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Graduate School
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[803] 754.4100 / 1.800.777.2227 WWW.CIU.EDU
2009-2010 Graduate School Catalog
TABLE OF CONTENTS
PRESIDENT’S LETTER ............................................................4 ADMISSIONS ..........................................................................52
Who Should Apply? ............................................................53
INTRODUCTION........................................................................5
Admissions Procedures ......................................................53
History ....................................................................................6
General Admissions Requirements ....................................54
Purpose ................................................................................6
Specific Requirements ........................................................54
Mission....................................................................................7
MABT....................................................................................54
Educational Philosophy..........................................................7
MACNS ................................................................................55
Educational Goals ..................................................................7
MA TEFL/ICS........................................................................56
Doctrinal Standards................................................................8
M.Ed. ....................................................................................56
Denominational Relationships ..............................................8
Ed.D. ....................................................................................57
Accreditation and Recognition ..............................................9
Prerequisite Policy................................................................57
Facilities ..................................................................................9
International Applicants ......................................................58
Ben Lippen School ..............................................................10
Non-Degree Students ..........................................................58
Radio Stations ......................................................................10
Non-Accredited Degrees ....................................................59
DEGREES/PROGRAMS OF STUDY ....................................11 Probationary Acceptance ....................................................59
Programs of Study ..............................................................12 Transfer Credit ......................................................................60
Certificate in TEFL................................................................14 Instances of Fraud ..............................................................60
Masters of Arts in Bible Teaching........................................16 Veterans ................................................................................60
Masters of Arts in Counseling ............................................18 Return after Absence ..........................................................60
Masters of Arts in Teaching—Early Childhood CIU Graduates......................................................................60
and Elementary Education ..............................................21
Masters of Arts in TEFL/ICS ................................................25 FINANCIAL AID ......................................................................61
Masters of Education in Educational Administration..........27 Federal Financial Aid............................................................62
Masters of Education in Curriculum and Instruction ..........29 Federal Financial Aid – Eligibility ........................................62
Doctor of Education in Educational Leadership ................32 Federal Financial Aid – Types ............................................62
Federal Work-Study (FWS) ..................................................62
ACADEMIC INFORMATION ..................................................37
Federal Stafford Loans (FSL) ..............................................62
Academic Catalog and Degree Change ............................37
Federal Financial Aid – How to Apply for Federal Aid........63
Academic Load ....................................................................37
Summer Students ................................................................63
Academic Petitions ..............................................................37
International Students ........................................................63
Academic Probation ..........................................................37
Institutional Financial Aid ....................................................63
Advanced Placement or College Level Examination
Institutional Financial Aid – Eligibility ..................................63
Program (CLEP) Credit ....................................................38
Institutional Financial Aid – How to Apply ..........................64
Assignments, Attendance and Examinations ....................38
Institutional Scholarships — Funding Requirements ........64
Auditing ................................................................................38
CIU Grants and Scholarships ..............................................64
Award Credit Practice ..........................................................39
Spouse Tuition Benefits ......................................................64
Commencement ..................................................................39
The Guest Pass....................................................................64
Degree Change ....................................................................40
The Partners in Ministry Scholarship ..................................64
Dismissal ..............................................................................40
Private Foundations ............................................................64
Dual Degrees ........................................................................41
Other Aid Sources................................................................65
Enrollment Information ........................................................41
Veteran’s Benefits ................................................................65
Educational Resources ........................................................41
Interest to Veterans ............................................................65
Faculty Directed Studies (FDS) ..........................................43
Vocational Rehabilitation benefits........................................65
Grading ................................................................................43
Financial Aid Policy for Satisfactory
Plagiarism ............................................................................44
Academic Progress ..........................................................65
Readmission ........................................................................45
Student Assessment for Institutional Improvement............45 Qualitative Measures............................................................65
Transfer Credit Policy ..........................................................46 Quantitative Measures ........................................................65
Transcript Requests ............................................................47 Appeals ................................................................................66
Withdrawal............................................................................47 Procedures ..........................................................................66
Financial Aid Refund Policy ................................................66
EDUCATIONAL OPPORTUNITIES ........................................49 Student Rights Statement ..................................................67
Accelerated Studies (Summer and Winter) ........................50 Scholarships, Endowments and Grants..............................68
Distance Education ..............................................................50 STUDENT LIFE....................................................................73
Seminary & School of Missions ..........................................50 Spiritual Life..........................................................................74
Undergraduate School ........................................................51 Growth in Community ..........................................................74
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FACULTY ................................................................................110
Resident Faculty ................................................................111
Adjunct Faculty ..................................................................114
MAPS......................................................................................123
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Dear Prospective Student,
INFLUENCE. Probably not the first word that comes to mind as you make your
decision on where to further your education. Yet this word is actually one of the
most important words to consider because no matter where you earn a higher
academic degree, you will be influenced. Let me explain.
WILLIAM H. JONES
PRESIDENT You perhaps have friends who attended colleges where the influence of the
world eroded their Christian convictions. Whether through the influence of a
faculty member or roommate, eventually their love for the Lord Jesus grew cool.
At CIU, we will influence you as well. But not from the perspective of the world.
We want to influence you from the perspective of the Word of God. We desire
to provide you with the education you need to further your education, and
develop Christlike character in your life – the whole life training you need to
serve the Lord.
INFLUENCE. It’s an important word. Come to CIU and let us influence you,
as you influence the world for Christ.
This catalog contains information about studying and living at CIU. But it may
not tell you everything you want to know. If we can help you personally, please
call (800) 777-2227 or e-mail the Admissions Office at Admissions@ciu.edu
to discuss your specific needs or questions with one of our counselors.
William H. Jones,
President
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I n t ro d u c t i o n
This catalog is not a contract. Every effort has been made to reflect accurately the
curricular programs and degree requirements at the time of publication. But the Columbia
International University Graduate School reserves the right to change curricula and
requirements at any time.
Columbia International University Graduate School admits students of any race, color, and
national or ethnic origin.
2009-2010 Graduate School Catalog
INTRODUCTION
History development, biblical training and ministry skills
development. From the early years until the
Columbia International University (CIU) was
present, CIU has focused on five core values:
born from a prayer group of six women who
Authority of Scripture, Victorious Christian
sought the Lord for a means to evangelize and
Living, World Evangelization, Prayer & Faith,
disciple mill workers of Columbia. The results
and Evangelical Unity.
went beyond their expectations. The CIU min-
istry was founded in 1923 as Columbia Bible The school’s first class boasted seven students.
School, occupying the former Colonia Hotel in Currently, CIU enrollment includes nearly 1,000
downtown Columbia in 1927. We became students including several hundred students
Columbia Bible College in 1930, one of the first involved in non-traditional and distance educa-
four-year Bible colleges. Graduate courses were tion programs. Approximately 16,000 students
first offered in 1936, marking the beginning of have received training at CIU. Hundreds of
what is now Columbia International University alumni serve in the majority of the countries of
Seminary & School of Missions. The school the world, making CIU a leader in training labor-
moved to its present 400-acre campus in sub- ers for the harvest.
urban Columbia in 1960. We changed our cor- CIU serves students from over 40 states and
porate name in 1994 to Columbia International more than 30 foreign countries, although the
University and, in 1999, a third higher educa- majority of students come from five southeast-
tional division, the Graduate School, was ern states. More than 52 church denominations
formed to offer professional training in educa- and independent fellowships are represented in
tion and counseling. the faculty and student body. CIU graduates
Robert C. McQuilkin was CIU’s first president, serve in vocational Christian ministries and
holding the office until his death in 1952. He within the marketplace. Approximately 30 per-
was succeeded by G. Allen Fleece, who led the cent of CIU graduates work in cross-cultural
ministry until 1966. Robertson McQuilkin, son of contexts. Other CIU ministries include Ben
the first president, served from 1968-1990. Lippen School (K4-12) and radio stations 89.7
Johnny V. Miller, CIU faculty member and for- WMHK in Columbia and New Life 91.9 WRCM
mer pastor, served as president from 1991- in Charlotte, N.C.
1999. George Murray was appointed to the
presidency in 1999. Dr. Murray served in mis- Purpose
sions leadership for 30 years and on the CIU
Columbia International University (CIU) is a
board for 15 years. Dr. Bill Jones became presi-
multi-denominational Christian higher education
dent of CIU in 2007 after serving on the faculty
institution dedicated to preparing Christians to
of CIU for 17 years.
serve God with excellence. Its educational divi-
CIU was founded for the purpose of preparing sions offer degree programs ranging from asso-
students “To know Him and to make Him ciate to doctoral level. All postsecondary
known,” as our ministry’s motto states. That programs emphasize spiritual formation, mas-
purpose for our higher education divisions tery of biblical content and interpretation skills,
remains the same to this day. The cultivation of a biblical worldview, and ministry
Undergraduate School, Graduate School, and skills development, the latter through field edu-
Seminary & School of Missions offer regionally cation, practicum and internship experiences.
and professionally accredited courses of study
ranging from one-year certificates through the
doctorate. All programs emphasize spiritual
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administrative offices for both the Graduate owns two suite-style housing facilities known
School and The CIU Seminary & School of as the Clusters and on-campus houses for
Missions. Counseling labs, research and confer- graduate students. Each on-campus residential
ence rooms, a student lounge, classrooms, and facility includes a community kitchen, laundry
a 90-seat auditorium are located here as well. room and lounge.
Shortess Chapel: With a seating capacity of CIU Village: Approximately 100 families live in
1,000, Shortess Chapel accommodates the the “CIU Village,” a comfortable mobile home
entire undergraduate school, graduate school, community on the campus. CIU owns a few
and seminary family for daily chapel services mobile homes and rents them to students.
and special monthly prayer days. Concerts, Current CIU students own most of the homes
assemblies, conferences, and major social and as these students complete their studies,
events frequently occur in Shortess. they sell the homes to incoming students.
Ridderhof Media/Music Center: Completed in
1987, the Ridderhof Center (named for CIU’s
Ben Lippen School
first alumna, Joy Ridderhof) houses the student Ben Lippen, a Scottish phrase meaning “moun-
computer lab, as well as offices and resources tain of trust,” is the name for an evangelical
for several undergraduate programs including Christian school for grades K4-12. Founded in
music and communications. The Ministry 1940 by Robert C. McQuilkin, CIU’s first presi-
Resource Department and Hoke Auditorium, a dent, Ben Lippen continues to strive toward Dr.
500-seat concert hall/auditorium, are also here. McQuilkin’s goal of teaching young people that
G. Allen Fleece Library: The Library provides there is “life in abundance” (John 10:10) for
a collection of over 150,000 book and media those who follow Jesus Christ as Lord. The
items (print and non-print) and 10,000 visual school is college preparatory, coeducational,
aids for student teaching. The Library sub- and receives both resident and day students.
scribes to some 300 journals with journal hold- The Ben Lippen family consists of students from
ings representing over 1,000 titles. In addition, a wide range of cultures and backgrounds. As
access to over 90 electronic databases, many many as 30 foreign countries and 25 states have
of which are full text, is available through the been represented in a single year. Some stu-
library website and at the computer work sta- dents come from homes of missionaries, pas-
tions in the library. The library participates in tors, and other full-time Christian workers.
an interlibrary loan program through the Online Others come from families representing all areas
Computer Library Center network of over of professional and educational careers. This
60,000 libraries worldwide. “melting pot” of young men and women offers
an educational experience in itself. The proximi-
Moore Fitness Center: The Moore Fitness ty of Ben Lippen School to Columbia
Center is a corporate facility shared by stu- International University provides an opportunity
dents, faculty, staff and alumni. Additional for convenient Christian schooling for children of
recreational facilities include lighted outdoor CIU students.
tennis, basketball and volleyball courts, soccer
and softball fields, a track, and area trails. Radio Stations
Rossi Student Center/Dining Complex: This WMHK Radio (89.7 FM) This 100,000-watt sta-
building provides multi-purpose recreational tion broadcasts Bible-centered programming
and relaxation areas in addition to a modern and music to Columbia and central South
cafeteria, snack facilities, post office and cam- Carolina 24 hours a day.
pus bookstore.
WRCM Radio (91.9 FM) This 10,000-watt FM
On-Campus Residential Facilities: Over 400 station broadcasts Bible-centered programming
students live on the CIU campus. In addition to and music to the Charlotte/Wingate, N.C. area
six traditional dormitory residences, CIU also 24 hours a day.
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PROGRAMS OF STUDY
Certificate in TEFL gram in the Fall semester and complete the pro-
gram over a three-year period, although a two-
This TEFL certificate program is designed for
year process is possible under certain
those already involved in Christian ministry who
circumstances. A practicum experience and 600
are interested in teaching English as an addition-
hours of internship training are included in the
al avenue for outreach. The five courses of the
course requirements.
certificate provide basic teaching theory and
skills and an understanding of how language In addition to our LPC track, with its six con-
works. The Certificate in TEFL program focuses centration choices, the MA in Counseling pro-
on providing introductory level TEFL training for gram offers a LMFT track. This track prepares
people who expect to be involved in volunteer students for Licensed Marriage & Family
English teaching. (Students who desire more Therapist (LMFT) certification. Students will be
training for full-time TEFL should apply to the equipped to sit for the National American
MATEFL/ICS degree program.) Marriage & Family Therapy Examination
(AMFTRB). For those students who wish to be
Master of Arts in Bible Teaching dual licensed, the MA in Counseling offers a
Dual LPC & LMFT licensure track, which only
This program is specifically designed to prepare requires two additional courses to our LMFT
students to teach the Bible in a school setting. track. The purpose of the MA in Counseling
In three semesters of study (fall, spring and program is not only to prepare students to be
summer), students with a Bible background, (an licensed professionals in the mental health field,
undergraduate degree in Bible, a Bible certifi- but also to be effective leaders who integrate
cate or a total of 30 hours of coursework in counseling research and skills with biblical truth
Bible), build a knowledge of best education in corporate, private, cross cultural, Christian
practices. Students explore every aspect of and secular settings. The program is designed
Bible curriculum, from the “big-picture” of K-12 for persons with at least 15 semester hours of
curriculum to appropriate daily lesson plans. undergraduate work in psychology. Throughout
Classroom management and the role of tech- the program, students develop their foundation
nology in the classroom are also addressed. of biblical understanding through seminary-level
coursework, small group experiences, evangel-
Master of Arts in Counseling ism and missions training, and chapel participa-
The Master of Arts in Counseling program is tion. Into this biblical framework, students
designed to produce well-qualified, healthy clini- integrate their psychological studies, examining
cal counselors and/or marriage and family thera- research, theory and clinical application in light
pists who understand how to facilitate emotional of revealed truth. Clinical skills are developed
healing and spiritual transformation. Emphasizing through class and lab exercises, preparing stu-
a practitioner approach, the program prepares dents with treatment models designed for indi-
students for Licensed Professional Counselor vidual, couples, families, and groups.
(LPC) certification. The program is designed to Practicum and internship experiences allow stu-
meet the licensure requirements of any state, dents to implement and sharpen the skills they
and will equip the student for either the National are learning. The goal of this program is to
Counselor’s Examination (NCE) or National develop students to be effective clinicians,
Clinical Mental Health Counseling Examination mature leaders, and agents of spiritual transfor-
(NCMHCE), and for continuing studies at the mation and health.
doctoral level. Generally, students enter the pro-
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Master of Education
The Master of Education degree is designed for
those already working in a K-12 school setting
who are interested in further training. The
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CERTIFICATE IN TEFL
Overview Admission Requirements
This TEFL certificate program is designed for Students must fulfill specific admission require-
those already involved in Christian ministry who ments prior to admission to the program (see
are interested in teaching English as an addition- Admissions for detailed information). Students
al avenue for outreach. The five courses of the taking the certificate who want to continue on in
certificate provide basic teaching theory and the MATEFL/ICS program must complete the
skills and an understanding of how language additional admission requirements (including
works. For international students whose first lan- prerequisites) for that program.
guage is not English, a score of 100 on the
Internet-based, 250 on the computer-based or Note: Applicants cannot apply for this program
600 or above on the paper version of the Test of online. Request a paper application from the
English as a Foreign Language (TOEFL) is Graduate Admissions Office by calling (800)
required before being admitted into the TEFL 777-2227, ext. 5335, e-mailing
certificate program. yesgrad@ciu.edu or by writing the office at
Columbia International University, P.O. Box
Purpose 3122, Columbia, South Carolina 29230-3122.
The Certificate in TEFL program focuses on
providing introductory level TEFL training for Course of Study
people who expect to be involved in volunteer w TEFL Core ................................................9 hours
English teaching. (Students who desire more LNG 5710 Theoretical Foundations
training for full-time EFL teaching should apply for Language Teaching ..................3
to the MATEFL/ICS degree program.) LNG 6740 Techniques of TEFL: Listening,
Speaking & Reading ......................3
Objectives LNG 6745 Techniques of TEFL: English Structure
& Writing ........................................3
On completion of the Certificate in TEFL,
w Linguistics Core ......................................3 hours
the graduate will be able to demonstrate the
following: LNG 6650 English Syntax ..................................3
w Practica and Internships ..........................1 hour
• Command of the concepts and terminology LNG 6910 TEFL Practicum ................................1
of the major divisions of descriptive linguis-
- or -
tics in order to be able to put them to use in
LNG 6911 TEFL Practicum ................................1
the language classroom.
• Ability to analyze ESL students’ language in w Total Required Hours............................13 hours
order to diagnose language learning needs
and design appropriate instruction.
• Basic ability to teach listening, speaking,
reading, and writing at novice, intermediate,
and advanced levels of proficiency.
• Basic ability to develop and evaluate lan-
guage teaching materials.
• Basic ability to use English teaching as a
ministry
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Residency Requirements
No transfer credit is approved for this program.
All courses must be taken at CIU.
Time Limitation
The time limitation for completion of all require-
ments is two years measured from the date a
student enrolls in on-campus coursework in the
Certificate in TEFL program.
Completion Requirements
• Students must complete 13 hours of speci-
fied course work with a minimum GPA of 2.7
and no grade below a “C” in order to receive
the Certificate in TEFL.
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needs of individuals and groups. ing) format through the Distance Education Center.
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• Achieving at least passing scores (as set by The application for initial licensure in South
the South Carolina Department of Education) Carolina includes a fingerprint review to deter-
on the professional knowledge Praxis II mine any criminal history, state or federal.
Exam (Principles of Learning and Teaching: Eligible applicants who have prior arrests
Grades 4-6). and/or convictions must undergo a review by
• Achieving of at least the minimum accept- the State Board of Education and be approved
able competency level rating on each before a certificate can be issued to them.
of the seven candidate proficiencies. The requirements for a teaching credential in
South Carolina are subject to change by the
• Program Completion Requirements must be State Board of Education and the South
met within two (2) years of completing Carolina General Assembly during the period for
Milestone 7 (Graduation) or candidates must such credential. The Graduate School, there-
reapply to the Professional Education fore, may revise the MAT program at any time
Program and complete additional require- and cannot assume responsibility for such
ments as outlined by the Professional changes or additional courses that new state
Education Committee and according to the standards may require.
catalog in effect at that time.
Candidates who wish to be recommended for
NOTE: Additional Program Requirements:
Association of Christian Schools International
Candidates for the Master of Arts in Teaching
certification must meet the following require-
program must fulfill all requirements as stipulat-
ments:
ed by the catalog. Additional program require-
ments found in the MAT Student Handbook • Completion of EDU 6231 History and
must also be fulfilled for successful program Philosophy of Education at CIU with a grade
completion. of “C” or better.
• Completion of Milestone 6 with a grade of
Certification Recommendation “B” or better in Clinical Practice.
Requirements
• Completion of Milestone 7.
Candidates who wish to be recommended for
South Carolina state initial certification must Note: Candidates desiring ACSI certification
meet the following requirements: must read and sign the ACSI Doctrinal
Statement and Institutional Recommendation
• Completion of Milestone 8 Program form.
Completion.
• Submission of Application for Educator
Certificate to the Director of Field
Experiences.
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This degree program provides vocational train- • Ability to teach listening, speaking, reading,
ing at the professional level by preparing stu- and writing at novice, intermediate, and
dents for teaching English in a non-English advanced levels of proficiency.
speaking culture. The curriculum emphasizes
both practical and theoretical aspects of teach- • Ability to develop and evaluate language
ing English within a framework of heightened teaching materials.
cultural awareness and linguistic skill develop-
• Ability to plan language courses and assess
ment. For international students whose first lan-
all areas of language skills for the purpose of
guage is not English, a score of 100 on the
proficiency, placement and achievement
Internet-based test, 250 on the computer-based
testing.
test or 600 or above on the paper version of the
Test of English as a Foreign Language (TOEFL) • Understanding of the dynamic cultural forces
is required before being admitted into the which affect life and ministry in a second cul-
MATEFL/ICS program. All new students to this ture.
program must enter in the Fall Semester
because of course sequencing. • Ability to use English teaching as a ministry.
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Internship Guidelines
Students without administrative experience
must successfully complete an internship.
Student internships should be arranged through
the ACSI internship program. Exceptions must
be by approval of the program director.
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DOCTOR OF EDUCATION IN
EDUCATIONAL LEADERSHIP
Overview and Purpose General objective categories are:
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• Graduate Record Examination (GRE) results • EDU 9690 Portfolio and Qualifying Exam
(desired minimum of 500 on Verbal and 3.5 Competencies
on Analytical) or Miller Analogies Test (MAT) Note: Prerequisites may also be satisfied by (a) a
score (desired minimum of 50) indicate appli- Bible certificate or (b) a total of thirty (30) credit
cant is capable of quality performance in hours of coursework in Bible and theology.
graduate studies. The exam must have been
taken within the last five years. Course of Study
• The applicant is likely, through CIU’s doctoral Christian School Leadership Emphasis
program, to enhance personal calling and w Program Core ..................................(51 credits)
ministry, and to contribute to the quality of (Bold courses required and must be taken at CIU)
Christian education through leadership, w Educational Foundations ................................18
research, presentation, and publication. (18 credits from the following):
EDU 9300 Biblical Foundations
When the number of qualified applicants for Curriculum and Pedagogy ....3
exceeds the cohort enrollment limit, the most
EDU 9200 Historical and Philosophical
qualified applicants will be considered for Perspectives on Education ........3
admission. EDU 9310 Curriculum Theory and Design ......3
EDU 9320 Teaching and Learning Theory ......3
Six credits of Educational Foundations Electives
(approved transfer courses may be applied):
EDU 9150 Contextualizing Christian Education
in Diverse Settings ........................3
EDU 9330 Measurement and Assessment
Theory ............................................3
w Leadership in Organizations ..........................12
EDU 9510 Biblical Leadership..........................3
EDU 9515 Leadership and Organizational
Behavior ........................................3
EDU 9540 Models of Strategic Planning and
Organizational Assessment ........3
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semester credits of approved course work, beyond six years is contingent upon the
including the dissertation, with a minimum approval of the Ed.D. program director, the
cumulative grade point average of 3.2 (on a dissertation/chair, and dean of the Graduate
4.0 scale), with no grade below “B-” applica- School. Participants who are convinced that
ble to the degree. A maximum of 15 credits they will be unable to finish in six years may
of previous graduate coursework (“B” or apply in writing prior to the end of the sixth
higher) may be applied, but transfer grades year for a program extension, which will give
are not calculated in the cumulative grade up to a maximum of two (2) further years for
point average. degree completion. Such an extension must
be approved by the dean of the Graduate
• Successful demonstration of satisfactory
School and will be granted only if the pro-
competency on each of the program’s out-
gram director and dissertation mentor/chair
comes.
agree that the participant is making appropri-
• Successful completion and oral defense ate progress toward degree completion and
of an approved dissertation that exhibits that the area of research remains viable. In
the student’s ability to do competent addition, the program director and disserta-
research, to think critically, and to communi- tion mentor/chair may make the extension
cate effectively. contingent on specific further academic
• Completion of all requirements for the degree work. Such work may include but is not limit-
within six (6) years from matriculation, or two ed to the following: (a) additional reading
(2) years after certification of candidacy, assignments; (b) the successful completion
whichever comes first, or completion of addi- of one or more courses; (c) the successful
tional program requirements as outlined under retaking of the qualifying examination; or (d)
Statute of Limitations and Program a new dissertation proposal. Failure to com-
Continuation. plete any of the assigned further academic
work by the deadline(s) set by the program
• Settlement of all financial obligations to CIU. director and dissertation mentor/chair will
Statute of Limitations and Program result in immediate and automatic expulsion
Continuation from the program.
Continuation fees will be assessed for students
• All program requirements (course work and who have not completed the program within six
dissertation) for the degree are to be complet- (6) years of matriculation.
ed within six (6) years from the date of matric-
ulation. (See section on “Active and Inactive
Status in the Program” for additional details.)
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ACADEMIC INFORMATION
Academic Catalog and Degree Change curriculum as outlined in this catalog at least
one semester prior to graduation. Students who
A student’s program is governed by the catalog
wish to take correspondence courses or sum-
under which he or she was admitted. Should a
mer school courses from another institution
student break matriculation for two consecutive
should consult with their faculty advisor and
regular terms or two consecutive summers
seek prior permission through an academic
(MED students), the catalog in effect at the time
petition to transfer the credit to CIU. Courses
of re-admission to CIU must be used to satisfy
taken without prior approval through petition
the requirements for the degree. Students desir-
may in some cases not be applicable as trans-
ing to change degrees or concentrations within
fer credit to the student’s CIU program.
a degree must request approval through a
Degree Change Application form (available in Academic Probation
Grad School Dean’s office in Schuster 140).
Policy: Students are placed on academic pro-
Academic Load bation at the end of any semester in which they
earn a grade point average below 3.0 in the
Students registered for at least nine semester
MACNS program, 2.70 for the MAT program
hours are considered fulltime; those registered
and 2.7 for all other programs. If a student is on
for six hours are considered three-quarters-
academic probation, no absences from classes
time; and those registered for 4.5 hours are
are permitted except for illness or emergency.
considered halftime. Full-time student status in
Students on academic probation may be
the Doctor of Ministry and Doctor of Education
required to carry a reduced course load, to
programs is defined as three semester credit
reduce or eliminate employment, to reduce
hours within any of the four terms: fall, winter,
extra-curricular activities, or to carry out other
spring and summer (includes both summer ses-
measures recommended by the academic advi-
sions). During the fall and spring semesters,
sor or administration to help them improve their
full-time students are given first priority for on-
scholastic standing. In many instances, such
campus housing; part-time students are eligible
students on academic probation will require
for on-campus housing as space is available.
additional semesters to complete their studies.
During Summer Studies, on-campus housing is
generally available for all registered students. Removal: Academic probation is removed
when students accumulate a satisfactory grade
Academic Petitions point average.
Students seeking exceptions to program Suspension: Students on academic probation
requirements or academic policies may submit for two consecutive semesters will receive a
an academic petition. Students may file either a written warning from the academic dean indi-
paper copy or an electronic petition. (If a stu- cating that failure to remove themselves from
dent is filing electronically, his/her ciuonline.com academic probation in the succeeding semester
e-mail must be used.) The petition must have will result in academic dismissal. Students who
the signature or e-mail of the student’s faculty at the end of any three consecutive semesters
advisor and, where appropriate, course instruc- have not removed themselves from academic
tor(s) signature or e-mail before submission to probation will be dismissed from the university.
the academic dean for approval. The academic Students suspended for academic reasons may
dean will forward the petition to the registrar. apply for readmission through the academic
The registrar gives final approval. A petition is dean after an absence of one year. At this time,
not final until it is approved by the registrar. the dean evaluates the causes for the dismissal
Students must also petition any changes to the and any evidence that the student may now be
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2009-2010 Graduate School Catalog
able to make satisfactory academic progress. must account for all absences. In such cases,
Students deemed capable of making and main- teachers will clearly indicate this requirement in
taining satisfactory progress may be readmitted the class syllabus. They will also indicate the
on academic probation. penalty for noncompliance. Students on aca-
demic probation may not miss any classes
Advanced Placement or College Level without prior approval of the instructor of the
Examination Program (CLEP) Credit course or a written medical excuse.
Advanced Placement Examination credit can be Three unexcused tardies count as one absence.
utilized to satisfy prerequisite requirements for Although it is important to attend whatever por-
graduate programs if documented on the stu- tion of class is possible in case of an unfore-
dent’s undergraduate transcript. Scores of 3-5 seeable emergency, missing more than 25
can be credited to satisfy MAT, MED, and percent of the class period is counted as
MACNS content or introductory psychology an absence.
coursework. If students are veterans and are receiving gov-
ernment benefits, they are responsible to follow
Assignments, Attendance, and
the attendance regulations established by the
Examinations
Veterans Administration.
Assignments: Due dates for research papers,
Examinations: Examination periods are normal-
book reports, and other assignments are nor-
ly designated in course syllabi. Students who
mally given in the course syllabus. Students are
cannot avoid missing a test period should con-
responsible to plan and pace their work so that
sult the teacher ahead of time to request
assignments will be submitted when due. Any
rescheduling. Normally tests may not be made
exceptions to the schedule established for a
up if they were missed for personal reasons or
course are at the discretion of the instructor.
social activities. In the case of absence from a
Late work is not normally accepted. In some
test period for other than medical reasons or
cases, the instructor may permit an extension
approved field trips, the teacher has the right to
at his or her discretion.
determine whether the reasons given for the
Attendance and Absence Policy: The heart of proposed absence warrant an excuse. There is
the college experience, in many respects, will no final examination period. Final examinations
be the work done in the classroom. The CIU may be scheduled for one or more class peri-
faculty, therefore, takes a serious view of class ods near the end of the term. Students may not
attendance. The course offerings are designed be excused from classes prior to the last day of
to enrich students’ preparation for life. Students the term.
will need to absorb and learn more from a
Re-Examinations: If under exceptional circum-
course than simply “getting the notes” in order
stances an instructor permits a re-examination,
to perform on an examination. Significant
the student must take the exam within four
insights and perspectives may surface in class
weeks after the end of the semester. If the stu-
and students will also be expected to con-
dent passes the examination, the final grade will
tribute to class discussion.
be adjusted accordingly, but the grade obtained
Normally, students are not permitted to miss on the re-taken examination will not carry the
more than 25 percent of class meetings regard- same value as the original final examination.
less of the reasons. If absences exceed this
number, students will normally receive a grade Auditing
of F, unless properly withdrawn from the course, An auditor is one who registers to attend a
in which case a grade of W will be assigned. class, but not for academic credit. Students
Where extenuating circumstances are involved, wishing to audit a course should indicate this
an appeal to the Graduate School Faculty on an audit registration form. Audit forms are
Committee may be made for special considera- available in the Registrar’s Office. Students may
tion. In certain participatory classes, students
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2009-2010 Graduate School Catalog
not receive credit for audit courses and audited tive school, and must include a minimum of one
courses do appear on transcripts. No more than professor-student contact per credit hour.
25 percent of students registered for any course (Please see the Faculty Directed Study (FDS)
may be auditors. section below.)
Online and Hybrid Courses: In addition to the
Awarding Credit Practices guidelines above, online and hybrid courses will
Graduate Credit: An academic unit of graduate utilize an approved online course design tem-
credit at CIU is based on the following criteria: plate that facilitates a delivery format in align-
(a) a defined academic plan for the student or ment with the nature of the content and
course is outlined through a written course syl- learning activities. Course development will be
labus, which includes learning resources and a collaborative effort between an online instruc-
activities, clearly defined learning outcome or tional designer and a qualified course instructor
competencies, and the means through which assigned by the dean (as per current practice).
these outcomes are to be assessed; (b) a credit Consortial Agreements: In addition to the
unit (semester hour) reflects a minimum of 42.5 review process above, any coursework provid-
clock hours of instruction and learning activities ed via another organization on behalf of CIU
per credit hour (the equivalent of 50 minutes of must be authorized by the faculty via an articu-
classroom study per week for at least 15 weeks lation agreement defining the relationship and
plus 2 hours per week of learning activities out- demonstrating faculty supervision of the educa-
side the classroom); (c) a CIU approved and tional experience. Agreements are reviewed
qualified instructor (doctoral concentration in annually by the respective academic dean’s
the discipline) provides and supervises all office. The Graduate School has no current
aspects of the course; (d) the faculty member of consortial agreements.
record submits grades to the Registrar’s Office
to verify learning outcomes and the completion Professional Development and Conference
of the study, and (e) every course, regardless of Courses: These courses are likewise subject to
delivery mode, is reviewed by the faculty during the guidelines above. Credit earned within these
the regularly scheduled periodic program alternative educational venues must involve pre
reviews. and/or post work assigned by the CIU profes-
sor approved to teach the parallel course.
Approval Process: The faculty of the respec- Students are assigned readings and are to sub-
tive school must approve the course descrip- mit reflection papers that overview the content
tion, the amount of credit awarded, and the and its relevancy to their professional roles.
place of the course within the curriculum (lower Following the group learning experience, an
division, upper division, elective, core, etc.). application project is to be assigned and com-
The unit of study is approved by the faculty and pleted by the student by a specified date. These
assigned an academic prefix and course num- are outlined in the syllabus and are aligned with
ber prior to the delivery of the course. The aca- the learner outcomes. The assignments and
demic dean’s office ensures that the syllabus group learning experiences must address the
aligns with the faculty approved course descrip- measurement of these learner outcomes. CIU
tion and that the defined approval procedures does not grant credit for previous experiential
have been followed. learning and professional certification.
Off-Campus Courses: The criteria and
approval process above is the same for off- Commencement
campus courses as it is for on-campus courses. Applying for a Degree: Degrees are awarded
Faculty Directed Study: The requirements at the end of the summer session (August) and
above must be met when designing and deliv- at December and May commencement. It is
ering a Faculty Directed Study (FDS). In addi- the responsibility of students planning to gradu-
tion, an FDS proposal must be reviewed and ate at the end of any of these terms to file an
approved by the academic dean of the respec- application for the degree or certificate by
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2009-2010 Graduate School Catalog
deadlines specified in the academic calendar. Students must also demonstrate an accurate
The university registrar will publicize degree understanding of the doctrine of the inerrancy
application deadlines each term. If a student of the Scriptures and affirm belief in that doc-
fails to complete all requirements by the end of trine. Students will not be accepted as a candi-
the specified term, the degree will not be date for a degree who affirm error in Scripture
issued. The degree application fee is forfeited or who believe in the ultimate salvation of all
and another degree application must be filed people.
(and diploma paid for) by the deadline for the Participation in Commencement: All require-
new term of expected graduation. The faculty ments for graduation must normally be met
passes upon each student individually and before the student may participate in the com-
reserves the right to refuse a degree to any mencement exercises. Attendance at com-
student whom it regards as not meeting the mencement is expected of all resident students
spiritual, academic, or physical standards of who have applied for a degree to be conferred
the university. at the end of spring or fall term.
Awarding a Degree: No degree will be awarded Since commencement is held only twice per
until the end of the term in which all graduation year, August graduating students may request
requirements have been met and for which a permission to participate in May commence-
degree application has been properly submitted. ment if they anticipate completing all degree
Meaning of a Degree: Because of the whole requirements by the end of the summer ses-
life training character of the program and its sion. TEFL students who are completing their
basic objective, “To know Him and to make Him internship during spring semester may request
known,” earning a degree at CIU involves more to participate in December’s commencement if
than merely meeting academic requirements. It their internship is not in a local placement. All
also requires that the student reflect adequate internship and practicum requirement plans
achievement of CIU objectives (including such must be approved by April 15 of the year in
nonacademic areas as personal morality, posi- which the student plans to participate in spring
tive interpersonal and family relationships, and commencement or Nov. 1 for December com-
local church involvement). Although non-aca- mencement. All registrations must be complet-
demic objectives cannot be measured with ed, internship or practicum tuition must be
complete objectivity, we believe valid and useful paid, and all requirements (including written
assessment is possible and necessary. All pro- reports and evaluations) must be completed by
grams provide significant training for vocational the last day of the term following the com-
Christian service. Criteria for granting a degree mencement in which the student participates.
are designed to reflect the student’s character
and the student’s competency in both general Degree change
and professional areas. Students desiring to change their degree within
Community expectation (evangelical or secular) the graduate school or from graduate school to
does not ultimately determine the meaning of a Seminary & School of Missions should request
degree from CIU. We are responsible to define a degree change form from the academic
our own purpose and establish our own dean’s office.
achievement standards. To qualify for a degree
doctrinally, students must demonstrate an Dismissal
accurate understanding of basic biblical doc- In addition to dismissal for academic reasons,
trines and be in agreement with the institution’s students may be required to withdraw from CIU
doctrinal statement (with the exception of the when their behavior and attitude are inconsis-
premillenial statement, which is not a mandato- tent with the standards and basic purpose of
ry requirement). the university. Such withdrawals may be for a
40
2009-2010 Graduate School Catalog
specific time during which the students have Upon acceptance, an online ID and password
opportunity to evaluate their personal goals and are mailed to the student’s home address. Prior
relationship to the university. The dean of to registering, students receive instructions on
Student Life serves as the administrator of uni- the registration process and guidance concern-
versity policy and the adjudicator in disciplinary ing a course of study from a faculty advisor.
matters. (See information regarding student dis- For returning students, registration materials are
cipline in the Student Life section of this cata- available online during the posted pre-registra-
log, or consult the student handbook.) tion period and at the beginning of each term.
All financial obligations of the preceding semes-
Dual Degrees ter must be met before the student may register
In preparation for future ministry, some students for another term.
may find it helpful to complete further training in Check-In: During the start of each semester, a
multiple areas by completing two (or more) designated “check-in” period is established in
advanced degrees. The “Dual Degree” program which students validate their arrival for the
permits students to apply up to 50 percent of semester to ensure proper processing by the
one graduate degree to another graduate Registrar’s office, Student Financial Service’s
degree at CIU. The required number of credits office, and Business and Accounting Services’
for completing both degrees may be less than if office. Until the final clearance is received dur-
the two degrees were completed separately; ing “check-in,” a student is not fully enrolled for
however, students must satisfy all requirements the semester.
for both degrees, including program admission
and completion requirements. Because of the Educational Resources
difficulty of insuring that all requirements from
Academic and Disability Services: CIU is com-
both programs are met, students should consult
mitted to providing equal educational opportunities
with advisors from both degree programs as
for all students and assisting them in making their
soon as possible during their time at CIU.
university experience successful. In compliance with
Coursework applied to a degree in the
the Americans with Disabilities Act and Section 504
Graduate School can be applied toward equiva-
of the Rehabilitation Act of 1973, we provide rea-
lent coursework in a degree of different nomen-
sonable accommodations for students with currently
clature in the Graduate School or toward
documented disabilities.
equivalent coursework in a degree at CIU
(For most disabilities current is defined as within
Seminary & School of Missions. There are five
three years.) Requests for accommodations should
separate degree nomenclatures in the Graduate
be made to the Academic & Disability Services
School: Master of Arts in Bible Teaching,
office, (803) 807-5612 (from on campus ext. 5612),
Master of Arts in Counseling, Master of Arts in
at least 30 working days prior to the first day of class
Teaching, Master of Arts in Teaching English as
to help ensure the quality and availability of services
a Foreign Language/Intercultural Studies, and
needed. Questions regarding requirements for quali-
Master of Education. See the seminary catalog
fying documentation and disability accommodations
for more information on seminary degrees.
should be directed to Academic & Disability
Students completing degrees in both the
Services.
Graduate School and the Seminary must be
fully admitted to both schools. Students may Advising: Each student is assigned a faculty
pursue multiple degrees sequentially or simulta- advisor according to the student’s program
neously, although degrees completed at the preference. The academic advising program is
same time may be awarded at different times. intended to foster developmental relationships
between faculty members and individual stu-
Enrollment information dents as a context for helping students
Registration: Entering students register for progress toward academic, spiritual, and voca-
courses following notification of acceptance. tional goals of their program. Students meet
41
2009-2010 Graduate School Catalog
with their academic advisors during two to cal and modern day maps, models, overhead
three chapel periods each semester, during pre- transparencies, flannel graph, pictures and
registration periods and at other times when posters, international costumes, artifacts, pup-
counsel is desired. The advisor approves the pets, and video recordings. While a portion of
courses the student selects and keeps a record the collection is in a format which can be
of the student’s progress. described as high-tech media, the emphasis of
Bookstore: A campus bookstore provides text- this collection is on low-tech resources useful
books and school supplies, reference books, for the hundreds of small churches in the
Bibles, gift and novelty items, snack foods, Columbia area, and culturally appropriate for
Christian CDs and CIU clothing. Students may use in less-developed countries. The MRD also
especially benefit from sales at the end of each has a production area where patrons can make
semester. Check cashing in small amounts is their own resources, and a Curriculum Materials
also available to students. Center housing two collections: sample church
curriculum from evangelical publishing compa-
Copy Center: A school-maintained copy center
nies, and K-6 Elementary Education school cur-
Processes copying requests for faculty, staff
riculum.
and students on a time available basis.
Electronic copy cards are available for use in Student Computing Center: The Student
the various copy machines located around Computing Center (SCC) is located in the Joy
campus. Ridderhoff building. The SCC has an open lab
and a computer classroom with an approximate
G. Allen Fleece Library: The library provides a
total of 50 computers available for lab users.
collection of over 150,000 print and non-print
Student computers are also available in the
items, 300 print journals and print journal back
library. The computers run on a Microsoft net-
issues representing over 1,000 titles. In addi-
work and use Windows as the operating sys-
tion, access to over 90 electronic databases,
tem. Microsoft Office 2007 is available on each
many of which are full text, is available through
computer with other software applications such
the library website and at the computer work
as WordPerfect, MS Works, Biblio 8, and Bible
stations in the library. The library participates in
Works. Photo editing software is available on
an interlibrary loan program through the Online
select computers. One digital editing computer
Computer Library Center network of over
is also available for student use. Black and
60,000 libraries worldwide. The library supports
white printing as well as color printing is avail-
membership in numerous national and special-
able in the SCC. Other lab services include
ized library associations as well as the Online
scanning, CD burning, and Internet access.
Computer Library Center network (OCLC), the
Registered students will receive their lab
Partnership Among South Carolina Academic
account information via CIUOnline.com e-mail.
Libraries (PASCAL), and the Christian Library
However, those who do not receive their lab
Consortium (CLC) and has membership in the
account information via e-mail should see the
American Theological Library Association
SCC front desk and complete a Student User
(ATLA) and the Association of Christian
Login Application. Lab Operators are available
Librarians (ACL). Visit www.ciu.edu/library for
to help students with various computing needs.
more information.
The SCC is generally open from 7 a.m.-12 mid-
Ministry Resource Department: The Ministry night Monday through Thursday, and from 8
Resource Department (MRD) is a department of a.m.-9 p.m. Friday through Saturday. The SCC
the G. Allen Fleece Library that houses and cir- is closed on Sundays and during the 10:45
culates teaching resources primarily for use in a.m.-11:30 a.m. chapel period Tuesday through
evangelism, discipleship, and teaching out- Friday. For additional information, contact the
reach. Our holdings of more than 9,000 SCC Front Desk at (803) 807-5147 or visit
resources include CDs, biblical costumes, bibli- www.ciu.edu/scc.
42
2009-2010 Graduate School Catalog
43
2009-2010 Graduate School Catalog
be retaken. Courses in which a grade of C or rate or misleading data through informal hear-
above is earned may be retaken only by per- ings. Student records include financial accounts
mission of the course instructor, the student’s and financial aid records, practicum and intern-
faculty advisor, and the dean of the Graduate ship assignments and evaluations, grades, vet-
School. In both cases, the new grade replaces eran affairs, and Student Life files. Students
the former grade in the calculation of the cumu- have the right to file complaints concerning
lative GPA, regardless of whether it is better or alleged institutional failure to comply with this
worse than the grade earned in the first Act. Copies of the institutional compliance poli-
attempt; however, the record of the previous cy are available in the Registrar’s Office. CIU
grade remains on the student’s transcript. A designates the following categories of student
repeated course counts only once toward records as public “Directory Information” and
degree requirements (i.e., students may not may use its discretion in disclosing these data:
receive double credit for a course). A course • Name, address, e-mail address, telephone
may be repeated for credit only twice. number, dates of attendance, classification,
Incomplete: Under exceptional circumstances, photographs.
a faculty member may permit additional time for • Previous institution(s) attended, major field(s)
the completion of course requirements after the of study, awards, honors, degree(s) conferred
end of the semester. In such cases, a tempo- (including dates).
rary grade of “I” (Incomplete) will be assigned to
• Past and present participation in officially rec-
a student whose performance is satisfactory
ognized sports and activities, physical factors
but, due to unforeseen circumstances, has
(height and weight of athletes), date and place
been unable to complete all course require-
of birth.
ments. An “I” is not given to enable the student
to do additional work to raise a deficient grade. • Forms requesting the withholding of
The terms for the removal of the “I,” including “Directory Information” may be obtained from
the time limit for its removal (normally one the Registration Office, and must be signed and
month after the final exam and limited to no returned prior to the first day of the second full
more than one additional semester) will be week of classes. Unless this form is filed, your
decided by the faculty member and document- approval for disclosure of “Directory
ed for the academic dean and Registrar’s Information” is assumed.
Office. The academic dean must approve any
Plagiarism
incomplete that goes past 30 days. It is the stu-
dent’s responsibility to arrange with the faculty CIU expects students to be honorable in all their
member whatever action is needed to remove academic work. All students are to do and be
the “I” grade at the earliest possible date, and responsible for their own work. Dishonesty in
in any event, within the time limit stipulated (not assignments, examinations, written papers, or
to exceed one year of the assignment of any other academic work is contrary to scriptural
Incomplete). The “I” grade does not carry quali- principles of Christian living and is an affront to
ty points and is not calculated in the grade fellow students and the faculty. Plagiarism is
point average. A student may not graduate with deliberately presenting another person’s ideas or
an “I” on the record. A student does not need words as one’s own or unintentionally failing to
to be enrolled to remove a grade of incomplete. cite the source of one’s ideas. The following are
specific examples of plagiarism:
Privacy Rights: The Family Educational Rights
and Privacy Act of 1974 (FERPA), as amended, 1. The words, sentences, ideas, conclusions,
with which CIU fully complies, protects the pri- examples, and/or organization of an assignment
vacy of educational records, establishes the are borrowed from a source (a book, an article,
rights of students to inspect these records, and another student’s paper, tapes, etc.) without
provides guidelines for the correction of inaccu- acknowledging the source.
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2009-2010 Graduate School Catalog
GRADES
Grading System: It is expected that work done at the Graduate School will represent faithfulness
and conscientious application on the part of every student. Although grades are not regarded as an
end in themselves, they usually represent not only the students’ knowledge of the subject, but also
their diligence in studying it. The grading system is as follows:
45
2009-2010 Graduate School Catalog
evaluative procedures, which may include mined through an examination of the learning
examinations in general academic development outcomes or student competencies, the relevan-
and/or the major field of study. The evaluative cy of content for current “best practice” knowl-
information obtained through testing is used edge base, and the opportunity to learn and
solely to improve the quality of the educational practice the skills and dispositions that are
experience of future generations of students. essential to the profession. Courses that are
parallel to required courses in the core curricu-
Transfer Credit Policy lum or the student’s major or minor program of
All transfer of credit must be from an accredited studies at CIU may be received as meeting the
institution or a non-accredited institution that requirement upon satisfactory review by the
has been placed on the graduate school’s Registrar’s Office in consultation with the related
approved list following the examination of insti- program directors of the respective schools.
tutional evidence that courses meet academic Courses that do not parallel any required course
rigor in alignment with Columbia International may be received as elective credit up to the limit
University. CIU only recognizes accreditation if of electives for a particular program in which the
the institution is accredited by an agency student enrolls at CIU. The university is a mem-
approved by the Council for Higher Education ber of the Higher Education Transfer Alliance
Accreditation (CHEA) or the U.S. Department of (HETA), sponsored by the Council for Higher
Education. Education Accreditation (CHEA) and follows
HETA guidelines for the evaluation of transfer
In order for a non-accredited institution to be
credit.
placed on the approved list, the institution must
submit an academic catalog in order to review To obtain an estimate of transfer credit, appli-
the institution’s mission, academic programs, cants must submit official transcripts for all
instructional policies, and faculty credentials. In postsecondary study to the Admissions Office
addition to the catalog, the institution will pro- along with their application for admission and a
vide three sample syllabi in order to review request for an estimate of transfer credit. In
course content and level of learning outcomes. some cases, applicants may be asked to send a
The registrar of the institution must also submit catalog or prospectus from colleges or other
a letter listing accredited institutions that have postsecondary institutions attended.
accepted its graduates for academic work at the The Registrar’s Office will provide an initial
appropriate level (undergraduate or graduate). assessment of transfer credit, but a final assign-
Upon receipt of these documents, a case for or ment of transfer credit may not be completed
against recommendation is presented to the until the end of the student’s first semester of
respective school faculty for approval. Once the study at CIU. Transfer credits may be applied
institution has gained an “approved status,” toward a student’s curriculum only by approval
specific transfer of course syllabi must be of the student’s academic advisor/program
examined utilizing the same transfer of credit director. After admission to a program at CIU,
guidelines as per accredited institutions, requests for transfer credit must be approved by
detailed below. The student is responsible for the student’s academic advisor and respective
submitting all documentation in support of a academic dean by academic petition.
transfer request. Credit for graduate work can- A grade of “C” (2.0 GPA) or better is required for
not be transferred into graduate programs at transfer courses. Courses graded “pass/fail”
CIU; however, work at an unaccredited school are not transferrable unless it is stipulated on
may be reviewed for advanced standing (see the transcript that a “pass” required a grade
below). equivalent to “C” (2.0) or above.
Courses submitted for transfer credit must be in
alignment with a course within the student’s
program curriculum. Alignment may be deter-
46
2009-2010 Graduate School Catalog
Transfer credit is limited by residency require- with final approval granted by the aca-
ments for the various degree programs. demic dean of the respective school.
Graduate students must complete a minimum of Students planning to complete work at another
50 percent of credits required for the graduate institution in their final semester of study should
degree at the Columbia campus or an approved be aware and advised that their graduation date
educational site. At the present time, the only may be affected. Transcripts not received within
alternative approved educational site for com- 10 calendar days of the end of CIU’s semester
pleting residency credit is Korntal, Germany. will result in deferral of graduation to the subse-
Transfer credits and distance education courses quent term.
do not count toward the residency requirement.
Advanced standing may be awarded “with cred- Transcript Request
it” or “without credit” for graduate level credit.
Official transcripts are maintained by the
Advanced standing without credit entitles the Registrar’s Office. A student can submit in writ-
student to waive a curricular requirement in a ing a request for transcripts to be mailed to any
field previously studied at an unaccredited organization or other institution of higher educa-
school and substitute an advanced course at tion. Transcript request forms are available at
CIU in the same field. Advanced standing with the Registrar’s Office and online. The cost for
credit satisfies the graduation requirement for distributing an official transcript is $5.
which advanced standing is awarded.
Advanced standing is awarded only on the basis Withdrawal
of written or oral examination administered at Withdrawal from a Course: In some cases, it
CIU (proficiency examination). Advanced stand- may become necessary or advisable for stu-
ing is available under the following conditions: dents to drop a course for which they have reg-
• With the exception of internship courses, istered. Prior to the drop/add deadline, students
advanced standing with credit may be should consult with their faculty advisor for the
granted for any course offered at CIU proper procedure. Between the drop/add dead-
appropriate to the student’s degree pro- line and the withdrawal deadline, students must
gram, including free electives. obtain a “Course Withdrawal” form from the
Registration Office, complete the requested
• Application for advanced standing must information, obtain all required signatures, and
be made within one year of matriculation submit it to the Registration Office for process-
into CIU. ing. Course withdrawal should be made as early
as possible in the semester. The tuition refund
• No more than one-sixth of the require-
schedule is subject to change; the current rate
ments of any degree program may be
schedule is available in the Registrar’s Office.
credited through advanced standing.
Students withdrawing from a course after the
• Students may not receive advanced withdrawal deadline will receive a “Withdrawn
standing credit for a course they have Failing (WF)” grade, equivalent to a failing (F)
audited at CIU. grade. In exceptional cases a withdrawal (W)
may still be granted by the Graduate School
• An approved Proficiency Exam dean (i.e. medical emergencies, military deploy-
Authorization form must be submitted to ment. See the registrar’s or academic dean’s
the Registrar’s Office with evidence that office for medical criteria). The course withdraw-
the student has paid the non-refundable al deadline in a normal semester format is after
examination fee. Competency must be the first five weeks. The withdrawal deadline for
demonstrated by scoring at least 77 per- courses offered in an intensive format is after
cent on a one-time only written and/or oral two days for a one-week course (40 percent of
assessment to be administered by the the course), three days for a two-week course
professor of record of the given course, (30 percent of the course), and four days (20
47
2009-2010 Graduate School Catalog
percent) for a three or more week course. from the Registration Office, complete the
Students are responsible for following estab- requested information, and obtain all required
lished withdrawal procedures. authorizations before submitting it to the
Withdrawal from the University: Students who Registration Office for processing. Failure to
for any reason consider withdrawing from CIU attend classes does not constitute withdrawal
during a semester should consult with the dean and failure to follow withdrawal procedures will
of Student Life and take the necessary steps to result in grades of “F” for all courses. Students
withdraw officially. Students who fail to withdraw withdrawing from school after the withdrawal
officially forfeit their right to honorable dismissal deadline (see under “Course Withdrawal”) will
and will receive a failing grade in each course receive a “Withdrawn Failing (WF)” grade, equiv-
for which they are registered during the semes- alent to a failing (F) grade. A withdrawal (W) may
ter. In cases where it becomes necessary or still be given for serious circumstances excused
advisable for a student to withdraw from the by the academic dean or for medical reasons
Graduate School, it is the responsibility of the (see the Registrar’s or Dean’s Office for medical
student to obtain a “School Withdrawal” form criteria).
48
Educational Opportunities
2009-2010 Graduate School Catalog
EDUCATIONAL OPPORTUNITIES
Accelerated Studies (Summer and Winter) several times a year but are not eligible for
financial aid. Registration for distance learning
Core and elective courses are offered every
courses opens about two months before the
year in intensive one, two and three week for-
start of the semester. To see registration dates
mats during the months of May through August
and other important deadlines, please go to
(Summer Studies Program) and two weeks of
www.ciu.edu/distance. All materials are ordered
January (Winter Studies). The abbreviated for-
through the CIUonline Bookstore at
mat of these sessions provides unique opportu-
www.ciu.edu/bookstore or by phone at (803)
nities for students to accelerate their programs
807-5263. Work done in a student’s final
and for people involved in ministry, missions,
semester may affect graduation date and/or
and other vocations to fit continuing education
receipt of diploma at time of commencement.
into their schedules. Intensive courses require
Issues constituting a need to hold the diploma
some level of pre- and post-class work. Upon
at the time of commencement must be resolved
registration, the student should check with the
prior to mailing the diploma to the student.
Graduate School Office for any required
advance reading or written assignments. During
Seminary & School of Missions
Summer and Winter Studies, CIU is able to
bring outstanding leaders in various fields to the An enthusiastic mix of recent college graduates,
campus. In the more intimate atmosphere of second career professionals, seasoned pastors,
smaller classes, learning takes place in a close furloughing missionaries, and international
enough relationship to get to know and be influ- church leaders trains for ministry at the CIU
enced by the specialists. Information is avail- Seminary & School of Missions. Students learn
able from the Graduate School Admissions together at our Columbia, S.C. campus, at our
Office. branch campus in Korntal, Germany, and at our
extension site in Atlanta. Customized programs
DISTANCE EDUCATION and flexible delivery systems take into consider-
ation a student’s previous Bible training and
CIU’s Distance Education and Media Center
ministry experience. A highly qualified and godly
offers many Independent and online courses in
faculty with strong academic credentials and
audio CD and DVD delivery formats. Our dis-
varied ministry backgrounds create a community
tance learning students across the globe are
of instruction, counsel, mentoring, and fellow-
mentored by faculty assistants and have direct
ship with students. A one-year Biblical Ministries
access to their professor’s e-mail address and
Certificate, offered both on campus and by
telephone extension throughout the course.
Independent courses, provides foundational
Distance learning students also have access to
training. The Certificate also serves, for those
the resources of the CIU Library for research
lacking previous theological education, as the
purposes and will ship books anywhere in the
first year of a degree program. The Master of
world. Courses and available formats are noted
Divinity provides optional concentrations in
in the Course Description section of this cata-
Academic Ministries, Bible Exposition, Global
log. Independant and online courses are specif-
Studies, Ministry Leadership and Pastoral
ically designed to serve students at a distance.
Counseling. Other ministerial leadership degrees
However, resident students may also register
include the Master of Arts in Ministry
for them as part of a semester load in order to
Leadership, Master of Arts in Bible Exposition,
alleviate schedule conflicts and/or to accelerate
Master of Arts in Global Studies and Master of
progress toward graduation and may be eligible
Arts in Pastoral Counseling and Spiritual
for financial aid. For non-resident students Fall,
Formation. Also, the Master of Arts is offered
Spring and Summer registrations are accepted
50
2009-2010 Graduate School Catalog
51
Admissions
52
2009-2010 Graduate School Catalog
ADMISSIONS
Who Should Apply? • References from pastor and two other
persons on forms provided. Note:
Applicants should evidence strong Christian
Completed reference forms should be
character and commitment, potential for effec-
mailed directly to the Graduate
tiveness in Christian ministry, and the scholastic
Admissions Office.
achievement, communication skills and intellec-
tual ability needed for graduate studies. • Documentation of any program-specific
admissions requirements. Any test scores
Our student body includes a blend of people
(i.e.: GRE, Praxis I:PPST, Praxis II 0014) or
fresh out of college, those with careers, single
other documentation required should be
and married persons, and transfer students.
submitted to the Graduate Admissions
The student body includes people of diverse
Office as soon as possible. Score reports
ages, geographical and cultural backgrounds,
must come directly from the testing
personal and family backgrounds, and denomi-
agency.
national affiliations. This diversity adds to the
richness of the CIU educational experience. 3. Confirm intention to enroll within 21 days from
receipt of acceptance letter by sending the
Prospective students are encouraged to dis-
$300 enrollment deposit and, if planning to
cuss plans, goals and questions with our con-
live on campus, the $100 housing deposit for
cerned and experienced admissions staff.
students starting in the fall or spring semes-
Within the United States, call our toll-free num-
ters. Graduate education students in the sum-
ber (800) 777-2227. Outside the United States,
mer-only program should submit a tuition
please call (803) 807-5335. Fax us at (803) 223-
deposit of $300 and, if desiring to live on
2501 or e-mail us at yesgrad@ciu.edu.
campus, a housing deposit of $50 with their
summer registration form. These are not extra
Admissions Procedures charges. The tuition deposit is a confirmation
1. Complete the online application. Or request of intention to enroll and is applied toward the
a paper copy from the Graduate Admissions student’s tuition at the time of enrollment. The
Office by calling (800) 777-2227, ext. 5335, housing deposit reserves space in the dormi-
e-mailing yesgrad@ciu.edu or by writing the tory and is applied toward room and board
office at Columbia International University, costs at the time of enrollment. For more
P.O. Box 3122, Columbia, SC 29230-3122. details on refunds, see the financial informa-
tion section of this catalog. The enrollment
2. Provide: deposit is waived for the spouse of a full-time
Graduate School student.
• Completed application form, the applica-
tion fee ($45) and a written Christian 4. A medical packet will be sent from the
Experience essay. Health Services Office after acceptance. The
completed immunization verification, medical
• Official transcripts from each post-sec-
history and insurance information must be
ondary institution. Transcripts should
received by health services before the stu-
show date of graduation, grade-point
dent may register for classes. Not required
average, and all courses taken.
for summer-only students.
Remember, all transcripts must be sent
directly from the school to CIU. Personal Note: Columbia International University follows
copies are not official. a rolling admissions policy. Applications are
reviewed when the admissions office has
53
2009-2010 Graduate School Catalog
54
2009-2010 Graduate School Catalog
placement. Therefore, applicants to this pro- ing the MACNS program (see Prerequisite
gram must demonstrate reasonable compe- Policy). Students must have one of the
tency, as evidenced by satisfactory college following:
level study, in the following areas:
a. an undergraduate major in psychology
• literature
• history b. at least 15 hours of psychology
coursework, including:
• social studies in the Bible curriculum
• General Psychology or Introduction
3. Foundational knowledge in Bible and theolo- to Psychology
gy. This requirement is satisfied by one of
the following: • Abnormal Psychology
55
2009-2010 Graduate School Catalog
56
2009-2010 Graduate School Catalog
57
2009-2010 Graduate School Catalog
3. Nine (9) semester hours of specific Bible/the- m.THE 5510 Doctrine: Survey (3)
ology courses (three hours from each catego- n. BIB 3616 or 6616 Romans (3)
ry listed below). This option is available for
the MAT and M.Ed. degrees only. Courses 4. For Ed.D. prerequisites, please refer to the
may be at either the undergraduate or the program webpages. (http://www.ciu.edu/edd)
graduate level. Courses numbered 1000-
4000 are undergraduate-level courses and International Applicants
are offered on campus through the CIU Applicants for whom English is not their first
Undergraduate School. Courses numbered at language are required to take the Test of
the 5000 level are graduate-level courses and English as a Foreign Language (TOEFL) Exam
are offered on campus through CIU Seminary and must score a 550 on the paper-based
& School of Missions. Courses are available examination or 213 on the computer-based
as online courses. Selected courses can be examination or 79 on the Internet-based exami-
satisfied by successfully passing Advanced nation before being considered for acceptance
Standing exams with an assigned SSM pro- into the Graduate School of Columbia
fessor. Arrangements for these exams should International University. International students
be made through your assigned program applying for the MATEFL/ICS or M.Ed. C&I/ESL
advisor. Courses from other accredited insti- programs must have a score of 600 on the
tutions may be accepted, but applicants paper-based examination or 250 on the com-
should contact the program director for puter-based examination or 100 on the Internet
approval. Applicants must have at least three examination. This includes internationals trans-
hours of coursework from each section: ferring to CIU from another graduate school in
the United States unless the student has com-
• Bible Survey pleted a degree in which English was the pri-
• Biblical Hermeneutics/Bible mary medium of instruction. The TOEFL Exam
Interpretation is available through American consular offices
• Theology Course www.ets.org. CIU’s code number is 5116.
Bible/Theology courses offered at CIU: International applicants must send official tran-
a. BIB 1110 Old Testament Survey (5) scripts (or certified true copies) of all academic
on-campus only work beyond the secondary school level. These
b. BIB 1112 Old Testament Survey: transcripts must be sent directly from the school
and not by the applicant. Records not in English
Part 1 (2) IDL only
should be accompanied by a certified translation
c. BIB 1113 Old Testament Survey:
into English. International students from institu-
Part 2 (3) IDL only tions outside the United States will also need to
d. BIB 1120 New Testament Survey (3) provide an evaluation of their degree by the World
e. BIB 4310 Progress of Redemption (3) Education Services (WES). More information on
f. BIB 5112 Genesis-Song of Solomon (3) this process is available online at
g. BIB 5113 Prophets (3) http://www.wes.org.
h. BIB 5132 Gospels/God’s Means of
Acceptance for study does not imply the avail-
Providing Redemption (3)
ability of scholarship or other financial assistance.
i. BIB 5133 Acts-Revelation (3)
j. BIB 3420 Principles of Bible Non-Degree Students
Interpretation (3)
Although students are normally accepted for
k. BIB 5410 Basic Biblical study on condition that they intend to complete
Hermeneutics (3) requirements for a degree program, other per-
l. THE 2110 Survey of Bible Doctrine (3) sons not applying for a specific degree program
IDL only may be accepted as a non-degree seeking stu-
58
2009-2010 Graduate School Catalog
dent. Applicants must hold at least a baccalau- • a list of accredited institutions that have
reate degree and be committed to lifestyle stan- accepted students from the institution for
dards that are consistent with evangelical graduate work.
Christians and the general ethos of CIU. • the syllabi from at least four classes appro-
Information on eligibility, limitations and applica- priate to program preparation as selected by
tion procedure is available in the Admissions the applicant.
Office. A maximum of 12 graduate hours may
be taken as a non-degree student. Students International students from non-accredited insti-
taking courses for professional development tutions outside the United States will also need
beyond the 12 credits will need to sign the to provide an evaluation of their degree by the
Waiver of Credit Hour Limitation. World Education Services (WES). More informa-
tion on this process is available online at
Non-Accredited Degrees http://www.wes.org/.
The faculty and administration of CIU recognize All students admitted to a Graduate School pro-
that there are higher education institutions, both gram based on a degree from a non-accredited
in the United States and around the world, institution are admitted with provisional accept-
which have chosen to offer quality instruction ance. Therefore, after one regular semester
and training without the benefit of accreditation (minimum of nine hours), the student’s work is
by an organization approved by the United evaluated to determine whether the provisional
States Department of Education. In general, status should be removed, extended for an
students graduating with a bachelor’s degree additional semester, or withdrawn from the pro-
from such institutions are not eligible for admis- gram. Generally, probationary status is removed
sion to the programs of the Graduate School. for students who achieve the requisite GPA (3.0
However, in a limited number of cases, it may for MACNS, 2.7 for all other programs).
be determined that the academic rigor required
in the bachelor’s program was sufficient to merit Probationary Acceptance
considering the applicant for admission.
A limited number of applicants may be accept-
Applicants in this category must satisfy the ed on a probationary basis if they have received
general admissions requirements for the CIU an accredited baccalaureate degree but do not
Graduate School and the specific requirements meet the academic requirements for the desired
for the program to which they are applying. As degree program. Students who have not met
evidence of ability to pursue successfully an the minimum GPA/GRE requirements for the
academic program, applicants must have both program may be granted probationary accept-
the minimum GPA in undergraduate study ance on a case by case basis. Students apply-
required by the program to which they are ing to the MAT program must have passed all
applying and scores above the 50th percentile three sections of the Praxis I exam to be con-
on the Graduate Record Examination or the sidered for probationary acceptance. After one
minimum as defined by a given program. regular semester of study, the work of students
Applicants must also provide the following who were admitted on probation is evaluated
documents from the institution(s) where they to determine whether the probationary status
completed their earlier study: should be removed or whether enrollment
should be terminated. Generally, probation
• an institutional catalog or other document
status is removed for students who achieve the
that includes the institution’s history;
requisite GPA (3.0 for MACNS, 2.70 for MAT
information on faculty credentials; the institu-
and 2.7 for all other programs).
tion’s relationship to state, regional, national
or international educational agencies; the
grading system; and course descriptions.
59
2009-2010 Graduate School Catalog
60
Financial Aid
2009-2010 Graduate School Catalog
FINANCIAL AID
When students are unable to fully fund their • Be enrolled on at least a half-time basis,
education from personal resources, it is CIU’s which is defined as 4.5 credit hours.
policy to attempt to assist them in obtaining
additional financing from federal, state, institu-
Other requirements may apply. Once you sub-
tional and private foundation resources to the
mit your FAFSA, the Office of Student Financial
extent possible. Students who wish to be con-
Services will contact you to discuss the com-
sidered for aid from these sources must meet
pletion of your application file. You must
general eligibility requirements as well as fund-
respond immediately to any request for addi-
specific criteria. Eligibility requirements and
tional information or documentation. Failure to
instructions for applying are outlined below.
do so could cause you to forfeit awards.
International students are not eligible for federal
aid but may qualify for institutional aid. Federal Financial Aid – Types
Graduate students, if eligible, can receive feder-
FEDERAL FINANCIAL AID al loans and work-study. Current information on
federal aid is available online at http://www.
Federal Financial Aid – Eligibility ciu.edu/semgrad/financialaid/federalaid or by
The federal government administers aid pro- visiting the Office of Student Financial Services.
grams with the purpose of assisting students
whose personal resources are not sufficient to Federal Work-Study (FWS)
pay for graduate school. This assistance may This program is designed to subsidize on and
come in the form of loans or federal work-study. off-campus job opportunities for needy stu-
The primary document used to apply for federal dents (as determined based on the FAFSA). A
aid is the Free Application for Federal Student student may seek employment after arriving on
Aid (FAFSA). This document is available online campus by contacting the Office of Career
at: www.fafsa.ed.gov. CIU’s FAFSA school code Planning and Placement. All jobs pay at least
is 003429. minimum wage. If a student does not demon-
To be considered for federal financial aid a stu- strate (on the FAFSA) sufficient financial need to
dent must meet the following general eligibility qualify for the federal work-study program, he
requirements: or she may apply for regular student employ-
• Submit the Free Application for Federal ment through the Office of Career Planning and
Student Aid (FAFSA) Placement.
• Be enrolled or accepted for enrollment in a Federal Stafford Loans (FSL)
regular, degree granting program of study (or
other eligible program as defined by the fed- The Federal Stafford Loan is long-term educa-
eral government) tional loan with a 6.8% fixed interest rate.
• Be a U.S. citizen or eligible non-citizen (as The student borrows from the lending institution
defined by the federal government) of his or her choice. Students who demonstrate
• Be registered with the Selective Service (if financial need according to the FAFSA may be
male and otherwise required) eligible for the Federal Subsidized Stafford
• Not be in default on a federal student loan or Loan. If you receive this type of loan, the U.S.
owe a refund for a federal student grant Department of Education will pay the interest as
long as you remain enrolled at least half time.
• Be making satisfactory academic progress
The U.S. Department of Education will continue
toward a degree or a certificate
62
2009-2010 Graduate School Catalog
to pay the interest for six months after you Highest consideration in awarding CIU financial
leave school (by graduating or withdrawing) and aid to international students will be given to
during any deferment period. Students who do those students who meet the following criteria:
not demonstrate financial need according to the • Are pursuing their first CIU post-graduate
FAFSA may be eligible for the Federal degree (MA or higher);
Unsubsidized Stafford Loan. The U.S. Depart-
• Have a proven record of ministry effective-
ment of Education does not pay interest on this
ness, especially in leadership positions;
type of loan. The borrower can either pay the
interest or allow the interest to be capitalized • Explicitly affirm his/her intention to return
(added to the principal). With the unsubsidized home to engage in a specific ministry role for
loan, the interest is the borrower’s responsibility which “Western” theological education is a
from the time the loan is disbursed until it is strategic advantage;
paid in full. • Receive endorsement and financial backing
For graduate students the annual subsidized from his/her native church and/or coordinat-
limit is $8,500 and the overall annual limit is ing mission agency;
$20,500. • Have strong references from CIU alumni,
particularly those with which they minister
Federal Financial Aid – How to Apply
• Demonstrate mission quality to the institution
U.S. citizens and eligible non-citizens must sub- • Demonstrate strong Christian character and
mit the FAFSA (usually by February 28). The spiritual maturity
FAFSA and the CIU Scholarship Application
become available online on January 2. Late
applications will be accepted, but funds are
INSTITUTIONAL FINANCIAL AID
awarded on a first come, first served basis.
Institutional Financial Aid – Eligibility
These applications are available online at
Columbia International University has numerous
http://www.ciu.edu/semgrad/financialaid/process/
scholarship and grant opportunities available to
Summer Students qualified students. U.S. citizens and eligible
non-citizens must submit both the FAFSA and
While CIU does not offer regular scholarships
the CIU Scholarship Application. International
during summer terms, students can be consid-
students should contact the Office of Student
ered for Federal Loans.
Financial Services to obtain the necessary
International Students instructions related to the application process.
These forms must be submitted each school
International students do not complete the year for the student to be considered for CIU
FAFSA. Instead they should contact the Office grants and scholarships for the next school
of Student Financial Services to obtain the nec- year.
essary instructions related to the application
Graduate students must be enrolled for at least
process. International students seeking financial
nine hours to be eligible for CIU Scholarships
aid should be aware that they are required by
and Endowment Grants/Scholarships. Moreover,
the U.S. Federal government to demonstrate
graduate students need to maintain Satisfactory
they have the funds necessary to attend the
Academic Progress and display excellent
university, prior to arriving in the United States.
Christian character. These grants and scholar-
The U.S. Government has determined that, bar-
ships are only awarded during the fall and spring
ring unforeseen circumstances, adequate fund-
semesters. CIU scholarship awards are made to
ing should be available from the same or
entering and continuing CIU students. Award
equally dependable sources for subsequent
amounts are approximately $1,000 per semester.
years of study. (U.S. Federal code 22 CFR
Approximately 40 Endowment Grants/
41.61 (b)(ii).)
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2009-2010 Graduate School Catalog
64
2009-2010 Graduate School Catalog
library, the internet, and college financial aid their local Vocational Rehabilitation agency for
offices. Students are encouraged to visit more information.
http://www.ciu.edu/semgrad/financialaid/resources/
for links to scholarship search websites. Financial Aid Policy for Satisfactory
Through your own diligence in seeking out the Academic Progress
possibilities, God may choose to provide for In order to remain eligible for federal and institu-
you through private foundations and organiza- tional aid, graduate students must maintain
tions. Satisfactory Academic Progress in their respec-
tive programs of study. Satisfactory Academic
Progress includes both qualitative measures
Other Aid Sources (obtaining and maintaining a satisfactory Grade
Veteran’s Benefits Point Average), and quantitative measures
(obtaining a minimum number of credits toward
If you are an eligible veteran, you are encour- a degree within specified time limits). The
aged to pursue the possibility of Veteran’s requirements are as follows:
Education Benefits. You should contact your
regional VA representative at (888) 442-4551 for Qualitative Measures
information and applications. Also visit the CIU
Students enrolled in CIU graduate degree pro-
veterans’ website at http://www.ciu.edu/sem-
grams must maintain a cumulative GPA that is
grad/financialaid/va/. Review this page to learn
greater than or equal to the cumulative GPA
how to apply your benefits as a CIU student.
required for graduation from that degree pro-
Click VA FAQ to review additional important
grams. CIU graduate programs have a minimum
information.
GPA requirement for graduation. Students
falling below the minimum GPA for one semes-
Of Interest to Veterans
ter are automatically placed on Financial Aid
This catalog contains valuable information, probation. Students falling below the minimum
including the following: GPA for two consecutive semesters will be con-
The names of school governing body, officials, sidered ineligible for additional financial aid until
and faculty: p.110-119 reinstated.
Calendar: p.120
Entrance requirements: p.54 Quantitative Measures
Receiving credit for prior education: p.60 Credit hours are evaluated on the basis of the
Grading system: p. 45 student’s enrollment. Enrollment is defined and
Academic probation: p.37 Satisfactory Academic Progress target levels
Unsatisfactory conduct: p.78 are established as of the last day to register for
Readmission: p.45 courses. Satisfactory Academic Progress is
Leave: p.47 evaluated at the end of spring semester. The
Attendance: p.38 determination of satisfactory or unsatisfactory
Academic records: p.47 status applies to the next academic year. At the
Graduation requirements: p.39 end of the spring semester, graduate and semi-
Tuition and fees: website nary students are considered eligible under this
Refund Policy: website measure if they earned no fewer than 12
semester hours of graduate credit per academic
Vocational Rehabilitation Benefits year, regardless of hours attempted. Remedial
Students who are overcoming physical and/or course work will be considered as part of the
developmental obstacles may be eligible for student’s degree program, but course incom-
Vocational Rehabilitation benefits through their pletes, withdrawals, or repetitions may not be
state of residence. Students should contact used as credit toward obtaining satisfactory
65
2009-2010 Graduate School Catalog
academic progress for the purposes of financial hospitalization, death in the immediate family,
aid if these hours are considered attempted yet etc.), then the appeal might be approved, which
not earned. Summer course enrollment is not would result in restored eligibility. Students
used to determine a student’s total semester wishing to appeal must submit a letter to the
hours of enrollment; however, semester hours Office of Student Financial Services stating their
earned during summer sessions are assessed reasons for failing to meet Satisfactory
regarding the student meeting the minimum Academic Progress and whether or not they
earned hours requirements. have solved their difficulties. This letter must be
(Therefore, a student who is not meeting the submitted no later than two weeks from the
minimum earned hours requirement may restore date of notification of unsatisfactory progress
his or her record to compliance with this stan- from the Office of Student Financial Services.
dard through summer enrollment.)
PROCEDURES
Notifications of Financial Aid ineligibility to cur-
rent students applying for financial aid will be The Financial Aid Office will run a Satisfactory
mailed during the summer. Academic Progress report in June. Notifying
students of their unsatisfactory progress early in
Appeals the summer may permit some students to make
up courses during the summer. A probationary
A student who has been determined to be ineli-
report will be run in January so that the Office
gible for financial aid due to a lack of compli-
of Student Financial Services can send letters
ance with the satisfactory academic progress
to students warning them of potential unsatis-
standards can have his or her eligibility restored
factory academic progress.
only if the appropriate one of the following con-
ditions has been met: FINANCIAL AID REFUND POLICY
• A sufficient number of credit hours have If a graduate or seminary student who is receiv-
been earned ing financial aid withdraws from school, either
• The student’s GPA has been raised to the partially or completely, during the course of an
required level enrollment period (semester or short term),
It is established through the financial aid satis- |policies have been established in accordance
factory progress appeal process that the stu- with federal regulations to ensure a fair and
dent encountered some type of extenuating equitable refund of tuition. Refund policies are
circumstance that hindered academic perform- subject to federal regulations and may change
ance during the semester in question (i.e., pro- during the course of a school year. Contact the
longed hospitalization, death in the immediate Office of Student Financial Services for a
family, etc.). complete copy of the current refund policy.
If a student who has been deemed ineligible for Note to CIU Scholarship/Endowment
financial aid successfully changes his or her Applicants:
Satisfactory Academic Progress standing, it is In order to make CIU scholarships and endow-
the student’s responsibility to notify the Office ments available to as many eligible students as
of Student Financial Services in writing of this possible, all CIU scholarships and endowments
change. Another option is to submit a are entirely forfeited when a recipient withdraws
Satisfactory Academic Progress Appeal to the from CIU before the end of a term or drops
Office of Student Financial Services. If it is below nine hours of enrollment. In such an
established through the financial aid satisfacto- event, CIU scholarship and endowment recipi-
ry progress appeal process that the student ents are responsible for complete repayment
encountered some type of extenuating circum- of funds.
stances that hindered academic performance
during the semester in question (i.e., prolonged Student Rights Statement
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2009-2010 Graduate School Catalog
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2009-2010 Graduate School Catalog
JOHN & NAOMI COTHRAN ENDOWED SCHOLARSHIP CBCS GRADUATE ENDOWED SCHOLARSHIP
(5 AWARDS @ APPROX. $1000) (10 AWARDS @ APPROX. $1000)
Awarding Criteria:
Awarding Criteria:
1. Demonstration of financial need by completion of the FAFSA.
1. Demonstration of financial need by completion of the FAFSA.
2. Preparing for a full-time Christian vocation.
2. Godliness of character and potential for future ministry.
Preferences, in order of priority, are: 2. Must be preparing for full-time Christian work in evangelism
or missions.
2. Commitment to evangelize people groups that are
3. Must have academic grades deserving of financial assistance.
atheist/non-religious, Muslim, Hindu, Buddhist, or with tribal
4. Must have financial need unmet by other sources.
religions.
3. Ex-felons ADOLPH & EMMA HERMANN SCHOLARSHIP
4. Minority U.S. citizens (4 AWARDS @ APPROX. $2000)
5. Ben Lippen international students Awarding Criteria:
1. Must be an international student with long-standing involve-
6. International students ment in ministry.
2. Must be a graduate level student. Students doing remedial
FURLOUGHING MISSIONARY SCHOLARSHIP undergraduate work in order to launch into graduate studies
(10 AWARDS @ APPROX. $150) may be considered.
Awarding Criteria: 3. Must come with a positive recommendation from appropriate
1. Must be affiliated with a recognized mission agency and on leaders of his/her church and of mission leadership on the
furlough. field.
2. Scholarship is awarded only for Winter and Summer Studies. 4. Must be committed to going back to serve in his/her home-
land and be prepared to repay the scholarship should he/she
not return.
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2009-2010 Graduate School Catalog
VIRGINIA HAMILTON LEWIS ENDOWED SCHOLARSHIP (MIN- NATHAN A. McDANIEL MEMORIAL ENDOWED SCHOLAR-
ISTRY) SHIP
(VARIES BASED ON FUNDING)
(2 AWARDS @ APPROX. $1250)
Awarding Criteria:
Awarding Criteria:
1. Demonstration of financial need by completion of the FAFSA.
1. Demonstration of financial need by completion of the FAFSA.
2. Preference is given to children of CIU alumni.
2. Preparing for full-time Christian service as a minister, mis-
3. Preparing for a full-time Christian vocation. sionary, or in Christian education or church music.
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Student Life
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STUDENT LIFE
Spiritual Life one another in love. Growth involves instructing,
modeling, encouraging, and submitting to one
“...but speaking the truth in love, we are to
another using common community standards.
grow up in all aspects into Him, who is the
head, even Christ, from whom the whole body, Growth in community is fostered through per-
being fitted and held together by that which sonal involvement with other believers. This
every joint supplies, according to the proper means we need to cultivate relationships in
working of each individual part, causes the which we are free to disclose with increasing
growth of the body for the building up of itself transparency our needs, weaknesses, fears,
in love.” Ephesians 4:15-16 and failures to a trusted friend or friends. It also
The goal of Student Life is for all members of means we must accept the responsibility that
the Columbia International University communi- comes with trust — humility, caring concern,
ty to know God in an intimate way; and, by the and commitment to our friends’ welfare and
power of the Holy Spirit, we want to mature, growth. This kind of mutual care is essential to
becoming more Christlike as we grow in our personal growth. Beyond its personal benefit, it
ability to support and encourage one another in affords vital preparation for future ministry.
this academic community. With the Bible as the
As members of a Christian community, we have
ultimate authority for what we teach and for
a responsibility to each other and for each
how we should live, we promote a lifestyle that
other. “Loving one another” is expressed in
derives its core beliefs from the Bible. This
many ways. We love when we serve each other
rationale is outlined in biblical and ministry
in humility, gentleness and genuine concern.
standards contained in regularly revised hand-
We love when we lift up those who are bur-
books for students, staff, and faculty.
dened, struggling, or falling short. How we fulfill
We do not assume that any of us have arrived our ministry to one another in love will depend
at any ultimate level of maturity; instead, we upon our personal maturity, spiritual gifts, avail-
seek to grow and live out life in such a manner able resources, and the depth of relationships
that we reflect what we believe the Bible teach-
we establish.
es regarding the virtues of holiness, honesty,
integrity, and peace. In terms of student learn- We believe it is important for our educational
ing objectives, the faculty and student life pro- program to involve the whole CIU community.
fessionals seek to model, mentor, and motivate Faculty, staff, and students grow through inter-
students as they develop their own views on action with each other and with supervisors,
family, community, personal disciplines, spiritual family, and church friends as we all progress
formation, and godly behavior. toward our common spiritual and personal
goals. In addition to course-related experi-
Growth in Community ences, CIU seeks to promote spiritual growth
The primary responsibility for spiritual growth and personal development through chapels,
and personal development lies within the indi- prayer days, field education experiences,
vidual; we believe this growth takes place best and informal fellowship on the campus and
within a community of believers committed to in our homes.
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exercise, and abstention from harmful prac- refine their knowledge, critical thinking process-
tices such as the use of tobacco and illegal es, skills, and talents for service to God and
drugs; others. Most importantly, we expect God to
• To maintain biblical principles of truth, honor, participate in the learning process. His role is to
and purity with regard to visual and listening transform and illumine the minds of both stu-
choices such as movies, music, Internet, dents and teachers and to empower all for a life
computer games and blogging; of godliness and service. Academic responsibil-
ities include, but are not limited to:
• To limit behaviors that may cause offense or
moral failure, such as restricting expressions • The responsibility to share with the faculty in
of physical affection to what is appropriate the maintenance of the integrity of scholar-
for the level of commitment of the relation- ship, grades, and academic standards.
ship and refraining from social dancing and • The responsibility to learn the content of a
drinking of alcoholic beverages. course of study according to standards of
For further explanation of the implications of academic performance established by the
these responsibilities, please refer to the university and the faculty member for each
Columbia International University Standards course she/he takes.
and Lifestyle Expectations. • The responsibility to promote by words, atti-
tude, and actions a classroom atmosphere
THE UNIVERSITY AND THE LAW that is conducive to the teaching and learn-
In keeping with scriptural admonitions to bring ing process for all concerned and to respect
ourselves under the authority of government, the standards of conduct established by the
members of the university community are university and each faculty member.
expected to uphold the laws of the local com- • The responsibility for class attendance and
munity, the state of South Carolina, and the to submit all class assignments (e.g. exami-
nation. Any alleged violations of federal, state, nations, tests, projects, reports), by sched-
or local laws may be referred to the appropriate uled due dates or accept penalties. If any
law enforcement officials and/or to the appro- problem arises regarding course work or
priate university or judicial body. attendance, the student will be responsible
for initiating contact with the instructor.
UNIVERSITY PRACTICES • The responsibility for meeting degree
In addition to subscribing to biblical expecta- requirements as provided in the university
tions, members of the university community catalog.
intentionally commit themselves to following the • The responsibility to register, “add,” and/or
university’s institutional standards of behavior. “drop” courses in a timely manner to ensure
This commitment reflects the conviction that that others will have an opportunity to take
these standards serve the good of the individ- courses. The student is responsible to follow
ual, the community, and the institution. For fur- the university guidelines if he/she desires an
ther explanation of the implications of these incomplete or needs to withdraw from the
responsibilities, please refer to the Columbia university.
International University Standards and Lifestyle
• The responsibility for the financial cost of
Expectations.
attending the university.
ACADEMIC RESPONSIBILITIES
The faculty has the responsibility to educate
students from a biblical worldview to impact the
nations with the message of Christ. Students
have the responsibility to embrace, inquire, and
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to the university’s management of the Title IV • Anonymous complaints and grievances will
programs, or regarding misleading or inap- not be addressed formally.
propriate advertising and promotion of the
• There will be no adverse effect on or retalia-
University’s educational programs, or other
tion against either a student who, in good
complaints about the institution.
faith voices a compliant/ grievance or
Policies and procedures governing the above against any person who, in good faith, pro-
responsibilities and rights appear in various uni- vides information regarding a
versity publications. Revisions may be made to complaint/grievance.
such policies and procedures and shall become
• Written grievances will receive written
effective following dissemination or update.
responses within 30 days and will be kept on
Student Discipline file in the appropriate office.
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STEP 4:
If deemed necessary, the student can register a
complaint to CIU’s accrediting agencies.
Southern Association of Colleges and Schools
1866 Southern Lane
Decatur, GA 30033-4097
Tel. (404) 679-4500
www.sacs.org
Association for Biblical Higher Education
5575 S. Semoran Blvd., Suite 26
Orlando, FL 32822-1781
Tel. (407) 207-0808
www.abhe.org
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STUDENT SERVICES
ATHLETICS/PHYSICAL FITNESS Most CIU students find employment in their
chosen field within a year after graduation.
Since we seek to train and develop the whole
Students should maintain close contacts with
person, physical fitness is a key aspect of the
their denominations and local churches, and
overall training program. Students are encour-
gain experience that will help them achieve their
aged to develop healthy habits in the areas of
vocational goals. Students should begin early in
sleep, diet, and exercise. The college seeks to
their entire academic career to investigate
develop an intercollegiate athletic program,
organizations, institutions, and agencies that
however one is not in place at the time of publi-
interest them.
cation of this Catalog. Facilities, equipment,
organized intramural team sports, and fitness CHAPLAIN SERVICES
and nutritional information are available to
assist students in achieving and maintaining a Many CIU students grow through discussing life
viable fitness program. issues with Student Life personnel and other
faculty. Non-clinical counseling encourages stu-
CAREER SERVICES dents in their relationships with God and others,
in biblical self-image, and in handling the chal-
The Career Services Office provides a range of
lenges of life, community, and ministry.
services to assist students with their career and
Referrals to on-campus licensed professionals
employment needs. The office maintains a
or other licensed therapists in the Columbia
password protected job database with current
area are available upon request.
listings for on- and off-campus jobs. There are
usually campus jobs available in various depart- FOOD SERVICES
ments. Some of these require, little or no expe-
rience, while others need more skill and ability. Food service at CIU is provided through a con-
Part-time and full-time off-campus positions are tract with Pioneer College Caterers, Inc. Pioneer
available in churches, educational institutions, offers on-campus students a choice of six meal
mission agencies, parachurch organizations, plan options. Various plans are available during
and the marketplace: locally, nationally, and Summer Studies; please consult with Student
worldwide. Through personalized assistance, Life to see if a summer plan is available. Off-
students receive guidance in conducting a job campus students and guests may purchase
search, self-assessment, resume and cover let- meals throughout the week during any regular
ter writing, and interviewing. academic semester.
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Course Descriptions
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COURSE DESCRIPTIONS
Graduate School Division course numbers consist of a three-letter subject area prefix
and a four-digit number indicating the difficulty level of the course as follows:
5000-level courses are considered introductory and may include some of the informa-
tion covered in a similarly titled undergraduate course;
6000 and 7000 levels courses are more advanced and may include prerequisite
requirements.
Some courses required of Graduate School degree programs are offered through the
seminary division of CIU. Each course description below indicates the course number,
title, semester hour value, anticipated semester of offer, and if the course is available
in IDL (independent learning) format through the Distance Education Center.
BIBLE
BIB 5132
BIB 5112 Gospels: God’s Means of
Genesis — Song of Solomon: God’s Plan of Creation Providing Redemption ..............................................(3)
and Redemption ........................................................(3) This course will guide you through a chronologi-
In this course you will focus on the structure cal, synthetic study of the four gospel records,
and contexts (historical, political, social, and emphasizing the time, place, circumstances,
religious) of each book, major theological pas- and persons involved in the events of Jesus’
sages and issues, and the application of these ministry. The gospel writers narrate the life,
texts to the life of the New Testament believer. death, and resurrection of Jesus Christ, God’s
God introduces His purpose for creating the appointed Redeemer of the world, who fulfills
world and redeeming human beings and estab- the promises and prophecies of the Old
lishes Israel as the nation through which He Testament. (Also in online format)
would bless all the nations in Jesus Christ. BIB 5133
(Also in online format) Acts — Revelation: God’s People Proclaiming
BIB 5113 Redemption Globally..................................................(3)
Prophets: God’s Message of Redemption In this course you will study the introductory
and Judgment ..........................................................(3) background, structure, and content of the New
In this course you will focus on the structure Testament books, Acts to Revelation, under-
and contexts (historical, political, social, and stood within their first century life setting. The
religious) of each prophetic book, major theo- authors of Acts, the letters, and Revelation not
logical passages and issues, and the applica- only relate the advance of the Early Church in
tion of these texts to the life of the New proclaiming redemption globally, they provide
Testament believer. The prophets of Israel pro- the contemporary church with normative mis-
claim God’s program for Israel and the nations sionary documents to guide it in fulfilling
of the Old Testament period and anticipate the Christ’s commission. (Also in online format)
redemptive work of Christ whose predicted life
and death would secure salvation for the world.
(Also in online format)
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BIB 6030
Biblical Theology of Missions ..................................(3)
A study of God’s purpose and activity as
revealed through Israel’s responsibility to the
nations in the Old Testament and the mandates
entrusted to the church in the New Testament.
(Offered as staffing and enrollment permit. Also
offered in online format.)
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Course Desctriptions (Counseling) continued…
family therapy as a profession and ministry will CNS 6210
be explored. Open to students in the MACNS Preparation for Clinical Practice ..............................(1)
program or by permission of the professor. This is a course in applied clinical practice. This
class will focus on consolidating the skills and
CNS 5410 understanding needed before the student’s first
Research, Statistics and Evaluation ........................(3) real-world experience in clinical practice is initi-
This course provides an advanced understand- ated. Its aim is to help the student to integrate
ing of types of research statistics, report devel- their first year of clinical course work by pre-
opment, implementation, program evaluation, senting opportunities to develop clinical compe-
needs assessment and ethical and legal consid- tencies in the areas of diagnostic interviewing,
erations. The course also includes significant case conceptualizing, goal setting, treatment
material on research in marriage and family planning, and case managing. Successful com-
therapy, with a focus on research methodology, pletion of this course is contingent upon com-
data analysis, and the evaluation of research as petent demonstration of key core competencies
it pertains to marriage and family therapy. The listed under course objectives. Prerequisites:
class will be given opportunity to apply this CNS 5330, CNS 5420, and CNS 6410. The
understanding in a variety of venues such as following course is recommended to be taken
counseling and marriage & family research, concurrently: CNS 6911. Open to students in
generic research, and research that needs to be the MACNS program or by permission of the
done within the religious community. Students professor.
will be introduced to research as it is conducted
for single-subject designs, experimental/quasi- CNS 6300
experimental designs, and systems-oriented Integration of Theology and Psychology ..................(3)
designs. Both quantitative processes will be This course provides an introduction to under-
explored. Students will review literature and standing the nature and scope of the integration
produce a research proposal that is appropriate of psychology and theology at three different
for their program emphasis. Prerequisite: levels, philosophically, theoretically, and practi-
Undergrad Research Design/ Statistics. Open to cally. With the basic assumption of the full
students in the MACNS program or by permis- authority of Scripture, this course will discuss
sion of the professor. the benefits of open dialogue between the
truths found in general and special revelation
CNS 5420 as they relate to counseling issues. Also, dis-
Psychopathology ......................................................(3) cussed will be the impact of personality and
This course will provide an understanding of personal history on one’s spiritual practices and
morbidity or pathology of the psyche or mind theological leanings. Prerequisites: CNS 6911,
with focus on behavioral manifestations and and THE 6320 (or equivalent in undergraduate
other dynamics of mental disorders and how study). NOTE: THE 6310 may be taken in
they affect individuals and families. Study will place of THE 6320 but THE 6320 is recom-
be done in the most current Diagnostic and mended over THE 6310. Open to students in
Statistical Manual of Mental Disorders (DSM) in the MACNS program or by permission of the
order to learn the categories of symptoms of professor.
psychopathology necessary to diagnose and
treat mental disorders. Students will be chal- CNS 6310
lenged to determine theologically what they Human Development Issues in Counseling ............(3)
believe are the standards for pathology and This is a course in applied developmental coun-
how these correlate with the DSM. Prerequisite: seling and marriage & family therapy, theory,
undergrad General Psychology or Introdution to and practice. Focus will be on the individual’s
Psychology and undergrad Abnormal and family’s development over the lifespan
Psychology. Open to students in the MACNS within the context of the family and cultural
program or by permission of the professor. environment, as well as family relationships.
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Challenges and pathologies that are often expe- skills are important, they do not replace the per-
rienced at each stage of development will be son of the counselor as the primary intervention
examined. Students will understand, analyze tool. Emphasis will be placed upon who the
and predict potential and realized crises, dis- counselor is and not just what the counselor
abilities, and pathologies that occur across the does in the session. Open to students in the
lifespan. This study will approach the lifespan MACNS program or by permission of the pro-
issues from wellness, prevention and treatment fessor. Course Fee: $200.
models, and will show in specific terms how
individual and family developmental theory can CNS 6430
be integrated into the counseling session. Appraisal of Individuals ............................................(3)
Emotional, cognitive, interpersonal, intraperson- This course presents students with an under-
al, physical, and moral issues will be examined standing of the psychometric theories and prac-
with special attention being applied to the tical approaches concerning the appraisal of
process of personality and spiritual develop- individuals, couples, and families, while equip-
ment. Significant material on issues of sexuality ping the student with the skills and competen-
as it relates to marriage and family therapy, the- cies necessary to incorporate appraisal
ory, and practice will be covered. Sexual dys- strategies into the helping process.
functions and difficulties, as well as individual Assessment, including marriage and family ther-
development, gender, and sexual orientation, apy methods and major mental health assess-
as related to marriage and family therapy, theo- ment methods and instruments will be covered.
ry, and practice will be included. Prerequisites: Focus will be placed on information gathering
undergrad Developmental Psychology, CNS methods, evaluating test validity and reliability
5310, CNS 5420, CNS 6410, and CNS 6911. (controlling for factors that may influence
Open to students in the MACNS program or by appraisal results), and application of assess-
permission of the professor. ment practices as an integral part of counsel-
ing, and marriage & family therapy.
CNS 6312 Prerequisites: CNS 5330, CNS 5410, CNS
Personal & Spiritual Development II ........................(3) 5420, CNS 6410, and CNS 6911. Open to stu-
Spring only. dents in the MACNS program or by permission
This course is a continuation of CNS 5312 of the professor. Course Fee: $75. Additional
Personal & Spiritual Development I. This course purchase of assessment materials is required
will also examine the changing direction of mis- for this course.
sions and member care, in the application of
counseling to cross-cultural settings throughout CNS 6431
the world. Learning is further reinforced through Assessment & Treatment of Childhood Disorders ....(3)
participation in a spiritual transformation, small This course will introduce students to develop-
group experience. Prerequisite: CNS 5312. mental, self-regulation and systems perspec-
Open to students in the MACNS program or by tives used to understand, diagnose, and treat
permission of the professor. Course Fee: $50. disorders of childhood and adolescence.
Students will gain an understanding of the nor-
CNS 6410 mal and abnormal developmental issues of chil-
Counseling Techniques..............................................(3) dren; the process of mastering self-regulation
This course is an introduction to the basic throughout development in various domains; the
counseling skills that are foundational to doing impact of relational dynamics within various sys-
effective individual counseling and marriage & tems (family, school, church, etc.); and the trend
family therapy. Students will be required to of the self’s consolidation and conceptualization
understand and to demonstrate successfully of these various vectors of life. The student will
basic counseling skills in the form of competen- then be able to form diagnosis and treatment
cies in order to progress through the course. plans that flow from their relational understanding
While counseling techniques and therapeutic of the child’s life based on the above models.
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examine their own families in light of theory and into the diagnostic formulation and treatment
to assess these theories from a biblical perspec- planning processes. This course addresses the
tive. Prerequisites: CNS 5310, and CNS 6911. 150 hour supervised counseling practicum
Open to students in the MACNS program or by licensure requirement for LPC and LMFT.
permission of the professor. Prerequisites: CNS 5330, CNS 5420, and CNS
6410. CNS 5310 must either be completed or
CNS 6821 taken concurrently. There is a lab that accom-
Family Therapy ..........................................................(3) panies this course. Open to students in the
This course will focus on conceptually applying MACNS program or by permission of the pro-
the foundational family systems theory and fessor. Course Fee: $150.
counseling techniques taught in CNS 6820
Family Systems Theory into clinical practice. CNS 6931
The course will provide a comprehensive survey Supervised Internship in Counseling 1:
and substantive understanding of the major Mood Disorders..........................................................(3)
models of marriage and family therapy, as well This internship course includes a 300 hour
as address a wide variety of clinical problems. (face-to-face client contact) supervised practice
Special emphasis will be given to the therapeu- of counseling in a clinical setting, with an
tic models of Murray Bowen and Salvador emphasis in assessment, diagnosis, treatment,
Minuchin. Students will be expected to inte- and pharmacology of mood disorders and how
grate both biblical and cultural understanding of they affect individuals, couples, and families. At
family into their therapeutic approach. Students least one half of the face-to-face client contact
will also be educated about appropriate collab- must be relational (talking about a relational
oration with related disciplines. Prerequisite: issue in the counseling session, NOT necessari-
CNS 6820. Open to students in the MACNS ly having more than one client in the session)
program or by permission of the professor. for student interns in the LMFT track. A mini-
mum of 50 hours of clinical supervision must be
CNS 6911 provided by an approved supervisor specific to
Diagnostic Practicum ................................................(3) the student intern’s program track (LPC or
This course provides the student with advanced LMFT). The student intern will practice a full
skills in diagnostics of psychopathology, includ- range of counseling skills at an approved
ing coverage of the most current Diagnostic internship site and will demonstrate those
and Statistical Manual of Mental Disorders skills in confidential class discussion, technique
(DSM) with a focus on differential diagnosis. demonstrations, presentations, and report
The student will develop the ability to gather writing. The student intern will strive to develop
clinical information effectively; form a DSM skills that combine both counseling and
diagnosis accurately; defend their diagnostic theological training within secular, religious, and
formulation convincingly; construct a case con- culturally diverse settings. The student intern
ceptualization insightfully; and relate the diag- will engage in a variety of professional activities
nostic profile to a treatment plan appropriately. at the internship site that would be typical of a
Students will be trained to diagnose when regularly employed licensed therapist. This
faced with atypical symptoms, multiple diag- course will focus primarily, although not exclu-
noses, and overlapping criteria. The student will sively, on treatment from the Cognitive-
then build treatment plans that demonstrate an Behavioral and Systems perspectives.
accurate grasp of the client’s pathology, family Prerequisites: CNS 6911, and candidacy
structure/relationships, and resources, while approval to the MACNS program. Open to stu-
specifying appropriate treatment modalities and dents in the MACNS program or by permission
employing sound report writing. In addition to of the professor. Course enrollment is limited to
DSM and psychopathology considerations, the 10 students. Course Fee: $250.
personality patterns, spiritual development and
belief systems of the client will be incorporated
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factors that influence transformation in today’s tors with an overview of the field of learning dis-
children and youth, and methods for facilitating abilities. In particular, biblical and research per-
spiritual development in educational settings. spectives will be presented for the process of
student identification, intervention and appropri-
EDU 5445 ate classroom adjustments. In addition, a model
Seminar in Authentic Educational Measurement ....(1) of effective co-laboring will be shared in which
This course is designed to introduce students general and special educators form a collabora-
to foundational ideas for creating a plan of tive school-wide team.
authentic educational measurements. The
course is presented in a six-seminar format with EDU 5485
assessment-focused assignments due after the Education Technology..........................................(3)
seminars. The course is offered as requested. The scope of this course will be to provide the
Students must complete a separate registration core technology knowledge and skills for the
process. productivity and professional practice of educa-
tors. This hands-on experience will emphasize
EDU 5451 leadership role; competency in the use of infor-
Methods of Teaching Bible........................................(3) mation and technology tools; integration and-
This course is a study of the methods of class- support of technology for learning, teaching,
room instruction with specific application to assessment, management, and operations; and
using the Bible as the text; preparation of mate- responsible decision making in relationship to
rial for teaching, including formulation of objec- technology issues and trends.
tives; and preparing units and daily lesson plans.
EDU 5515
EDU 5452 Institutional Advancement………………………..(3)
Student Teaching Seminar: Today’s administrator’s role encompasses more
Bible Teaching ..........................................................(3) than overseeing day to day activities of a
This seminar is designed to prepare the student school. They must address such complex
teacher in Bible for the directed teaching expe- issues as fundraising, vision casting and public
rience. Issues of being under supervision, man- relations. This course emphasizes the critical
aging the classroom, and evaluating student administrative processes that heads of schools
performance will be addressed. must be able to effectively accomplish in order
EDU 5453 to develop and maintain a healthy school.
Applied Methods of Teaching Bible ..........................(3) Strategic planning, development and marketing,
This course is a practical experience in and and financial accountability are explored in light
demonstration of principles and methods stud- of biblical principles. Application of every strate-
ied in EDU 4440. Students complete the prepa- gy to actual cases helps the students to trans-
ration of assigned unit for Directed Teaching in fer theory into practice.
Bible. EDU 5525
EDU 5461 Law and Personnel ....................................................(3)
Seminar in Diagnostic Reading Instruction ............(2) This course looks at the Christian school
This course is designed to provide procedures administrator's ethical and legal responsibility
and material for the diagnosis, assessment and toward constituents, especially personnel. A
correction of reading difficulties, the evaluation broad knowledge of school law is essential for
of student progress, and the differentiation of the administrator to make wise, data-enabled,
techniques to offer effective instruction. decisions for the school. Embedded within the
study of school law is the study of the princi-
EDU 5466 ples and practices of effective personnel admin-
Seminar in Learning Disabilities ..............................(2) istration. Case studies are used to understand
The purpose of this course is to equip educa- and apply legal issues affecting the entire
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EDU 5101, EDU 5545, EDU 5619, EDU 5541, or EDU 6231
by permission. History and Philosophy of Education........................(3)
This course surveys and analyzes the historical
EDU 5931 and philosophical ideas that guide educational
Student Teaching with Seminar ..............................(9) theory and practice in schools today. The
This course requires observation, participation, course focuses on the study of ideas and
and extended classroom teaching in a school movements and their developmental effects on
under the supervision of an experienced current educational settings in the United
teacher. Regular interaction includes assistance States. In addition, major consideration is given
and evaluation by the university supervisor and to Christian philosophical perspectives which
the cooperating teacher using the South are the foundation of Christian school educa-
Carolina ADEPT (Assisting, Developing and tion, with attention given to the goals of educa-
Evaluating Professional Teaching) Performance tion, the nature of the learner and learning, the
Standards. A student teaching fee is charged. role of the teacher, and the content of curricu-
Prerequisites: Admission to the MAT program, lum as components of educational philosophy.
EDU 5101, EDU 5545, EDU 5600, EDU 5331,
EDU 5810, EDU 5619, EDU 6140, EDU 5231, EDU 6410
EDU 7300, EDU 5444, and content area and Biblical Dynamics of Counseling ..............................(3)
Bible/Theology prerequisite courses completed. This course covers an orderly understanding of
EDU 5970 the doctrine of sanctification as related to chal-
Evaluative Professional Practice………………….(0) lenges and temptations that Christian youth
This zero credit course consists of the assess- face. The concepts of the WFSI youth counsel-
ments that will be administered to the student ing model will be reviewed. Role-play and case
during active practice. The self assessments, studies will be used to increase teacher and
supervisor checklists and rubrics will allow the counselor skills and understanding.
MEd program to assess the transfer of learning Requirements are satisfied by active participa-
from the university classroom to secondary tion in the International Institute of Christian
school. These assessments will be used to School Educators and an application project.
improve the quality of the MEd program. This course is offered alternate years during the
International Institute of Christian School
EDU 6110 Educators (IICSE).
Curriculum Development and Instruction ................(3)
This course is designed to assist students in EDU 6425
developing and analyzing curriculum. Supervision of Instruction ........................................(3)
Philosophies, theories and strategies will be This course will assist supervisory personnel in
examined in planning and developing long- and improving their ability to exercise effective
short-range units. Principles of knowledge, aes- supervision and evaluation principles. This
thetics and values are considered in light of improvement will be influenced by an under-
teaching and learning. standing of biblical principles, a knowledge of
related educational theory, and an opportunity
EDU 6140 to apply these principles and knowledge to
Connecting with Families and Communities............(2) specific supervisory problems and practices.
This course provides students with strategies
for linking schools, families, and communities to EDU 6480
provide integrated service delivery, for strength- Professional Portfolio Development ........................(1)
ening instruction with a team concept, and for This course is specifically designed for MAT
connecting with families from culturally diverse students who have previous teaching experi-
backgrounds. It also provides a foundation in ence and are exempt from student teaching.
ethical and professional standards. Under the direction of the MAT program direc-
tor, the student will prepare a professional port-
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folio to provide evidence of their professional identification, analysis, and response to current
competencies as outlined by South Carolina issues in education. Students will examine
state standards. The evidence for competency selected issues from a variety of viewpoints and
will also include teaching evaluations, letters of then reach a biblically integrated response and
reference, and artifacts from prior instructional position. Students will research issues and
experience. By permission only. articulate the debate both verbally and in writ-
ing. The goal is for students to be able to pub-
EDU 6490 lish their research or to host workshops. The
Educational Research................................................(3) professor acts as a facilitator. This course is
This course is designed to enable students to offered alternating years during the International
conduct and evaluate educational research. The Institute of Christian School Educators (IICSE).
instruction will emphasize the major principles,
methods, and procedures of research as EDU 6640
employed by students of education. Special Issues in Guidance ....................................................(3)
emphasis is given to researching educational This course will make wide use of the Internet
and administrative effectiveness in the school. resources and professional guidance and coun-
seling journals and periodicals to survey con-
EDU 6610 temporary issues in school guidance and
Advanced Instructional Strategies: The Differentiated counseling. Many of the issues reflect the felt
Classroom ..................................................................(3) needs that our culture presents and that grow
This course addresses the concept of differenti- out of post-Christian, post-modern social and
ation, which is the process of developing cur- moral relativism—outside and inside of the
riculum to meet the specific learning styles of Christian family, church, and school. In addition,
the students within one’s classroom. Students the distinctive Christian worldview that shapes
will examine strategies to develop or strengthen our Christian school ministry, brings other, more
new thinking patterns concerning curriculum predictable issues to the forefront for school
and instruction. Some topics to be discussed counselors. This course will make wide use of
will be tiering, 4-MAT, learning contracts, Internet resources and professional guidance
orbitals, interest groups, and compacting. and counseling journals and periodicals to sur-
EDU 6620 vey contemporary issues. Students will identify
Advanced Instructional Strategies: Understanding biblical principles that will bear on relevant
by Design ..................................................................(3) school counseling and guidance interventions at
elementary, middle, and/or high school levels.
The purpose of this course is to instruct teach-
ers and administrators in the best practice of EDU 6650
using assessment as the tool to determine the NILD Training Level 1 ................................................(4)
instruction of concepts. Class participants will Level I is an introduction to the general field of
be taught how to examine learning concepts learning disabilities and provides foundational
and determine how to develop enduring under- training in the philosophy and techniques of
standings and then to determine what is the NILD Educational Therapy. Prepares partici-
best method of assessing these understand- pants to begin giving therapy as intern thera-
ings. Students will learn how to develop pists (all educational therapists are considered
instruction and classroom activities from the interns until certification). (as listed on
assessments.This course is offered alternating http://www.nild.net/ website)
years during the International Institute of
Christian School Educators (IICSE).
EDU 6630
Issues in Curriculum ................................................(3)
This course will assist school personnel in the
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domains), identifying appropriate resources and ideas and movements and their developmental
strategies to reach those goals, and evaluating effects on current educational settings in the
the ultimate achievement of the goals. United States. In addition, Christian philosophi-
cal perspectives which are the foundation of
EDU 7960 Christian education are examined.
Professional Project ..............................................(2-6)
Provides an opportunity to design and develop EDU 9209
an idea resulting in a tangible product, innova- Theological and Pedagogical Foundations of
tive curriculum, improved management system Theological Education ..............................................(3)
or other unique addition to the field of educa- (Taught in Korntal, Germany. German fluency
tion. Project proposal must include a clear required.)
statement of outcome and benefits to setting, This course provides an overview of biblical,
defined procedures, timetable and assessment historical and contemporary educational theo-
procedures. Prerequisite: approval of advisor. ries and models. An emphasis will be laid on the
theology of theological Education, as well as the
EDU 9010 paradigmatic changes of the last 50 years in
Seminar in Core Values ..........................................(0) innovative and alternative educational forms. This
This one-day course introduces students to the is taught from the perspective of missions and
place of core valued in an educational institu- the global church. The integration of theory and
tion by presenting CIU's five core values of (1) practice will take a central position.
Authority of Scripture, (2) Victorious Christian 1. A theology of Theological Education.
Living, (3) World Evangelization, (4) Evangelical 2. Western educational theories and models
Unity, and (5) Prayer & Faith. Presentations are and the challenge to the world-wide church.
given by CIU faculty and administration mem- 3. The paradigm change in Theological
bers. (Pass/No Pass grading.) Education.
EDU 9150 4. Alternative models of theological education:
Contextualizing Christian Education in Diverse their opportunities and limits.
Settings ....................................................................(3) 5. Toward to a mission-oriented theological
This course examines philosophical, sociologi- Education
cal, religious, and cultural variables which 6. Integration of theory and practice
impact Christian schooling in contemporary cul- EDU 9300
ture. Attention is given to diverse environments Biblical Foundations for Curriculum and
in which Christian education occurs, including Pedagogy ...............................………………(3)
urban settings and culturally/linguistically This course will enable educators to use the
diverse (international) arenas. Biblical principles Bible as their primary document for curriculum
relevant to transcultural relationships are stud- and instructional design. Students will learn to
ied, along with models of successful Christian utilize basic hermeneutical principles when inte-
schooling in these settings. Students will grating faith and learning, design biblically inte-
address the Christian school mission and edu- grated instruction, write biblical standards and
cational emphases which are needed in light of objectives, and teach Christian critical thinking
the current and future societal environment. and worldview. Products from the course will
EDU 9200 include a comprehensive list of biblical stan-
Historical and Philosophical Perspectives dards for education, a list of Christian critical
on Education ..............................................................(3) thinking skills, a knowledge of models for bibli-
This course surveys and analyzes the historical cal integration and examples of integrated les-
and philosophical ideas that guide educational sons. The course will utilize historical lectures
theory and practice in schools today. The (classic videos) from the International Institute
course focuses on the study of nations, leaders, for Christian School Educators.
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ICS 6024
INTERCULTURAL Understanding Cultures and Worldviews
STUDIES The course will enable you to understand the
worldview assumptions which are foundational
ICS 5010 to a person’s belief systems and behavior pat-
Introduction to World Religions .................................(3) terns. You will analyze the culture and world-
You will survey the origins, beliefs, practices, view of an ethno-linguistic or socio-economic
impact, and folk expressions of major world grouping of people from a biblical worldview
religions such as Hinduism, Buddhism, and perspective. You will also consider elements of
Islam. You will evaluate the status of each reli- biblical contextualization. Prerequisites: BIB
gion in reference to Christian missions. 5410; ICS/MIS 5031, or ICS/MIS 5050, or
equivalent. (Also in online format)
ICS 5031
The Mission of God ....................................................(3) ICS 6040
You will study the mission of God as it is Cultural Anthropology ................................................(3)
revealed in the Bible and throughout history. This course will introduce you to the discipline
You will compare and evaluate principles, of cultural anthropology and the study of other
dynamics, philosophies, and practices of cross- cultures. You will learn concepts and field meth-
cultural missions. You will grow in your ability to ods which will help you acquire an understand-
share the gospel with individuals from cultures ing of the society, culture, and customs of the
other than your own. people God has called you to reach. (Also in
online format)
ICS 5046
Principles of Language Learning ...............................(3) ICS 6043
This course will train you in effective principles Tentmaking Strategies for the 10/40 Window .........(3)
of language learning emphasizing LAMP, Total This course will help you understand the scope
Physical Response (TPR), and phonetics. The of tentmaking, and will demonstrate biblically
goal is to provide you with the knowledge need- and historically that the opportunities for church
ed to learn a new language in any context. planting via tentmaking entry strategies are lim-
itless. Through numerous case studies, mostly
ICS 5050 taken from Muslim settings, you will explore the
Perspectives on the World Christian Movement .......(3) growing need for tentmakers to plant churches
This course will introduce you to the biblical, among the least-reached people groups.
historical, cross-cultural, and strategic aspects
of international missions as seen and experi- ICS 6045
enced by missions practitioners and instructors. Biblical Contextualization ..........................................(3)
(Can be used as elective credit. Does not count In this course you will study how to understand
toward residence requirements. Does not count and apply the Bible faithfully and effectively in a
toward financial aid eligibility.) cross-cultural setting. You will look at the
Bible’s teaching about culture and hermeneu-
ICS 6020 tics, especially language, revelation, truth,
History of Missions ....................................................(3) scriptural authority, application and contextual-
In this course you will survey the expansion of ization. You will assess case studies of contex-
Christianity with an emphasis on the cultural tualization in missions. Your summative exercise
and strategic dimensions of its growth. Special will produce a biblically controlled example of
attention will be given to factors arising during contextualization. Prerequisite: BIB 5410 or
the post-Reformation era which have influenced equivalent. (Also offered as BIB 6045.)
the development of Christian missions.
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skills appropriate for different levels; vocabulary experience in the ESL classroom. Students
development. Includes the design of activities, attend weekly classes, observe experienced
the practice of techniques and microteaching – ESL teachers, tutor non-native speakers, write
opportunities to teach portions of lessons and lesson plans, and teach ESL classes under the
receive feedback. supervision of CIU faculty. These placements
are designed to provide students with opportu-
LNG 6745 nities to develop their teaching and ministry
Techniques of TEFL: English Structure skills in a supportive environment. Students
and Writing ................................................................(3) must receive a satisfactory grade in these
A practical course in teaching English grammar courses in order to register for LNG 7970 TEFL
and writing to adult speakers of other lan- Internship.
guages. Includes the design of activities, the
practice of techniques and microteaching – LNG 6950
opportunities to teach portions of lessons and Faculty Directed Study in Linguistics ..................(1-3)
receive feedback. Not a review of English gram- Upon Request
mar. Prerequisite: LNG 5710 or LNG 6740. Available by special arrangement with instruc-
tor. Consult with academic advisor.
LNG 6831
Curriculum, Testing and Administration for Language LNG 7970
Programs....................................................................(3) TEFL Internship..........................................................(2)
This course is a study of the principles of cur- An off-campus, intensive experience in teaching
riculum development and testing for language English to speakers of other languages.
programs. The course also covers program Focuses on developing skills and techniques in
administration and other professional issues. teaching English while applying language teach-
Prerequisite: LNG 5710 and LNG 6740. ing theory and principles. Prerequisite: All
coursework for MATEFL/ICS and permission of
LNG 6910-6911 instructor.
TEFL Practicum ........................................................(1)
These courses are designed to enable TEFL
students to complement their course work with
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THE 6310
Systematic Theology 1 ..............................................(3)
In this course you will explore the major divi-
sions of theology (Prolegomena), the doctrine of
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2009-2010 Graduate School Catalog
FACULTY
Resident Faculty associate professor of education, support and student services, Nova
Simpson College, 1989-2003. Southeastern University, 1996-20D
Mark Bolte, Director of M.A. in Adjunct professor, Columbia
Counseling Program International University, 1995-2003. Elaine Lindsey, Director of
Clinical Counseling 2003 M.Ed. Programs
B.A.(Psychology), Tennessee Education
Temple University; M.S.(Clinical Anita J. Cooper, Director of B.S., Houghton College; Ed.M.,
Psychology), Loyola College; APA M.A. in Bible Teaching Program Temple University; Ed.D., University
residency in clinical psychology, Bible Teaching of South Carolina; teacher, director
Tripler Army Medical Center; Psy.D. B.S., Columbia Bible College; of curriculum and instruction, Ben
(Clinical Psycho- logy), Florida M.Ed., Reformed Theological Lippen School, 1980; adjunct facul-
Tech; mental health worker, Seminary; Ph.D., University of ty, Columbia International
Sheppard Pratt hospital, 1984-89; South Carolina; advanced biblical University, 1995-2000. 2000
psychotherapist, Skeen, DeWitt studies, Reformed Theological
and Associates, 1988-89; psy- Seminary; advanced biblical stud- Mark D. McCann, Director of
chotherapist, Renewal Counseling ies, Columbia Biblical Seminary MAT
Center, 1989-92; addiction coun- and School of Missions; teacher, Education
selor, Epoch Counseling Center, Hamilton County Public Schools, B.A., Florida Bible College; M.S.,
1989-92; instructor, Midlands 1975-77; teacher, Mercer County Nova Southeastern University;
Technical College, Beltline Campus, Public Schools, 1977-85. 1985 Ed.D., University of Central Florida;
1997; Chief psychologist, Elementary Teacher, Osceola Public
Psychology Service, Fort Jackson’s W. Lindsay Hislop Schools, 1985-1988; Computer
Community Mental Health Service, Teaching English as a Foreign Science Teacher (K-12), The First
1996-99; command psychologist, Language Academy, Orlando, Florida, 1988-
Fort Jackson’s Community Mental B.A., Columbia Bible College; M.A., 1995; Administration, The First
Health Service, 1998-99; chief psy- Ph.D., University of South Carolina; Academy, 1995-2003; Director of
chologist, South Carolina Rinker Materials Corporation, 1963- School Improvement and High
Department of Public Safety 67; Ontario Hydro Corporation, School Bible Teacher, The First
Criminal Justice Academy Division, 1967-78; teaching assistant, Academy, 2003-2004. 2004
1999-2003; private practice, University of South Carolina, 1982-
Palmetto Counseling Associates, 83. 1983 Connie Z. Mitchell, Associate
1999-present; SC Licensed Clinical Dean for Professional Education
Psychologist; professor, Columbia Ronald Kroll, Associate Dean for Programs
International University, Graduate Extension Education Education
School Division, 2000-present; Education B.A., Florida Bible College; B.S.,
Director of the Clinical Counseling B.Mus., William Tyndale College; Bryan College; M.A., Ed.D.,
Program, Columbia International M.A., Eastern Michigan University; University of Miami; teacher,
University, 2005-present 2000 Ed.D., Nova University; church Coconut Grove Elementary School,
music director, 1979-80, 1982-84; 1967-72; faculty, director of educa-
Gordon Brown, Director of interim pastor, 1991-92; dean of tion, Florida Bible College, 1972-
Doctor of Education (Ed.D.) men, assistant professor, music 96; adjunct faculty, Valencia
Program department chair, coordinator of Community College, 1983-92;
Education academic advising, associate pro- adjunct faculty, Columbia
B.A., Wheaton College; M.A.T., fessor, registrar, vice-president for International University, 1991-
Rollins College; Ed.D., University of academic affairs, Practical Bible 97.1997
Miami; headmaster, Asheville College, 1982-1996; Commission
Christian Academy, 1974-77, 84- on Accreditation, Accrediting Dennis Morgan
89; principal, Miami Christian Association of Bible Colleges, Clinical Counseling
School, 1970-74, 77-84; provost, 1992-97; associate dean for cluster B.S.(psychology), Abilene Christian
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2009-2010 Graduate School Catalog
University; M.A. (Clinical Virginia Beach, VA, 1998-2000; clin- mental health consultations, United
Psychology) Rosemead School of ical psychologist, Christian Social and Mental Health Services,
Psychology, Biola University: Psychotherapy Services, Virginia Inc., Day Kimball Hospital, Putnam,
M.A.T.S. (Theological Studies), Beach, VA, 2000-2005; consultant, CT, Windham Community Hospital,
Reformed Theological Seminary; Pro-Family Counseling Services, Willimantic, CT, 1987-1988; nurs-
Psy.D.(Clinical Psychology) Vienna Austria, 2002-present; ing home consultant, Human
Rosemead School of Psychology; adjunct professor, Columbia Resource Institute (Franklin, MA).
coordinator of psychological servic- International University, Graduate 1988-1990; Private Practice,
es, Psychological Services, School Division, Columbia, SC, Waynesboro, PA, 1991-1995; con-
Pepperdine University, Malibu, CA, 2003-2005; resident professor, sultant, previously residential direc-
1982-1984; adjunct faculty, Columbia International University, tor and staff psychologist, Cedar
Pepperdine University, Malibu, CA Graduate School Division, Ridge Children's Home and
and Los Angeles, CA, 1983-1984; Columbia, SC, 2005-present; SC School, Inc., Williamsport, MD,
private practice, Columbia Licensed Clinical Psychologist; pri- 1991-2006.; Head staff of mental
Psychological Group, Long Beach, vate practice, Christian Counseling health department, Greencastle
CA, 1983-1984; medical affiliate Center at First Presbyterian Family Practice, Greencastle, PA,
staff, College Hospital, Cerritos, Church, Columbia, SC, 2005- 1995-1999; clinical director,
CA, 1983-1984; private practice, present. 2005 Frances Leiter Center,
Campbell Psychological Services, Chambersburg, PA, 1996-2006;
Campbell, CA, 1984-1988; psy- Linda J. Murdaugh, Director allied health professional staff and
chologist, Employee Assistance of Professional Education Field consultant, Summit Behavioral
Program, El Camino Hospital, Experiences Health Services, Chambersburg
Mountain View, CA, 1985-1986; pri- Education Hospital, Chambersburg, PA and
vate practice, Christian Family B.A., California Baptist College; Waynesboro Hospital, Waynesboro,
Counseling Services, Fremont, CA, M.A., California State University; PA, 1997-2006; consultant,
1986-1988; clinical coordinator, teacher, First Southern Baptist Western Maryland Intensive
RAPHA Unit, Sharpstown General Christian School of Fountain Valley, Behavior Management Program,
Hospital, Houston, TX, 1988-1989; 1979; teacher, curriculum director, Hagerstown, MD, 1998-2006; con-
private practice, Christian Riverside Christian Day School, sultant, Arc of Washington County
Counseling Centers, Campbell, CA, 1979-91; teacher, Ben Lippen programs: Autism Waiver Program,
1989-1993; clinical consultant, School, 1991-93.1993 Children's Residential Services,
Rapha/Renewal Unit, Oak Creek Community Supported Living
Hospital, San Jose, CA, 1991- Harvey Payne, Associate Dean Arrangements program, Phoenix
1992; co-owner/board member, of Personal Care and (Traumatic Brain Injury) Program,
Renewal Psychotherapy Group, Counseling Psychiatric Rehabilitation Program,
Fremont, CA, 1991-1992; active Personal Care and Counseling/ Stepping Stones Program,
professional staff, Oak Creek Clinical Counseling Hagerstown, MD, 1998-2006;
Hospital, San Jose, CA, 1991- B.S., Lancaster Bible College; M.A. Clinical Child and Consulting
1993; vice president-clinical servic- in Counseling, Denver Seminary; Practice, Waynesboro, PA, 1999-
es, Christian Counseling Centers, Psy.D., in Clinical Psychology; 2006; consultant, Catholic
San Francisco Bay Area, 1992- Massachusetts School of Charities, Chambersburg, PA,
1993; active professional staff, Professional Psychology; APA 1999-2006; consultant, Kuwait
Good Samaritan Hospital, San Internship, Worcester State Center for Autism, Al-Rawda,
Jose, CA, 1992-1993; senior psy- Hospital and University of Kuwait, 2000-present; consultant,
chologist, Tennessee Christian Massachusetts Medical Center; Oomit Corporation, Astana,
Medical Center, Madison, TN, Post-Doctoral Fellowship, Alfred I. Kazakhstan, 2004-present; consult-
1993-1997; consultant/owner, Life duPont Institute, now the Alfred I. ant, Jeddah Autism Center,
Phases Consultation, duPont Hospital for Children; Jeddah, Saudi Arabia, 2005-pres-
Hendersonville, TN, 1996-1998; Counseling Services Director, con- ent; Presentations: Dr. Payne has
clinical associate professor/psy- sultant, Cedar Ridge Counseling presented professionally for a wide
chological services center clinical Services and Children's Home, variety of audiences such as par-
manager, Regent University, School Williamsport, MD, 1985-1986, ents, agency staff, regional semi-
of Psychology and Counseling, 1986-1990; Crisis intervention and nars, Kazakhstan Medical
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ADJUNCT FACULTY
Tom Barbian Schools, 1969-74; special educa- MMus., University of South
Counseling tion teacher, Virginia Beach Public Carolina. Private voice instructor
B.A., Southern California College; Schools, 1974-77; adjunct profes- and vocal coach, 2003-present;
M.S., California Lutheran sor in special education, Old Church music administrator, 1998-
University; (Marriage, Family, & Dominion University, 1973-83; prin- 2005. 2008.
Child Counseling), California cipal, Virginia School at Hampton,
Lutheran University, 1985; staff 1979-83; teacher, curriculum coor- David G. Cashin
member, Church of the Living dinator, director of special educa- Intercultural Studies
Christ, 1982-1989; M.F.C.C. intern, tion, Lynchburg Christian Academy, Ph.D., Stockholm University,
private practice, 1986-1989; mar- 1983-84; director, Shades Sweden; press secretary, U.S.
riage family, & child counselor, Mountain Christian Schools, 1984- Center for World Mission, 1977-79;
Antelope Valley Christian 94; director of curriculum, director of research, Samuel
Counseling Center, 1989-1991; Association of Christian Schools Zwemer Institute of Islamic Studies,
director, Care Options, 1994-1997; International, 1989-1996; founder 1979-80; immigrant relations spe-
professional advisor, C.H.A.D.D., and vice president, Christian cialist, Saron Baptist Church,
1991-1997; assistant professor, Academic Publications & Services, Gothenburg, Sweden, 1980-82;
Chapman University, 1996; clinical 1996-present; founder and director, missionary, church planter, educa-
director, part-owner, Associated Deaf Online University, 2002- tor and development worker, SIM
Christian Therapy Services, 1991- present International, 1982-91; city transla-
1997; director, Christian Counseling tor, Eskilstuna, Sweden, 1991-94;
Center at First Presbyterian Mickey Bowdon, Vice President teacher and seminar leader,
Church, 1997-present; SC for Christian School Education Orevoro Theological Seminary,
Licensed Professional Counselor; Education 1991-95; pastor, Johanneberg
SC Licensed Professional B.S. Cumberland College; M.Ed. in Baptist and Salem Baptist Church,
Counselor Supervisor; adjunct fac- Administration and Supervision, 1991-95; interim pastor, Stony
ulty, Columbia International Memphis State University; public Brook Community Church, 1996-
University, Graduate School school teaching and coaching, 97; principal, Valley Christian
Division, Columbia, SC, 1997- 1967-1971; high school principal, School, 1995-2001; faculty,
present. 1997 Evangelical Christian School, Columbia International University
Memphis, TN, 1972-1976; head- Seminary & School of Missions,
Eddie K. Baumann master and president, Evangelical 2001-present. 2001
Education Christian School, 1976-1992;
B.S., M.S., Ph.D., University of Executive Director of the Institute Penny Clawson
Wisconsin-Milwaukee; teacher to for Christian School Development, Education
adolescent hospital patients, 1984- 1992-1994; President, B.S., Philadelphia College of Bible;
89; director of education; SchoolMasters (Christian School M.Ed., Millersville University; Ed.D.,
Northbrooke Hospital, 1989-91; Consultant firm), 1994-1996; Nova Southeastern University; ele-
teacher, Heritage Christian School, Superintendent, Westminister mentary teacher, director, therapist,
1991-93; professor, Cedarville Christian Academy, 1996-2002; Learning Disabilities Discovery
University, 1993-present. 2000 Headmaster, Shoals Christian Center, Christian School of York,
School, 2002-2005. 2005 1968-83; professor, education
Sharon Berry department chair and director of
Education Lee Alison Branham Consulting Resource Teacher
B.S.E., University of Arkansas; Vocal Music Program, Lancaster Bible College,
M.S., Old Dominion University; Ms. Branham’s specialty is vocal 1983-present. 1997
Ph.D., Gallaudet University; performance. She brings rich expe-
teacher, Arkansas School for the rience as a classical trained vocalist
Deaf, 1965-69; special education along with a passion for church
teacher, Portsmouth Public ministry. BMus., Columbia College;
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Licensed Marriage and Family Seminary; associate pastor, (ABD) (Family Counseling:
Therapist; SC Licensed Middletown Presbyterian Church, Speialization in Human Sexuality),
Professional Counselor Supervisor, Middletown, PA 1972-73; youth Asbury Theological Seminary;
1985; Columbia Area Mental pastor, Village Church of teaching team administrator,
Health, 1975-2004; staff counselor, Barrington, Barrington, IL, 1973- Taiyuan University of Technology,
St. Andrews Presbyterian Church, 76; psychiatric technician, Forest China, 1986-87; adolescent coun-
1985-present; staff counselor, Hospital, Des Plaines, IL 1979-82; selor, Pines Adolescent Treatment
Cornerstone Presbyterian Church, staff therapist, DuKane Clinics, Center, 1987-88; instructor and
1985-2005; private practice, Elgin, IL 1982- 85; Director of department director, Limestone
Palmetto Counseling Associates, Counseling and Family Life, Willow College, 1988-89; missionary,
1995-2005; university counselor Creek Church, South Barrington, IL Pentecostal Holiness World
and adjunct faculty, Columbia 1985-92; Doctoral Internship, The Ministries, 1989-present; visiting
International University, Graduate Willows Graduate Program, 1996- fellow, Leport Mental Hospital,
School Division, 2001-present. 1997; Church Plant, Palmetto Point Hungary, 1990-92; private practice
2001 Church, 1993-98; Professor and Berlin, Germany, 1996-2001; thera-
Director of Counseling Programs, pist, Heartstream Resources for
Warren F. Larson Columbia International University, Cross-Cultural Workers, 2001-
Intercultural Studies Graduate Division, 1992-2005; 2004; South Carolina Professional
Diploma, Peace River Bible Director of the Pastoral Counseling Counselor and Licensed
Institute; B.Th., Vancouver Bible and Spiritual Formation Program, Professional Counselor Supervisor;
College; M.Miss., Canadian Columbia International University, program coordinator, Mental Heal
Theological Seminary; M.Div., Seminary & School of Missions, and Missions conference (the
Trinity Western University; Ph.D., 2005-present 1992 annual training conference for men-
Fuller Theological Seminary; church tal health professionals in North
planter, International Missions, Inc., Terry Moffitt America serving the missions com-
Pakistan, 1968-91 (director, reading Education munity); 2003-present; program
room for Muslims, 1968-76; admin- B.A., University of North Carolina - coordinator of Mental Health and
istrator, Bible Correspondence Chapel Hill; M.Ed., University of Missions (a training conference for
School, 1976-91; newspaper evan- North Carolina-Greensboro; mental health professionals, provid-
gelism, 1976-91; department teacher, principal, Wesleyan ing therapeutic services for mis-
superintendent, 1978-88); teacher’s Christian Academy; city council- sionaries), 2002- present; director
assistant, research assistant, Fuller man, High Point, NC, 1989-92; of internship sites and resident fac-
Theological Seminary, 1993-96; executive director, Christian Policy ulty, Columbia International
faculty, Columbia International Research Institute, 1992-present; University, Graduate School
University Seminary & School of trainer at “Passing the Baton,” Division and Columbia Biblical
Missions, 1996-present. 1996 present; National Superintendant Seminary & School of Missions,
for Veritas Sports Academy, pres- Columbia, SC, 2000- 2004; director
Allan D. McKechnie ent.1996 of D.Min. in Member Care and
Director of Pastoral Counseling and Counseling program and resident
Spiritual Formation Programs Rhonda Pruitt, Director of faculty, Columbia International
Pastoral Counseling and D.Min. in Member Care and University Seminary & School of
Spiritual Formation Counseling Program Missions 2004-present. 2000
B.B.E (Bible Education), Columbia Member Care and Counseling
Bible College; M.Div. (Christian B.S. (Biblical Studies), Holmes Alan Pue
Education/Counseling), Trinity College; M.A. (Missiology), Education
Evangelical Divinity School; addi- Columbia Biblical Seminary; M.A. B.S., Baptist University of America;
tional study (Contemporary (Counseling), Regent University; M.Ed., Florida Atlantic University;
Theologies), under Dr. Carl Henry, Fellow, (Specialization in Woment’ Ed.D., University of Delaware;
Eastern Baptist Theological Studies), University of Berlin, youth minister, Bible Baptist
Seminary; D.Min. candidate Germany; Fellow, (Specialization in Church, 1971-72; teacher,
(Pastoral Care and Family track: Adlerian Therapy), Alfred Adler Hollywood Christian School, 1972-
Pastoral Care), Bethel Theological Institute of Berlin,Germany; D. Min 79; headmaster, Pike Creek
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Christian School, 1979-93; senior Wesleyan University, 2002-present. (Philippines); B.Mus., Bob Jones
vice president/consultant, School 2007 University; M.Mus., Bob Jones
Master’s Inc., 1994-96; University; doctoral studies in
provost/senior vice president, The John Storey process, University of South
Master’s College, 1996-2000; presi- Education Carolina. Music Teacher, Vandalia
dent/senior consultant, The B.S., Tennessee Temple University; Christian School (NC), 2004-2008;
Barnabus Group, 2001-present. M.A., Villanova University; Ed.D., Music Instructor, Baptist Bible
2006 Nova Southeastern University; Seminary and Institute, 2000-2004.
teacher, Valley Forge Christian
Stephen Reel Academy, 1979-82; teacher and
Education history department chair,
B.A., M.Ed., Columbia International Plumstead Christian School, 1982-
University; Ph.D., University of 85; headmaster, Harmony Christian
South Carolina; United States School, 1985-1992; associate
Marine Corp, 1980-88; house par- regional director, Association of
ent, teacher, director of admissions, Christian Schools International,
elementary principal, associate 1992-2001; mid-atlantic regional
headmaster, Ben Lippen School, director, Association of Christian
1988-2004; superintendent, Schools International, 2001-pres-
Southside Christian School, 2004- ent. 2006
present. 2000
Larry R. Wagner
Glen Schultz Clinical Counseling
Education B.A., Wheaton College; M.Ed.,
B.A. Roberts Wesleyan College; George Mason University; Ph.D.,
M.Ed, Ed.D University of Virginia; Texas A&M University; associate
chemistry teacher, Gowenda pastor, Arlington Memorial Church,
Central School, 1968-73; teacher, 1978-82; director of guidance,
high school principal and superin- Westminster Christian School,
tendant, Lynchburg Christian 1984-86; graduate teaching assis-
Academy, 1973-89; ACSI tant, lecturer, Texas A&M University,
Southeast Director, 1989-96; head 1986-89; research consultant, psy-
of Christian school department, chologist, Family Studies
Lifeway Christian Resources, 1996- Foundation, 1990-92; psychologist,
2005; Associate Pastor and clinical supervisor, Atlanta
Headmaster, Sherwood Baptist Counseling Center, 1992-96; facul-
Church and Christian Academy, ty, Columbia International
2005-present. 2009 University Undergraduate Division,
1996-present. 1996
Brian Simmons
Education Eliezer G. Yanson Jr.
B.A., Cornerstone University; B.S., Choral Music
Calvin College; M.S., Indiana Mr. Yanson is working on his doc-
University; Ed.D. Ball State toral degree with a focus on choral
University; teacher, administrator, conducting. He brings a wealth of
Elkhart Christian Academy 1982- knowledge and skills in the area of
96; adjunct professor, Grand choral music. His experience
Rapids Baptist Seminary, 1996-98; includes teaching and engaging in
superintendent, Heritage Christian music ministry internationally,
School, 1996-2005; vice president which adds a multi-cultural rich-
for University of Advancement, ness to the classroom.Th.B.,
adjunct professor, Indiana Baptist Bible Seminary & Institute
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2009-2010 Graduate School Catalog
118
2009-2010 Graduate School Catalog
Administration
President Director of Human Resources and
William H. Jones Placement
Donald E. Jones
Chancellor
George W. Murray Director of Information Technology
Michelle Branch-Frappier
Senior Vice President for Development
and Operations Director of the Library
D. Keith Marion Jo Ann Rhodes
119
Calendar
120
2009-2010 Graduate School Catalog
121
Maps
122
DIRECTIONS TO CIU MAIN CAMPUS
Columbia International
University
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