR 606.
FSINV 605 - Investigative Techniques/Physical
Evidence (3 credits)
Examines how to gather physical and documentary
evidence, such as accounting documents and digital
records, from persons of interest and to prepare reports
of investigation and oral presentations. Students learn
the importance of planning thoroughly before gathering
evidence, by conducting preliminary research into the
record system to be examined. Legal issues regarding
gathering, maintaining and disclosing information, as well
as the law controlling privacy and search and seizure are
presented. Students learn how to properly record
evidence and maintain a chain of custody. Students
prepare reports using analytical techniques that allow
them to reach coherent, defensible conclusions. This
course must be completed prior to taking Mock Trial.
Prerequisite: FSCOR 601, FSCOR 606.
FSIS - Forensic Information Systems
FSIS 642 - File Systems Forensic Analysis (3
credits)
Prepares students with a thorough knowledge of file
system structures and the ability to analyze digital
evidence found in the various implementations of FAT,
NTFS, EXT3 file systems, and other disk allocation
structures. This knowledge and associated skill is essential
for a complete understanding of evidence imaging and
the analysis required to provide testimony in court as an
expert in the field of computer forensics.
Prerequisite: FSCOR 601, FSCOR 606.
FSIS 643 - Incident Response and Evidence
Collection (3 credits)
Examines relevant laws regarding the search and seizure
of digital evidence, the tools available to create a "best
evidence" image of the digital evidence, and how to
properly document the seizure, validate the image set,
and establish a proper chain of custody for all evidence
seized.
Prerequisite: FSCOR 601, FSCOR 603 or FSCOR 606, or
admission to the CYBF Program. Cross-Listed as: CYBF
643.
FSIS 644 - Windows Forensic Examinations (3
credits)
Provides information essential to the performance of a
forensic examination on a computer running the
Microsoft Windows operating system. Exercises focus on
disk level forensic tools and techniques. This course
focuses on the underlying operation of automated
forensic tools, identifying the most appropriate forensic
tool to be used in specific circumstances, and defending
the selection of forensic tools in the courtroom under
cross examination. The course will use leading edge tools
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from X-Ways, Helix, and EnCase. This course must be
completed prior to taking Mock Trial.
Prerequisite: FSIS 642, FSIS 643, or CYBF 643. Cross-Listed
as: CYBF 644.
FSIS 646 - Windows Intrusion Forensic
Investigations (3 credits)
Describes how operating system intrusions occur and
what can be learned from the artifacts left behind. This
course covers the categories of intrusions, targeting
vulnerabilities in the Microsoft Windows environment.
Students examine intrusion evidence to determine a time
line of events, and collect evidence of the intrusion
source.
Prerequisite: FSCOR 601, FSCOR 603, or FSCOR 606, and
FSIS 644/CYBF 644.
FSIS 650 - Intrusion Detection Systems (IDS),
Firewalls, Auditing (3 credits)
Explores the network forensic components that detect,
block and track network intrusions. Students learn how to
configure IDS, firewalls and network analysis tools to
protect network resources. Steps in recovering digital
forensic evidence from these devices are examined. The
various categories of IDS, firewall and network analysis
products are compared and evaluated.
Prerequisite: FSCOR 601, FSCOR 603 or FSCOR 606.
Cross-Listed as: CYBF 650.
FSIS 662 - Network Penetration Testing (3 credits)
Explores the need for conducting ethical network
penetration testing as a means to better secure existing
networks and to identify artifacts that appear from
attacks. Students will develop network penetration
testing plans in accordance with approved industry
standards. Tests, which include active and passive
reconnaissance, footprinting, vulnerability identification,
and exploitation, will be conducted on multiple targets.
Students will generate results, including
recommendations for improving the security posture of
the network.
Prerequisite: FSCOR 601, FSCOR 603, or FSCOR 606, and
FSIS 644/CYBF 644 or permission from the FSIS Track
Coordinator. Cross-Listed as: CYBF 662.
FSIS 663 - Network and Cloud Forensics (3
credits)
Explores performing forensic examination of a shared
pool of configurable computing cloud resources, such as
networks, servers, storage applications, and services. This
course will provide a practical approach to obtaining
forensic data from always-on, cloud-based resources.
Examinations will involve the correlation of information
from different network sources. Students will distinguish
live analysis from live response and perform both on a
network-based resource. Students will produce a report
detailing the results of a network/cloud-based forensic
examination.
Prerequisite: FSIS 644/CYBF 644. Cross-Listed as: CYBF
663.
FSIS 664 - Mobile Device Forensics (3 credits)
Explores the growing field of cellular technologies from
both network architecture and hand-held device
perspectives. This course will provide details regarding
the type and manner of data that can be forensically
obtained from mobile devices, including call logs, text
messages, address books, photos, videos, and Internet
history. Exercises focus on using accepted forensic
procedures to acquire and analyze data from a variety of
mobile devices. Students will generate analytical reports
and cross reference results with data form network
service providers. The course will use leading-edge tools
from Paraben Corporation and Cellebrite Mobile
Synchronization. The course is offered online, but
students are required to attend an 8-hour on-site class.
Prerequisite: FSCOR 601, FSCOR 606, or admission to the
CYBF Program. Cross-Listed as: CYBF 664.
FSLAW - Forensic Law
FSLAW 602 - Criminology (3 credits)
Provides students with the opportunity to examine crime,
criminals, the law, criminal behavior, and other social
processes involved in crime causation. Emphasis is placed
on the role of crime as a social phenomenon, the nature
of criminal law, and related matters of crime in modern
society. Students will examine criminological theories and
their impact on policy formation in the criminal justice
arena as well as examine scholarly criminological research
for use in supportive analysis of theory and policy in the
criminal justice arena.
Prerequisite: FSCOR 601, FSCOR 606.
FSLAW 662 - Fraud Investigation and Analysis (3
credits)
Deals with all phases of fraud investigations, including
fact-gathering and interviewing witnesses and targets.
Issues considered include constitutional criminal
procedure relating to the Fourth Amendment (search and
seizure), Fifth Amendment (custodial interrogations), and
Sixth Amendment (interrogation and identification). The
course also covers the rules governing subpoenas for
testimony, exemplars and documents, grand jury
operation and secrecy, the rights and obligations of
grand jury witnesses, and the responsibilities of a defense
attorney when they discover evidence that tends to
incriminate the defendant.
Prerequisite: FSCOR 601, FSCOR 606.
FSLAW 668 - White Collar Crimes (3 credits)
Includes a review and analysis of the general principles of
white collar criminal prosecution and defense, including
jurisdiction of various federal criminal law enforcement
and prosecutorial agencies; corporate and other business
crimes; fraud and political corruption crimes (mail fraud,
bank fraud, and crimes involving bribery of public
officials); conspiracy; financial and securities fraud; tax
fraud; RICO; currency reporting crime and money
laundering; regulatory crimes in the health and
environmental areas; crimes involving the protection of
federal rights and functions (perjury statutes, obstruction
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of justice, and witness tampering); and sanctions,
including the Federal Sentencing Guidelines and the use
of minimum mandatory sentences.
Prerequisite: FSCOR 601, FSCOR 606.
GPS- Graduate and Professional Studies
GPS 500 - Thinking, Researching, Writing for
Success (0 credits)
Focuses on developing students’ confidence and
competence in critical thinking, researching, and writing
at the master’s degree level. The habits of mind and
intellectual skills necessary for academic and professional
success are introduced, recognizing that proficiency will
not be achieved until students complete their degree
programs. The course integrates technology tools into
assignments to provide familiarity with the online
learning environment.
Offered: Fall, Spring, and Summer.
HCM - Healthcare Management
HCM 557 - Project and Resource Management (3
credits)
Provides students with the essential principles and tools
of project management and an understanding of the
human, organizational, and fiscal factors involved.
Students will study issues and acquire skills related to
personnel selection, managing an increasingly diverse
workforce, project definition, budgeting, quality, and
outcomes. The role of strategic planning in healthcare
organizations will be explored.
Prerequisite: HCM 600 or HCM 605. Cross-Listed as:
NURS 557.
HCM 600 - Managerial Epidemiology and
Statistics (3 credits)
Examines epidemiology concepts and tools as they are
used in developing models for health, health service
utilization, and health policy. Students will learn to
distinguish among the types of epidemiological research
(descriptive, analytical, and experimental) and will analyze
epidemiological literature and discuss the pros and cons
of different research methods. Analysis of
epidemiological data using appropriate methods and
statistical measures utilized in epidemiological studies are
required to design and conduct a needs assessment for a
given population, identifying healthcare gaps and
disparities. Case studies and real world examples will be
used to reinforce need for population-based approach to
design and delivery of healthcare services.
Prerequisite: None. Cross-Listed as: NURS 600.
HCM 605 - Healthcare Management and
Administration (3 credits)
Examines theories and practices of management in
healthcare organization. Students will learn about internal
and external forces influencing healthcare system or unit
performance and clinical excellence. Current
environmental forces influencing human resources
management will be assessed for impact on job design
and recruitment and retention of healthcare
professionals. Analysis of teamwork, leadership, power,
politics, change, quality management, and strategic
planning as they impact the role of the healthcare
manager will be incorporated into critiques of healthcare
management case studies and application of theory to
real world experiences.
Prerequisite: None.
HCM 612 - Healthcare Policy, Law, and Ethics (3
credits)
Examines the impact of governmental agencies, non-
governmental organizations, and other stakeholders on
the history of health care policy development in the US.
This course challenges students to analyze historical
health care laws and any opposition to those laws and
policies with respect to the impact on access, cost,
quality of care, and ethical issues from the perspectives
of different stakeholders. Students design a health care
law, delineate the ethical implications of the law and
propose an implementation strategy and plan.
Implications of healthcare policy, laws, and ethics will be
examined through case studies and analyses of real
world examples.
Prerequisite: HCM 600 or HCM 605.
HCM 620 - Human Resources Development in
Healthcare (3 credits)
Examines human resources management (HRM) from a
strategic and administrative perspective. Students
conduct analyses of the impact of environmental forces,
including state and federal legislation, on HRM. Emphasis
is placed on the key role of employees as drivers of
organizational performance, workforce
planning/recruitment, and employee retention. Current
issues in HRM are examined through case studies and
analyses of real world examples.
Prerequisite: HCM 600 and HCM 605.
HCM 635 - Innovative Leadership & Management
(3 credits)
Examines all aspects of leadership, including
characteristics of leaders, leadership behaviors and styles,
leadership ethics and social responsibility, teamwork,
communication and conflict, and creativity and
innovation. Students will develop skills, research findings,
and evaluate cases relating to leadership theory and
practice.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, and HCM 652. Cross-Listed as: BTM
635.
HCM 640 - Teamwork in Healthcare Settings (3
credits)
Examines teamwork and the unique challenges of
collaborating across disciplines. This course focuses on
overcoming barriers to teamwork in healthcare settings
and developing conflict management and team building
skills using case studies and real-world examples.
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Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652.
HCM 642 - Healthcare Project Planning and
Management (3 credits)
Introduces a step-by-step approach to developing,
implementing, and evaluating a project plan in healthcare
settings. This course examines community needs
assessments, project and program planning, organizing,
leading, controlling and monitoring using pre- and post-
test data, quantitative and qualitative data to assess
program quality, fidelity and outcomes. Students will
review relevant evidence to support a best practice
intervention, and outline process dynamics, including
outcomes management and evaluation strategies.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, and HCM 652.
HCM 644 - Project Management (3 credits)
Provides students with the genesis of project
management and its importance to improving the
success of information technology projects. Topics
addressed include the triple constraint of project
management, project management knowledge areas and
process groups, the project life cycle, project selection
methods, work breakdown structures, network diagrams
and critical path analysis, cost estimates, earned value
analysis, risk analysis, motivation theory, and team
building. Project management soft-ware will be utilized
to plan and manage information technology projects.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652. Cross-Listed as: BTM
644.
HCM 646 - Project Management Accounting (3
credits)
Integrates material from previous coursework with a
systematic approach to healthcare project management
accounting, utilizing case studies and professional
applications. This course examines project planning,
organizing, leading, controlling and monitoring from a
financial perspective.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652.
HCM 650 - Organizational Behavior in Healthcare
(3 credits)
Explores organizational theories, motivation, and
leadership behaviors in healthcare settings. Students will
learn about effective decision making in groups,
influencing others, and the importance of organizational
values and diversity. Student activities will include
developing effective organizational strategies in
addressing organizational issues.
Prerequisite: HCM 600 and HCM 605. Cross-Listed as:
NURS 650.
HCM 652 - Health Care Finance: Challenges (3
credits)
Explores the economics of health care from both the
health system perspective and the point of care. Budget
management, cost-benefit analyses, cost containment
strategies, and management of fiscal and human
resources will be explored.
Prerequisite: HCM 600 and HCM 605. Cross-Listed as:
NURS 652.
HCM 660 - Planning for Evidence-Based Practice
(3 credits)
Enables students to make a case for nursing practice
decisions based on research studies and data. Students
will learn to evaluate and apply evidence-based practice
to health care as it relates to leadership and
management functions. Evidence-based practice is
defined as a problem-solving approach to decision-
making that involves the conscientious use of the best
available evidence, along with one's own expertise, to
improve outcomes for individuals, group, communities,
and systems.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652. Cross-Listed as: NURS
660.
HCM 662 - Quality Management in Health Care (3
credits)
Focuses on health care systems improvement to enhance
quality of patient outcomes, create a patient-centered
culture of safety, and reduce risk. This course emphasizes
statistical process control methods, regulatory and
accreditation standards, and barriers to and strategies for
quality improvement.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, HCM 652 and HCM 660. Cross-
Listed as: NURS 662.
HCM 665 - Patient Satisfaction and Quality
Improvement (3 credits)
Examines the techniques for determining customer needs
and for developing the criteria to evaluate the quality of
strategies used to enhance customer service. The course
presents current methods for obtaining customer
satisfaction, including the use of complaint data to
explore opportunities for improvement. The course
emphasizes data gathering and interpretation, including
interviewing techniques and complaint resolution
management. The course uses real-world examples and
case studies.
Prerequisite: HCM 557, HCM 600, HCM 605, HCM 612,
HCM 620, HCM 650, HCM 652 and HCM 660.
HCM 667 - Customer Relationship Management
(E-CRM) (3 credits)
Understands the importance of CRM in safeguarding the
firm's customer base and future revenue growth,
especially in those industries characterized by high levels
of competition. In accessing and analyzing customer
data, businesses are better able to provide products and
services more closely tailored to customers' needs and
thereby strengthen relationships. Students evaluate the
various methods of extracting customer data, particularly
from web sites, and learn how the data is analyzed,
Graduate Courses| 127
segmented and scored in the production of meaningful
management reports and marketing campaigns.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCNM 650, HCM 652 and HCM 660. Cross-
Listed as: BTM 667.
HCM 669 - Patient Advocacy for Healthcare
Quality (3 credits)
Explores the origins of patient advocacy in the US
healthcare system and the interconnected roles of
patients, physicians, nurses, administrators, policy makers,
and lawyers. Using an ecological approach, the course
emphasizes the findings from the patient safety
movement and the importance of effective
communication, accountability and respectful teamwork.
The course uses real world examples and case studies.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, HCM 652 and HCM 660.
HCM 700 - Internship in Healthcare Management
(3 credits)
Integrates and applies healthcare leadership
competencies to professional experiences in healthcare
organizations. Students participate in creation of unique
products, services, or processes. Students must
demonstrate effective teamwork, written, verbal, and
interpersonal proficiencies.
Prerequisite: A grade of "B" or better in HCM 600 and
HCM 605 and by permission of the MS in Healthcare
Management Program Coordinator.
LTED- Literacy Education
LTED 603 - Foundations of Literacy (3 credits)
Examines the foundational theories and evidence-based
practices of reading, writing and communication
processes with emphasis on the development of holistic
and integrated 21st century classroom literacy programs.
This course considers the developmental progression of
learners as readers, writers, and communicators of
knowledge. Students connect and integrate reading,
writing, and communication instructional strategies to
meet the needs and interests of K-12 literacy learners
across disciplines.
Prerequisite: None.
LTED 611 - Literacy Assessment (3 credits)
Focuses on principles and practices of formal and
informal literacy assessment to evaluate learners' literacy
performance and match instruction to developmental
strengths and needs. Students develop methods for
effectively and professionally communicating assessment
results and corresponding instructional plans to relevant
stakeholders.
Prerequisite: LTED 603.
LTED 621 - Culturally Responsive Literacy (3
credits)
Explores research and relevant concepts of diversity and
equity and the impact of cultural factors on literacy
learning and teaching. Addresses best practices for
teaching culturally and linguistically diverse students
specific to second language acquisition and usage.
Identifies environmental and personal factors that can
result in learner resistance, avoidance, and maladaptive
reading strategies and behaviors. Course includes
strategies for creating inclusive and affirming classrooms
through use of culturally responsive literacy instruction
and a variety of literacy tools and technologies.
Prerequisite: LTED 603.
LTED 623 - Digital Literacy and Media (3 credits)
Examines the literacy skills required of literacy learners as
a result of emerging technologies. Students design and
apply instructional practices that integrate digital tools to
support literacy instruction across the curriculum.
Students examine and critically evaluate media in our
society and develop instructional strategies that bolster
learners' ability to access, analyze, evaluate and create
information in a variety of media formats.
LTED XXX - Children's Literature (3 credits)
Explores literature for children and young adults through
the lens of global political, economic and social factors
influencing cultural patterns and values. Emphasizes the
development of reading interests for real-world, life-long
learning, professional evaluation, educational uses, and
readers' advisory. (Pending review by the Academic
Affairs Committee.)
Prerequisite: Under development.
LTED 701 - Literacy Capstone (3 credits)
Provides opportunities for students to integrate theory
and practice in a school setting. Students conduct action
research with the goal of gaining insights for advancing
literacy practice, developing reflective practice, and
making a positive contribution to the school
environment. Students create a portfolio documenting
their competency literacy standards and growth as
literacy leaders.
Prerequisite: LTED 603, LTED 611, LTED 621, LTED 623.
NURS-Graduate Nursing
NURS 515 - Concepts of Nursing Informatics (3
credits)
Draws from computer science, information science,
cognitive and decision sciences, and nursing science. This
course provides students with an overview of informatics
and the theoretical foundation for information
management within the health care setting.
Prerequisite: None.
NURS 520 - Quantitative Methods in Nursing
Research (3 credits)
Focuses on the application of quantitative research
designs. Practice and management questions are
discussed and quantitative research strategies are
developed to produce data and to examine the results of
nursing research.
Prerequisite: NURS 515.
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NURS 530 - Qualitative Inquiry in Nursing (3
credits)
Examines the conceptual issues of qualitative inquiry and
introduces the student to grounded theory,
phenomenology, ethnography, and historical research.
Connections between current issues in practice and
management and qualitative research strategies will be
explored. Students will conduct interviews and write
narratives that reflect their understanding of nursing
knowledge.
Prerequisite: NURS 515.
NURS 547 - Global Health Care Perspectives (3
credits)
Provides an intensive overview of global health issues.
This course focuses on global determinates of health,
global health policies, global health research methods,
effects of economics on global healthcare,
complementary and alternative medicine, and
organizations working in the field of global health.
Students will consider the impact of global health issues
such as infectious diseases, chronic diseases, cancer,
violence, nutrition, mental health and environmental
health. Topics covered include the special issues of
reproduction, infants, and children.
Prerequisite: NURS 520 and NURS 530.
NURS 557 - Project and Resource Management (3
credits)
Provides students with the essential principles and tools
of project management and an understanding of the
human, organizational, and fiscal factors involved.
Students will study issues and acquire skills related to
personnel selection, managing an increasingly diverse
workforce, project definition, budgeting, quality, and
outcomes. The role of strategic planning in healthcare
organizations will be explored.
Prerequisite: NURS 520 and NURS 530. Cross-Listed as:
HCM 557.
NURS 600 - Managerial Epidemiology and
Statistics (3 credits)
Examines epidemiology concepts and tools as they are
used in developing models for health, health service
utilization, and health policy. Students will learn to
distinguish among the types of epidemiological research
(descriptive, analytical, and experimental) and will analyze
epidemiological literature and discuss the pros and cons
of different research methods. Analysis of
epidemiological data using appropriate methods and
statistical measures utilized in epidemiological studies are
required to design and conduct a needs assessment for a
given population, identifying healthcare gaps and
disparities. Case studies and real world examples will be
used to reinforce need for population-based approach to
design and delivery of healthcare services.
Prerequisite: None. Cross-Listed as: HCM 600.
NURS 610 - Advanced Pathophysiology and
Pharmacology (3 credits)
Provides students with advanced content on
pathophysiology and pharmacology necessary for
evidence-based practice in a hospital, academic, or
community setting. Structural and functional changes in
cells, tissues, and organ systems associated with selected
diseases will be analyzed. Pharmacology treatment,
patient implications, and nursing considerations will be
incorporated with each system. Pathogenesis of disease
will be related to principles of health promotions, disease
prevention and pharmacology.
Prerequisite: NURS 547 and NURS 557.
NURS 615 - Advanced Health Assessment (3
credits)
Provides advanced content in the area of health
assessment across the lifespan required for evidence-
based practice in hospital, academic, or community
settings. This course will build on previously learned skills
and knowledge from baccalaureate education and
nursing practice experience. The students will develop
the advanced skills needed to obtain, conduct, and teach
others how to complete a comprehensive health history
and physical assessment. This course includes a hands-on
experience to assess application of course content.
Prerequisite: NURS 610.
NURS 632 - Curriculum Design and Innovation (3
credits)
Applies various perspectives and theories on educational
design. Curriculum design and implementation will be
emphasized for staff development education, as well as
associate and baccalaureate levels of education. This
course discusses the influence of accreditation and
regulatory standards on curriculum and the
implementation of innovation in nursing education.
Prerequisite: NURS 635.
NURS 635 - Teaching and Learning
Strategies/Evaluation (3 credits)
Focuses on teaching methods and strategies along with
assessment techniques for classroom and clinical settings.
The student will apply principles of adult learning and
new developments in nursing education. Participation in
the construction of grading criteria, examinations, and
clinical experience allow the student to integrate teaching
methods and assessment/evaluation skills.
Prerequisite: NURS 615.
NURS 642 - Instructional Media in Education (3
credits)
Analyzes the selection and implementation of a variety of
instructional media and new developments in the field of
nursing education. This course focuses on the use of
simulations, online delivery, and other innovations to
promote learning of theory and clinical content in
nursing education settings.
Prerequisite: NURS 615.
Graduate Courses| 129
NURS 650 - Organizational Behavior in Healthcare
(3 credits)
Explores organizational theories, motivation, and
leadership behaviors in healthcare settings. Students will
learn about effective decision making in groups,
influencing others, and the importance of organizational
values and diversity. Student activities will include
developing effective organizational strategies in
addressing organizational issues.
Prerequisite: NURS 547 and NURS 557. Cross-Listed as:
HCM 650.
NURS 652 - Health Care Finance: Challenges (3
credits)
Explores the economics of health care from both the
health system perspective and the point of care. Budget
management, cost-benefit analyses, cost containment
strategies, and management of fiscal and human
resources will be explored.
Prerequisite: NURS 547 and NURS 557. Cross-Listed as:
HCM 652.
NURS 660 - Planning for Evidence-Based Practice
(3 credits)
Enables students to make a case for nursing practice
decisions based on research studies and data. Students
will learn to evaluate and apply evidence-based practice
to health care as it relates to leadership and
management functions. Evidence-based practice is
defined as a problem-solving approach to decision-
making that involves the conscientious use of the best
available evidence, along with one's own expertise, to
improve outcomes for individuals, group, communities,
and systems.
Prerequisite: NURS 650 and NURS 652. Cross-Listed as:
HCM 660.
NURS 662 - Quality Management in Health Care (3
credits)
Focuses on health care systems improvement to enhance
quality of patient outcomes, create a patient-centered
culture of safety, and reduce risk. The course will
emphasize statistical process control methods, regulatory
and accreditation standards, and barriers to and
strategies for quality improvement.
Prerequisite: NURS 650 and NURS 652. Cross-Listed as:
HCM 662.
NURS 670 - Communication and Conflict
Resolution (3 credits)
Explores therapeutic communication, cultural
competence, and conflict resolution as integral to the
multiple relationships within population-based care
management roles. Theoretical models and assessment
tools, including health literacy, will be utilized to examine
the diversity of cultural beliefs, values, and practices that
impact the health of individuals, families, and
communities. Students will learn collaborative
communication strategies focused on inter-professional
negotiation within agencies, communities, and systems.
Clinical, legal, and ethical concerns related to health care
disparities will be discussed.
Prerequisite: NURS 547 and NURS 557.
NURS 672 - Population-Based Care: Vulnerable
Populations (3 credits)
Examines coordination of care for vulnerable populations
including risk reduction and infection control, health
education, nutrition, population health, environmental
concerns, emergency management/preparedness, and
chronic disease and disability, both psychosocial and
physical. Quality, safety, and the economic impact of
providing cost-effective care will be discussed using
decision science and predictive analysis.
Prerequisite: NURS 670.
NURS 674 - Professional/Legal Issues in
Population-Based Care (3 credits)
Explores the legal and economic aspects of coordination
of care. This course focuses on reimbursement and
financing of health care, and insurance requirements.
Content also includes analysis of the American Nurses
Association (ANA) standards and scope of practice for
relevant disciplines (such as school nurses and case
managers), the ANA Code of Ethics, and federal and state
laws governing child abuse and neglect, minor consent
for health services, and communicable disease reporting.
Prerequisite: None.
NURS 736 - Nursing Education Practicum (3
credits)
Provides an opportunity for students in the education
concentration to apply education concepts in a selected
higher education or health care delivery environment
during a 135-hour practicum experience. Students will
complete a project relevant to the role of the nurse
educator.
Prerequisite: NURS 632, NURS 635, and NURS 642.
NURS 737 - Graduate Nursing Capstone (3
credits)
Emphasizes analysis and evaluation of concepts of
teaching and learning; demonstration of competencies
needed to deliver content effectively; assessment and
evaluation of student and program outcomes;
participation in curriculum planning and development;
and analysis of regulatory, ethical, legal and accreditation
issues. Students will develop a professional portfolio and
a scholarly paper and presentation. The course includes
an on-campus residency requirement.
Prerequisite: NURS 632, NURS 635, and NURS 642.
NURS 740 - Nursing Education Capstone (6
credits)
Designed to provide an opportunity for students in the
education concentration to apply education concepts in a
selected higher education or health care delivery
environment during a 135 hour practicum experience.
Students will complete a capstone project relevant to the
role of the nurse educator and develop a professional
portfolio. This course emphasizes: analysis and evaluation
130| Stevenson University Stevenson University Online Catalog
of concepts of teaching and learning; demonstration of
competencies needed to deliver content effectively;
assessment and evaluation of student and program
outcomes; participation in curriculum planning and
development and analysis of regulatory, ethical, legal and
accreditation issues. The course includes an on campus
residency requirement.
Prerequisite: All other required core and concentration
courses.
NURS 750 - Nursing Leadership/Management
Capstone (6 credits)
Designed to provide an opportunity for students in the
leadership/management concentration to apply
leadership/management concepts in a selected health
care delivery environment during a 135 hour practicum
experience. Students will complete a capstone project
relevant to the role of the nurse leader/manager and
develop a professional portfolio. This course emphasizes:
analysis and evaluation of concepts of organizational
culture; demonstration of competencies needed to effect
change in organizations; evaluation of organizational
outcomes; participation in strategic planning and goal
setting; analysis of allocation of human and financial
resources; and analysis of regulatory, ethical, and legal
issues in the practice setting. The course includes an on
campus residency requirement.
Prerequisite: All other required core and concentration
courses.
NURS 760 - Population-Based Care Coordination
Capstone (6 credits)
Provides an opportunity for students in the Population-
Based Care Coordination concentration to apply
population health and care coordination concepts in a
selected health care delivery environment during a 135
hour practicum experience. Students will complete a
capstone project relevant to the role of the nurse
working in a population-based care coordination
position. This course emphasizes: analyzing concepts of
population health and care coordination; demonstrating
competencies needed to coordinate care in healthcare
settings effectively; evaluating patient-focused and
organizational outcomes; and examining the impact of
regulatory, ethical, and legal issues in the practice setting.
The course includes an on-campus residency
requirement.
Prerequisite: All other required core and concentration
courses.
NURS XXX - Introduction to Forensic Nursing (3
credits)
Introduction to the definitions and principles of medico-
legal care of the individual experiencing trauma, abuse,
neglect, rape, and death. This course provides students
with an overview of judicial system and the skills and
knowledge essential to forensic nursing; including
identification of intentional and unintentional wounds,
collection of evidence (DNA, photographic, written),
creation of a judicial system summary, and resources
available to victims of intimate crime. The role of the
forensic nurse as a community leader, supporting diverse
populations through collaboration with civic and legal
entities will be explored. (Pending review by the
Academic Affairs Committee.)
Prerequisite: Under development.
NURS XXX - Forensic Nursing Practicum (3
credits)
This course is designed to provide an opportunity for
students in the forensic nursing concentration to apply
concepts of forensic nursing in a selected civic, legal, or
health care delivery environments during a 135-hour
practicum experience. Students will have the opportunity
to focus on a specific area of forensic nursing (e.g.
Forensic Nurse Examiner, Correctional Nursing,
Coroner/Death investigation, Disaster preparedness, Legal
Nurse Consulting, Forensic Mental Health Nursing).
Students will complete a project relevant to the role of
the forensics nurse in the specific setting. (Pending
review by the Academic Affairs Committee.)
Prerequisite: Under development.
Certificate Options - Post-Baccalaureate| 131
Stevenson University Online offers Post-
Baccalaureate Certificates in:
• Community-Based Education and Leadership
• Crime Scene Investigation
• Digital Forensics
• Forensic Accounting
• Forensic Investigation
• Literacy Education
• Nursing Education
• Population-Based Care Coordination
• Secondary (7-12) STEM Teaching and Learning
• Quality Management and Patient Safety
Community-Based Education and
Leadership
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Community-Based
Education and Leadership is designed for practicing
professionals in non-formal and informal education
settings who want to expand their knowledge and skills
to become effective educators and change leaders in
their organizations. Upon completion of the certificate,
graduates will have the ability to meet the needs of
diverse populations of learners, build transformative
learning communities, and foster collaborative
partnerships within the expanding non-formal
educational sector. Coursework for this 15-credit hour
certificate option can be completed online.
Due to the unique blend of coursework including
understanding 21st century teaching and learning as well
as organizational management and leadership, this
certificate benefits a variety of positions, including and
not limited to the following: athletic coaches, community
education leaders, higher education professionals, non-
profit leaders, and youth development specialists.
Information on admission requirements can be found
at Post-Baccalaureate Certificates Admissions
Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Community-Based Education and Leadership, recipients
will be able to:
1. Analyze formal, informal, and non-formal theories and
frameworks of education.
2. Examine the developmental and cognitive
characteristics of learners through the life span.
3. Explore sociological and cultural influences on
communities, organizations, and groups.
4. Create, implement, and assess community-based
educational programs.
5. Design engaging and innovative learning experiences
that foster critical thinking, creativity, and
communication skills of learners.
6. Synthesize multiple sources of evidence to make
decisions.
7. Use multiple modes of communication to advocate
for community-based education.
8. Create management and strategic plans for the
sustainability of community-based educational
organizations.
9. Foster collaboration among educational institutions,
public, private and non-profit agencies, and other
community stakeholders.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Certificate Options - Post-
Baccalaureate
132| Stevenson University Stevenson University Online Catalog
Required Courses
Students must complete the following 9 credits:
CBEL 610
Foundations and Frameworks of
Community-Based Education
3
CBEL 616
Community Engagement and
Leadership
3
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
Students will select two electives from either of the
following focus areas:
Management-Leadership Electives
CBEL 670
Volunteer Management
3
CBEL 672
Advocacy in Community-Based
Organizations
3
CBEL 674
Legal Issues and Risk Management
in Community Organizations
3
Teaching and Learning Electives
Students will select two courses from the following focus
areas.
CBEL 612
Innovative Teaching and Learning
for 21st Century Skills
3
CBEL 614
Program Planning, Implementation,
and Evaluation
3
CBEL 662
Youth Development
3
CBEL 664
Teaching & Learning for
Specialized Populations
3
ED 604
Cognitive Social and Emotional
Development of Learners
3
Crime Scene Investigation
Certificate Requirements
Certificate Description
Stevenson University Online's Crime Scene Investigation
Post-Baccalaureate Certificate is designed to prepare
students with the skills to evaluate crime scenes and
select the appropriate steps to be followed in
documenting, collecting, preserving, and processing
evidence. This post-baccalaureate certificate trains
professionals to process forensic evidence and report
their findings in an ethical manner for the purpose of
effectively communicating those findings in a courtroom
setting. Information on admissions requirements can be
found at Post-Baccalaureate Certificates Admissions
Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Crime Scene Investigation, recipients will be able to:
1. Process forensic evidence and report findings in an
ethical manner.
2. Communicate those findings in both written and oral
formats.
3. Apply the quality assurance, quality control and safety
requirements used in accredited forensic science
laboratories.
4. Evaluate crime scenes and select the appropriate
steps to be followed in documenting, collective,
preserving and processing evidence.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Certificate requirements must be completed within seven
years after the first course applied to the program was
completed.
Required Courses
Students must complete the following 18 credits:
FSCI 500
Survey of Forensic Science
3
FSCI 540
Crime Scene Photography
3
FSCI 610
Physical Evidence at Crime Scenes
3
FSCI 615
Safety/Quality Control/Quality
Assurance
3
FSCI 630
Crime Scene Investigation
3
FSCI 632
Pattern Analysis
3
Digital Forensics
Certificate Requirements
Certificate Description
Stevenson University Online’s Digital Forensics Post-
Baccalaureate Certificate program prepares students and
forensic professionals to identify, acquire, restore, and
analyze electronic data. Our certificate program provides
students with the knowledge to design a comprehensive
methodology to cover the acquisition, preservation, and
analysis of various forms of digital evidence. Graduates of
the certificate program will be equipped with the skills to
communicate their findings, analysis, and conclusions
effectively, especially as expert witnesses during trials.
Coursework can be completed entirely online for this 18-
credit hour program. Information on admissions
requirements can be found at Post-Baccalaureate
Certificates Admissions Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Digital Forensics, recipients will be able to:
1. Collect, handle and preserve digital evidence.
2. Design a comprehensive methodology to cover the
acquisition, preservation and analysis of various forms
of digital evidence.
Certificate Options - Post-Baccalaureate| 133
3. Analyze and interpret file system data, operating
system data and application data.
4. Synthesize auditing, computer forensic and
investigative analyses into coherent, defensible
conclusions
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 18 credits:
FSCOR 601
Foundations of Justice
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSLAW 668
White Collar Crimes
3
FSIS 642
File Systems Forensic Analysis
3
FSIS
643/CYBF
643
Incident Response and Evidence
Collection
3
FSIS
644/CYBF
644
Windows Forensic Examinations
3
Forensic Accounting
Certificate Requirements
Certificate Description
Stevenson University Online's Forensic Accounting Post-
Baccalaureate Certificate program provides accounting
students and professionals with the necessary skills in
asset protection and financial reporting to prepare them
for careers in both investigative accounting and fraud
prevention. Courses in Stevenson University’s Forensic
Accounting Certificate program are taught by practicing
forensic accountants and focus on synthesizing
accounting, auditing, computer, and investigative
analyses into coherent, defensible conclusions.
Coursework can be completed entirely online for this 18-
credit hour program. Information on admissions
requirements can be found at Post-Baccalaureate
Certificates Admissions Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Forensic Accounting, recipients will be able to:
1. Examine financial statements for false and/or
misleading statements.
2. Assess fraud risk and adequacy of internal control
structures.
3. Evaluate financial evidence.
4. Synthesize accounting, auditing, computer and
investigative analyses into coherent, defensible
conclusions.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 18 credits:
FSCOR
601
Foundations of Justice
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSAAC
624
Fraud: Accounting
3
FSAAC
640
Business Valuation
3
FSLAW
668
White Collar Crimes
3
FSAAC
626 OR
FSAAC
628
FSAAC 626 Investigation and
Analysis: Auditing OR FSAAC
628 Investigation and Analysis:
Tax
3
credtis
Forensic Investigation
Certificate Requirements
Certificate Description
Stevenson University Online's Forensic Investigation Post-
Baccalaureate Certificate prepares students and law
enforcement professionals to effectively conduct
interviews and collect physical evidence for the purpose
of synthesizing the results into factually accurate and
objective reports and court testimony. Our certificate
program equips students with the skills to analyze and
evaluate documentary and testimonial evidence vital to
criminal investigations and trials. Coursework can be
completed entirely online for this 18-credit hour
program. Information on admissions requirements can be
found at Post-Baccalaureate Certificates Admissions
Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Forensic Investigation, recipients will be able to:
134| Stevenson University Stevenson University Online Catalog
1. Evaluate the merits of an allegation and prepare an
investigative plan, if warranted.
2. Conduct effective interviews and interrogations.
3. Evaluate documentary and testimonial evidence.
4. Synthesize analyses of facts and law into coherent,
defensible conclusions.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must be able to complete the following 18
credits:
FSCOR 601
Foundations of Justice
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSINV 605
Investigative Techniques/Physical
Evidence
3
FSLAW 662
Fraud Investigation and Analysis
3
FSLAW 668
White Collar Crimes
3
FSLAW 602
OR FSAAC
620
FSLAW 602 Criminology OR FSAAC
620 Forensic Information
Technology
3
Literacy Education
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Literacy Education is
designed to equip classroom teachers with the
knowledge, skills, and strategies to increase student
success for all learners. In the current educational
landscape, classroom teachers are tasked with helping
learners develop 21st century skills of critical thinking,
problem-solving, and collaboration while they are
simultaneously required to evolve their skills and develop
new strategies for addressing the emerging issues in
literacy education.
In the literacy education certificate program, teachers will
explore current trends in literacy instruction, develop
strategies for integrating literacy into content areas, align
curricula with Common Core State Standards (CCSS) and
the Every Student Succeeds Act (ESSA), and examine the
impact of digital technologies and culturally responsive
literacy. Certificate graduates will meet the Maryland
State Department of Education (MSDE) coursework
requirements for a Reading Teacher endorsement.
Information on admissions requirements can be found
at Post-Baccalaureate Certificates Admissions
Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Literacy Education, recipients will be able to:
1. Articulate the theoretical frameworks and research
based foundations of reading, writing, and
communication processes.
2. Design and implement integrated, comprehensive,
and balanced curriculum to support students’ literacy
needs.
3. Evaluate student literacy performance using valid,
reliable, and fair assessment tools to screen,
diagnosis, monitor, and measure student literacy
achievement to inform instruction and evaluate
interventions.
4. Create and engage learners in literacy practices that
develop awareness, respect, and a valuing of
differences in our society.
5. Integrate digital technologies and print resources to
engage learners in a literacy rich learning
environment.
6. Differentiate instruction to meet the needs of all
learners on the developmental continuum of
language and literacy learning.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
The Post-Baccalaureate Certificate in Literacy Education is
an online, 15-credit hour program.
LTED 603
Foundations of Literacy
3
LTED 611
Literacy Assessment
3
LTED 621
Culturally Responsive Literacy
3
LTED 623
Digital Literacy and Media
3
LTED 701
Literacy Capstone
3
Nursing Education
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Nursing Education is
a 15-credit graduate certificate option designed for
registered nurses prepared at least at the baccalaureate
Certificate Options - Post-Baccalaureate| 135
level who want to expand their knowledge and practice
in the field of nursing education. This certificate will help
meet the tremendous need for nurse faculty – a shortage
that is limiting enrollment in nursing schools nationwide
(American Association of Colleges of Nursing, 2019).
Students in the certificate option will learn the
knowledge and skills necessary to contribute to the
nursing profession as educators.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Nursing Education, recipients will be able to:
1. Analyze trends in nursing science to promote best
educational practices.
2. Apply learning theories and curriculum design models
in the development of learning experiences in nursing
education.
3. Analyze significant issues arising between clinical
nursing practice and nursing education.
4. Design curricula for a variety of educational settings
using relevant theories and evidence-based teaching
strategies.
5. Integrate teaching and learning theory with concepts
of health protection, promotion, and maintenance to
address the needs of individuals from various
cultures.
6. Integrate theories and principles of teaching and
learning with knowledge of pathophysiology,
pharmacology, and physical assessment in the role of
the nurse educator in academic and practice settings.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 12 credits:
NURS 632
Curriculum Design and Innovation
3
NURS 635
Teaching and Learning
Strategies/Evaluation
3
NURS 642
Instructional Media in Education
3
NURS 736
Nursing Education Practicum
3
Electives
Students must complete one elective from the list
below:
NURS
557/HCM
557
Project and Resource
Management
3
NURS 610
Advanced Pathophysiology and
Pharmacology
3
NURS 615
Advanced Health Assessment
3
Population-Based Care
Coordination
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Population-Based
Care Coordination is a 15-credit graduate certificate
option designed for registered nurses prepared at least
at the baccalaureate level who want to expand their
knowledge and practice in the growing fields of
population health and care coordination. The
development of this certificate was based, in part, on the
changes in the U.S. healthcare delivery system, which
present multiple challenges for healthcare providers.
Important among these changes is the need for expert
care coordination by knowledgeable providers who are
well acquainted with the complexities of healthcare
delivery systems, insurance policies, and the varied needs
of clients. Students in the certificate option will learn the
knowledge and skills necessary to provide care
coordination services for diverse populations.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Population-Based Care Coordination, recipients will be
able to:
1. Conduct needs assessments within communities and
healthcare systems, engaging multiple stakeholders.
2. Design a plan of care for specific populations
incorporating knowledge of community resources,
healthcare law, and regulations.
3. Evaluate quality and safety outcomes within
community healthcare systems.
4. Evaluate culturally-competent community care
management strategies through the examination of
inter-professional collaborative relationships, social
networks, and organizational systems.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
136| Stevenson University Stevenson University Online Catalog
Required Courses
Students must complete the following 15 credits:
NURS 547
Global Health Care Perspectives
3
NURS 610
Advanced Pathophysiology and
Pharmacology
3
NURS 670
Communication and Conflict
Resolution
3
NURS 672
Population-Based Care: Vulnerable
Populations
3
NURS 674
Professional/Legal Issues in
Population-Based Care
3
Quality Management and Patient
Safety
Certificate Requirements
Certificate Description
Stevenson University Online’s Post-Baccalaureate
Certificate in Quality Management and Patient Safety is
designed for healthcare professionals who want to learn
how to plan, organize, and lead efforts to improve the
effectiveness of patient treatment in healthcare
organizations. Stevenson's Quality Management and
Patient Safety certificate program provides healthcare
professionals the knowledge and skills necessary to
evaluate the health status of populations served by
healthcare organizations to address service gaps.
Coursework can be completed entirely online for this 15-
credit hour certificate program. Information on
admissions requirements can be found at Post-
Baccalaureate Certificates Admissions Requirements.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Quality Management and Patient Safety, recipients will
be able to:
1. Formulate a plan to assess performance of quality
management and patient-centric safety efforts in a
healthcare system or unit.
2. Critique, synthesize and apply theories, models, and
research relating to quality improvement and patient
safety initiatives.
3. Deduce trends in healthcare that promote best
practices in ethical and effective, evidence-based
quality management and patient safety.
4. Produce techniques of operations assessment and
improvement that continually improve the quality of
care provided and patient safety.
5. Propose and justify methods and tools for analysis of
quality management and patient-centric safety
initiatives.
6. Demonstrate through written, oral, and other
presentation skills, an in-depth understanding of the
quality management and patient safety efforts in a
healthcare system or unit.
7. Apply principles of leading and managing a quality
improvement and patient safety initiative in a
healthcare system or unit.
8. Analyze and interpret statistical, quantitative data and
other performance indicators of quality management
and patient safety initiatives.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Quality Management and Patient Safety Certificate
HCM
660/NURS
660
Planning for Evidence-Based
Practice
3
HCM
662/NURS
662
Quality Management in Health
Care
3
HCM 665
Patient Satisfaction and Quality
Improvement
3
HCM
667/BTM 667
Customer Relationship
Management (E-CRM)
3
HCM 669
Patient Advocacy for Healthcare
Quality
3
Secondary STEM Teaching and
Learning
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Secondary (7-12)
STEM Teaching and Learning is an 18 credit graduate
certificate program designed for middle or high school
math and science teachers who want to expand their
knowledge and practice of inquiry-based collaborative
teaching and learning. Students in the certificate program
will develop the tools necessary to design and deliver
learning experiences for students that are inquiry, project,
and problem-based. The program gives students the
opportunity to collaborate with a cohort of math and
science teachers to plan and implement integrated,
multi-disciplinary lessons that align with NSTA Next
Generation Science Standards, NCTM Principles to Action,
and Common Core State Standards. Graduates of the
certificate program can become STEM leaders and
resources for their schools. Information on admissions
requirements can be found at Post-Baccalaureate
Certificates Admissions Requirements.
Certificate Options - Post-Baccalaureate| 137
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Secondary STEM Teaching and Learning, recipients will
be able to:
1. Relate relevant theories, concepts, and issues in STEM
education to the planning, teaching, and learning
process.
2. Design and implement a variety of literacy strategies
to support student motivation and independence in
STEM content learning.
3. Create and implement student-centered and
integrated learning experiences that make the major
concepts and processes of inquiry in the STEM
disciplines accessible, meaningful and differentiated
for all learners.
4. Design and analyze pre-assessments, and formative
and summative assessments of and for STEM
learning.
5. Integrate instructional technology into STEM
curriculum and instruction to enhance and extend
learning to address real world and global issues.
6. Engage in collaborative inquiry, critical analysis, and
reflection to lead STEM pedagogy and practice.
7. Analyze and address current trends, pedagogical
viewpoints, and issues that emerge in practice in
Secondary STEM education.
8. Evaluate STEM education as a transdisciplinary
approach and attitude toward teaching and learning.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 18 credits:
ED 605
STEM Curriculum Principles and
Practices
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 640
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM Focus I
3
ED 645
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM focus II
3
ED 690
Issues in STEM Education
3
138| Stevenson University Stevenson University Online Catalog
Board of Trustees of Stevenson University
T. Scott Pugatch
Chair of the Board
Greenhill Properties, Inc.
Anna L. Smith
Secretary of the Board
Wilmington Trust
Robert C. Brennan
Treasurer of the Board
Maryland Economic Development
Corporation
Arthur F. Bell, Jr., CPA
Belltower LLC
Sandra R. Berman
Sandra & Malcolm Berman
Charitable Foundation
Robert D. Biagiotti, P.E.
Baltimore Gas and Electric
Company
Eric D. Brotman, CFP®, AEP®,
CPWA®
BFG Financial Advisors
David A. Burrows, Jr. '92 '94 '94
'95 '99M
Visual Integrators
Ronald M. Causey, CPA
SC&H Group
Anthony Davis '02,'03MS
ex officio
, Past President, Alumni
Association Board
BGE Home
Samuel M. Dell III
ExxonMobil, Retired
Karen P. Gibbs
The Gibbs Perspective
Herbert J. Hoelter
National Center on Institutions and
Alternatives
Nancy C. Hubble, GRI, CRS, ABR
Long & Foster Real Estate,
Christie's International,
The Hubble Bisbee Group
Brenda Bowe Johnson, Ph.D.
The Language House, Inc.
Donna L. Kahoe '99
Maryland Board of Town
Commissioners
Robert D. Kunisch, Jr.
Howard Bank
Sheela Murthy, Esq.
Murthy Law Firm
Peter B. Orthwein, Jr.
Spring Capital Partners LP
Jennifer Ward Reynolds, CFA
Ward Properties
Paul Mark Sandler, Esq.
Shapiro Sher Guinot & Sandler
Margaret "Meg" Sheetz
Kathleen Sher
K Sher Consulting
Judith S. Waranch, Esq.
The Waranch Group LLC
Office of the President
Elliot Hirshman (2017)
President and Professor,
Psychology
B.A., Yale University
M.A., Ph.D., University of California,
Los Angeles
Sue B. Kenney (2008)
Vice President and Chief of Staff
B.S., Towson University
M.L.A., Johns Hopkins University
Academic Affairs
Susan T. Gorman (1991)
Executive Vice President, Academic
Affairs and Provost
B.A., Kenyon College;
Ph.D., Johns Hopkins University
Academic Affairs
Cheryl Wilson (2016)
Vice Provost for Academic Affairs
B.A., SUNY Geneseo
M.A., Ph.D., University of Delaware
Career Services
Susan Gordon (2018)
Vice President, Career Services
B.S., Wake Forest University
M.S., Johns Hopkins University
M.S., American University
Information Technology
Brian Fodrey (2018)
Chief Information Officer and Vice
Provost for Educational Technology
B.B.A., M.S., Kent State University
M.S., Kent State University
M.S., Drake University
Institutional Research
and Assessment
May P. Hser (2018)
Director, Institutional Research and
Effectiveness
B.A., Rangoon University
M.E., Ph.D., The State University of
New York, Buffalo
Natasha A. Miller (2014)
Director, Assessment
B.S., Brooklyn College
M.S., Ph.D., Pennsylvania State
University
Library
Susan H. Bonsteel (1998)
Director, Library Services
B.A., M.L.S., University of Maryland,
College Park
Outreach
Amanda Hostalka (1998)
Vice Provost for Outreach
B.F.A., Maryland Institute College of
Art
M.A., M.F.A., University of Baltimore
Registrar
Tracy Bolt (1996)
Registrar
B.A., Clemson University
Sponsored Programs and
Research
Meredith C. Durmowicz (2002)
Vice Provost for Sponsored
Programs and Research
B.S., Marquette University
Ph.D., Johns Hopkins University
Directory
Directory| 139
Student Success
Christine E. Moran (2014)
Vice Provost for Student Success
B.A., M.A., LaSalle University
Ph.D., Temple University
Enrollment Management
Mark J. Hergan (1993)
Vice President, Enrollment
Management
B.A., St. Mary's College of Maryland
Christina Dutcher (2011)
Director, Student Accounts
B.S., Towson University
Melanie Mason (2017)
Director, Financial Aid
B.S., University of North Carolina
M.S., M.B.A., University of Maryland
Financial Affairs
Melanie M. Edmondson,
CPA (1996)
Interim Vice President of Finance
and Administration and Chief
Financial Officer
A.S., Lasell College
B.S., Florida Institute of Technology
Athletics
Brett C. Adams (1994)
Director
B.S., York College of Pennsylvania
Auxiliary Services
Leland Beitel (2009)
Assistant Vice President, Facilities
and Campus Services
B.S., B.S., University of Maryland,
College Park
Robert A. Reed (1998)
Director, Auxiliary Services
Business Office
Melanie M. Edmondson, CPA
(1996)
Interim Vice President of Finance
and Administration and Chief
Financial Officer
A.S., Lasell College
B.S., Florida Institute of Technology
Conference Services
Lisa Labrecque (2014)
Manager
B.A., James Madison University
Facilities
Michael J. Campbell, Jr. (2008)
Director of Facilities, Greenspring
campus and Owings Mills North
campus
Mail Room and Materials
Management
Raymond Smith (2015)
Manager
Security
Steve Gossage (2004)
Interim Director of Security
University Store
LaShaun Calderone (2004)
Manager
B.S., Stevenson University
Human Resources
David C. Jordan (2019)
Vice President, Human Resources
B.S., University of Maryland
M.S., University of Baltimore
Marketing and Digital
Communications
John Buettner (2009)
Vice President, Marketing and
Digital Communications
B.A., Washington College
M.A., Villanova University
Student Affairs
Tiffany Sanchez (2018)
Vice President, Student Affairs
B.A., University of New Mexico
M.B.A., Bowling Green State
University
Jeff M. Kelly (2005)
Associate Vice President and Dean
of Students
B.S., University of Scranton
M.S., Northeastern University
Ed.D., Widener University
Cristina C. Garcia (2019)
Director, Diversity and Inclusion
B.A., Siena College
M.S.,SUNY College at Plattsburg
Anne-Marie Hantman (2020)
Director, Residence Life
B.A., Hood College
M.A.,University of Pennsylvania,
Bloomsburg
Jeremy L. Munson (2007)
Assistant Vice President, Student
Affairs and Conduct
B.A., Waynesburg College
M.A., Mansfield University
Linda S. Reymann, RN (1992)
Assistant Vice President, Wellness
Center
B.S.N, M.S., University of Maryland,
Baltimore
M.S., Ph.D., Loyola University
Maryland
University Advancement
Christopher R. Vaughan (2018)
Vice President, University
Advancement
B.A., Loyola College of Maryland
M.B.A., Loyola University of
Maryland
Emeriti
Dyer P. Bilgrave
Professor Emeritus
B.A., Towson University
M.P.S., New York Theological
Seminary
M.A., American International
College
M.F.A., Brandeis University
M.A., Ph.D., University of Maryland,
Baltimore County
Helen Rose Dawson
Vice President and Dean Emerita
B.A., Trinity College
M.S., Fordham University
D.Ed., Nova Southeastern University
Kevin J. Manning
President Emeritus
B.A., Webster University
M.S., Shippensburg University
Ph.D., The Ohio State University
Mary Diane Payne
Assistant Vice President and
Professor Emerita
B.S., Brescia College
M.S., University of Cincinnati
Robert J. Suggs
Professor Emeritus
B.M.E., Wichita State University
M.M., Catholic University of
America
D.M.A., University of Maryland,
College Park
140| Stevenson University Stevenson University Online Catalog
Schools of the University
School of Business and
Leadership; Brown
School of Business and
Leadership
Cheryl A. Wilson (2016)
Interim Dean, School of Business
and Leadership and Professor,
English
B.A., SUNY Geneseo
M.A., Ph.D., University of Delaware
Department of Business
Administration
Zamira Simkins (2009)
Chair, Business Administration and
Professor, Finance
B.S., Kyrgyz-Russian Slavic
University
M.I.A., Missouri State University
Ph.D., American University
Department of Information
Systems
Steven Engorn (1989)
Chair and Geckle Professor,
Information Systems
Graduate Program Director,
Program Coordinator, and Assistant
Professor
B. A., Brandeis University
M.S., Emory University
D.S., Capitol Technology University
Program in Accounting
Victoria J. Doby (1995)
Program Coordinator, Accounting
and Professor, Accounti
ng
B.A., M.B.A., Loyola College in
Maryland
D.B.A., George Washington
University
Program in Healthcare
Management
Sharon Buchbinder (2011)
Graduate Program Director, SUO
Program Coordinator, and
Professor, Healthcare Management
and Business Administration
A.A.S., Maria College
B.A., University of Connecticut
M.A., University of Hartford
Ph.D., University of Illinois
School of Design
Amanda Gingery Hostalka (1998)
Dean, School of Design, and
Professor, Design
B.F.A., Maryland Institute College of
Art
M.A., M.F.A., University of Baltimore
Department of Art and Graphic
Design
George M. Moore (2006)
Chair, Art & Graphic Design and
Professor, Art & Graphic Design
B.A., Hampshire College
M.F.A., Maryland Institute College
of Art
Department of Business
Communication
Nadene N. Vevea (2016)
Chair, Communication Programs
and Associate Professor,
Communication
B.A., M.A., Minnesota State
University
Ph.D., North Dakota State
University
Department of Film and Moving
Image
Christopher Llewellyn Reed (2006)
Chair, Film and Moving Image and
Professor, Film and Moving Image
B.A., Harvard University
M.A., Yale University
M.F.A., School of the Arts, New
York University
Program in Fashion Design
Forest Bell (2017)
Program Coordinator, Fashion
Design and Assistant Professor,
Fashion Design
B.F.A., Corcoran School of Art and
Design
M.S., Drexel University
Music
Mark Lortz (2011)
Director, Musicand Assistant
Professor, Music
B.A., M.M., M.M., Peabody
Conservatory of Music, Johns
Hopkins University
Ph.D., Temple University
School of Education
Christine Moran (1998)
Dean, School of Education and
Professor, Education
B.A, M.A., LaSalle University
Ph.D., Temple University
Department of Education
Deborah S. Kraft (1998)
Chair, Education and Professor,
Education
B.S., Lesley College
M.A., Webster University
Ph.D., Saint Louis University
Program in Graduate Education
Lisa A. Moyer (2017)
Graduate Program Director and
Program Coordinator, SUO and
Assistant Professor, Graduate
Education
A.A., Germana Community College
B.A., M.Ed. University of Mary
Washington
Ph.D., Virginia Polytechnic Institute
and State University
School of Humanities
and Social Sciences
Cheryl A. Wilson (2016)
Dean, School of Humanities and
Social Sciences and Professor,
English
B.A., SUNY Geneseo
M.A.,Ph.D., University of Delaware
Ph.D., University of Delaware
Department of Counseling and
Human Services
John Rosicky (2012)
Chair, Counseling and Human
Services and Professor, Counseling
and Human Services
B.S., Brown University
Ph.D., University of Oregon
Department of English
Laura T. Smith (2010)
Chair, English Language and
Literature and Associate Professor,
English
B.A., College of William and Mary
M.A., Ph.D., University of Texas at
Austin
Department of Humanities and
History
Glenn Johnston (2007)
Program Coordinator, History and
Humanities, Assistant Professor,
History, and Archivist
B.A., St. Lawrence University
M.A., State University of New York,
Buffalo
M.Ed., Niagara University
Ph.D., University of North Texas
Department of Law and Justice
Studies
Hillary Michaud, Esq. (2004)
Chair, Law and Justice Studies and
Professor, Law
B.S., Miami University of Ohio
J.D., University of North Carolina,
Charlotte
Directory| 141
Department of Psychology
Jeffrey Elliott (2001)
Chair, Psychology and Professor,
Psychology
B.A., M.A., Salisbury University
Ph.D., University of Maryland
Marie Christine McGrath (2020)
Graduate Program Director, Doctor
of Clinical Psychology (Psy.D.) and
Professor, Psychology
B.A., Villanova University
M.Ed., Temple University
Ph.D., Temple University
Program in Forensic Studies
Carolyn H. Johnson, Esq. (1998)
Graduate Program Director and
Program Coordinator, SUO and
Professor, Forensic Studies
B.A., Dickinson University
J.D., University of Maryland,
Baltimore
Program in Interdisciplinary
Studies
Esther D. Horrocks (1983)
Program Coordinator,
Interdisciplinary Studies and
Professor, Sociology and
Anthropology
B.A., University of Minnesota
M.A., M.A., Ph.D., The Ohio State
University
Program in Theatre
Ryan Clark (2015)
Program Coordinator, Theatre and
Associate Professor, Theatre
B.S., Towson University
M.F.A., Florida State University
School of Nursing and
Health Professions:
Sandra R. Berman
School of Nursing and
Health Professions
Meredith C. Durmowicz (2002)
Interim Dean, Sandra R. Berman
School of Nursing and Health
Professions and Professor,
Biological Sciences
B.S., Marquette University
Ph.D., Johns Hopkins University
Judith A. Feustle, RN (1991)
Associate Dean, Nursing
B.S.N., M.S., University of Maryland,
Baltimore
M.Ed., Sc.D., Johns Hopkins
University
Department of Nursing
Rebecca A. Diaz, RN (2002)
Chair, Nursing and Assistant
Professor, Nursing
B.S., Villa Julie College
M.S.N., Drexel University
Program in Graduate Nursing
Laura Petri, RN (2019)
Graduate Program Director and
Assistant Professor, Nursing
B.S.N., Towson University
M.S.N., University of Massachusetts
Boston
Ph.D., University of Maryland at
Baltimore
Program in Medical Laboratory
Science
Lara Biagiotti, MLS(ASCP) (2011)
Program Coordinator, Medical
Laboratory Science and Adjunct
Professor, Medical Laboratory
Science
B.S., University of Maryland,
Baltimore
M.S., Johns Hopkins University
School of the Sciences:
Beverly K. Fine School of
the Sciences
Meredith C. Durmowicz (2002)
Dean, Beverly K. Fine School of the
Sciences and Professor, Biological
Sciences
B.S., Marquette University
Ph.D., Johns Hopkins University
Department of Biological
Sciences
Wendy L. Kimber-Louis (2005)
Chair, Biological Sciences, and
Professor, Biological Sciences
B.S., Wolverhampton Polytechnic
Ph.D., Edinburgh University
Department of Chemistry
Ellen M. Roskes (1996)
Associate Dean, Chemistry and
Professor, Chemistry
B.A., M.A., Ph.D., Johns Hopkins
University
Tracey Mason (2008)
Graduate Program Director,
Forensic Science and Professor,
Chemistry
B.S., Longwood College
Ph.D., Virginia Commonwealth
University
Department of Mathematics and
Physics
Ellen M. Roskes (1996)
Associate Dean, Mathematics and
Physics and Professor, Chemistry
B.A., M.A., Ph.D., Johns Hopkins
University
Stevenson University
Online
Lee Krähenbühl (2019)
Interim Dean and Associate
Professor, Communications
B.A., Linfield College
M.A., Pacific School of Religion
Ph.D., University of Oregon
Amanda Millar (2008)
Director, SUO
Recruitment/Admissions
B.S., M.S., Stevenson University
Faculty
Laurel Abell (2018)
Adjunct Professor, English
B.S., Towson University
M.F.A., Vermont College of Fine
Arts
Moronke "Nikki" Adepoju, RN
(2012)
Assistant Professor, Nursing
A.A., B.S.N., Marymount University
M.S., Johns Hopkins University
Ebenezer Afful (1985)
Associate Professor, Religion
Dip., University of Ghana
M.Div., Reformed Theological
Seminary
Gigi Biabo Ajavon (2020)
Adjunct Instructor, Counseling &
Human Services
B.F.A., Kutztown University
M.Div., Westminster Theological
Seminary
Inna S. Alesina (2014)
Associate Professor, Graphic Design
B.F.A., Parsons New School for
Design
M.F.A., Maryland Institute College
of Art
Carli Allison (2019)
Adjunct Instructor, Chemistry
B.S., M.S., Stevenson University
Chanel M. Anderson,
PA, MLS(ASCP) (2014)
Adjunct Instructor, Medical
Laboratory Science
A.A.S., B.S., Stevenson University
M.S., University of Maryland,
Baltimore
142| Stevenson University Stevenson University Online Catalog
Gary Anderson (2019)
Adjunct Instructor, Business
Administration
B.S., Towson University
M.S., Loyola University Maryland
Tiffany Anderson (2019)
Adjunct Professor, Psychology
B.A., Texas Southern University
M.S., Drexel University;
Ph.D., Loyola University Maryland
Brian L. Andrews (1989)
Adjunct Instructor, Political Science
B.A., Eastern Nazarene College
M.A., American University
Lea Alexa Andrus (2010)
Adjunct Instructor, Management
B.A., Hollins University
M.A., Washington College
Cynthia Appleby (2014)
Adjunct Instructor, Education
B.A., University of North Carolina -
Asheville
M.Ed., University of North Carolina
- Chapel Hill
Trina G. Armstrong (2012)
Adjunct Professor, Healthcare
Management
B.B.A., M.B.A., Loyola University,
New Orleans
D.H.A., Phoenix University
Wynne Aroom, RN (2010)
Adjunct Instructor, Nursing
B.S.N., Northeastern University
M.S., University of Maryland
Mark Arvisais (2011)
Associate Professor, Management
B.S., Ithaca College;
M.B.A., Rochester Institute of
Technology
Ph.D., George Washington
University
Steven K. Badorf (2004)
Adjunct Instructor, Religion
B.F.A., Kutztown University
M.Div., Westminster Theological
Seminary
Kaitlin Watkins Bailey (2015)
Lecturer, Chemistry
B.S., Wofford College
M.A., University of Virginia
Lawrence Baird (2008)
Adjunct Professor, Business
Administration
B.A., Loyola University Maryland
M.B.A., Walden University
Candace Baker (2014)
Human Services Supervisor
B.S., Stevenson University
M.S., University of Maryland,
Baltimore
Cary B. Barker (2006)
Adjunct Instructor, Business and
Technology Management
B.A., Shippensburg University
M.S., Capitol College
Katherine Barrett (2011)
Adjunct Professor, Sociology
B.A., Notre Dame of Maryland
University
M.S.W., University of Maryland,
Baltimore
Robert Bauserman (2011)
Adjunct Professor, Psychology
B.A., University of Pennsylvania
M.A., Ph.D., Syracuse University
Miranda Baxendale (2018)
Adjunct Instructor, Law
B.A., Johns Hopkins University
M.A.T., Johns Hopkins University
Jesse Baxter (2018)
Adjunct Professor, Theatre
B.A., Messiah College
M.F.A., Towson University
Jennifer Baxter-Roshek (2011)
Adjunct Professor, Biological
Sciences
B.S., University of Pittsburgh at
Johnstown
Ph.D., University of Maryland,
College Park
Joyce K. Becker (1995)
Adjunct Professor, Forensic Studies
B.A., Notre Dame of Maryland
University
J.D., University of Maryland,
Baltimore
Joan P. Beemer (1983)
Adjunct Professor, Mathematics
B.S., Towson University
M.S., Johns Hopkins University
Carmela Bell (2006)
Adjunct Professor, Law
A.A., Stevenson University
B.A., J.D., University of Baltimore
Forest E. Bell (2017)
Program Coordinator, Fashion
Design and Assistant Professor,
Fashion Design
B.F.A., Corcoran School of Art and
Design
M.S., Drexel University
Leeanne M. Bell McManus (2007)
Professor, Business Communication
B.A., University of Pittsburgh
M.A., West Virginia University
Ph.D., Duquesne University
Lara Biagiotti, MLS(ASCP) (1981)
Program Coordinator, Medical
Laboratory Science and Adjunct
Professor, Medical Laboratory
Science
B.S., University of Maryland,
Baltimore
M.S., Johns Hopkins University
Christopher Biddle (2014)
Adjunct Professor, Criminal Justice
B.A., Western Connecticut State
University
M.A., John Jay College of Criminal
Justice
Ph.D., Northcentral University
Sarah Grace Cotter Blanset (2015)
Associate Professor, Mathematics
B.A., Amherst College
M.S., Ph.D., University of Notre
Dame
Richard E. Boardman (2013)
Adjunct Professor, Film and Moving
Image
B.A., University of South Carolina
M.A., University of Kansas
Noni L. Bodkin, RN (2005)
Adjunct Professor, Nursing
B.S., Indiana University
M.S., University of Illinois, Chicago
Ph.D., University of Michigan, Ann
Arbor
Margaret Bodley (2019)
Adjunct Instructor, Business
Communication
B.A., McDaniel College
J.D., University of Baltimore
Fred Bolt (2007)
Adjunct Instructor, Religion
A.A., Anderson College
B.A., Southern Wesleyan University
M.A., Southern Baptist Theological
Seminary
Stephen Bossom (2019)
Adjunct Professor, Graphic Design
B.F.A., Sheppard University
M.F.A., University of Baltimore
Kathy Bradham (2014)
Education Supervisor I
B.S., Appalachian State University
M.A., Winthrop University
Mark A. Branson (2013)
Associate Professor, Mathematics
B.A., B.S., University of Oklahoma
M.Phil., Ph.D., Columbia University
Directory| 143
Jakie Brown, Jr. (1997)
Assistant Professor, Information
Systems
A.A., Community College of
Baltimore County
B.A., Arlington Bible College
M.A.B.L., M.Div., Faith Theological
Seminary
Monica Brown, MLS(ASCP) (2017)
Adjunct Instructor, Medical
Laboratory Science
B.S., Stevenson University
Nathanael Adam Brown (2016)
Adjunct Professor, English
B.A., Cornell University
M.F.A., University of Wisconsin-
Madison
Sharon Buchbinder (2011)
Graduate Program
Director, Healthcare Management
and Program Coordinator,
SUO and
Professor, Healthcare
Management
A.A.S., Maria College;
B.A., University of Connecticut
M.A., University of Hartford
Ph.D., University of Illinois
Charles E. Buehrle (2017)
Adjunct Professor, Mathematics
B.S., LaSalle University
M.S., Ph.D., Lehigh University
Justin Buonomo (2019)
Adjunct Instructor, Healthcare
Management
B.S., M.S., Stevenson University
Rebecca Burgess (2015)
Assistant Professor, Biological
Sciences
B.S., Cornell University
M.A., M.Phil., Ph.D., Columbia
University
Jeremy Russell Burkett (2015)
Professor, Chemistry
B.S., Huntington University
Ph.D., Purdue University
Damon L. Burman (2007)
Adjunct Professor, Forensic
Sciences
B.S., West Virginia Wesleyan
College
M.F.S., George Washington
University
Katherine A. Buvoltz (2017)
Adjunct Professor, General
Education
B.S., Houghton College
M.B.A., Regis University
Ph.D., Regent University
Beverly Bye, RN (2011)
Adjunct Professor, Nursing
B.S., Ed.D., Towson University
M.Ed., Loyola University Maryland
M.S., University of Maryland,
Baltimore
Walter Calahan (2010)
Adjunct Instructor, Art
B.S., Syracuse University
M.A., McDaniel College
Joseph Carr (2015)
Adjunct Instructor, Education
B.A., University of Maryland,
Baltimore County
M.A., McDaniel College
Patrick M. Carroll, Jr. (2005)
Adjunct Instructor, Information
Systems
B.S., University of Maryland
University College
M.S., George Washington
University
Elise Carswell (2015)
Education Supervisor II
B.S., University of Maryland,
College Park
M.Ed., Harvard Business School
Corinna Carter (2019)
Adjunct Instructor, Chemistry
B.S., M.S., Stevenson University
Robert W. Carter (2015)
Adjunct Instructor, Forensic Studies
B.S., Stevenson University
M.S., University of Baltimore
Elizabeth Caruso (2019)
Adjunct Instructor, English
B.A., University of Georgia
M.A.T., Loyola University Maryland
Louise M. Carwell (2009)
Adjunct Professor, Law
B.A., University of Rochester
J.D., Case Western Reserve
University
Susan Casciani (2012)
Adjunct Professor, Healthcare
Management
B.S., State University of New York,
Fredonia
M.S., D'Youville College, Buffalo
M.B.A., State University of New
York, Buffalo
Hollis Caswell, RN (2017)
Lecturer, Nursing
B.S., Salve Regina University
M.S., Stony Brook University
Aaron D. Chandler (2010)
Associate Professor, English
Faculty Teaching Fellow
B.A., Roanoke College
M.A., Hollins University
Ph.D., University of North Carolina,
Greensboro
Pamela R. Chaney (2006)
Adjunct Professor, Law
B.S., Virginia Commonwealth
University
J.D., University of Maryland,
Baltimore
Min Cheung (2015)
Adjunct Instructor, Fashion Design
B.S., Philadelphia University
Thomas L. Christianson (2012)
Adjunct Professor, Philosophy and
Religion
M.A., Regent University
Ryan Clark (2015)
Program Coordinator, Theatre and
Associate Professor, Theatre
B.S., Towson University
M.F.A., Florida State University
Douglas Coats (2014)
Adjunct Professor, Accounting
B.A., Loyola University Maryland
J.D., University of Baltimore
Stacey Coffey-Moreau (2018)
Adjunct Professor, Psychology
B.S., James Madison University
M.A., Ph.D., University of Virginia
Darlene Cohen (2004)
Adjunct Professor, Information
Systems
A.B., University of Chicago
M.S., Villa Julie College
J.D., University of Maryland School
of Law
L.L.M., S.J.D., National Law Center,
George Washington University
Jeffrey Comen (2001)
Adjunct Professor, Law
B.A., Johns Hopkins University
J.D., University of Baltimore
James L. Condron (2008)
Adjunct Professor, Art
B.A., Colby College
M.F.A., Maryland Institute College
of Art
Thomas D. Coogan (1988)
Adjunct Professor, Forensic Studies
B.A., Hamilton College
M.A., Antioch College
J.D., Antioch School of Law
144| Stevenson University Stevenson University Online Catalog
Dean E. Cook (1984)
Professor, Information Systems
B.A., Loch Haven State College
M.A., Indiana State University
M.A.S., Johns Hopkins University
Ph.D., University of Missouri
Linda Cook, RN (2008)
Adjunct Professor, Nursing
A.S., Monroe Community College
B.S.N., Alfred University
M.S., Ph.D., University of Maryland,
Baltimore
Rodney C. Cook (1999)
Adjunct Professor, Art
B.A., Trinity College
M.F.A., Maryland Institute College
of Art
Michael B. Cooney (2015)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., Johns Hopkins University
Ian Coyle (2014)
Adjunct Instructor, Political Science
B.A., Saint Bonaventure University
M.P.A., State University of New
York, Albany
Victoria Cozad, RN (2018)
Lecturer, Nursing
Women's Hospital Foundation
Distinguished Professor
B.A., Valparaiso University
M.A., University of Maryland,
Baltimore County
Christina Cramer (2018)
Adjunct Professor, Psychology
B.A., St. Mary's College of Maryland
M.S., Loyola University Maryland
Ph.D., Brigham Young University
Danyelle Crawford (2019)
Human Services Supervisor I
B.S., Stevenson University
M.S., University of Maryland,
Baltimore County
Christopher T. Crostic (2009)
Technical Director and
Associate Professor, Theatre
B.S., Frostburg State University
M.F.A., Indiana University
Alexander Crowley (2012)
Adjunct Instructor, Marching Band
Laura Culbertson, RN (2010)
Adjunct Instructor, Nursing
B.S.N., M.S., University of Maryland,
Baltimore
Michelle A. D'Alessandro, RN
(2013)
Adjunct Professor, Nursing
B.S.N., Villanova University
M.S.N., Johns Hopkins University
D.N.P., University of Maryland,
Baltimore
Christopher Michael Daley (2015)
Adjunct Instructor, Business
Communication
B.S., Towson University
M.S., Stevenson University
Carolyn Danna (2014)
Senior Lecturer, Biological Sciences
B.S., Wheaton College
Ph.D., University of Maryland,
Baltimore
Martinez Davenport (2014)
Adjunct Professor, Criminal Justice
A.A., Baltimore City Community
College
B.S., Coppin State University
M.S., Johns Hopkins University
Emmet Davitt (2005)
Adjunct Professor, Forensic Studies
B.A., University of Virginia
J.D., University of Maryland,
College Park
Rana DellaRocco (2019)
Adjunct Instructor, Forensic Science
B.S., University of Maryland,
Baltimore County
M.S., University of Florida
Jared Denhard (2001)
Adjunct Instructor, Music
B.M., Peabody Conservatory of
Music, Johns Hopkins University
Stuart Denrich (2019)
Adjunct Instructor, Information
Systems
B.A., University of Maryland,
Baltimore County
M.S., University of Maryland, Global
University
Rebecca A. Diaz, RN (2002)
Department Chair, Nursing and
Assistant Professor, Nursing
B.S., Villa Julie College
M.S.N., Drexel University
Rachel Celia Didovicher (2015)
Adjunct Professor, English
B.A., M.A., Case Western Reserve
University
M.F.A., University of Baltimore
Catherine Dietz (2013)
Education Supervisor I
B.S., Towson University
Victoria J. Doby, CPA (1995)
Program Coordinator, Accounting
and Professor, Accounting
B.A., M.B.A., Loyola College in
Maryland
D.B.A., George Washington
University
Patrick Donohue (2016)
Adjunct Instructor, Religion
B.S., Lancaster Bible College
M.A., Reformed Theological
Seminary
Daniel Dregier, Jr. (2010)
Adjunct Professor, Business
Administration and Law
B.A., Loyola University Maryland
J.D., University of Baltimore, School
of Law
David C. Drewer (1996)
Adjunct Professor, Physics
B.A., M.A., Ph.D., Johns Hopkins
University
Jeffrey F. Dudley (2005)
Adjunct Instructor, Marketing
B.S., Towson University
M.S., McDaniel College
Hilda Dunkwu (2014)
Adjunct Professor, Legal Studies
L.L.B., University of Benin, Nigeria
L.L.M., University of San Diego
Ph.D., Nova Southeastern
University
Meredith C. Durmowicz (2002)
Dean, Beverly K. Fine School of the
Sciences; Professor, Biological
Sciences
Interim Dean, Sandra R. Berman
School of Health Professions
Vice Provost for Sponsored
Programs and Research
B.S., Marquette University
Ph.D., Johns Hopkins University
Timothy M. Dwyer (2006)
Professor, Chemistry
B.S., Regis College
Ph.D., Dartmouth College
Shannon Dyson (2014)
Adjunct Instructor, Graphic Design
B.S., Stevenson University
M.A., University of Baltimore
Helaina Ebling (2011)
Adjunct Professor, Counseling &
Human Services and Supervisor II
A.A., Villa Julie College
B.A., Towson University
M.S., University of Maryland
Baltimore County
Directory| 145
Candice Edwards (2015)
Adjunct Instructor, Counseling &
Human Services and Supervisor I
B.S., Stevenson University
M.P.A., University of Baltimore
Nadine W. Edwards (2003)
Coordinator, Distance Learning and
Adjunct Professor, Information
Systems
B.S. University of Maryland
M.Ed., Salisbury University
Jeffrey D. Elliott (2001)
Chair, Psychology and Professor,
Psychology
B.A., M.A., Salisbury State University
Ph.D., University of Maryland,
Baltimore County
Robert A. Ellis (2006)
Adjunct Professor, Business
Communication
B.A., Towson University
M.A., University of Baltimore
Steven R. Engorn (1989)
Chair, Information Systems,
Graduate Program Director and
Program Coordinator, SUO and
Assistant Professor, Information
Systems
Geckle Distinguished Professor
A.A., Catonsville Community
College
B.S., American University
M.B.A., Loyola College in Maryland
Roxanne Epps (2011)
Adjunct Professor, Counseling &
Human Services
B.A., Morgan State University
M.S.W., Howard University
Christopher William Ernst (2015)
Assistant Professor, Film and
Moving Image
B.A., Hampshire College
M.F.A., University at Buffalo
Shannon Familetti (2014)
Adjunct Instructor, Chemistry
B.A., College of the Holy Cross
M.A., University of Virginia
Judith A. Feustle, RN (1991)
Associate Dean, Nursing
B.S.N., M.S., University of Maryland,
Baltimore
M.Ed., Sc.D., Johns Hopkins
University
Dina Fiasconaro (2010)
Professor, Film and Moving Image
B.S., Syracuse University
M.F.A., Columbia University
Elizabeth Fields (2016)
Librarian, Research & Instruction
B.A., Goucher College
M.L.S., University of Pittsburgh
Mayaugust P. Finkenberg (2005)
Associate Professor, Counseling &
Human Services
B.A., Syracuse University
M.S.W., University of Maryland,
Baltimore
Ed.D., Nova Southeastern University
Ted F. Fischer (2004)
Assistant Professor, Education
B.S., Towson University
M.Ed., Loyola University Maryland
Arlene K. Fleischmann (2010)
Adjunct Professor, English
B.A., University of Maryland,
College Park
M.Ed., McDaniel College
Brian Fodrey (2018)
Chief Information Officer
Vice Provost for Educational
Technology
B.B.A., M.A., Kent State University
M.S., Drake University
William E. Folson (2006)
Adjunct Instructor, Forensic Studies
A.A.S., Community College of the
Air Force
B.S., M.S., University of Maryland
University College
Nick Franck (2018)
Adjunct Instructor, Marching Band
B.S.,Towson University
Janel Frazier (2019)
Adjunct Instructor, Education
B.S., Stevenson University
M.A., National University
Ora Freedman (2001)
Professor, Economics
B.A., M.A., Ph.D., State University of
New York, Binghamton
Clotile S. Galbraith (2002)
Professor, Education
B.S., Pennsylvania State University,
University Park
Ed.M., Ed.D., Temple University
Elise Gallagher (2018)
Adjunct Professor, English
B.S.,Washington College
M.F.A.,University of Baltimore
Philip J.B. Gallagher (2007)
Adjunct Professor, Mathematics
B.A., M.A., Christ's College,
University of Cambridge
Beverly J. Gandolfo (2017)
Choral Director and Adjunct
Instructor, Music
B.A., McDaniel College
Susan Garfinkel (2014)
Education Supervisor I
B.A., University of Pittsburgh
MEd, Loyola University of Maryland
Glenn Georgieff (2010)
Adjunct Instructor, Mathematics
A.A., Essex Community College
B.S., M.S., Towson University
James H. Gibson (2006)
Adjunct Professor, Information
Systems
B.S., Valley Forge Christian College;
M.S., Towson University
Megan Gitterman (2019)
Adjunct Instructor, Master's in
Teaching
B.B.A., Hofstra University
M.A., University of Maryland,
Baltimore County
Rivka L. Glaser (2006)
Associate Professor, Biological
Sciences and Director, Honors
Program
B.A., Goucher College
Ph.D., Johns Hopkins University
Sara Godbee (2008)
Librarian, Instruction & Learning
Services
and Adjunct Instructor, Information
Systems
B.S., University of South Carolina
B.A., College of Charleston
M.L.S., University of Maryland,
College Park
Michael Gordon (2011)
Adjunct Professor, Criminal Justice
B.S., Northeastern University
M.S., Shippensburg University
D.P.A., University of Baltimore
Susan T. Gorman (1991)
Executive Vice President Academic
Affairs, Provost and Professor,
Biological Sciences
B.A., Kenyon College
Ph.D., Johns Hopkins University
Katherine Greco (2011)
Adjunct Instructor, Marching Band
Morris Greenberg (2010)
Adjunct Instructor, Criminal Justice
B.S., M.S., Johns Hopkins University
Deric M. Greene (2004)
Professor, Business Communication
B.S., James Madison University
M.A., Norfolk State University
Ph.D., Howard University
Thairen Greene (2013)
Mathematics Learning Specialist
B.S., Spelman College
M.S., Towson University
146| Stevenson University Stevenson University Online Catalog
Mary Greenwalt (2015)
Education Supervisor I
B.A., University of Maryland,
Baltimore County
Paul A. Griffey, MT(ASCP) (2001)
Adjunct Professor, Medical
Laboratory Science
B.S., University of Maryland,
Baltimore
M.B.A., Loyola College in Maryland
Vivi-Anne
Griffey, MLS(ASCP) (1981)
Adjunct Professor, Medical
Laboratory Science
B.S., University of Maryland,
Baltimore
M.S., Thomas Jefferson University
John Grimes (2013)
Adjunct Instructor, Forensic Studies
A.A., Essex Community College
B.A., Notre Dame of Maryland
University
M.S., Stevenson University
Paul Grimm (2012)
Adjunct Professor, Biological
Sciences
B.S., Ph.D., University of Nebraska
Medical Center
David Grow (2019)
Adjunct Professor, Psychology
B.S., University of Maryland Global
Campus
Ph.D., Argosy University
Kathryn E. Hall (2008)
Adjunct Instructor, History
B.S., Frostburg State University
M.A., James Madison University
Soncheray Hall (2019)
Adjunct Instructor, Counseling &
Human Services
B.A., Eastern Connecticut State
University
M.S.W., Morgan State University
Nora Hamilton, RN (2011)
Adjunct Instructor, Nursing
A.A.S., Illinois Valley Community
College
B.S.N., Olivet Nazarene University
M.S.N., University of Phoenix
William Harrell (2015)
Assistant Professor, Chemistry
B.S., Virginia Tech Center for
Teacher Education
M.S., Ph.D., University of Maryland,
College Park
Benjamin Harris (2009)
Adjunct Professor, Criminal Justice
and Legal Studies
B.A., Johns Hopkins University
J.D., Yeshiva University
Heather E. Harris (2003)
Professor, Business Communication
B.A., Concordia University
M.A., Ph.D., Howard University
Starr I. Harris (2017)
Adjunct Professor, Film & Moving
Image
B.A., St. Augustine's College
M.F.A., Howard University
Morgan Hassler (2012)
Adjunct Instructor, Criminal Justice
A.A., Catonsville Community
College
B.S., University of Phoenix
M.S., Johns Hopkins University
Cynthia Hazman (2014)
Education Supervisor I
B.S., Ithaca College
M.A.T., Towson University
Theodore W. “Ted” Hendricks
(1998)
Adjunct Professor, English
B.A., St. John's College;
M.A., Johns Hopkins University
Ph.D., Catholic University of
America
Brad Herling (2014)
Education Supervisor I
B.A., University of Massachusetts
M.Ed., Loyola University Maryland
George Hermina (2015)
Adjunct Professor, Law
A.A., Hudson Valley Community
College
B.S., M.B.A., Russell Sage College
J.D., University of Baltimore
Gordon Hicken (2019)
Assistant Professor, Music and
Assistant Director, Bands
B.M., Furman University
M.M., University of South Carolina
D.M., Florida State University
Janice Hill (2013)
Education Supervisor I
B.S., Towson University
Rodney E. Hill (2007)
Adjunct Professor, Law
B.S., University of Maryland,
College Park
J.D., University of Baltimore
Christina Hipsley (2000)
Librarian, Collections Development
and Electronic Resources
B.A., University of Maryland,
Baltimore County
Elliot Hirshman (2017)
President and Professor,
Psychology
B.A., Yale University;
M.A., Ph.D., University of California,
Los Angeles
Stacey Hittle, RN (2016)
Lecturer, Nursing
B.S., M.S., Stevenson University
William Hodge (2013)
Professor, Physics
B.S., University of North Carolina at
Wilmington
Ph.D., Wake Forest University
Ann Horn (2015)
Education Supervisor II
B.A., McDaniel College
M.Ed., American College of
Education
Timothy Charles Holgate (2016)
Adjunct Professor, Physics
B.S., North Georgia College State
University
M.S., Ph.D., Clemson University
Timothy R. Holland (2002)
Lecturer, Economics
B.A., Wake Forest University
M.S., Stevenson University
M.B.A., Washington University in St.
Louis
Alexander E. Hooke (1978)
Professor, Philosophy
B.S., Towson University
M.A., West Chester State College
Ph.D., University of Missouri
Esther D. Horrocks (1983)
Program Coordinator,
Interdisciplinary Studies and
Professor, Sociology and
Anthropology
B.A., University of Minnesota
M.A., M.A., Ph.D., Ohio State
University
Dean Horvath (2009)
Adjunct Professor, Business
Administration
B.S., State University of New York
M.S., University of Maryland
M.S., Towson University
Amanda Gingery Hostalka (1998)
Dean, School of Design and
Professor, Design
Vice Provost for Outreach
B.F.A., Maryland Institute College of
Art
M.A., M.F.A., University of Baltimore
Richard Huberfeld (2011)
Lecturer, Criminal Justice
B.A., M.A., Brooklyn College
Directory| 147
Sasha Hudson (2019)
Adjunct Instructor, Accounting
B.S., Morgan State University
M.S., M.B.A., University of
Maryland, Global Campus
Virginia N. Iannone (2002)
Professor, Psychology
Faculty Teaching Fellow
B.S., University of Scranton
M.A., Ph.D., Catholic University of
America
Ikenna Ikpeama (2019)
Adjunct Instructor, Forensic Science
B.S., Delaware State University
M.F.S, Stevenson University
Paul Insley (2010)
Adjunct Instructor, Information
Systems
B.S., M.S., Stevenson University
Michelle Ivey (2013)
Professor, Chemistry
B.S., Harvey Mudd College
M.S., Ph.D., University of California,
Irvine
Robert A. Jackson (2017)
Adjunct Instructor, Graduate
Education
B.S. and M.S., Stevenson University
D'Andrea Jacobs (2014)
Adjunct Professor, Graduate
Education
B.A., University of California, Los
Angeles
M.A., Ph.D., Michigan State
University
Helena Jenkins RN (2019)
Lecturer, Nursing
B.S., Hunter College
M.S., University of Maryland,
Baltimore County
Carolyn H. Johnson, Esq. (1998)
Graduate Program Director,
Forensic Studies and Program
Coordinator, SUO and Professor,
Forensic Studies
B.A., Dickinson College
J.D., University of Maryland,
Baltimore
Jody Johnson (2016)
Adjunct Professor, Physics
B.A., Dickinson College
M.S., University of Maryland
Ph.D., University of Maryland,
Baltimore
Keith Johnson (2012)
Professor, Biological Sciences
B.S., Central College
Ph.D., Texas A & M University
Mirma Johnson-Majors (2019)
Adjunct Professor, History
B.S., Howard University
M.S., Bank Street College of
Education
Ed.D, Morgan State University
Glenn Johnston (2007)
Program Coordinator, Humanities
and History and Assistant
Professor, History, and Archivist
B.A., St. Lawrence University
M.A., State University of New York,
Buffalo
M.Ed., Niagara University
Ph.D., University of North Texas
Eric Jorgensen (2010)
Adjunct Professor, Philosophy
B.S., University of Idaho
M.D.I., Nazarene Theological
Seminary
Christopher Justice (2019)
Adjunct Professor, Business
Communication
A.A., Middlesex County College
B.A., Rutgers University New
Brunswick
M.A., Loyola University Maryland
Ph.D., University of Maryland,
Baltimore County
Geetha Kada, RN (2013)
Adjunct Professor, Nursing
B.S., M.S.N., Omayal Achi College
of Nursing
M.A., University of Chennai, India
Ph.D., Capella University
Deborah Kai Kai (2011)
Adjunct Instructor, Criminal
Psychology
B.A., University of Virginia
M.S., Florida State University
Alexandra Katzoff (2013)
Adjunct Instructor, Marching Band
B.A., University of Maryland,
College Park
Anna B. Kayes (2006)
Professor, Management
B.A., Catawba College
M.A., Ed.D..,George Washington
University
Gregory T. Keplinger (2006)
Associate Professor, Film and
Moving Image
A.A., Montgomery College
B.S., Towson University
M.F.A., American University
Pamela Kessler (2005)
Adjunct Professor, Legal Studies
B.A., University of Maryland,
College Park
J.D., University of Baltimore
Ernest C. Kiehne (2017)
Adjunct Instructor, English
B.A., Vassar College
M.A., City College of New York
Diane Kilcoyne (2018)
Adjunct Professor, Law
B.A., University of Virginia
J.D., University of California, Davis
Wendy L. Kimber-Louis (2005)
Chair, Biological Science and
Professor, Biological Sciences
B.S., Wolverhampton Polytechnic
Ph.D., Edinburgh University
Deborah E. King, RN (2009)
Adjunct Professor, Nursing
B.S.N., City University of New York
M.S., M.A., Ph.D., University of
Maryland
Mary Kinnecome (2008)
Adjunct Professor, Art; Film and
Moving Image
B.A., University of Mary
Washington
M.A., University of Massachusetts
Ph.D., University of Wisconsin-
Madison
Ashley Anne Kniss (2015)
Senior Lecturer, English
B.A., Eastern Mennonite University
M.A., Catholic University of America
Ph.D., Catholic University of
American
Courtney Koerber (2019)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., McDaniel College
Beth M. Kobett (1998)
Professor, Education and Faculty
Director, First Year Seminar
Faculty Teaching Fellow
B.S., University of Missouri
M.S., Johns Hopkins University
Ed.D., Johns Hopkins University
Jason Kolowski (2012)
Adjunct Professor, Forensic
Sciences
B.A., Cornell College
M.S., John Jay College of Criminal
Justice
M.P.H., Ph.D., City University of
New York
William Branson Hay
Kommalan (2018)
Adjunct Instructor, Fashion Design
and Merchandising
B.A., Rhode Island School of Design
148| Stevenson University Stevenson University Online Catalog
Don Koonce, Sr. (2012)
Adjunct Instructor, Information
Systems
B.F.A., Temple University
M.B.A., Strayer University,
Washington
Caleb Kortokrax (2014)
Adjunct Professor, Art
B.F.A., Valparaiso University
M.F.A., Maryland Institute College
of Art
Deborah S. Kraft (1998)
Department Chair, Education and
Professor, Education
B.S., Lesley College
M.A., Webster University
Ph.D., Saint Louis University
Lee Krähenbühl (2018)
Interim Dean and Associate
Professor, Communication
B.A., Linfield College
M.A., Pacific School of Religion
Ph.D., University of Oregon
Genna Kranitz (2018)
Human Services Supervisor
B.S., Towson University
M.S., University of Maryland,
Baltimore County
Stephanie Kratzen, RN (2015)
Adjunct Professor, Nursing
B.S.N., Towson University
M.S., D.N.P., University of Maryland,
Baltimore
James Kucher (2014)
Adjunct Professor, Business
Administration
B.A.; Keen University
M.B.A., D.P.A.; University of
Baltimore
Lorie E. Lana (1996)
Professor, Biological Sciences
B.S., M.S., Ph.D., University of
Maryland, College Park
Jennifer S. Landon (2006)
Adjunct Instructor, English
B.A., Coppin State University
M.A., University of Maryland,
College Park
Romas Laskauskas (2001)
Adjunct Assistant Professor,
Management
B.S., Mount Saint Mary's College
M.B.A., Virginia Commonwealth
University
Mary Laurents (2014)
Adjunct Instructor, History
B.S., M.A., University of Maryland,
Baltimore County
George E. Lauterbach (2003)
Adjunct Professor, Chemistry
B.S., University of Maryland,
College Park
M.A., Johns Hopkins University
D.D.S., University of Maryland,
Baltimore
Sonya A. Lawyer (2017)
Assistant Professor, Design and
Internship Director
B.S., Howard University
M.F.A., University of Florida
George Leary (2014)
Adjunct Professor, Psychology
A.A., Community College of
Baltimore County
B.S., George Washington University
M.S., Pennsylvania State University
Ph.D., University of Maryland,
Baltimore County
Deborah J. Leather (2009)
Adjunct Professor, Management
A.B., College of St. Elizabeth
M.L.S., University of Hawaii
M.B.A., Marymount College of
Virginia
D.B.A., George Washington
University
Sean Leavy (2018)
Adjunct Instructor, Mathematics
B.S., University of Maryland,
Baltimore County
M.A.T., University of Maryland,
Baltimore County
Anne Lefter (2016)
Adjunct Professor, Theatre
B.A., University of Minnesota
M.A., Ph.D., Cornell University
Michele Lenhart (2019)
Adjunct Instructor, SUO
B.S., M.S.E., State University of New
York Geneseo
M.S., Buffalo State College
Thomas Lentz, Jr. (2008)
Adjunct Professor, Information
Systems
B.S., M.S., Stevenson University
M.B.A., University of Baltimore
Holly Lentz-Schiller (2012)
Associate Professor, Fashion
Merchandising
B.A., M.A., University of North
Carolina at Wilmington
Ph.D., University of North Carolina
at Greensboro
Loryn S. Lesser (2004)
Adjunct Professor, Counseling &
Human Services and Psychology
B.A., College of Staten Island, City
University of New York
M.A., Montclair State University
M.S., Towson University
Ph.D., Walden University
Martin Lev (2019)
Adjunct Professor, Business
Administration
B.S., Towson University
M.B.A., University of Baltimore
D.B.A., Argosy University
Barry Levine (2012)
Adjunct Professor, Forensic
Sciences
B.S., Loyola University Maryland
Ph.D., Virginia Commonwealth
University
Kenneth Levine (2011)
Adjunct Professor, Mathematics
B.A., University of Maryland,
Baltimore County
M.Ed., Johns Hopkins University
Jane Lewty (2017)
Adjunct Professor, English
B.A., Ph.D., University of Glasgow
M.F.A., University of Iowa
Amanda Marie Licastro (2015)
Assistant Professor, English
B.A., Loyola University
M.A., DePaul University
Ph.D., Graduate Center, CUNY
Jerome D. Lindauer (2005)
Adjunct Instructor, Business
Administration
B.S., Virginia Polytechnic Institute
and State University
M.B.A., Loyola College in Maryland
Irvin B. Litofsky (2005)
Adjunct Professor, Forensic
Sciences
B.A., Johns Hopkins University
M.S.F.S., George Washington
University
Lisa Lorden, RN (2010)
Assistant Professor, Nursing
B.S., Stevenson University
M.S., ACNP, University of Maryland,
Baltimore
Mark Lortz (2011)
Director, Music and Assistant
Professor, Music
B.A., M.M., M.M., Peabody
Conservatory of Music, Johns
Hopkins University
Ph.D., Temple University
Directory| 149
Sandra Lucci, RN (2008)
Adjunct Professor, Nursing
B.S., Rutgers-Newark State
University
M.S., University of Maryland,
Baltimore
Ph.D., Capella University
Barbara Lutz (2012)
Adjunct Instructor, Education
and Education Supervisor I
B.S., Bowie State University
M.S., McDaniel College
Robyn Lyles (2011)
Adjunct Instructor, Criminal Justice
B.S., University of Missouri, St.
Louis
M.S., University of Baltimore
Michael A. MacFee (2017)
Adjunct Instructor, Business
Communication
B.S., M.S., Stevenson University
Shradha Maheshwari (2013)
Lecturer, Mathematics
B.Com., Shri Shikshayatan College
B.S., M.B.A., Wilmington College
Barry Malin, CPA (1983)
Adjunct Professor, Accounting
B.A., Ner Israel Rabbinical College
B.A., Loyola University Maryland
Sandy Marinaro (2000)
Librarian, Discovery & Public
Service
B.A., M.L.S., University of Illinois
James Marmer (2019)
Adjunct Instructor, Business
Administration
B.A., California State University of
Los Angeles
M.P.A., University of Southern
California
Nicholas Marrocco (2004)
Adjunct Instructor, Forensic Studies
B.A., M.S., Loyola University
Maryland
Olivia Leigh Martin (2019)
Adjunct Professor, Art
B.A., Dartmouth College;
M.F.A., Southern Methodist
University
Meggen Marx (2009)
Associate Professor, Art
B.F.A., University of Wisconsin, Eau
Claire
M.F.A., University of Maryland,
Baltimore County
Tracey M. Mason (2008)
Graduate Program Director,
Forensic Science and Professor,
Chemistry
B.S., Longwood College
Ph.D., Virginia Commonwealth
University
Joseph "Joe" C. Matanoski (2006)
Professor, Biological Sciences
B.S., University of Maryland,
Baltimore County
Ph.D., University of Maryland,
College Park
Leah Matthews (2014)
Adjunct Professor, Art
B.A., Elon University
M.F.A., University of Baltimore
Colin May (2010)
Adjunct Professor, Criminal Justice,
Forensic Science, and Forensic
Studies
B.S., Siena College
M.S., Stevenson University
Selena Maytum (2014)
Adjunct Professor, Art
B.M.; Furman University
M.M.; Indiana University
D.M.A., University of Colorado
Deirdre C. McAllister (2017)
Adjunct Professor, Theatre
B.A., Suffolk University
M.F.A, Towson University
Theodore McCadden (2019)
Adjunct Professor, Counseling &
Human Services
B.A., M.A., Towson University
Ed.D., Pennsylvania State University,
Harrisburg
Clint McCallum (2018)
Adjunct Professor, English
B.M., Oberlin College
M.A., Ph.D., University of California,
San Diego
Gian McCann (2018)
Adjunct Instructor, English
B.A., M.A., University of Maryland,
Baltimore County
Patrick McDowell (2011)
Adjunct Instructor, Criminal Justice
B.S., M.S., Johns Hopkins University
Melanie McEntee (2012)
Adjunct Professor, Psychology
B.A., M.A., Ph.D., Loyola University
Maryland
Marie Christine McGrath (2020)
Graduate Program Director, Doctor
of Clinical Psychology (Psy.D.) and
Professor, Psychology
B.A., Villanova
M.Ed., Ph.D., Temple University
Joseph G. McGraw, Jr. (1998)
Adjunct Professor, History
B.A., M.A., University of Virginia
J.D., University of Baltimore
Ronald McGuire (2013)
Adjunct Instructor, Cyber Forensics
B.S., Western Carolina University
M.S., University of Maryland Global
Campus
Cornelia H. McKenna (2015)
Adjunct Professor, Mathematics
B.A., Bryn Mawr College
M.B.A., University of Baltimore
Rebecca McPherson (2019)
Adjunct Professor, Biology
B.S., Kansas State University
M.S., Texas Tech University
Ph.D., University of the Sciences in
Philadelphia
John McQuitty (2016)
Adjunct Professor, Religion
B.A., Oklahoma Baptist University
M.Div., Southwestern Baptist
Theological Seminary
M.A., Southwestern Baptist
Theological Seminary
M.A., Syracuse University
Ph.D., Golden Gate Baptist
Theological Seminary
Susan Medghalchi (2011)
Adjunct Professor, Biological
Sciences
B.S., State University of New York,
Buffalo
Ph.D., Johns Hopkins University
Jason Medinger (2011)
Adjunct Professor, Forensic Studies
and Legal Studies
B.A., University of Notre Dame
J.D., Emory University
Christopher James Metzger (2015)
Associate Professor, Art and
Graphic Design
B.A., Lafayette College
M.F.A., M.A., Maryland Institute
College of Art
Richard Metzger (2013)
Senior Lecturer, Psychology
B.S., Muskingum University
M.S., Ph.D., University of North
Dakota
Hillary J. Michaud (2004)
Chair, Law and Justice Studies and
Professor, Law
B.S., Miami University of Ohio
J.D., University of North Carolina
Chapel Hill
150| Stevenson University Stevenson University Online Catalog
Doshelle Miller (2019)
Adjunct Instructor, Forensic Science
B.S., Virginia State University
M.S., George Mason University
Kari-Ann Miller (2018)
Adjunct Instructor, Art
B.F.A., Baylor University
Neal Miller (2013)
Associate Professor, Physics
A.B., Princeton University
M.S., University of Pennsylvania
M.S., Ph.D., New Mexico State
University
Rose Miller, RN (2007)
Adjunct Professor, Nursing
A.A., George C. Wallace State
Community College;
B.S., Troy State University
M.P.A., Auburn University
MSN, University of Alabama
Kathy Milligan (2003)
Education Supervisor II
B.S., Frostburg University
M.A., University of Maryland
William Mills (2019)
Adjunct Instructor, Chemistry
B.S., University of Virginia
Phyllis Evelyn Mills-Greene
(2015)
Adjunct Instructor, Criminal Justice
A.A., Community College of
Baltimore County
B.S., M.S., University of Baltimore
James Von Minor (2000)
Adjunct Professor, Art
B.F.A., Colorado State University
M.F.A., Pennsylvania State
University, University Park
Christine A. Mister-Ward,
RN (2017)
Adjunct Instructor, Nursing
B.S., Coppin State University
M.S., Morgan State University
Meghan E. Mitchell (2017)
Adjunct Instructor, Biological
Sciences
B.S., Cornell University
M.P.H., Columbia University in the
City
Diana Molavi (2014)
Adjunct Professor, Medical
Laboratory Science
B.S., Pennsylvania State University
M.D., Washington University
Ph.D., Johns Hopkins University
Anthony Moll (2010)
Adjunct Professor, Communication
and English
B.A., University of Maryland Global
Campus
M.F.A., University of Baltimore
Anthony Montcalmo (2010)
Adjunct Instructor, Business
Administration
B.A., University of Delaware
M.B.A., University of Maryland,
College Park
Laurel Moody, RN (2012)
Assistant Professor, Nursing
B.S.N., University of Maryland
M.S., Stevenson University
M.S., University of Maryland
University College
George M. Moore (2006)
Chair, Art & Graphic Design and
Professor, Art & Graphic Design
B.A., Hampshire College
M.F.A., Maryland Institute College
of Art
Mary Moorhouse, MLS,
SBB(ASCP) (2013)
Adjunct Instructor, Medical
Laboratory Science
B.S., Stevenson University
M.S. Rush University
Christine Moran (2014)
Dean, School of Education and
Professor, Education
Vice Provost for Student Success
B.A., M.A., LaSalle University
Ph.D., Temple University
Jeannine Morber (2016)
Lecturer, Marketing and Internship
Coordinator
A.A., Carroll Community College
B.S., M.B.A., Hood College
Stacey Moreau (2018)
Adjunct Professor, Psychology
B.S., James Madison University
M.A., Ph.D., University of Virginia
Amber Moser, MLS(ASCP) (2018)
Adjunct Instructor, Medical
Laboratory Science
B.S., Stevenson University
Lisa A. Moyer (2017)
Graduate Program Director,
Education and Program
Coordinator, SUO and Assistant
Professor, Education
A.A., Germanna Community
College
B.A. and M.Ed., University of Mary
Washington
Ph.D., Virginia Polytechnic Institute
and State University
Steven Mrozinski (2009)
Instructor, Biological Sciences
B.S., M.S., Stevenson University
David Murphy (2019)
Adjunct Professor, Business
Administration
A.A.S., Community College of the
Air Force
B.A., University of Maryland Global
Campus
M.L.A., Johns Hopkins University
Ph.D., Northcentral University
Kathryn Mychailyszyn (2014)
Adjunct Professor, Graphic Design
B.A., Loyola University Maryland
M.F.A., University of Baltimore
Brandon Myers (2019)
Adjunct Instructor, Mathematics
B.S., Grand Canyon University
M.S., Towson University
Sara Narayan (1992)
Professor, Chemistry
B.S., M.S., Ph.D., Indian Institute of
Science, Bangalore
Danielle Newill (2012)
Adjunct Professor, Education and
Education Supervisor I
B.S., Stevenson University
M.S., McDaniel College
David W. Nicholson (2006)
Professor, Education
B.A., James Madison University
M.A., M.Ed., Ohio University
Ph.D., University of Virginia
Lea Nolan (2012)
Adjunct Instructor, Healthcare
Management
A.B., Georgetown University
M.A., George Washington
University
Joseph Norris (2018)
Adjunct Instructor, Chemistry and
Physics
B.S., Towson University
M.S., Towson University
Mark Norris (2013)
Professor, Biological Sciences
B.S., Allegheny College
M.S., Kansas State University
Ph.D., University of Minnesota,
Twin Cities
Meagan Nyland (2010)
Senior Lecturer, English
B.S., B.A., Southern Illinois
University
M.F.A., University of Baltimore
Directory| 151
Samuel Obae (2013)
Associate Professor, Biological
Sciences
B.S., University of Nairobi, Kenya
M.S., Frostburg State University
Ph.D., West Virginia University
Sandra A. O'Connor (1986)
Adjunct Professor, Law
B.S., J.D., Indiana State University
Steven O'Dell (2014)
Adjunct Professor, Forensic
Sciences
M.S., University of Alabama at
Birmingham
M.B.A., University of Phoenix
John J. O'Neill (1976)
Adjunct Professor, Information
Systems
B.S., M.B.A., Loyola College in
Maryland
M.S., Villa Julie College
Stephen W. Oliner (2004)
Adjunct Instructor, Forensic Studies
B.S., University of Maryland,
College Park
Don Osborn (2016)
Librarian, Public Service
B.S., Frostburg State University
M.S., Drexel University
Alexandra Palmer (2018)
Adjunct Instructor, Marching Band
B.S., University of Maryland,
College Park
Lisa Paris, RN (2013)
Adjunct Professor, Nursing
B.S.N., University of Maryland,
Baltimore County
M.A., Hood College
D.N.P., Johns Hopkins University
Tamara Parisi, MLS(ASCP) (2014)
Adjunct Instructor, Medical
Laboratory Science
B.S., Salisbury University
Harlan Parker (2017)
Orchestra Conductor and Adjunct
Professor, Music
B.A., Emporia State University
M.A., Ph.D., University of Kansas
Amy Parlette (2017)
Adjunct Professor, Graduate
Education
B.S., University of Maryland
M.S., Johns Hopkins University
Ph.D., Capella University
Bernadette Parrish (2015)
Senior Student Records Specialist
and Assistant Professor, English
B.A., Dickinson College
M.F.A., Johns Hopkins University
David E. Patrick (2004)
Adjunct Instructor, Information
Systems
B.S.E., Loyola College in Maryland
M.S., Towson University
Rima Pavalko (2016)
Adjunct Professor, Interdisciplinary
Studies
B.A., Hiram College
M.A., Ph.D., University of Maryland
Sheila S. Pearlman (2010)
Adjunct Professor, Mathematics
B.S., Temple University
M.A., CAGS, University of
Pennsylvania
Ph.D., University of Rochester
Robert P. Pelton (2000)
Professor, Education
B.S., M.S., State University of New
York, Cortland
Ed.D., Nova Southeastern University
Bernard Penner (2009)
Adjunct Professor, Law
B.A., University of Maryland,
Baltimore County
M.A., Towson University
J.D., University of Maryland School
of Law
Laura Petri, RN (2019)
Graduate Program Director,
Nursing and Assistant Professor,
Nursing
B.S.N., Towson University
M.S.N., University of Massachusetts
Boston
Ph.D., University of Maryland at
Baltimore
Darren Peyton (2019)
Adjunct Instructor, Business
Administration
B.S., Towson University
M.S., Aalborg University
Lucy Pierre (2019)
Adjunct Professor, Biology and
Medical Laboratory Science
B.S., York College of New York
M.B.A., Florida Institute of
Technology
D.H.S., Nova Southeastern
University
Dixie Poe, RN (2008)
Adjunct Professor, Nursing
B.S.N., Medical College of Georgia
M.S.N., Bowie State University
M.G.A., University of Maryland
University College
Morris A. Pondfield (2001)
Adjunct Professor, Information
Systems
B.A., University of Maryland,
College Park
M.I.M., American Graduate School
of International Management
M.S., University of Maryland
University College
Laura M. Pope (2008)
Adjunct Professor, English
B.A., Goucher College
M.A., St. Mary's University
Gary Popoli (2010)
Adjunct Professor, Psychology
B.A., M.A., Loyola University
Maryland
Ph.D., University of Maryland,
College Park
Larry Poston (2018)
Adjunct Professor, Religion
B.A., Grace University
M.A., Trinity Evangelical Divinity
School
M.A., Ph.D., Northwestern
University
Veronica Powell (2011)
Adjunct Professor, Psychology and
Sociology
B.S., University of Central Texas
M.A., University of Maryland,
College Park
Ph.D., Capella University
David Preston (2014)
Adjunct Professor, Mathematics
B.S., Clarion State College
M.S., Ohio University
M.S., Ph.D., University of Maryland,
College Park
Colleen A. Pullis (2007)
Adjunct Professor, English
B.A., Colgate University
M.A., Binghamton University
Ph.D., University of Georgia
George "Tim" Puls (2010)
Assistant Coach, Men's Lacrosse
and Adjunct Instructor, Physical
Education
B.A., University of Maryland,
Baltimore County
Shelley Pumphrey (2012)
Senior Lecturer, Business
Administration
B.A., University of Maryland
M.A.S., Johns Hopkins University
Ph.D., North Central University
Tonia M. Ramsel (2010)
Adjunct Instructor, Information
Systems
B.S., M.S., Stevenson University
152| Stevenson University Stevenson University Online Catalog
Christopher Llewellyn Reed (2006)
Chair, Film and Moving Image and
Professor, Film and Moving Image
B.A., Harvard University
M.A., Yale University
M.F.A., Tisch School of the Arts,
New York University
David Reed (2019)
Adjunct Instructor, Information
Systems
B.S., B.S., B.S., High Point University
M.B.A., Kent State University
Milland Reed (2015)
Adjunct Instructor, Criminal Justice
B.S., University of Maryland,
University College, Asia
M.S., Johns Hopkins University
Christin Reuter, M.S., MB, MLS
(ASCP) (2018)
Adjunct Instructor, Medical
Laboratory Science;
B.S., Stevenson University
M.S. Rutgers University
Kelsie Rites (2019)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., Towson University
Maureen Roecker, RN (2015)
Adjunct Instructor, Nursing
B.A., B.S.N., Notre Dame of
Maryland University
M.S., Stevenson University
Joseph Rosalski (2011)
Adjunct Instructor, History
B.A., University of Baltimore
M.A., University of Maryland,
Baltimore County
Mindy Rosen (2015)
Education Supervisor I
B.S., University of Maryland,
College Park
M.S., Johns Hopkins University
Cynthia Rosenberg (2015)
Adjunct Professor, Legal Studies
A.A., Community College of
Baltimore
B.A., M.A., J.D., University of
Baltimore
John Rosicky (2012)
Chair, Counseling & and Human
Services and
Professor, Counseling
& Human Services
B.S., Brown University
Ph.D., University of Oregon
Ellen M. Roskes (1996)
Associate Dean, Chemistry,
Mathematics and Physics
and
Professor, Chemistry
B.A., M.A., Ph.D., Johns Hopkins
University
Neil Rothman (2019)
Program Coordinator, Biomedical
Engineering and Professor,
Biomedical Engineering
B.S., M.S., Rensselaer Polytechnic
Institute
Ph.D., Johns Hopkins University
Lori L. Rubeling (1997)
Professor, Art and Graphic Design
B.F.A., Corcoran School of Art
M.A., St. John's College
Laurie Rubin (2013)
Adjunct Professor, Forensic Studies
B.S., Towson University
M.S., Stevenson University
Keith S. Safford (2007)
Adjunct Instructor, Information
Systems
B.S., University of Kansas, Lawrence
M.E.S., Loyola College in Maryland
Monibo Sam (2010)
Professor, Sociology
B.Sc., M.Sc., University of Port
Harcourt
Ph.D., University of Connecticut
Alejandro Sanchez Aizcorbe
Carranza (2019)
Adjunct Professor, Spanish
B.H., Pontifical Catholic University
of Rio Grande Do Sul
M.A., University of Kentucky:
Lexington
Patrick Sanderson (2019)
Adjunct Professor, Business
Administration
A.A; Iowa Western Community
College
B.A., Northwest Missouri State
University
M.A., M.S., Central Michigan
University
Ph.D., Regent University
James Sanford (2011)
Adjunct Instructor, Business and
Technology Management
A.A.S., York College
B.S., Albright College
M.S., Stevenson University
Sidas A. Saulynas (1994)
Assistant Professor, Information
Systems
B.A., Dickinson College
B.S., Stevenson University
M.S., University of Baltimore
Ph.D., University of Maryland,
Baltimore County
Nick Sbrockey (2018)
Adjunct Instructor, Chemistry
B.S., University of Cincinnati
Ph.D., Northwestern University
Lisa Scarbath (2009)
Adjunct Professor, Law
B.A., University of Delaware
J.D., University of Baltimore
Howard Schindler (2012)
Adjunct Professor, Forensic Science
A.A.S., State University of New York
- Cortland
B.S., State University of New York -
Cortland
M.S., Johns Hopkins University
Carol Schmidhauser (1997)
Instructor, Biological Sciences
B.S., University of Rochester
M.S., Clemson University
Jennifer Schneider (2011)
Adjunct Instructor, Forensic Studies
B.S., M.S., Stevenson University
Inex Scholler-Jaquish, RN (2007)
Adjunct Professor, Nursing
B.S.N., Arizona State University
M.A., University of California, Los
Angeles
M.S., Loyola University Maryland
Ph.D., University of Maryland,
College Park
Karl Schroeder (1999)
Adjunct Instructor, Information
Systems
B.S., M.S., Virginia Polytechnic
Institute and State University
Ryan Schurtz (2011)
Professor, Psychology
B.S., M.A., Towson University
Ph.D., University of Kentucky
Charles V. Schuster (2017)
Adjunct Instructor, Mathematics
B.S., Stevenson University
M.S., Southern New Hampshire
University
Sarena R. Schwartz (2000)
Lecturer, Information Systems
B.S., M.S., Stevenson University
Robyn Segall, RN (2019)
Adjunct Instructor, Nursing
B.S., Towson University
M.S., Stevenson University
Reshmi Sen (2016)
Adjunct Professor, Business
Communication
B.A., University of Calcutta, India
M.A., Worcester State University
Ph.D., Duquesne University
Angela Setzer (2014)
Visiting Senior Lecturer, Psychology
B.A., Loyola University Maryland;
M.A., Towson University;
Ph.D., American University
Directory| 153
Ronald L. Shaffer, Jr. (2007)
Adjunct Instructor, Information
Systems
B.S., Strayer University
M.S., Capitol College
Alison Shao (2010)
Adjunct Instructor, Chemistry
B.S., University of Connecticut
M.S., State University of New York,
Albany
Brenda Shell-Eleazer (2011)
Adjunct Instructor, Criminal Justice
B.S., M.S., Coppin State University
Sarah Shellow (2018)
Adjunct Professor, English
B.A., University of Oregon
M.S.,Bank Street College of
Education
M.F.A., Goddard College
Nancy P. Sherman (2005)
Adjunct Instructor, Film & Moving
Image
B.A., Towson University
M.A., University of Maryland,
College Park
Linda Silverman (2014)
Education Supervisor I
B.S., Towson University
M.Ed., Johns Hopkins University
Zamira Simkins (2016)
Chair, Business Administration and
Professor, Business Administration
B.S., Kyrgyz-Russian Slavic
University
M.I.A., Missouri State University
Ph.D., American University
Joshua Simmons (2019)
Adjunct Instructor, Information
Systems
B.S., M.S., Stevenson University
Leslie Simpson (2011)
Associate Professor
,
Fashion Design
B.S., Simmons College
M.S., Philadelphia University
Ph.D., Iowa State University
Mary Skipper (2008)
Adjunct Instructor, English
B.S., East Carolina University
M.E.D., Goucher College
Algis Skudzinskas (2019)
Adjunct Professor, Business
Administration
B.A., University of Maryland
M.B.A., Johns Hopkins University
Ed.D., Gwynedd Mercy University
Mary Smikle Peoples (2019)
Adjunct Instructor, Business
Administration
B.A., Canisius College
M.A., Notre Dame of Maryland
University
Caprice Monique Smith (2015)
Adjunct Instructor, Criminal Justice
B.S., Coppin State University
M.Ed., University of Maryland,
University College
Deondra Smith (2018)
Adjunct Professor, Psychology
B.A., Albion College
M.A., Ph.D., Argosy University
Laura T. Smith (2010)
Chair, English Language and
Literature and Associate Professor,
English
B.A., College of William & Mary
M.A., Ph.D. University of Texas at
Austin
Kenneth L. Snyder, Jr. (1996)
Adjunct Professor, Information
Systems
A.A., Catonsville Community
College
B.S., Villa Julie College
M.S.E.S., Loyola College in
Maryland
Laura Snyder (2008)
Professor, English
B.A., M.A., Ball State University
Ph.D., Loyola University, Chicago
Melanie K. Snyder (2000)
Professor, Law
B.A., Miami University
J.D., University of Baltimore
Becky Socha, MLS,BB(ASCP)
(2016)
Adjunct Instructor, Medical
Laboratory Science
B.S., Merrimack College
M.S., University of Massachusetts
Kaitlin Solomon (2019)
Adjunct Professor, Theatre
B.A., Towson University
M.F.A., Case Western Reserve
University
Anissa Sorokin (2018)
Assistant Professor, English and
Writing Coordinator
B.A., Temple University
M.A., Temple University
M.A., Georgetown University
Ph.D., University of Maryland,
Baltimore County
Colleen Spada (2010)
Assistant Professor, Psychology
B.S., Catholic University of America,
D.C.
M.S., Psy.D., Loyola University
Maryland
Kerry Lynn Spencer (2015)
Senior Lecturer, Science Writing
B.A., M.A., Brigham Young
University
Ph.D., University of Wales, Bangor
Christopher Sperling (2009)
Adjunct Instructor, History
B.A., M.A., George Mason
University
Scott Stallcup (2016)
Adjunct Instructor, Mathematics
B.S., M.S., Old Dominion University
M.S., Johns Hopkins University
Cary D. Stanger (2005)
Adjunct Professor, History
B.A., State University of New York,
Fredonia
M.A., George Washington
University
M.L.S., Columbia University
Dennis Starliper (2009)
Adjunct Professor, Finance
B.S., Benjamin Franklin University
M.B.A., Southeastern University
Michael Stavish (2018)
Adjunct Instructor, Education
B.S., Stevenson University
M.A., University of Maryland,
Baltimore County
Pavle Stojanovic (2019)
Adjunct Professor, Philosophy
B.A., University of Belgrade
M.A., Ph.D., Johns Hopkins
University
Jennifer Strasbaugh (2009)
Adjunct Professor, Art
B.A., Stevenson University
M.A., Notre Dame of Maryland
University
Shawn Sullivan (2014)
Adjunct Professor, Legal Studies
B.A., J.D., University of Mississippi
L.L.M., University of Cambridge
Benjamin Sutley (2013)
Adjunct Professor, History
B.A., Denison University
M.A., University of Maryland,
Baltimore County
J.D., University of Baltimore
Megan Sutton (2019)
Adjunct Instructor, Business
Communication
B.A., Manchester University
M.A., Purdue University Fort Wayne
154| Stevenson University Stevenson University Online Catalog
Jonathan Swann (2019)
Adjunct Instructor, Education
B.S., Towson University
M.S., McDaniel College
Thomas K. Swisher (2006)
Professor, Counseling & Human
Services
B.S., University of Virginia
J.D., University of Baltimore
M.S., Ph.D, Loyola University
Maryland
Donna R. Swope, RN (1994)
Adjunct Professor, Nursing
B.S.N., M.S., University of Maryland,
Baltimore
Daniela Syed (2014)
Adjunct Professor, Psychology
B.A., Ph.D., University of South
Dakota
Nanette C. Tamer (1989)
Professor, English
B.A., Syracuse University
M.A., M.A.T., State University of
New York, Binghamton
Ph.D., University of Delaware
Furkan Tari (2011)
Adjunct Instructor, Business and
Technology Management
B.S., Marmara University, Turkey
M.S., University of Baltimore
William Tawes (2014)
Adjunct Instructor, Business
Administration
B.S., Towson University
M.S., Stevenson University
Barry Thomas (2012)
Adjunct Instructor, Sociology and
Human Services & Counseling
B.S., Towson University
M.S., Johns Hopkins University
M.Ed., Loyola University Maryland
Kathryn J. Thomas, RN (1991)
Adjunct Professor, Psychology
B.S.N., M.S., M.S., University of
Maryland, Baltimore
Ph.D., Institute for the Study of
Human Sexuality
Brian Thompson (2019)
Adjunct Instructor, Marching Band
B.S.,Towson University
M.S., McDaniel College
William Tignanelli (2014)
Adjunct Professor, Accounting
B.S., Towson University
M.B.A., George Washington
University
J.D., University of Maryland,
Baltimore
John J. Tobin, Jr. (1994)
Associate Professor, Forensic
Sciences
A.A., Harford Community College;
B.S., University of Maryland,
College Park
M.S.F.S., George Washington
University
Ph.D., University of Maryland,
Baltimore County
Takisha Toler (2013)
Associate Professor, Marketing
B.B.A., University of Memphis
M.B.A., Ph.D., Saint Louis University
Christopher Toth (2016)
Adjunct Instructor, Chemistry
B.S., Stevenson University
P.A., Toledo University Graduate
School of Physician Assistant
Lainie Troutman (2017)
Adjunct Instructor, Graphic Design
B.F.A., Carnegie Mellon University
Kimberly Tucker (2012)
Director, Center for Environmental
Stewardship, Director, Service
Scholars Program and Professor,
Biological Sciences
B.S., Florida State University
Ph.D., University of Florida
Ingrid Tulloch (2012)
Adjunct Professor, Psychology
B.S., Hunter College
Ph.D., City University of New York
Harry B. Turner (1993)
Professor, Law
B.A., University of Pennsylvania
J.D., University of Maryland,
Baltimore
Maya Tyler (2017)
Adjunct Instructor, Business
Communication
B.S., Stevenson University
M.S., Towson University
George K. Umanah (2017)
Adjunct Professor, Biological
Sciences
B.S., University of Ghana
M.R., University of Essex, UK
Ph.D., University of Tennessee
Gerald N. Van Aken (1988)
Professor, English
B.A., Trinity College
M.A., Ph.D., University of Maryland,
College Park
Philip van Berten (2010)
Professor, Marketing
B.A., M.S., CNAM, Paris
Ph.D., Telecom and Management
Sudparis
Henderika "Rika" Van Huizen
(2012)
Adjunct Professor, Biological
Sciences
M.S., Wageningen Agricultural
University
Ph.D., University of Alberta
Magdeleine M. Vandal (2017)
Adjunct Instructor, SUO
B.A., Mount Saint Mary's College
M.F.A., Trinity-Washington
University
Carmen Velez, CPA (1995)
Adjunct Professor, Accounting
B.S., M.S., Villa Julie College
M.S., Johns Hopkins University
Stephanie L. Verni (2000)
Professor, Business Communication
Faculty Teaching Fellow
B.S., M.S., Towson University
M.F.A., National University
Nadene N. Vevea (2016)
Chair, Communication Programs
and Associate Professor,
Communication
B.A., M.A., Minnesota State
University
Ph.D., North Dakota State
University
Elena Volkova (2014)
Associate Professor, Art
B.F.A., M.F.A., Maryland Institute
College of Art
John Wachter (2014)
Adjunct Instructor, Forensic Studies
B.S., University of Phoenix
M.S., Stevenson University
Daniel Wagner (2011)
Adjunct Professor, Psychology
B.A., Brandeis University
M.S., Psy.D., Long Island University
Robert Wagner (2014)
Adjunct Instructor, Physical Science
B.S., Case Western Reserve
University
M.S., University of Michigan
Dawn Ward (2009)
Associate Professor, Chemistry
B.A., Lincoln University
Ph.D., University of Maryland,
Baltimore County
Stanley Ward (2020)
Adjunct Professor, Communication
Studies
B.A., Oklahoma Baptist University
M.Div., Southwestern Baptist
Seminary
Ph.D., Dallas Baptist University
Candace Waters-
Woodward (2018)
Directory| 155
Adjunct Professor, Psychology
B.S., Morgan State University
M.A., Bowie State University
Ph.D., Argosy University
Candace Waters-
Woodward (2018)
Adjunct Professor, Psychology
B.S., Morgan State University
M.A., Bowie State University
Ph.D., Argosy University
Stephanie Watkins, RN (2009)
Adjunct Professor, Nursing
B.S., Stevenson University
M.S., Towson University
Lauri A. Weiner (1998)
Associate Professor, Counseling &
Human Services
B.A., Dickinson College
M.A., Bowling Green State
University
J.D., University of Maryland
Karen W. Welbourn (1994)
Adjunct Professor, Philosophy
B.S., Loyola College in Maryland
M.A., Oxford University
M.A., St. Mary's Seminary and
University
Charisse Wernecke (2015)
Assistant Professor, Accounting
B.A., Loyola University Maryland
M.S., Johns Hopkins University
Ph.D., Morgan State University
Richard West (2009)
Adjunct Professor, Forensic Studies
B.A., Lawrence University
J.D., Northwestern University
Kevin Weston (2019)
Adjunct Instructor, Cybersecurity
and Digital Forensics
B.S.,University of Phoenix
M.S., Purdue University
Alexandra Weyforth (2018)
Adjunct Instructor, Education
B.S. Stevenson University
M.A., University of Maryland,
Baltimore County
Charles H. Wilbur (2006)
Adjunct Instructor, Information
Systems
B.S., University of Maryland
University College
Melissa Wilcox (2019)
Adjunct Instructor, Business
Administration
B.A., University of Rochester
M.B.A., University of Buffalo
Joyce Williams, RN (2012)
Adjunct Professor, Nursing
B.A., Antioch University
M.F.S.A., Oklahoma State University
D.N.P., University of Tennessee
Benjamin Noah Wilson (2015)
Assistant Professor, Mathematics
B.S., Lehigh University
Ph.D., University of North Carolina
Cheryl A. Wilson (2017)
Dean, School of Humanities and
Social Sciences and Professor,
English
Interim Dean, School of Business
and Leadership
Vice Provost for Academic Affairs
B.A., SUNY, Geneseo
M.A., Ph.D., University of Delaware
Jean M. Wilson, RN (2007)
Assistant Professor, Nursing
A.A., Howard Community College
B.S., Stevenson University
M.S., Towson University
Carrie Wise (2011)
Adjunct Professor, Forensic
Sciences
B.S., M.S., Stevenson University
Lauren Womack RN (2015)
Adjunct Instructor, Nursing
B.S., York College of Pennsylvania
M.S., Stevenson University
Maria Wong (2014)
Professor, Psychology and Director,
Leadership Scholars Program
Faculty Teaching Fellow
B.A., University of British Columbia,
Canada
M.S., University of Utah
M.A., Ph.D., University of Illinois at
Urbana-Champaign
Amy Yingling (2018)
Adjunct Instructor, Business
Administration
B.S., M.B.A., University of Baltimore
Andrea Young (2010)
Adjunct Professor, Philosophy
B.S., M.D.I., Howard University
J.D., University of Baltimore
Susan D. Youngren (1990)
Adjunct Professor, Biological
Sciences
B.A., University of Pennsylvania
Ph.D., Cornell University
Jason Zeiler (2010)
Adjunct Professor, Criminal Justice
and Cyber Forensics
B.S., Excelsior College
M.S., Troy University
M.S., Stevenson University
Karen I. Zeller (2017)
Adjunct Professor, Biological
Sciences
B.S., University of Akron
M.S., University of Cincinnati
Ph.D., Johns Hopkins University
Jinsong Zhang (2008)
Senior Instructional Designer and
Adjunct Professor, Information
Systems
B.A., M.A., Southwest Jiaotong
University
Ed.D., West Virginia University
Joshua Zimmerman (2016)
Adjunct Instructor, Accounting
B.S., M.S., Stevenson University
President's Advisory Council
Gary M. Anderson
Logan's Logistics, Inc.
Leonard Attman
Attman Holdings, LLC
FutureCare Health
Lisa Barnhill
Berkshire Hathaway Homesale
Realty
Anirban Basu
Sage Policy Group, Inc.
Auburn Bell
Ingrid L. Bortner
The Community College of
Baltimore County
Luis E. Borunda
Office of the Maryland Secretary of
State
James T. Brady
Aurelia Burt
Education Consultant
Kevin G. Byrnes
Alexander G. Campbell III
A.G. Campbell Advisory
D. Keith Campbell
Campbell and Company
Jeanne M. City '79
Lee Coplan, AIA
Hord Coplan Macht
Cynthia Crawley
Women’s Hospital Foundation
Daniel F. Dent, CFA
D.F. Dent and Company, Inc.
John Dinkel
Dinkel Business Development LLC
Jack Dunn, IV
FTI Consulting, Retired
Jonathan E. Farber
Passive Capital Management LLC
156| Stevenson University Stevenson University Online Catalog
Pamela Felton
Mitchell F. Ford
The Ford Group
Steven D. Frenkil, Esq.
Miles & Stockbridge
Donald C. Fry, Esq.
Greater Baltimore Committee
Susan J. Ganz
Lion Brothers Co. Inc
Tere Geckle
Tom Geddes
Susan Guarnieri, M.D.
Rosemary K. Harder ’69
Charles E. "Ted" Herget, Jr.
Asset Strategy Consultants
Richard J. Hunt, Jr.
Ebony Hypolite, CPA ’06
SC&H Group
Yong Kim, CPA, MBA
National Center on Institutions and
Alternatives
Howard Klein
Klein’s Family ShopRite Markets
Elizabeth N. Lynott ’70
Coldwell Banker Residential
Brokerage
Nick Mangione, Jr.
Hilton Garden Inn Owings Mills
Carolee Martelle '63 '89 '97
John G. McCormick
McCormick & Company, Inc.,
Retired
Carol Menning '69
Robert G. Merrick III
Asset Strategy Consultants
Donna Morrison '74
Meredith A. Mowen '95
1919 Investment Counsel
David H. Nevins
Nevins & Associates, Chartered
Todd Parchman
Parchman, Vaughan & Company
LLC
Marshall B. Paul, Esq.
Saul Ewing Arnstein & Lear LLP
Barry Rascovar
BCR Communication LLC
Dennis F. Rasmussen
The Rasmussen Group LLC
The Honorable Eileen M.
Rehrmann
Eileen Rehrmann & Associates, Inc.
Lawrence M. Rivitz
Marketing Initiative LLC
Green Street Academy Foundation,
Inc.
Henry A. Rosenberg, Jr.
Rosemore, Inc.
Owen J. Rouse, Jr.
MacKenzie Cos.
Lucy Rutishauser
Sinclair Broadcast Group
Marcus Rutishauser
Investment Professional
Ben Shifrin
Jemicy School
Stuart O. Simms, Esq.
Brown, Goldstein & Levy LLP
Karen Sitnick
Kevin D. Smith
James B. Stradtner, CFA
Century Private Investments, LLC
Julie Szymaszek '68
Vincent W. Talbert
Gilbert R. Trout
Trout Daniel & Associates LLC
Christopher Tsakalos ’03
Jo-Ellen Turner, Ed.D.
Sheila Walsh ’92 ’03M
Ashley J. Ward, Esq. ’09
Cordell & Cordell
Susan B. Wilfong ’70
Orsia F. Young, Esq. '79
The Honorable Robert A. Zirkin
Zirkin & Schmerling Law
Academic Advisory Boards
Biological Sciences
Advisory Board
Gwenda L. Brewer, M.S.
Program Manager - Science
Program
Maryland Department of Natural
Resources
Sheldon E. Broedel, Ph.D.
Chief Executive and Science Officer
Athena ES, Inc.
J. Adam Frederick, M.S.
Assistant Director for Education
Maryland Sea Grant Program
Institute of Marine and
Environmental Technology
Christine F. Hohman, Ph.D.
Professor of Biology
Morgan State University
Peter S. Liao, M.D.
Staff Surgeon
MD Vein Professionals
Mark A. Schenerman, Ph.D.
Vice President, Analytical
Biochemistry
MedImmune, Inc.
Christine Shumaker
Coordinator, Secondary Science
Baltimore County Public Schools
Robert Stephens, Ph.D.
Director, Bioinformatics Support
Group
Advanced Biomedical Computing
Center
Frederick National Laboratory for
Cancer Research
Neil Talbot, Ph.D.
Gene Evaluation and Mapping
Animal Bioscience and
Biotechnology Laboratory
ANRI, ARS
Vicki Wolff-Long, Ph.D.
Vice President and General
Manager
Biosciences Division
Emergent BioSolutions
Biomedical Engineering
Advisory Board
Martha Connolly, Ph.D.
Consultant and Former Director
MTech Partnerships, Maryland
Technology Enterprise Institute
Steven Falk, M.S.
Chief Engineer, Maternal and Infant
Care
GE Healthcare
Geoffrey Ling, MD, Ph.D.
Professor, Neurology
Johns Hopkins University School of
Medicine
Neil Terry, Ph.D.
Senior Manager, R&D Systems
Engineering
BD Life Sciences
Brown School of
Business and Leadership
Advisory Board
Anna A. Balduzzi
Founder and CMO
SameGrain, Inc.
Jennifer Bodensiek
President
Junior Achievement of Central
Maryland
P. David Bramble, Jr.
Managing Partner
MCB Real Estate, LLC
Directory| 157
Misti Burmeister
CEO/Founder
Inspirion, LLC
Shervonne Cherry '05
Community Manager
Spark Baltimore
Mericia Conway
Co-Founder
Henslee Conway Real Estate
Charles Coon
Vice President
Travelers Incorporated
Jayfus T. Doswell
President/CEO
Juxtopia, LLC
Librado Gonzalez
Operations and Management
Consultant
International Partner with ATG
Execution
Joseph Hairston
President/CEO
Vision Unlimited, LLC
Leila Kohler-Frueh
Director, Community Engagement
Habitat for Humanity of the
Chesapeake
Kaitlin LeDonne
Marketing Manager
Mariner Finance
Randall M. Lutz
Partner
Saul Ewing, LLP
David Mattson
Chief Executive Officer
Sandler Systems, Inc.
Aristides Melissaratos
Interim Dean, Brown School of
Business and Leadership
Stevenson University
Aaron Milam '13
Associate Developer
Berkshire Associates, Inc.
David R. Paulson
Senior Vice President
Blue & Obrecht Realty, LLC
Josianne Pennington
Vice President University Marketing
and Communications
Towson University
Pamela Piro
President and CEO
Unitec Electronics
Todd Popham
President and CEO
Popham and Associates, LLC
C. Kieffer Rittenhouse
Vice President - Maryland Division
Integrated Insurance Solutions
Andrew Rose
Marketing Manager
MidAtlantic Farm Credit
J. Thomas Sadowski
Vice Chancellor for Economic
Development
University System of Maryland
Marilyn F. Schneider
Principal, MA, CPA
Hertzbach & Company
Keith Scott
President and CEO
Baltimore County Chamber of
Commerce
Graylin Smith
CPA, Managing Partner
SB & Company
Loretta Mahon Smith
Senior Managing Consultant,
Business Analytics and
Optimization - Data Architect
IBM
Ted Venetoulis
CFO
Corridor Magazine
Ira Weinstein
Partner
Cohn Reznick
Business
Communication Advisory
Board
Edie Brown
Edie Brown and Associates Public
Relations
Chris Daley
Whirlaway, LLC
Jeff Davis
J. Davis Public Relations, LLC
Jack Gilden
Jack Gilden Marketing
Stacey Haines
Earl Beckwith & Associates
Sandra Wills Hannon
The Hannon Group
Brian Litofsky
Crown Trophy
Mollie Meeder
Connect Your Care
Cari Cramer Pierce
Flip Your Dog
Brandon Seidl
Director of Web Marketing and
Digital Communication
Stevenson University
Kristen Schultz
Baltimore Orioles
Center for Environmental
Stewardship Advisory
Board
Bonnie Allan
Laura Bankey
Director of Conservation
National Aquarium
Michael T. Barbour, Ph.D.
Vice President and Director
Center for Ecological Sciences
Tetra Tech, Inc.
Gaylord L. Clark, III
Carriage House Farms
Michael S. Hollins
Ecosystem Recovery Institute
B. Thomas Hopkins
Geographical Information Systems
(focus area)
W. Brooks Paternotte
Executive Director
Irvine Nature Center
Sara A. Tangren, Ph.D.
Director of Research
Chesapeake Natives
Chemistry and
Biochemistry Advisory
Board
James Damewood, Jr., Ph.D.,
DABT
Senior Director of Toxicology
Affyqility Solutions
Michelle Foss
Quality Control Lab Manager
Solvay
Irvin Litofsky
Director, Forensic Services Section
(retired)
Baltimore County Police
Department
Amanda Slonaker, MAT, (SU, B.S.
Chem ’10)
Chemistry Teacher
Baltimore County Public Schools
Paul J. Smith, Ph.D.
Associate Professor, Department of
Chemistry and Biochemistry
University of Maryland, Baltimore
County
Frank Switzer, Ph.D.
Chemist
US Food and Drug Administration
158| Stevenson University Stevenson University Online Catalog
Stephanie S. Watson, Ph.D.
Group Leader, Polymeric Materials
Group
National Institute of Standards and
Technology
Mathew A. Zajac, Ph.D. (SU, B.S.
Chem ’98)
Director of Chemistry Technology
and Automation
GlaxoSmithKline
Counseling and Human
Services Program
Advisory Board
Danielle Davis
Director of Recruitment and Talent
Target Community and Education
Services
Bunny Ebling, LCSW-C
Clinical Social Worker
Greater Baltimore Medical Center
Candice Edwards '10
Assistant Director
Maryland Department of Human
Resources
Loretta Elizalde, LCPC
Clinical Therapist
Private Practice
Tom Flis
Behavioral Services Manager
Sheppard Pratt Health Services
Arthur Hill, III
Assistant Vice President of Public
School Partnerships
Kennedy Krieger Institute
Ted McCadden
Coordinator, Human Services
Counseling
Community College of Baltimore
County
Erika Rue
IEP and Testing Specialist
St. Elizabeth School
Kathea Smith
Assistant Dean for Enrollment,
Academic Affairs, and Student
Services, Merrick School of
Business
University of Baltimore
Fashion Design and
Merchandising Program
Advisory Board
Lee Andersen
Chief Executive Officer/Designer
Andersen-Becker, Inc.
Michele and Edwin Blanchard
Chief Executive Officer/Designers
M&B Design Gallery
Francis James De Santis Jr.
Chief Operating Officer
Paul Francis Designs, LLC
Jennifer Dos Santos
Creative Academia
Under Armour
Mark Falcone
Chief Executive Officer
English American Tailoring
Catherine R. Harris
Textiles and Fashion Careers
Carroll County Career and
Technology Center
Beverly Hill
President, Advisory Board, Store
Manager
Worth Women’s Fashions
Blondell Howard
Chief Executive Officer/Educator
The Sassy Sewer
Ella Pritsker
Chief Executive Officer/Educator
Maryland Center for Fashion
Design
Christopher Schafer
Chief Executive Officer/Retailer
Christopher Schafer Clothier
Philip Spector
Chief Executive Officer
Fashions Unlimited
Sherry Stauffer
Designer/Educator
Association of Sewing and Design
Professionals, Baltimore Chapter
Stacy Steube
Product Developer
Fashions Unlimited
Film and Moving Image
Advisory Board
Kathleen Ash
Interactive Services and Digital
Asset Manager
Maryland Office of Tourism
Development
Beatriz Bufrahi
Instructor, Video and Digital
Imaging
Baltimore School for the Arts
Brandy Creek '14
Film Archivist/Preservationist
Colorlab
Matt Davies, MPSE
Partner, Supervising Sound Effects
Editor/Foley Artist
Studio Unknown
Erica Ginsberg
Executive Director
Docs In Progress
Nicholas Kovacic '05
Founder
Digital Cave Media
Sigmund Libowitz
Attorney at Law/Producer/Writer
Venable, LLP
Tavon Mayne '14
Video & Motion Graphics Designer
Stanley Black & Decker, Inc.
KJ Mohr
Program Director
Tampa International Gay & Lesbian
Film Festival
Nicole Myers '11
Multimedia Production Specialist
GP Strategies/Social Security
Administration
Brian Stetson
Executive Director of Production
Renegade Productions
Yevgeniy Vaskevich
Filmmaker
Forensics Advisory
Board
Yale Caplan, Ph.D.
Former State Toxicologist
State of Maryland and
Past President
American Academy of Forensic
Sciences
Francis Chiafari
Laboratory Director
Montgomery County Police Crime
Laboratory
Thomas D. Coogan, Esq.
Associate Dean and Professor of
Forensics and Director, Center for
Forensics Excellence
Stevenson University
Honorable Emmet Davitt
State Prosecutor
State of Maryland
Dr. Victoria J. Doby, CPA
Professor, Accounting and Finance
Stevenson University
John E. Grimes III, CFE, CFI
Owner
Fraud & Loss Prevention Solutions
Barry Levin, Ph.D.
Former State Toxicologist
State of Maryland
Irvin Litofsky
Director
Baltimore County Forensic Services
Section
Adam Mattina, CISSP
Vice President, Deputy CISO
The Blackstone Group
Directory| 159
Ronald McGuire
Adjunct Instructor
Stevenson University
Steven A. O'Dell
Chief
Baltimore Police Department
John J. Tobin, Jr., Ph.D.
Associate Professor, Forensic
Sciences
Stevenson University
Healthcare Management
Program Advisory Board
Laurence Abramson
Executive Director
SCS Physicians
Sergut Admasu, M.S.
Business Supervisor (Midtown
Campus)
University of Maryland Medical
Center
Justin Buonomo, M.S.
Program Administrator for the
Hospitalist Program & the Program
Coordinator for the Internal
Medicine – Pediatrics Residency
Program
The Johns Hopkins University
Carolyn Candiello
Vice President for Quality & Patient
Safety
Greater Baltimore Medical Center
HealthCare
Courtney Chhatre, MHA, MBA
Regional Director of Acute Care
Medstar
Edward "Woody" Davis Jr., PMP
Chief Information Officer (PMP)
Corporation for National &
Community Service (Americorps)
Judith Feustle, ScD, RN
Associate Dean, Chief Nursing
Administrator
Stevenson University
Monika Piccardi, BSN, RN, M.S.
Alumna, MS in HCM Program &
Nurse Consultant, Administrator III
Department of Health and Mental
Hygiene Prevention and Health
Promotion Administration, Office of
Genetics and People with Special
Health Care Needs
John Rosicky, Ph.D.
Chair, Department of Counseling &
Human Services
Stevenson University
Rachel Briedenstein Schaaf, M.S.
Director
Horizon Consulting
Audrey Williams, M.S.
Senior Quality Data Analyst
Anne Arundel Medical Center
Christian E. Wood, RN, BSN, M.S.
Alumnus, MS in HCM Program
& Facility Administrator
Davita
Faculty
Sharon Buchbinder, RN, Ph.D.
Program Coordinator MS in
Healthcare Management
Stevenson University Online
Medical Laboratory
Science Program
Advisory Board
Lorraine Blagg, M.A., MLS(ASCP)
SBB
CM
Education and Development
Coordinator
Johns Hopkins Hospital
Transfusion Medicine Division
Nancy Calder, M.A.Ed., MT(ASCP)
Chair and Director, Medical
Laboratory Technician Program
Associate Dean, Health Sciences
Division
Howard Community College
Cheryl D'Amario, MT(ASCP)
SBB
CM
Supervisor, Blood Bank
Carroll Hospital
Megan Frisk, MLS(ASCP) SBB
CM
Manager, Blood Bank
Anne Arundel Medical Center
Candice S. Grayson, M.A., M.S.,
MLS(ASCP)
CM
Director, Medical Laboratory
Technology Program
Community Colleges of Baltimore
County, Essex
Vivi-Anne Griffey, MS,
MLS(ASCP)
CM
Retired Program Coordinator and
Adjunct Faculty
Medical Laboratory Science
Program
Stevenson University
Donna K. Marquess, M.A.,
MT(ASCP) SBB, DLM
CM
Assistant Vice-President
,
LifeBridge
Health Laboratories
Sinai Hospital
Heather McGann, M.S.,MT(ASCP)
SBB
CM
Manager, Transfusion Services
University of Maryland Medical
Center
Diana Molavi, M.D., Ph.D.
Chief, Department of Pathology
Sinai Hospital
Christin Reuter, M.S.,
MLS(ASCP)
CM
Manager, Microbiology
Sinai Hospital
Eric Schmith, M.S., MT(ASCP)
Director, Northwest Hospital
Laboratory
Northwest Hospital
Nursing Program
Advisory Board
Catherine Boyne
Board of Directors
Women's Hospital Foundation, Inc.
Kim Bushnell, DNP, RN, NEA-BC
Vice President, Patient Care
Services and Chief Nursing Officer
Northwest Hospital.
JoAnn Z. Ioannou, DNP, M.B.A.,
RN
Senior Vice President of Patient
Care and Chief Nursing Officer
Greater Baltimore Medical Center
Debbie Kisner, Ph.D., RN, CNOR,
NEA-BC
Vice President and Chief Nursing
Officer
MedStar Franklin Square Medical
Center
Lola Kropowski, BSN, RN
Education Specialist
MedStar Union Memorial Hospital
Della Leister, RN
Deputy Health Officer
Baltimore County Department of
Health
Shawn P. McNamara, Ed.D., MSN,
RN
Dean, School of Health Professions
Nursing Program Administrator
Community College of Baltimore
County
Karen Owings, M.S., RN
Vice President and Chief Nursing
Officer
MedStar Union Memorial Hospital
and
MedStar Good Samaritan Hospital
Nancy Perry, DNP, RN, CNE
Nursing Program Director
Carroll Community College
Cyndy Ronald, B.A.
Manager, School of Nursing
Partnership Programs
University of Maryland Medical
Center
160| Stevenson University Stevenson University Online Catalog
Laura Smith, M.S., RN
Coordinator, Nursing Student
Placements
The Johns Hopkins Hospital
Legal Studies Program
Advisory Board
Brandy Cannon, Esq.
Staff Attorney
House of Ruth - MD
Joel B. Charkatz, CPA
Shareholder
Katz, Abosch,Windesheim,
Gershman & Freedman
Jeffrey G. Comen, Esq.
Senior Assistant Attorney General
Maryland Department of
Assessments & Taxation
Diane Dongarra
Firm Administrator
Gallagher, Evelius & Jones, LLP
Samuel Draper, Esq.
Executive Director
Special Counsel
Mary Ann Hammel, Esq.
Owner/Manager
Mid-Atlantic Title, LLC
Monee Hill
Senior Legal Analyst
T. Rowe Price
Michael Markovic
Retirement Plan Consultant
High Tower/VWG Wealth
Management
Marcia Neuburger
Legal Analyst
T. Rowe Price
Shannon Pfisterer
Courtroom Clerk
Circuit Court for Carroll County
B. Marvin Potler, Esq.
Principal
Offit Kurman, P.A.
Sarah Sawyer, Esq. '11
Attorney
Offit Kurman
Wes Schrum
Stevenson University Student
Legal Studies Program
Phyllis Strader
Paralegal
Exelon Corporation
Brianna Villa
Paralegal
Murthy Law Firm
Rita G. Weiner
Account Executive
Performa Spectrum Graphics
School of Design
Advisory Boards
Cultural Programs and
Exhibitions Advisory Board
Laura Amussen
Director of Exhibitions & Curator
Goucher College
Ryan Clark
Theatre & Media Performance
Stevenson University
Dina Fiasconaro
Department of Film & Moving
Image
Stevenson University
Symmes Gardner
Center for Art, Design & Culture
University of Maryland Baltimore
County
Gina Falcone Skelton
Skelton Design
Laura Smith
Department of English
Stevenson University
Jennifer Strasbaugh
Jennifer L. Strasbaugh Fine Arts
Appraising
Florian Svitak
Artist
School of Design Advisory
Board
Jan Baum
Founder, Innovation Institute
Jan Baum & Associates
David Beaudoin
Associate Dean, Arts & Humanities
Howard Community College
Lauren Bell
Style Editor
Baltimore Magazine
Greg Bennett
Principal
Cut Once, Inc.
Chad Birenbaum
Managing Partner, Co-founder
Duckpin Design
Kenneth Burch
Coordinator, Fab lab
Community College of Baltimore
County
Shervonne Cherry
Community Manager
Spark Baltimore
Cara Daniel
Consumer Insights Specialist
DAP Products, Inc.
John Dean
Photographer
John Dean Photography
Diane Devaney
President
Devaney & Associates
Kelly Ennis
Managing Principal
The Verve Partnership
Martin Gierke
Senior Manager - Corporate
Reputation
The Boeing Company
Edwin Gold
Designer, Author & Educator
Scott Gore
Division Chair, Fine and Performing
Arts
Carroll Community College
Jennifer Kozak
Principal
J. Kozak Creative
Ryan McKibbin
Digital Studio Manager
Maryland Institute College of Art
Will Niebauer
Art, Design & Interactive Media
Community College of Baltimore
County
Adam Oberfeld
Senior Commercial Producer
WBAL-TV
Amanda Bory Tinkler
Director, Communications &
Philanthropy
University of Maryland, St. Joseph
Medical Center
Andres Zapata
Executive Vice President of
Strategy & Co-Founder
Idfive
Graphic Design Program
Advisory Board
Chad Birenbaum
Managing Partner & Co-Founder
Duckpin Design
Christina Bittinger-Melito
Associate Creative Director
ADG Creative
Jim Burger
Jim Burger Photography
Bryna Colley
Partner/Creative Director
2fold Collective
Mark Figueiredo
AVP, Creative Director
T. Rowe Price
Directory| 161
Bob Gillespie
Creative Director
Propr Design
Jared Glasser
Graphic Designer, Interactive
Marketing
McCormick & Company, Inc.
Chris Hartlove
Chris Hartlove Photography
Abby Ferretti Jackson
Creative Director
The Johns Hopkins University Carey
Business School
Edwin Jenkins
Creative Director
Renegade Communications
Ebony Kenney
Art Director/Education Advocate
Ripefruit Creativel
Kolleen Kilduff
Art Director
Devaney and Associates Inc.
Chuck Phillips
President
Doodle Design, Inc.
Lauren Scheib
Creative Director
Warschawski
Wesley Stuckey
Art Director
idfive
Tim Thompson
No. 9 Design
162| Stevenson University Stevenson University Online Catalog
Directory| 163
Index
About Stevenson 13
Academic Achievement List 64
Academic Advisory Boards 161
Academic Affairs 143
Academic Awards 64
Academic Calendar 9
Academic Continuity Policy, Notice of Nondiscriminatory Policy
and Catalog Disclaimer 9
Academic Coursework 13
Academic Dismissal 60
Academic Information 54
Academic Integrity 63
Academic Probation - Online Bachelor's Degree Seeking
Students 60
Academic Reinstatement - Undergraduate and Graduate 36
Academic Standing - Master's Degree Seeking Students 61
Academic Standing and Grading Information 59
Academic Suspension - Online Bachelor's Degree Seeking
Students 60
ACC - Accounting 82
Access to Technology Services 24
Accreditations 17
Additional Learning Opportunities 57
Additional Masters at Stevenson University 32
Admission to Online Graduate Programs 30
Admission to Online Undergraduate Programs 29
Admission to the Bachelor's to Master's Degree Option for
Current Stevenson University Undergraduates 35
Admissions 29
Admissions Procedures and Processes 29
Alumni Information 27
Application Deadline 34
Applied and Experiential Learning 13
Arts Alive! Stevenson 23
Athletics 144
Athletics at SU 18
Attendance 62
Auditing Courses 62
Auxiliary Services 144
Bachelor's to Master's Degree Options 57
Baltimore Student Exchange Program 58
Biological Sciences Advisory Board 161
Biomedical Engineering Advisory Board 161
Board of Trustees of Stevenson University 143
Book Vouchers 48
School of Business and Leadership 145
Brown School of Business and Leadership Advisory Board 161
BTM - Business and Technology Management 118
Business Administration 69
Business and Technology Management 102
Business Communication 70
Business Communication Advisory Board 162
Business Office 144
Calculation of Class Level 59
Campus Resources and Services 24
Campus Technology 24
Career Connections 25
Career Services 143
CDF - Cybersecurity and Digital Forensics 82
Center for Environmental Stewardship Advisory Board 162
Certificate Options - Post-Baccalaureate 136
Change of Catalog Year 62
CHEM - Chemistry 85
Chemistry and Biochemistry Advisory Board 162
CHS - Counseling and Human Services 85
CJUS - Criminal Justice 83
Clubs and Organizations 19
CM - Communication Studies 85, 120
Communication Studies 104
Community-Based Education and Leadership 104, 121, 136
Computer Information Systems 71
Computer Logins 24
Conference Services 144
Consumer and General Information 53
Continued Eligibility 49
Cost of Attendance and the Expected Family Contribution 47
Costs 39
Counseling and Human Services Program Advisory Board 163
Counseling Services 27
Course Add/Drop 62
Course Load and Credit Hour Statement 62
Course Withdrawal 62
Courses at Another Institution 58
Credit for Prior Learning 37
Credit Hour Definition 61
Crime Scene Investigation 105, 137
Criminal Justice 72
Cultural Programs and Exhibitions Advisory Board 165
Cybersecurity and Digital Forensics 73, 106
CYBF - Cyber Forensics 122
Dean’s List 64
Digital Forensics 137
Dining Services 25
Diploma Information 64
Directory 143
Disability Services 24
Disbursement of Aid 48
Diversity and Inclusion Statement 14
Double Majors and Double Degrees 57
EC - Economics 86
ED - Teaching Secondary Mathematics and Sciences 123
Emeriti 144
ENG - English 87
Enrollment Management 144
Experiential Learning 57
Facilities 144
Faculty 146
Fashion Design and Merchandising Program Advisory Board163
Federal Financial Aid Programs 45
FERPA
Notice to Students................................................................................. 63
Film and Moving Image Advisory Board 163
FIN - Finance 87
Final Examinations 62
Financial Affairs 144
Financial Aid 44
Financial Aid Verification 48
Financial Information 39
Financing Options 39
FMI - Film and Moving Image 87
164| Stevenson University Stevenson University Online Catalog
Forensic Accounting 107, 138
Forensic Investigation 108, 138
Forensic Science 108
Forensic Science Option in Biochemistry, Biology or Chemistry
Program 35
Forensic Studies 109
Forensics Advisory Board 163
Francis X. Pugh Courtroom 26
FSAAC - Forensic Accounting 125
FSCI - Forensic Science 87, 126
FSCOR - Forensic Studies 127
FSEL - Forensic 128
FSINV - Forensic Investigation 128
FSIS - Forensic Information Systems 128
FSLAW - Forensic Law 129
GDES - Graphic Design 87
General Admissions Policy 29
GPS - Graduate and Professional Studies 88
GPS- Graduate and Professional Studies 130
Grade Appeals 60
Grade Point Average 59
Graduate Courses 118
Graduate Fields of Study 102
Graduate Grading Scale 59
Graduation Application 64
Graduation Ceremonies 64
Graduation Information 63
Graduation with Academic Honors 64
Graphic Design Program Advisory Board 165
HCM - Healthcare Management 130
HE - Health 88
Healthcare Management 110
Healthcare Management Program Advisory Board 164
HIST - History 88
History of Stevenson University 14
Human Resources 144
INBUS - International Business 88
Incompletes 60
INDSC - Interdisciplinary Studies 89
Information Technology 143
Institutional Research and Assessment 143
Integrative Learning 112
Interdisciplinary Studies 74
International and Off-Campus Study 58
Internships 58
IS - Information Systems 89
John L Stasiak Academic Link 24
LAW - Legal Studies 93
Legal Studies 74
Legal Studies Program Advisory Board 165
Library 143
Library Services 26
Life at Stevenson 18
Literacy Education 139
LTED- Literacy Education 132
Mail Room and Materials Management 144
Marketing and Digital Communications 144
Maryland State Programs 45
Master Promissory Note and Loan Entrance Counseling 48
Master's Degrees 57
MATH - Mathematics 96
Medical Laboratory Science Program Advisory Board 164
MGT - Management 97
Military Financial Benefits 35
Military Service Members 35
Minors 56
Mission and Values 14
MKT - Marketing 98
MUS - Music 98
NATB - Nursing Associate's to Bachelor's 98
Need-Based Aid Application Procedure 47
Non-Degree Students 34
NURS - Nursing 99
NURS-Graduate Nursing 132
Nursing 113
Nursing - ATB 76
Nursing Program Advisory Board 164
Nursing - RN to BS Option 78
Nursing - RN to MS 79
Nursing Education 139
Offering of Aid 47
Office of the President 143
Online Bachelor's Degree Programs 29
Online Course Non-Participation Policy 62
Other Institutions 58
Outreach 143
Pass/No Credit Option 60
Personal Device Support 24
PHOTO - Photography 100
Population-Based Care Coordination 140
POSCI - Political Science 100
Post 9/11 GI Bill® and Yellow Ribbon Program 46
Post-Baccalaureate Certificates Admissions Requirements 33
President’s Letter 12
President's Advisory Council 160
Professional Studies 81
PRST - Professional Studies 100
PSY - Psychology 100
Qualifying for Need-Based Aid 47
Quality Management and Patient Safety 141
Readmission 36
Readmission and Reinstatement 36
Readmission of Service Members 37
Refund Policy 39
Registrar 143
Registration 61
Registration and Course Information 61
REL - Religion 101
Repeating Courses 62
Repeating Graduate Courses 63
Requirements for the Bachelor’s Degree 56
Requirements for the Master's degree 57
Reserve Officer Training Corps (ROTC) Programs at Johns
Hopkins University and the University of Maryland 23
Return of Title IV Funds Policy 51
School of Design 145
School of Design Advisory Board 165
School of Design Advisory Boards 165
School of Education 145
School of Humanities and Social Sciences 145
School of Nursing and Health Professions
Sandra R. Berman School of Nursing and Health Professions
..................................................................................................................... 146
School of the Sciences
Beverly K. Fine School of the Sciences ........................................ 146
Schools of the University 145
Directory| 165
Second Bachelor’s Degrees 57
Secondary STEM Teaching and Learning 141
Security 144
SEE
The Stevenson Educational Experience .......................................... 54
SOC - Sociology 101
Sponsored Programs and Research 143
Stevenson Educational Experience Requirements 55
Stevenson Financial Aid Satisfactory Academic Progress (SAP)49
Stevenson Ideals 14
Stevenson Intercultural Knowledge and Competency (IKC) 55
Stevenson University 9
Stevenson University Annual Scholarship Funds 42
Stevenson University Endowed Scholarship Funds 40
Stevenson University Online 146
Stevenson University Online Catalog 8
Stevenson University Scholarship and Grant Programs 39
StraighterLine 58
Student Affairs 144
Student Eligibility Requirements 47
Student Grievance Procedure 24
Student Health Services 27
Student Life 18
Student Publications 23
Student Rights and Responsibilities 24
Student Success 144
SUO Student Success Resources 23
Teaching 116
Teaching (MAT) 36
Technology Helpdesk and Contact Information 24
The SEE Student Learning Goals and Outcomes 54
The Stevenson Approach 13
The Stevenson Career Connection 13
The University Pandemic Plan 28
The Wellness Center 27
THEA - Theatre 101
Transcript Requests 63
Transfer of Graduate Credit 32
Transfer of Undergraduate Credit 30
Tuition and Fees (2020–2021) 39
Tuition Assistance (TA) and Maryland National Guard Benefits46
U.S. Permanent Residents 34
Undergraduate Courses 82
Undergraduate Fields of Study 69
Undergraduate Grading Scale 59
University Advancement 144
University Awards for Graduating Students 65
University Degree Requirements 55
University Recognized Honor Societies 65
University Store 26, 144
University Timeline 14
Using Federal Financial Aid to Pay for Repeating a Course 49
Veterans’ Benefits 46
Who’s Who Among Students in American Colleges 64
Withdrawal from the University 63
Yellow Ribbon Program 35
166| Stevenson University Stevenson University Online Catalog
