Salem International University Undergraduate Catalog 09 2010

Undergraduate Catalog

2009-2010

Salem International University i

Table of Contents

OVERVIEW .................................................................................................................................1
ADMISSIONS ................................................................................................................................5
TUITION, FEES, AND FINANCIAL AID ..............................................................................................8
SCHOOL OF ARTS AND SCIENCES ..................................................................................................10
SCHOOL OF BUSINESS ....................................................................................................................14
SCHOOL OF EDUCATION ................................................................................................................16
SCHOOL OF NURSING ....................................................................................................................24
COURSE DESCRIPTIONS.................................................................................................................27
ACADEMIC SUPPORT SERVICES AND STUDENT LIFE ...................................................................41
ACADEMIC POLICIES .....................................................................................................................46
ADMINISTRATION ..........................................................................................................................56

Catalog Changes
Any action by the faculty, the administration, or the Board of Trustees that is duly announced to the
student body will supersede any statement published in this catalog or, if not published in the catalog, will
have the same status as a published statement. This catalog is effective January 1, 2008 and supersedes all
prior catalogs.

THE UNIVERSITY RESERVES THE RIGHT TO REPEAL, DELETE, CHANGE OR AMEND ANY POLICIES,
REGULATIONS, AND PROVISIONS CONTAINED IN THIS PUBLICATION AND MAY, WITH OR WITHOUT
NOTICE, WITHDRAW OR MODIFY ANY INFORMATION CONTAINED HEREIN.

Undergraduate Catalog 2009-2010

Salem International University 1

SALEM INTERNATIONAL UNIVERSITY
OVERVIEW

Mission of the University called the “Valley of Learning.” This is the
location of the present campus.
The mission of the University is to prepare
global citizens with broad knowledge, In 1989 Salem College and the Teikyo
marketable professional skills, and the ability to Foundation entered into a partnership to create
make decisions with integrity and an an international learning center, Salem-Teikyo
international perspective. University. As STU, the institution charted a
new course for itself and for American higher
Goals of the University education. While retaining the tradition of small
classes and of providing extra attention to
The goals of the University are to: students, the University sought ways to offer
students an international and intercultural
• Provide effective educational experiences; educational experience. The University
• Design and maintain a unique environment encouraged the involvement of all faculty,
conducive to developing an international students, and staff in the process of
citizen; implementing its international mission.
• Select, support, and develop human
resources consistent with excellence in In 2000, the name of the institution was changed
leadership, scholarship, and work and life to Salem International University (SIU) to
skills; reflect a broader global learning mission. This
• Improve student learning, facilitate mission continued through a relationship
improvements in teaching, and corroborate developed in July of 2001 with Informatics
institutional effectiveness. Holdings Ltd. Informatics Holdings Ltd. is a
leader in providing education and training in
History of the University Asia, Africa and Europe and in using technology
in reaching students through online education.
Salem College received its charter from the State
of West Virginia in December 1888 and offered In June of 2005, Salem Education, LLC acquired
its first term of instruction beginning in April the assets of Salem International University. SIU
1889. Individuals in the Salem, West Virginia remains committed to its international mission
community and the Seventh Day Baptist Church with on campus and online programs.
founded Salem College. While it was closely
associated for many years with the Seventh Day Degrees and Accreditation
Baptist Church, Salem College was never
sectarian in its teaching nor in its administration. Salem International University is accredited by
The Higher Learning Commission of the North
For its first seventy-five years Salem College Central Association of Colleges and Schools (30
was a very small institution, drawing students N. LaSalle Street, Suite 2400, Chicago, IL
from a limited area. The campus comprised 60602-2504). The HLC is one of only eight
several buildings facing Main Street in town. regional accreditation bodies recognized by the
Liberal arts and teacher education were the U.S. Department of Education. SIU’s teacher
primary programs of study. Beginning in the education programs also are approved by the
1960s, Salem College expanded its physical West Virginia State Board of Education.
facilities into a newer and more modern campus SIU offers programs leading to the Associate of
Arts and the Associate of Science degrees; the



Bachelor of Arts and the Bachelor of Science
degrees; and the Master of Education degree and Graduation Rates
the Master of Business Administration (MBA).
Governance and Organization Information about the graduation rates of a
variety of student groups and other information
Effective June 1, 2005, the Board of Trustees in compliance with the Student-Right-To-Know
was vested with the authority for the control and Act are available in the Registrar’s Office.
management of the University. The board
includes seven members. The University Disclosure of Student Records
Chancellor, appointed by the Board of Trustees,
is the Chief Executive Officer of the University. SIU collects, processes, and maintains student
information that is germane to the institution and
Non-Discrimination Policy the students based on the following two criteria:
enabling the University to better serve its
Salem International University follows the letter objectives and strengthening the efforts to
and spirit of the Civil Rights Act of 1964 and the protect students from any damage that might
Title IX Amendment to the Education Amend- result from a misuse of the information. The
ments of 1972, as well as Section 504 of the University will not redistribute or sell student
Handicapped Act of 1963, Section IX of the information including, but not limited to, student
West Virginia Code of 1931, Equal Employment lists, mailing labels, or electronic emails for any
Opportunity Act and all other affirmative action solicitation, commercial, recruitment, or any
legislation. other purpose that is not directly related to the
University.
Salem International University will not
discriminate against any employee or applicant SIU complies fully with the provisions of the he
for employment on the basis of race, color, Family Educational Rights and Privacy Act
creed, religion, gender, sexual orientation, age, (FERPA; 20 U.S.C. § 1232g; 34 CFR Part 99)
national origin, or ability/disability. SIU admits and Federal Regulations related thereto
students of any race, color, creed, religion, concerning disclosure and dissemination of
gender, sexual orientation, national origin, or student records. The following directory
ability/disability to all the rights, privileges, information may be released as public
programs, and activities generally accorded or information without prior consent: name, local
made available to students at the University. It address and phone number, permanent address
does not discriminate on the basis of race, color, and phone number, date and place of birth,
creed, religion, gender, sexual orientation, citizenship status, number of academic hours
national origin, or ability/disability in the completed, level of education, academic major,
administration of its educational policies, full- or part-time status, academic and
admission’s policy, employment practices, nonacademic honors, high school and other
scholarship and loan programs, athletic and educational institutions attended, scholarship
other University administered programs. information and amount, and dates of
attendance; as well as height and weight of
Salem International University is an Equal members of athletics teams. Public information
Opportunity Employer. If you have any may be disclosed on an unlimited basis by
questions or concerns regarding this policy, University personnel in response to oral or
please contact human resources or stop by its written requests.
office located on the third floor of the Randolph
Campus Center. The procedures and policies regarding student
and parent access to educational records
maintained by and at the University are available
upon request at the Office of the Registrar.



Students may examine their academic records by equipment are available. The library also
submitting a written request to the Office of the operates a multi-media room, a small computer
Registrar. lab, and has a photocopier for public use. The
library has automated its collection, and
Campus Telephone Directory provides computerized access through the
campus-wide network.
Academic Affairs (304) 326-1344
Academic Support Center (304) 326-1363 The Brewster All-Faiths Chapel serves as a
Accounts Payable (304) 326-1385 place for meditation and worship for all
Admissions Office (304) 326-1336 students. The Chapel can accommodate up to
Athletic Office (304) 326-1286 200 persons for services and public events. It
Bookstore (304) 326-1207 also serves as a lecture hall from time to time.
Business Office/Bursar (304) 326-1310
Chancellor (304) 326-1234 The Carlson Hall of Science (CHS) is a three-
Copy Center (304) 326-1259 story academic building. The first floor of
Executive Vice President (304) 326-1234 Carlson Hall of Science houses the University’s
Financial Affairs (304) 326-1522 Data Center, the Technology Support Center,
Financial Aid Office (304) 326-1530 or and the Copy Center. It also includes the Orla A.
(304) 326-1303 or Davis Lecture Hall, a technology enhanced
(304) 326-1299 auditorium that seats 200 persons.
Library (304) 326-1390
Online Admissions (888) 511-4748 The Catalano Stadium, an athletic facility
Peer Tutoring Center (304) 326-1363 located two miles west of the main campus, is
Personnel Office (304) 326-1415 the location for a variety of intercollegiate and
Physical Plant (304) 326-1341 intramural sport events.
Post Office. (304) 326-1296
President’s Office (304) 326-1234 The Erickson Alumni Center is located on
Provost (304) 326-1344 Main Street across from the Jennings Randolph
Registrar’s Office (304) 326-1297 Presidential Residence. This facility includes a
Residence Life (304) 326-1546 large multipurpose meeting room with adjacent
Security (304) 326-1302 kitchen on the first floor, and four motel-type
Student Support Center (304) 326-1520 overnight accommodations on the second floor.
Technical Support Center (304) 326-1259
Hoffheimer Hall and Montgomery Hall are
Buildings and Facilities six-story student residence facilities that can
accommodate over 200 students each. Both
The original Salem College Administration single- and double-room accommodations are
Building is located on Main Street beside the available. Each hall includes laundry facilities, a
Jennings Randolph Presidential Residence. It is study lounge, and a social lounge. These
listed on the National Register of Historic residence facilities are outfitted with wired
Places. It is no longer in active service. Internet connectivity in each room and wireless
Internet connectivity in lobbies and lounges,
The Benedum Library is open daily. It is providing high-speed access to the University
closed for University holidays. Its collection network and the Internet.
includes about 112,000 books, 600 periodicals,
17 newspapers, and 200,000 microfiche as well The Jennings Randolph Presidential
as materials in both the English and Japanese. In Residence is the birthplace of Senator Jennings
addition to its own collection, students have Randolph, a graduate of Salem College (class of
access to additional library collections through 1924). He served in the U.S. House of
interlibrary loan. Audiovisual media and Representatives (1933-1947) and the U.S.



Senate (1958-1985). The residence serves as the
ceremonial home of the President of the
University.

The Physical Plant is located beside
Hoffheimer Hall on Hurley Blvd. The grounds
and maintenance personnel, as well as the
custodial crew work out of this building.

The Randolph Campus Center (RCC) includes
the dining hall, campus post office, bookstore,
Tiger’s Den Coffeehouse, and two conference
rooms: the Huffman Room and the Powell
Lounge. The RCC also houses the offices of the
Chancellor, the President, the Executive Vice
President, the Chief Financial Officer, the
Provost/Chief Academic Officer and Deans,
Academic Support Center, Student Support
Services, Upward Bound, Admissions, Financial
Aid, Registrar, Security, switchboard, and an
automated teller machine (ATM).

The T. Edward Davis Building (TED) houses
the Department of Athletics, gymnasium,
racquetball courts, an athletic training room, a
six lane competition swimming pool, a Fitness
Center and Weight-room, Student
Administration, and coaching staff offices.

The Online Division Operations Center is
located in Carmel, Indiana. This facility
provides admissions services to online students
and is the main contact center for online
students.

Indiana Regulations

This institution is regulated by: The Indiana
Commission on Proprietary Education, 302
West Washington Street, Room E201,
Indianapolis, IN 46204-2767; Toll Free Number
1-800-227-5695 or 317-232-1320.



ADMISSIONS

Admission to SIU is open to all qualified 3) West Virginia Residents seeking financial
applicants regardless of race, color, creed, aid from the state are required to submit test
religion, gender, sexual orientation, national results from either the American College
origin, or ability/disability. Anyone wishing to Testing (ACT) or Scholastic Aptitude Test
attend SIU can obtain the necessary application (SAT) to the University prior to enrollment.
from the Office of Admissions or online from Athletes are also required to submit these
our website at www.Salemu.edu. The test scores to help determine eligibility.
completed application should be submitted to Applicants who have been out of school five
the Office of Admissions at the earliest possible years beyond their graduating class are not
date. A nonrefundable $20 application fee is required to submit ACT or SAT results
required of all applicants. unless applying for state financial aid. While
these test scores are not a requirement for
The University admits students on a rolling- admission, they are recommended for
admissions basis. This means that a student may placement purposes. Students, who do not
start at the beginning of any of SIU’s 12 have these test scores on admission, will be
monthly terms. A decision is made on each required to take both an English and math
application as soon as the required information placement exam prior to their first start of
has been received and reviewed. class.

Campus Visits and Tours Transfer Applicants

Prospective students and their families are Any person who has attended another post-
encouraged to visit the campus. The Admissions secondary institution, whether having earned
Office is open from 8:00 a.m. until 5:00 p.m. credit or not, will be classified as a transfer
Monday through Friday, and 9:00 A.M. until student. Transfer students applying for
4:00 P.M. on Saturday. Guided tours are offered admission to SIU must provide the following:
throughout the day by appointment. Phone (888)
326-5782. 1) Official transcripts from all previously
attended postsecondary institutions, whether
Undergraduate Admissions having earned credit or not. Official
transcripts are those that are received by
Applicants must have graduated from high SIU directly from the sending institution.
school or have received a high school 2) A completed application for admission with
equivalency diploma (GED) prior to the a non-refundable $20 application fee.
intended date of enrollment. Applicants must 3) Transfer applicants who have completed
provide the following documents prior to fewer than 24 academic credit hours and
attendance: have been out of high school for less than
five years must submit their high school
1) Official high school transcripts or GED transcripts (and SAT or ACT scores if
certificate. Applicants who have not yet seeking athletic eligibility or state financial
completed high school are required to score aid). Both college and high school records
a minimum 410 composite with passing will be evaluated for acceptance.
scores on all components on the General 4) In order for transfer students to receive an
Education Development Test (GED). accurate transfer of credit, applicants may
2) A completed application for admission, with need to submit course descriptions for all
a $20 nonrefundable application fee. completed course work.



International Admissions Credentials Evaluator (ECE) evaluation
done prior to transfer credits being accepted.
SIU is authorized under Federal law to enroll WES and ECE equivalencies are subject to
non-immigrant alien students. In order to take final approval by the Office of the Registrar.
classes on campus, a student must have a valid Contact information for WES is as follows:
F-1 visa. SIU is required to have official WES, P.O. Box 5087 Bowling Green
documentation that certifies that the student has Station, New York, NY 10274-5087. ECE
completed the equivalent of an American high can be contacted at: Educational Credential
school education and is prepared to successfully Evaluators, Inc., P.O. Box 514070,
undertake university-level work. Milwaukee, WI 53203-3470.
5) Proof of financial support is needed before a
International students granted a visa to attend Form I-20 can be issued. Verification must
SIU must commit to an enrollment of at least be provided to Salem International
two academic terms (eight months) in order to University that the student has the necessary
be admitted to SIU and to be eligible for an funds to cover the costs for one academic
international student scholarship. If an year of full-time study. This amount may
international student withdraws or transfers prior vary depending upon the duration of stay.
to the completion of the minimum two academic International students may be required to
terms, then tuition, fees, room and board charges submit an advance deposit of up to one full
are non-refundable. academic year's tuition, fees, and room and
board prior to enrollment. It is possible for
Applicants must submit the following in order to students to enroll in classes for a full 12
be considered for admission: months, even though the summer term is not
a required term of attendance, unless it is the
1) Official documents in the original language student’s initial term of enrollment. If a
and certified English translations of those student plans to enroll for 12 months, he/she
documents. Specific documents required must be prepared to cover the extra costs for
vary from country to country but generally tuition, room and board, textbooks, personal
include a copy of high school diplomas or expenses, etc.
certificates, transcripts, and examination 6) Students are required to demonstrate
scores. proficiency in English prior to enrollment
2) A completed application for admission with in SIU courses. This requirement can be
a non-refundable $20 application fee. satisfied by a TOEFL (Test of English as a
3) If the student has postsecondary education, Foreign Language) score of at least 500
official, legible transcripts in the original (written version) or 173 (computer version)
language and a certified English translation or an IELTS (International English
of that work must be provided to the Language Testing System) score of 6.0 or
Registrar. Final evaluation and assignment better at the time of entrance. This
of transfer credit will be given after requirement is waived for students who have
submission of official transcripts to the graduated from a secondary school where
Registrar’s Office. Acceptance of transfer English is the language of instruction. SIU
credit is at the discretion of Salem also uses Accuplacer® for new student
International University. In order for evaluation. A score of 240 or above is
international transfer students to receive an needed to show proficiency. Students who
accurate transfer of credit, applicants may do not meet at least one of these criteria will
need to submit course descriptions and/or only be allowed to take English as a Second
course syllabi in English for all completed Language (ESL) courses until they
course work. demonstrate proficiency. Students who
4) Students must have a World Education submit unofficial scores or whose scores
Services (WES) or an Educational show areas of concern are subject to



additional testing (at the student’s expense)
prior to enrolling non-ESL courses.
7) Students who are athletes must submit the
results of either the American College
Testing (ACT) or the Scholastic Aptitude
Test (SAT) to help determine NCAA
eligibility. Applicants who meet established
GED requirements or who have not been in
high school for five years or more are not
required to submit ACT or SAT results.

Readmission

Students in good standing who have voluntarily
withdrawn or students who have left SIU for one
term or longer must reapply. Upon readmission
these students will be subject to the requirements
set forth in the current catalog at the time of
readmission. Registration and housing deposits
must be remitted the same as for new students.

A student who has been suspended from SIU
will not be considered for readmission until the
period of suspension has elapsed. A student who
has been suspended must submit a request for
readmission in writing to the Provost.

Auditing

A student who wishes to attend classes in
residence at SIU without receiving credit will be
classified as an auditor and must file an
application for admission and pay the
nonrefundable $20 application fee. Applications
may be obtained from the Office of Admissions.

An auditor is expected to attend class regularly
and participate in class activities but is not
required to take examinations. Any auditor who
wishes to become a student for credit must apply
for that credit and satisfy University entrance
requirements before the mid-point of the course
in which the student is enrolled as an auditor.



TUITION, FEES, AND FINANCIAL AID

Tuition and Fees cover the extra costs for tuition, room and board,
textbooks, personal expenses, etc.
Current tuition and fees are contained in the
current Catalog Bulletin. A copy may be International students granted a visa to attend
obtained from the Office of Admissions. Salem SIU must commit to an enrollment of at least
International University operates on a 12-month two terms (eight months) in order to be admitted
calendar comprised of three terms. Each term to SIU and to be eligible for an international
has four to five classes, and each class is four (4) student scholarship. If an international student
weeks in length. Each course taken is for three withdraws or transfers prior to the completion of
academic credits, unless otherwise specified. two terms, tuition, fees, room and board charges
Online courses are offered in the same format. are non-refundable.

Room and Board Rate Any student who is delinquent with regard to the
payment schedule will not be permitted to
Current room and board charges are contained in register, audit, or attend classes until all charges
the current Catalog Bulletin. A copy may be are paid in full. Furthermore, SIU reserves the
obtained from Admissions. right not to release transcripts, grades, diplomas,
or other records for any student who has an
Board charges cover 19 meals per week in the outstanding account balance or is delinquent or
University's food service, while classes are in is in default on a payment plan. No student will
session. A flat rate per term entitles the student be permitted to register or attend class until
to all 19 meals per week. No allowance is made his/her account is in good standing financially.
for students who miss meals or who choose not
to participate. The board plan does not provide In the event that a student with an outstanding
meals during holiday breaks. balance on his/her account separates from the
institution through withdrawal, graduation, or
Terms of Payment any other means, that student remains
responsible to pay the account balance in full. If
Students are required to pay 100 percent of their the account remains unpaid, then it eventually
estimated amount due for the academic term two will be sent to collections, and the student will
weeks prior to the first scheduled day of class. be responsible for any collection fees incurred
Payment may be made in cash, by check, or by and payable to any outside collection agency.
VISA, MasterCard, or Discover Card. Questions
regarding this policy should be directed to the Federal Financial Aid
Student Accounts Office at (304) 326-1310.
Salem International University provides Federal
International students must provide proof of Financial Aid to all qualified and eligible
financial support before a Form I-20 can be students. In order for a student to be eligible for
issued. Verification must be provided to Salem US Federal Financial Aid, the student must be a
International University that the student has the United States Citizen, file a Free Application for
necessary funds to cover the costs for one Federal Student Aid (FAFSA) form, and be
academic year (two terms) of full-time study. eligible to receive U.S. federal dollars. Student
This amount may vary depending upon the eligibility for financial aid is dependent on
duration of stay. It is possible for students to his/her satisfactory academic standing and
enroll in classes for a full 12 months. If a student progress.
plans to do this, he/she must be prepared to



Refund Policies

Refund policies are listed on the SIU enrollment
agreement. Please refer to it.

Veterans Affairs

Salem International University has a Veterans’
Certifying Official in the Financial Aid Office
who can provide forms, information, and a point
of contact to assist Veteran’s in receiving
Veterans’ benefits. For additional information,
contact the Financial Aid Office at (304) 326-
1530.

Financial Aid and Satisfactory Academic
Standing and Progress

A student may qualify for financial aid if the
student is in good standing and not on academic
probation and meets all other eligibility
requirements for federal aid.

Federal Work Study

The application process requires the student to
complete the Free Application for Federal
Student Aid (FAFSA). The award is based on
financial need. Students in the work study
program are required to perform work as
assigned by the University for which they are
paid compensation to the amount of the award.



SCHOOL OF ARTS AND SCIENCES

The School of Arts and Sciences offers three General Education
majors: Biology, Criminal Justice, and
Information Technology. Each of these is Students must complete the following general
covered in a separate section below. In addition, education courses:
the School is primarily responsible for providing
courses to enable students to meet the general UNV100 Student Success & Orient.
education requirements of the University. ENG101 Written English
As noted above, SIU has a global mission, ENG102 Written English 2
which is reflected in the international emphasis
ENG200 Technical Writing
of many of our courses and in the International
Focus courses in the various degree programs. COM104 Human Communication
Besides a focus on global thinking and ECO252 Macroeconomics
awareness, the general education courses aim to ECO253 Microeconomics
improve critical thinking, leadership, math, PSY100 Introduction to Psychology
information literacy, and oral and written
SOC110 Introduction to Sociology
communication skills.
HIS153 U.S. History
Bachelor of Science in Biology HIS154 U.S. History 2
MAT109 College Algebra
The Bachelor of Science in Biology curriculum MAT140 Statistics
challenges students to explore those areas of
biological science that are of interest to them; to International Focus
develop scientific approaches to tasks and
problems; or to prepare for success in technical Students also complete the following courses:
careers, professional health sciences, veterinary
sciences; or graduate school. ENG203 Multicultural Literature
HIS210 World Geography
Learning Objectives
HIS215 Society and the Individual
Graduates will demonstrate the following: HIS125 World Civilizations
HIS126 World Civilizations 2
1) Knowledge and skills to develop scientific
approaches to global science issues. Core
2) Knowledge and skills to be employed in
biology- and health-related fields. The core disciplinary content comprises:
3) The application of scientific approaches for
success in technical careers related to BIO110 General Biology
biology. BIO111 General Biology 2
4) Knowledge and skills to perform
BIO112 General Biology Lab
successfully on graduate school admissions
tests. BIO210 Anatomy & Physiology
5) The ability to communicate scientific BIO211 Anatomy & Physiology 2
information in written, oral, and graphic BIO499 Senior Capstone Project
scientific format. CHM110 General Chemistry
CHM111 General Chemistry 2
CHM112 General Chemistry Lab
CHM210 Organic Chemistry



CHM211 Organic Chemistry 2 4) Knowledge, skills, and abilities for
CHM212 Organic Chemistry Lab employment in the field of criminal justice
CHM350 Biochemistry or for admission to graduate programs.
CHM351 Biochemistry 2
General Education
PHY110 General Physics
PHY111 General Physics 2 Students must complete the following general
PHY112 General Physics Lab education courses:

Specialization UNV100 Student Success & Orient.
ENG101 Written English
Students may complete a specialization in ENG102 Written English 2
Physiology and Exercise Science by completing ENG200 Technical Writing
the following five courses:
COM104 Human Communication
BIO260 Kinesiology & Biomechanics ECO252 Macroeconomics
BIO365 Physiology of Exercise & ECO253 Microeconomics
Performance Assessment PSY100 Introduction to Psychology
BIO442 Microbiology SOC110 Introduction to Sociology
BIO444 Pathophysiology HIS153 U.S. History
BIO460 Human Nutrition HIS154 U.S. History 2
MAT109 College Algebra
Bachelor of Arts in Criminal Justice MAT140 Statistics
HED120 Core Concepts of Personal
The Bachelor of Arts in Criminal Justice Health
incorporates a world view into the program. The BIO101 Basic Principles of Biology
program explores both domestic and
PSC100 American Government &
international perspectives on politics, cultures,
Society
justice systems, and crime challenges. The
BUS110 Introduction to Business
program encourages students to explore the
philosophy and history of the system to develop MGT361 Management Information
an understanding of its strengths, weaknesses, Systems
and continual evolution.
International Focus
Learning Objectives
Students also complete the following
Graduates will demonstrate the following: international focus courses:

1) A world view of the criminal justice process ENG203 Multicultural Literature
including knowledge of the criminal HIS210 World Geography
investigation processes, tools and HIS215 Society and the Individual
technology. HIS125 World Civilizations
2) An in-depth knowledge of domestic and HIS126 World Civilizations 2
international perspectives on politics,
cultures, justice systems which affect the HIS305 American Foreign Policy
field of criminal justice. ICO100 Foundations of Intercultural
3) An in-depth knowledge of the history and Understanding
philosophy of the field of criminal justice.



Core learning as an IT professional. Career
opportunities in IT span the full range of
The core disciplinary content comprises: computer-related occupations, from technical
support specialists to computer operations
CJU100 Introduction to management. Successful completion of the BSIT
Administration of Justice also prepares the student for graduate studies in
CJU205 Criminal Law information technology or in business
CJU210 Criminal Evidence & management.
Constitutional Procedure
CJU215 Police Operations Learning Objectives
CJU220 Corrections Systems
Graduates will demonstrate the following:
CJU221 Juvenile Corrections
CJU230 Criminal Investigation 1) Ability to apply information technology
& Forensics theory and principles in addressing global
CJU240 Use of Technology in business opportunities and challenges.
Criminal Justice 2) Knowledge, skills and abilities in the area of
CJU280 International Perspectives on information technology with an applied,
Criminal Justice real-world focus.
CJU325 White Collar Crime 3) Knowledge, skills and abilities in business
CJU350 Criminology management as applied to IT development
CJU405 Constitutional Law and operations.
CJU440 Ethical Issues in Criminal 4) Ability to communicate information in
Justice written, oral, and graphic formats.
CJU499 Senior Capstone Project 5) Knowledge, skills, and abilities to enter into
advanced studies in IT or business.
HED320 Substance Use & Abuse
General Education
Bachelor of Science in Information
Technology Students must complete the following general
education courses:
The Bachelor of Science in Information
Technology (BSIT) program provides the UNV100 Student Success & Orient.
foundation to successfully apply information ENG101 Written English
technology theory and principles to address real-
ENG102 Written English 2
world business opportunities and challenges. It
embraces both computer science and business ENG200 Technical Writing
disciplines with an applied, practical focus. COM104 Human Communication
Under the guidance of the faculty, the student ECO252 Macroeconomics
develops knowledge, skills, and abilities in ECO253 Microeconomics
systems analysis, computer programming,
PSY100 Introduction to Psychology
database development, networking, computer
systems security, Web technologies, and IT SOC110 Introduction to Sociology
project management. In addition, students HIS153 U.S. History
master the principles of management and HIS154 U.S. History 2
marketing, business law, operations MAT109 College Algebra
management, and organizational theory. MAT140 Statistics
The BSIT establishes a strong foundation for
students’ continued career growth and life-long Health
BIO101 Basic Principles of Biology



PSC100 American Government &
Society
BUS110 Introduction to Business
MGT361 Management Information
Systems

International Focus

Students also complete the following courses:

ENG203 Multicultural Literature
HIS125 World Civilizations
HIS126 World Civilizations 2
HIS210 World Geography
HIS305 American Foreign Policy
HIS215 Society and the Individual
ICO100 Foundations of Intercultural
Understanding

Core

The IT core comprises the following courses:

IT150 Computer Programming
IT202 Internet Publishing
IT310 Database Architecture
IT320 Structured Systems Analysis
IT410 Business Computer Networks
IT420 Computer Security
IT445 IT Project Management
IT499 Senior Capstone Project

These are supported by the following business
courses to create a well-rounded curriculum:

ACC111 Principles of Accounting
BUS105 Business Computing
BUS223 Business Law
MGT210 Principles of Management
MGT362 Operations Management
MGT363 Organizational Theory
MKT231 Principles of Marketing



SCHOOL OF BUSINESS

The School of Business offers the Associate of PSY100 Introduction to Psychology
Science in Business Administration (ASBA) and SOC110 Introduction to Sociology
the Bachelor of Science in Business Admin-
HIS153 U.S. History
istration (BSBA).
HIS154 U.S. History 2
Bachelor of Science in Business MAT109 College Algebra
Administration MAT140 Statistics
The BSBA is supported by a core of coursework Health
that provides a comprehensive body of know- BIO101 Basic Principles of Biology
ledge of business fundamentals. Students PSC100 American Government &
majoring in business administration must elect Society
an area of specialization from Accounting, BUS110 Introduction to Business
International Business, Management, and Sports
MGT361 Management Information
Management. Coursework in these speciali-
Systems
zation areas prepare students for a career in that
specific area of business administration.
International Focus
Learning Objectives
Students also complete the following courses:
Graduates will demonstrate the following:
1) Knowledge, skills, and abilities in business HIS125 World Civilizations
management, financial management, HIS126 World Civilizations 2
international business, marketing, statistics, HIS210 World Geography
and human resource management. HIS305 American Foreign Policy
2) Knowledge, skills, and abilities to compete HIS215 Society and the Individual
in the global market economy.
3) Knowledge, skills, and abilities for ICO100 Foundations of Intercultural
employment or for admission to advanced Understanding
programs in the field of business.
4) Ability to communicate information in Core
written, oral, and graphic formats.
The core disciplinary content of the major
General Education comprises the following courses:

Students must complete the following general ACC111 Principles of Accounting
education courses: ACC112 Principles of Accounting 2
BUS105 Business Computing
UNV100 Student Success & Orient. BUS223 Business Law
ENG101 Written English FIN241 Managerial Finance
ENG102 Written English 2 FIN242 Managerial Finance 2
ENG200 Technical Writing MGT210 Principles of Management
COM104 Human Communication MGT363 Organizational Theory
ECO252 Macroeconomics MGT499 Senior Capstone Project
ECO253 Microeconomics MKT231 Principles of Marketing



Specializations Associate of Science in Business
Administration
In addition to the major, students may complete
a specialization in Accounting, International The Associate of Science in Business
Business, Management, or Sports Management. Administration (ASBA) program requires suc-
cessful completion of 60 semester credit-hours,
ACCOUNTING including at least 45 credits in general education
and international focus and 15 credits in
ACC211 Intermediate Accounting business administration courses taken from the
ACC212 Intermediate Accounting 2 BSBA program curriculum, as shown above.
ACC213 Cost Accounting
ACC312 Federal Taxation
ACC411 Auditing

INTERNATIONAL BUSINESS

FIN343 International Finance &
Banking
MGT222 Human Relations
Management
MGT424 International Business
Management
BUS440 International Law & Public
Policy
MKT431 International Marketing

MANAGEMENT

BUS410 Business Planning/Small
Business Administration
MGT222 Human Relations
Management
MGT362 Operations Management
MGT424 International Business
Management
MKT431 International Marketing

SPORTS MANAGEMENT

PED418 Organization & Admin of
Phys Ed & Sports
SMG210 Principles of Sports
Management
SMG230 Governance & Ethics in
Sports
SMG340 Facilities & Event
Management
SMG380 Legal Aspects of Sports



SCHOOL OF EDUCATION

The School of Education offers bachelor and WVDE Core Beliefs
master degree programs in education. The
department offers a major field of study program • Students master core subjects in a
leading to the Bachelor of Science in Secondary contemporary context.
Education in one of three teaching fields: Social • Instruction always includes content in a
Studies, Physical Education, or Health contemporary context through the
Education. These are comprehensive degree incorporation of relevant examples,
programs; offering certification in Pre-K–Adult applications and settings.
education. • Extensive contemporary content is available
and used by students, including global
The undergraduate teacher education programs awareness, civic and business literacy.
have been approved by the West Virginia • Where applicable, schools create 21st
Department of Education (WVDE). century content that is relevant to the
economic needs of their region, such as
Overview biotechnology, manufacturing or agricultural
technology.
The unifying theme of the teacher education • Educational objectives and teaching
program at Salem International University is strategies emphasize the integration of
Instructional Leader/Facilitator. The goal of learning skills and 21st century tools, which
teacher education is to ensure quality learning comprises information, technology and
experiences that develop the ability to solve communication (ITC) literacy.
problems, think critically, and prepare teacher • Learning skills and 21st century tools are
candidates to function effectively in a teaching used together to enable students to
and learning environment that is rapidly effectively build content knowledge.
changing, highly technological, and increasingly
• Through integrating learning skills and 21st
global.
century tools, students are able to do such
things as access and communicate
The goals of the School of Education reflect the
information, manage complexity, solve
vision for the 21st century educator as outlined
problems and think critically and creatively.
by the West Virginia Department of Education
• 100% of students have access to 21st
Core Beliefs, West Virginia Professional
century tools.
Teaching Standards (WVPTS) and the standards
• All assessment is learner-centered,
of professional organizations such as the
formative, context-specific, ongoing and
National Council for Accreditation of Teacher
rooted in teaching strategies.
Education (NCATE) as listed within this
document. • All teachers use classroom assessments that
demonstrate evidence of student
The model is further validated by research from performance in core subjects and 21st
Ruby Payne, Effective Schools Research, century skills.
Understanding by Design, 21st Century Skills, • All teachers share with parents and students
Differentiated Instruction, National Board for the information needed to monitor student
Professional Teaching Standards, and Bloom’s progress in achieving learning goals.
Taxonomy. • Students, teachers and parents always
collaborate to monitor student progress in
achieving learning goals and use assessment
to evaluate long-term student progress.



• Most assessments use technology and record Teacher Education Program
student performance as a means of tracking Admission/Retention
information over time.
• Teachers act as facilitators, resources and Students intending to enter the SIU teacher
partners for teaching and learning. education program must undergo a portfolio
• All teachers use adaptable and flexible interview evaluation through a three level
teaching and learning strategies that process that assesses their pre-professional and
integrate 21st century skills. professional skills, intellectual ability, academic
• All teachers act as role models in the skills, personal traits, interpersonal skills,
application and use of 21st century skills. dispositions, and the tenets of the instructional
leader/facilitator. At each level, candidates must
West Virginia Professional Teaching achieve a minimum rating of 2.5 or better based
Standards on a 4 point scale.

Standard 1: Curriculum and Planning Candidate knowledge, skills, and dispositions
will be evaluated through the Portfolio Review
Standard 2: The Learner and the Learning process, PRAXIS scores, WVPT Standards’
Environment evaluations (the Professional Semester
Evaluation – PSE), lesson/unit plan evaluations,
Standard 3: Teaching specialized content evaluations, the Teacher
Work Sample, content specific exams, and the
Standard 4: Professional Responsibilities for Disposition Survey. SIU hopes to be a
Self-Renewal meaningful influence in impacting student
learning by preparing effective teachers.
Standard 5: Professional Responsibilities for
School and Community The SIU Teacher Education Program
Portfolio Process
NCATE Goals
The Salem International University Teacher
• Help all pre-kindergarten through twelfth Education Program requires that all teacher
grade (P-12) students learn candidates maintain an electronic Portfolio. This
• Teach to P-12 student standards set by portfolio should be constantly updated over the
specialized professional associations and the course of the preparation program. It should be
states comprised of artifacts (actual examples of work)
that best demonstrate the teacher candidate has
• Explain instructional choices based on
an in-depth knowledge and understanding of
research-derived knowledge and best
his/her content area, the West Virginia
practice
Professional Teaching Standards, and the Salem
• Apply effective methods of teaching
International University Conceptual Framework
students who are at different developmental
(Instructional Leader/Facilitator model). The
stages, have different learning styles, and
purpose of the portfolio is not only to
come from diverse backgrounds
demonstrate mastery of what a teacher candidate
• Reflect on practice and act on feedback knows and is able to do, but to also clearly
• Be able to integrate technology into demonstrate how he or she has grown in this
instruction effectively knowledge and understanding over the course of
the Teacher Education Program. This evidence
of growth is a major component used for
assessment during the Level II and Level III
reviews.



Level I Portfolio Review – • Successful completion of all required
Admission to the School of Education courses for the program of study and
attendance at all Education Professional
The portfolio will first be assessed at Level I, as Seminars.
the application process for formal admission to • Successful completion of PRAXIS I (PPST)
the Teacher Education Program. This process and PRAXIS II (PLT and Content Area)
includes a candidate interview. Potential teacher • CPR Training/Certification
candidates are eligible to submit their portfolio • First Aid Training
for review after they have met the following • A current negative TB Tine test must not
requirements: expire before completion of the Internship.

• Completion of 24 hours of coursework. This At the Level II review, candidates must
should include EDU101, SPE120, or demonstrate they are primarily at the “Target”
EDU272. level of knowledge, understanding and
• The Level I A minimum GPA of 2.5 overall performance required for a productive and
and 2.5 in professional education courses effective Teacher Candidate Internship
• Praxis I – This series of tests must be experience. “Target” performance levels are
attempted prior to admission; however, a defined by the portfolio scoring rubrics. The
passing score is a requirement for the Level Level II review must exhibit clear evidence to
II review. demonstrate the teacher candidate has grown in
• Negative screening for Tuberculosis (Tine his/her knowledge and potential to function as
Test). This test is good for 2 years. an effective teacher candidate intern.
• Clear fingerprint criminal background
check. Level III Portfolio Interview –
Program Completion/Recommendation for
Review and Interview must demonstrate the Licensure
potential teacher education candidate has the
ability to perform at the “Acceptable” level of At the Level III review, the portfolio should
knowledge, understanding, and performance evolve into a showcase portfolio. This final
necessary to progress through the SIU Teacher version of the portfolio should provide the best
Education Program. “Acceptable” performance evidence possible of what a teacher candidate
levels are defined within portfolio scoring knows and is able to do as a potential beginning
rubrics that can be found in the SIU Teacher teacher. Teacher candidates must successfully
Education Program Portfolio Guidelines complete this final review of the portfolio as the
Handbook available in hard copy and on culminating experience of the Salem
LiveText. International University Teacher Education
Program. Candidates are eligible to schedule a
Level II Portfolio Interview – Level III Review after they have met the
Admission to Internship following the requirements:

A successful review of the Level II portfolio is • Existing evidence supporting the successful
required to advance to the Teacher Candidate completion of the Internship (EDU 490, 491,
Internship (EDU 490, 491, 492). It is the and 492).
responsibility of each teacher candidate to • Completion of EDU416 Educational
schedule these reviews. Candidates are eligible Assessment and Strategies.
to schedule a Level II Review after they have
met the following the requirements: The Level III review also requires the teacher
candidate to successfully present and defend
• Completion of the Comprehensive Content his/her portfolio.
Exam



Teacher Education Internship PLEASE BE AWARE that by State Law the
West Virginia licensure/certification process
The student teaching block reserves time for the requires a signature on behalf of Salem
teacher candidate to complete the professional International University certifying the individual
courses including internship experience. A nine is of “high moral character.” DO NOT
(9) credit-hour period will be used exclusively jeopardize the institution’s ability to sign this
for student teaching. During this period, the certification on your behalf by demonstrating
assignment for internship will comprise all the poor judgment during your program of study.
eight hours the secondary school employee is
required to be on campus while the school is in
session. The internship assignment typically will
consist of two placements in a public school
setting in the appropriate programmatic level
and content area. In addition to classroom
assignments, interns participate in
extracurricular activities of the school and the
community.

Transfer Students

Transfer students who wish to pursue the teacher
education program must register their intent with
the Registrar and with the School of Education.
The initial evaluation for acceptance into the
major will depend on the GPA at the time of
transfer and the PRAXIS scores.

Teacher Certification Requirements

Teacher candidates, upon completion of the
teacher preparation program of study will be
fully prepared for licensure by the State of West
Virginia. Those desiring to secure teaching
certificates in states other than West Virginia
should familiarize themselves with the
requirements for certification in the state in
which they plan to seek employment



Bachelor of Science in Education, EDU101 Foundations of Education
Secondary Education Major EDU271 Human Development
EDU272 Educational Psychology
All teacher candidates matriculating in the ACS120 The Electronic Classroom
program are required to meet the minimum
SPE120 Areas of Exceptionality in
general education requirements. The
Special Education
professional educator core courses (listed below)
SPE390 Inclusive Curriculum,
form the nucleus of the secondary teacher
Materials & Methods
education program and are those which will
EDU362 Essentials in Content Area
meet professional requirements in most states
Reading
and provide adequate proficiency to the
EDU376 Materials & Methods of
beginning teacher. The courses, which should
Teaching
be taken in sequence, total forty (42) credits.
EDU416 Educational Assessment
Ideally, the teacher education block is to be
Strategies
taken in the senior year, with the internship
EDU436 Classroom Environment &
being the culminating experience. The teaching
Management
block requires exact planning during the early
EDU490 Student Teaching 1
years of the undergraduate program, as well as
in the senior year. EDU491 Student Teaching 2
EDU492 Student Teaching 3
General Education
Social Studies
All students in the BSED program complete the
following general education courses: All candidates must complete the general
education courses and professional educator core
UNV100 Student Success & Orient. courses listed above. Candidates who wish to
ENG101 Written English complete the requirements for becoming social
ENG102 Written English 2 studies teachers must take the required series of
ENG200 Technical Writing content-specific courses.
COM104 Human Communication
Learning Objectives
ECO252 Macroeconomics
ECO253 Microeconomics The BSED in Social Studies Education focuses
PSY100 Introduction to Psychology on 21st Century skills and emphasize the mastery
SOC110 Introduction to Sociology of knowledge, skills, and dispositions identified
in the NCSS Standards listed below and the
HIS153 U.S. History
tenets of the Instructional Leader/Facilitator
HIS154 U.S. History 2 Model as assessed in Portfolio Levels I, II, and
MAT109 College Algebra III.
MAT140 Statistics
HED120 Core Concepts of Personal Graduates will demonstrate:
Health
BIO101 Basic Principles of Biology 1) Knowledge, skills, and dispositions to
organize and provide instruction at the
Professional Educator Core appropriate school level for the study of
culture and culture diversity
All students take the following professional 2) Knowledge, skills, and dispositions to
educator core: organize and provide instruction at the
appropriate school level for the study of
time, continuity, and change.



3) Knowledge, skills, and dispositions to HIS376 Materials & Methods of
organize and provide instruction at the Teaching Social Studies
appropriate school level for the study of HIS215 Society and the Individual
people, places, and environments. ICO100 Foundations of Intercultural
4) Knowledge, skills, and dispositions to Understanding
organize and provide instruction at the PSC100 American Government &
appropriate school level for the study of Society
individual development and identity.
5) Knowledge, skills, and dispositions to Health
All candidates must complete the general
individuals, groups, and institutions.
education courses and professional educator core
6) Knowledge, skills, and dispositions to
courses listed above. Candidates who wish to
complete the requirements for becoming health
teachers must take the required series of content-
power, authority, and governance.
specific courses.
Learning Objectives
production, distribution, and consumption of
Learning Objectives in Health Education focus
goods and services.
on 21st Century skills and emphasize the mastery
of knowledge, skills, and dispositions identified
in the NASPE/AAHE Standards listed below
and the tenets of the Instructional Leader-
science, technology, and society.
Facilitator Model as assessed in Portfolio Levels
I, II, and III.
Graduates will demonstrate:
global connections and interdependence.
1) Knowledge, skills, and dispositions to assess
individual and community needs for health
education.
civic ideals and practices.
2) Knowledge, skills, and dispositions to plan
effective health education programs.
In addition to the general education and
professional educator core courses (shown
implement health education programs.
above), students in the BSED in Social Studies
Education must successfully complete the
evaluate the effectiveness of coordinated
following courses:
school health programs.
HED130 Consumer Health
coordinate provision of health education
HED320 Substance Use & Abuse programs and services.
HIS125 World Civilizations 6) Knowledge, skills, and dispositions to act as
HIS126 World Civilizations 2 a resource person in health education.
HIS210 World Geography 7) Knowledge, skills, and dispositions to
communicate health and health education
HIS211 Physical Geography
needs, concerns, and resources.
HIS300 West Virginia History,
Geography & Government In addition to the general education and
HIS305 American Foreign Policy professional educator core courses (shown



above), students in the BSED in Health Graduates will demonstrate the knowledge,
Education must successfully complete the skills, and abilities necessary to :
following courses:
1) Understand physical education content and
BIO260 Kinesiology & Biomechanics disciplinary concepts related to the
BIO365 Physiology of Exercise & development of a physically educated
Performance Assessment person.
ENG203 Multicultural Literature 2) Understand how individuals learn and
HED130 Consumer Health develop and can provide opportunities that
support their physical, cognitive, social, and
HED270 Categorical School Health
emotional development
Topics
3) Understand how individuals differ in their
HED301 Admin of School Health
approaches to learning, and create
Programs
appropriate instruction adapted to these
HED320 Substance Use & Abuse
differences.
HED376 Materials & Methods of 4) Use individual and group motivation and
Teaching Health behavior to create a safe learning
HIS125 World Civilizations environment that encourages positive social
HIS126 World Civilizations 2 interaction, active engagement in learning,
HIS210 World Geography and self-motivation.
HIS215 Society and the Individual 5) Use knowledge of effective verbal,
nonverbal, and media communication
techniques to enhance learning and
Physical Education engagement in physical activity settings.
6) Plan and implement a variety of
All candidates must complete the general developmentally appropriate instructional
education courses and professional educator core strategies to develop physically educated
courses listed above. Candidates who wish to individuals, based on state and national
complete the requirements for becoming (NASPE K-12) standards.
physical teachers must take the required series of 7) Understand and use assessment to foster
content-specific courses. physical, cognitive, social, and emotional
development of students in physical activity
Learning Objectives 8) Become reflective practitioners who
evaluate the effects of their actions on others
Learning Objectives for Physical Education (e.g., students, parents/guardians, fellow
focus on 21st Century skills and emphasize the professionals), and seek opportunities to
mastery of knowledge, skills, and dispositions grow professionally.
identified in the AAHPERD Standards listed 9) Use information technology to enhance
below and the tenets of the Instructional learning and to enhance personal and
Leader/Facilitator Model as assessed in Portfolio professional productivity.
Levels I, II, and III. 10) Foster relationships with colleagues,
parents/guardians, and community agencies
to support students' growth and well-being

BIO101 Basic Principles of Biology
BIO210 Anatomy & Physiology
BIO211 Anatomy & Physiology 2
Health
PED101 Individual Sports



PED102 Team Sports
PED116 Foundations of Physical
Education & Sport
PED203 Gymnastics, Aerobics,
Rhythm & Dance
PED209 Adapted Physical Education
& Fitness
PED250 Kinesiology/Biomechanics
PED376 Materials & Methods of
Teaching Physical Education
PED395 Physiology of Exercise &
Performance Assessment
PED418 Organization & Admin of
Phys Ed & Sport
PED422 Swimming/Water Safety
Instruction



SCHOOL OF NURSING

The School of Nursing is committed to lifelong Philosophy of the School of Nursing
learning, which is an underlying principle of the
career advancement pathway (CAP) concept. The School of Nursing uses key concepts of the
This fundamental belief is that all levels of nursing paradigm as a way of organizing beliefs
nursing are significant and contribute to the about nursing and its role in society. The School
delivery of health care in a multitude of has defined its core values and concepts with a
meaningful activities. All levels of nursing have focus on nursing practice standards and
common basic principles on which knowledge professional role behaviors identified by the
and experiences can be built. Nursing education West Virginia Legislature and the Boards of
proceeds from the simple to the complex. Examiners, national professional organizations,
Concurrently, nurses may advance from LPN to and accrediting bodies. Program goals and
ADN to BSN to MSN to a terminal degree – the learning outcomes for the program are reflective
Career Advancement Pathway. of these components. The core concepts are
nursing, environment, health, and person. The
Students come to higher education today with core values are caring, diversity, integrity, and
diverse educational preparation and needs. This excellence as promulgated by the National
requires many user-friendly entry and exit points League for Nursing.
in order to facilitate the quest for a career in
nursing. Consideration must be given to Core Concepts
academic and career recognition with
opportunity at each level. Accordingly, SIU is NURSING
committed to providing an educational system Autonomous actions derived from critical,
that meets these goals by providing the career creative and reflective knowledge in the scope of
enhancement pathway opportunity. providing care for the individual, family or
community. The nurse utilizes comprehensive
Vision of the School of Nursing assessment, planning, intervention and
evaluation in the delivery of care to diverse
The School of Nursing will provide accessible populations across the life span. It is a self-
state of the discipline education. The School will regulating entity with moral and ethical
focus on fostering the preservation, promotion, ramifications embedded in clinical processes
and restoration of health in the international which guide safe and effective care. Lifelong
community. Our graduates will be highly learning is the scaffold for adherence to
competent practitioners who are grounded in a standards of practice which embraces evidence-
sense of inquiry and committed to human caring based practice modalities.
across the lifespan within a climate of diversity.
PERSON
Mission of the School of Nursing Individual, family or community that is the
focus of the nursing process
The mission of nursing education coincides with
that of the University and is committed to HEALTH
preparing professional nurses who utilize a A dynamic state that is self-defined by the care
systematic approach in the assessment and participant(s)
management of actual or potential health needs
across the life span of a diverse population. A ENVIRONMENT
commitment to lifelong learning will serve as Internal and external stimuli or factors that are in
the catalyst that propagates career advancement. constant interaction with the person. It
encompasses the global community.



Core Values Applicants are awarded 60 transfer credits,
which makes this an RN-to-BSN degree-
CARING completion program.
This is the respect and concern implicit within
the nurse/client interactive experience Learning Objectives
employing collaborative relationships as needed.
The presence of a supportive environment Graduates of the program will be able to
fosters interventions that utilize critical, creative demonstrate that they:
and reflective thinking to promote, maintain
and/or restore health across the life span. The 1) Understand nursing and health care theory
nursing process facilitates the management and basics and demonstrates critical, creative
delivery of evidence-based care. and reflective thinking to guide evidenced
based nursing practice decisions that
INTEGRITY maximizes health potential of the individual,
Professional values and role behaviors family or community. (Caring)
assimilated into the practice of nursing which 2) Utilize the nursing process to provide and to
are accentuated by adherence to Standards of manage the care of individuals across the
Nursing practice and performance. Leadership lifespan. (Caring)
and management strategies applied to 3) Understand and demonstrate the ability to
informatics and technology utilized in the function effectively in a multicultural
design, management, delivery and evaluation of environment utilizing effective interpersonal
evidence based care of individuals, families and communication and information
communities. technologies. (Diversity)
4) Comprehend a range of general education
DIVERSITY topics consistent with graduates of Bachelor
Respect and regard is given to the multicultural of Science degree programs including, but
differences of the client system of the not limited to, knowledge of English
international community. Communication is composition and technical writing, U.S.
authentic and unbiased. history, world civilizations, economics,
psychology, sociology, government, ethics
EXCELLENCE and understand the need for lifelong
To provide evidenced-base care that is learning. (Excellence)
responsive to perceived as well as anticipated 5) Understand statistics and research methods
needs across the life span. Strategies are and are able to critically apply this
synthesized and amended to individualize and knowledge to be an informed consumer of
foster positive outcomes. Understands the need research in health care. (Excellence)
for life long learning as the means to retain and 6) Understand and maintain standards and role
expand professional / clinical skills and behaviors of the professional licensed
knowledge. registered nurse. (Integrity)

Bachelor of Science in Nursing The student will:

The SIU School of Nursing offers the Bachelor 1) Demonstrate critical, creative and reflective
of Science in Nursing (BSN) to provide a means thinking to guide evidenced based nursing
for registered nurses to complete their practice decisions that maximizes health
baccalaureate using distance learning methods. potential of the individual, family or
The BSN requires the successful completion of a community. (Caring)
minimum of 120 semester credit-hours with a 2) Engage in leadership abilities emphasizing
cumulative grade-point average of at least 2.0 professional accountability and adherence to
for all coursework completed at SIU. standards of care to guide health care



delivery to clients across the lifespan.
COM104 OR Human Communication OR
(Integrity)
3) Demonstrate the ability to function
effectively in a multicultural environment HIS210 World Geography
utilizing interpersonal communication and HIS125 World Civilizations
information technologies. (Diversity)
4) Understands the need for lifelong learning as HIS126 World Civilizations 2
the means to retain and to expand HSS215 Society and the Individual
professional/clinical skills and knowledge
(Excellence) ICO100 Foundations of Intercultural
Understanding
Curriculum MAT140 Statistics
The BSN degree program requires the successful Admissions
completion of nine nursing courses comprising
30 semester credit-hours including: Admission to the RN-to-BSN program requires
completion of a special application that may be
NUR401 Professional Role Transition obtained from the Director of Nursing
Education’s office. Admission is limited solely
NUR402 Health Assessment to individuals who already have an RN. The
specific requirements are listed below:
NUR403 Nursing Research
• Completed application to the School of
NUR404 Nursing Ethics Nursing
• Associate degree in nursing or diploma in
NUR405 Complex Health Problems nursing from an accredited nursing program
• Cumulative grade-point average of at least
NUR406 Evidence-Based Practice 2.5 on a 4.0 scale with at least a grade of
“C” in all science courses required for the
NUR407 Special Topics/Problems in nursing degree or diploma
Nursing • Unrestricted, current license to practice as a
registered nurse (RN) in any of the United
NUR408 Nursing Management and States with at least one year of professional
experience
Leadership • Original transcripts for all prior colleges or
universities
NUR409 Community Nursing Capstone • Completed pre-admissions interview with
(6 credits) the Director of Nursing Education or
designee
• Completed FBI criminal background check
In addition to the above 30 credits, students also
• Two professional references
must complete 30 credits of general education,
including a selection of courses from the SIU • Personal essay describing applicant’s
International Focus. philosophy of nursing

ECO252 Macroeconomics
ECO253 Microeconomics
ENG200 Technical Writing


Salem International University Undergraduate Catalog 09 2010

Salem International University Undergraduate Catalog 09 2010

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