Volume 82 | 2026-27
Wingate University Academic Catalog
Wingate University Academic Catalog 2026-2027
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WINGATE UNIVERSITY ACADEMIC CATALOG
2026-27
PART I: THE UNIVERSITY PART II: UNDERGRADUATE AND NON-DEGREE PROGRAMS PART III: GRADUATE & PROFESSIONAL PROGRAMS
Wingate University Academic Catalog 2026-2027
3 Wingate University does not unlawfully discriminate on the basis of race, color, national origin, sex, disability, age, or any other status protected by applicable federal, state, or local law. The following individuals have been designated to handle inquiries regarding the University’s non-discrimination policies. For inquiries regarding non-discrimination on the basis of sex: Tariah Harrell, Title IX Coordinator 704-233-8023 tar.harrell@wingate.edu or titleix@wingate.edu For inquiries regarding non-discrimination on the basis of disability: Kristin Wharton, Assistant Vice President for Disability Support Services 704-233-8366 kwharton@wingate.edu or access@wingate.edu For inquiries regarding non-discrimination on the basis of age, race, color, national origin, or any other status protected by applicable federal, state, or local law: Brandie Everett, Director of Human Resources 704-233-8810 b.everett@wingate.edu or hr@wingate.edu The information contained in this catalog is correct and reflects policy and states progress requirements for graduation effective as of the date of publication. The University reserves the right to make changes in its educational and financial policies as the Wingate University Board of Trustees may deem consonant with sound academic and fiscal practice. The University further reserves the right to ask a student to withdraw at any time.
Wingate University (USPS 686-480) Volume 82, No. 1 is published by Wingate University, 211 E. Wilson Street, Wingate, NC 28174. Published by the Office of Academic Affairs
Wingate University Academic Catalog 2026-2027
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CONTENTS
PART I: THE UNIVERSITY...................................... 12 Statement of Purpose ......................................................................... 13 Goals ................................................................................................ 13 History ................................................................................................ 13 Wingate Junior College ................................................................... 13 Wingate College............................................................................... 13 Wingate University.......................................................................... 13 Leaders of Wingate University........................................................ 14 Accreditation ...................................................................................... 14 Other Accrediting Agencies............................................................. 14 Associations ........................................................................................ 14 Campus Locations .............................................................................. 14 Programs Offered ............................................................................... 15 Undergraduate Majors .................................................................... 15 Non-Degree Programs .................................................................... 16 Graduate and Professional Majors ................................................. 16 Board of Trustees................................................................................ 16 Officers ............................................................................................ 16 2026-2027 Trustees ........................................................................ 16 Lifetime Honorary Trustees ............................................................ 17 Officers of the University.................................................................... 17 Academic Leadership ......................................................................... 17 Faculty Senate..................................................................................... 17 Faculty ................................................................................................ 18 Librarians ...........................................................................................23 Emeritus Deans and Faculty ..............................................................24
PART II: UNDERGRADUATE AND NON-DEGREE PROGRAMS ......................................................... 25 Traditional Undergraduate Academic Calendar ................................ 26 Academic Calendar – Eight (8) Week Classes ................................... 26
ADMISSIONS, COSTS, AND FINANCIAL AID ........................ 27
Admission ........................................................................................... 27 First-Year Admission ...................................................................... 27 Early College Student Admission.................................................... 27 International Student Admission ................................................... 27 English Proficiency Requirements ......................................... 27 International Enrollment Deposit ........................................ 28 International Payment System ............................................. 28 Countries exempt from English Proficiency Exam Score Requirements ......................................................................... 28 Readmit Student Admission ...........................................................28 Definition of Accredited Institutions ..............................................28 Transfer Admission .........................................................................28 Transfer Credit ...................................................................... 28 Independent Comprehensive Articulation Agreement ........ 28 Credit by Examination .................................................................... 29 Advanced Placement (AP) ..................................................... 29 College Level Examination Program (CLEP) ....................... 29 DANTES (DSST) Examinations ............................................ 29 Cambridge AICE Exam Scores .............................................. 29 International Baccalaureate Program Credit...................... 29 Wingate Online Degree -- Credit by Exam Program Policy 29 Dual Enrollment.............................................................................. 29 Enrollment Deposit .........................................................................29 Medical/Immunization Requirements ........................................... 29 International students ........................................................... 30 Financial Information ........................................................................30 Basic Semester Charges ..................................................................30 Non-Degree Program Charges ........................................................30 Additional Charges and Fees ..........................................................30 Books and Supplies .........................................................................30 Check Acceptance ............................................................................30 Expenses ..........................................................................................30 ID, Meal, and Debit Card ................................................................ 31 Insurance (Medical) ........................................................................ 31 Undergraduate Students Withdrawal and/or Course Withdrawal Refund of Charges Policy ................................................................ 31 Return of Title IV Funds ......................................................... 31
Student Financial Aid......................................................................... 32 Federal Aid Programs ..................................................................... 32 Financial Assistance Alternatives ................................................... 32 Academic Scholarships ................................................................... 32 Legacy Awards ................................................................................ 32 Music Scholarships ......................................................................... 32 Veterans Benefits ............................................................................ 32 Satisfactory Academic Progress (SAP) Policy for Financial Aid Recipients ........................................................................................... 32 SAP Standards ................................................................................ 32 Cumulative GPA ..................................................................... 33 Completion Rate ..................................................................... 33 Maximum Time Frame .......................................................... 33 Evaluation Period ........................................................................... 33 Financial Aid SAP Appeals ............................................................. 33 Documentation ....................................................................... 33 Deadlines and Decisions ........................................................ 33 Academic Plans....................................................................... 33 Regaining Eligibility ....................................................................... 33 Special Considerations.................................................................... 33 Select Aid Programs ............................................................... 33 Select Grades & Courses ......................................................... 33 Additional Considerations ..................................................... 33 Consumer Information Disclosures ................................................... 34
ACADEMIC POLICIES AND PROCEDURES ........................... 34
Statement of Student Responsibility ................................................. 34 Academic Honors ............................................................................... 34 Commencement .............................................................................. 34 Semester .......................................................................................... 34 Academic Standards: Probation and Suspension.............................. 34 Minimum Cumulative GPAs Considered Satisfactory Academic Standing .......................................................................................... 34 Academic Probation ........................................................................ 34 Academic Suspension ..................................................................... 34 College Courses Taken while a Student is Suspended ................... 34 Additional Bachelor’s Degree............................................................. 34 Additional Major ................................................................................ 34 Army Reserve Officers’ Training Corps (ROTC) ............................... 35 Attendance.......................................................................................... 35 Attendance Verification ..................................................................... 35 Auditing .............................................................................................. 35 Bankruptcy (Academic)...................................................................... 35 Catalog Year........................................................................................ 35 Class Level .......................................................................................... 35 Course Numbers ................................................................................. 36 Commencement ................................................................................. 36 Early Participation Policy ............................................................... 36 Copyright Policies............................................................................... 36 Copyright Compliance .................................................................... 36 Student Rights and Copyright ........................................................ 36 Council of Independent Colleges Online Course Sharing Consortium ............................................................................................................ 37 Credit by Examination ....................................................................... 37 Departmental Examination ............................................................... 37 Credit Hour and Course Delivery....................................................... 37 Clinicals and Labs ........................................................................... 37 Non-traditional Courses ................................................................. 37 Directed Study .................................................................................... 38 Family Educational Rights and Privacy Act (FERPA) ....................... 38 Grade Appeal Procedure .................................................................... 38 Grade Point Average (GPA) ............................................................... 38 Grade Key ........................................................................................... 39 Grade Reports .................................................................................... 39 Mid-Semester Grade Reports ......................................................... 39 Graduation Requirements ................................................................. 39 Honor Code ........................................................................................ 39 Incompletes (Grades of “I”) ............................................................... 39 Independent Study ............................................................................. 39 Internships and Practicums ............................................................... 39 Major Declarations and Changes ....................................................... 40
Wingate University Academic Catalog 2026-2027
5 Undergraduate Major Declaration or Change ............................... 40 Wingate Online’s Degree Major Declaration or Change ............... 40 Media Release .................................................................................... 40 Online Class Attendance ................................................................... 40 Overload............................................................................................. 40 Pass/Fail Option (Elective Pass) ....................................................... 40 Registration and Schedule Changes .................................................. 40 Drop/Add ....................................................................................... 40 Withdrawal from a Course ............................................................. 40 Repeat Course Policy .......................................................................... 41 Resolving Problems and Issues .......................................................... 41 External Complaint Resources ....................................................... 41 Accreditation ........................................................................... 41 NC Post-Secondary Education Complaints ........................... 41 NC Department of Justice ...................................................... 41 SARA-NC Complaint Process ................................................. 41 Student Full/Part-Time Load Status.................................................. 41 Summer Sessions................................................................................ 41 Summer Credit Policy ..................................................................... 41 Title IX Resources .............................................................................. 41 Transient Study (Courses taken at another institution) .................... 42 Co-Registration ............................................................................... 42 Transcripts ..........................................................................................42 Withdrawal from the University ........................................................42 Temporary Leave of Absence (TLA) ............................................... 42 Medical Leave and/or Leave Due to Mental Health Crisis............. 42 Administrative Withdrawal.............................................................42 Voluntary .........................................................................................43 Wingate Online’s Degree Program TLA or Withdrawal ................. 43
ACADEMIC SUPPORT SERVICES AND PROGRAMS ................ 43
Academic Advising ............................................................................. 43 Traditional Bachelor’s Degree Programs ........................................ 43 Wingate Online Degree Program .................................................... 43 Academic Resource Center (ARC)...................................................... 43 Counseling Services ............................................................................ 43 Disability Support Services (DSS) ...................................................... 43 Student Disability Grievance Procedure......................................... 43 Who may grieve? ................................................................... 44 What may be grieved? ........................................................... 44 Confidentiality and Prohibition Against Retaliation ........... 44 Informal Grievance Procedure ............................................. 44 Formal Grievance Procedure ................................................ 44 Appeal..................................................................................... 44 Adjustment of Deadlines........................................................ 44 Support Persons/Advisors .................................................... 44 Interim Measures ...................................................................45 Confidentiality of Records ......................................................45 Disability Harassment Policy .......................................................... 45 OneDog 101 ......................................................................................... 45 Office of Career Pathways .................................................................. 45 Library and Special Collections .......................................................... 45 Special Collections........................................................................... 45 Ethel K. Smith Library .................................................................... 45 Library Mission ......................................................................45 Writing Center .................................................................................... 45 Student Research ................................................................................ 45
UNDERGRADUATE DEGREES .......................................... 46
Undergraduate Curriculum ................................................................46 Bachelor’s Degrees .......................................................................... 46 Native Language and Proficiency Exams........................................46 Lyceum Series..................................................................................46 General Education...........................................................................46 Bachelor of Arts ............................................................................... 47 Bachelor of Science .........................................................................48 Bachelor of Music Education ..........................................................49 Bachelor of Science in Nursing .......................................................50 Bachelor of Liberal Studies ............................................................. 51 The Major ........................................................................................... 52 Baccalaureate Majors ...................................................................... 52 Electives .............................................................................................. 53 Minors ................................................................................................. 53 Badges and Certificates ...................................................................... 54
Badge ............................................................................................... 54 Certificate ........................................................................................ 54 Academic Policies for Badges and Certificates ............................... 54 Definition of Certificate versus Certification.................................. 54
ACADEMIC PROGRAMS, SCHOOLS, AND DEPARTMENTS ....... 54
Experiential Learning Program: W’Engage....................................... 54 Requirements .................................................................................. 54 International Programs...................................................................... 54 Internships Abroad ......................................................................... 54 W’International Program ............................................................... 54 Requirements .......................................................................... 55 Pre-Professional Programs ................................................................ 55 Pre-Health Professions (Medical, Veterinary, Dental) .................. 55 Pre-Law ........................................................................................... 55 Suggested Sequence of Courses for the Legal Studies Minor 55 Pre-Nursing..................................................................................... 55 Pre-Occupational Therapy .............................................................. 56 Pre-Pharmacy ................................................................................. 56 Pharmacy Prerequisites ......................................................... 56 Pre-Physician Assistant Studies ..................................................... 56 Pre-Physical Therapy ...................................................................... 57
HONORS COLLEGE....................................................... 57
Admission ....................................................................................... 57 Minor Curriculum ........................................................................... 57 Honors 101: Leadership & Engagement seminar ................. 58 Honors Elective Coursework ................................................. 58 Honors Classes ................................................................... 58 Honors Contract Work....................................................... 58 Honors Community, Cultural, or Leadership Experience .... 58 Honors Capstone and Thesis Options ................................... 58 Early College, Dual Enrollment, and Transfer Student Policies .... 58 Honors Advising ............................................................................. 58 Honors Curriculum Progress, Cumulative GPA and Grade Standards for Honors Credit .......................................................... 58 Honors Curriculum Progress................................................. 58 Grade Requirements for Honors Curriculum ....................... 58 Honors 101:......................................................................... 58 Honors Electives: ............................................................... 58 Honors Contract Work, Honors Experience Coursework, and Honors Capstones: ...................................................... 58 GPA Policy for Honors College membership: ................... 59 Honors College Probation: ................................................ 59 Removal from the Honors College: ................................... 59 Petition for Reinstatement:................................................ 59 Honors College Recognition ........................................................... 59
CHARLES A. CANNON COLLEGE OF ARTS AND SCIENCES ...... 59
Division of Communication, Humanities, and Political Science ...... 59 Communication .............................................................................. 59 Mission .................................................................................... 59 Communication ...................................................................... 59 Minors .....................................................................................60 Communication ..................................................................60 Journalism ..........................................................................60 Health Communication ......................................................60 Sports Media.......................................................................60 Public Relations ..................................................................60 History............................................................................................. 60 History ....................................................................................60 History and Education (see Thayer School of Education) ... 61 Minors ..................................................................................... 61 History ................................................................................ 61 International Studies ......................................................... 61 Race and Ethnic Studies ..................................................... 61 Social Science ...................................................................... 61 Political Science .............................................................................. 62 Political Science ...................................................................... 62 Minors ..................................................................................... 62 Political Science .................................................................. 62 Legal Studies....................................................................... 62 Religion and Philosophy ................................................................. 62 Religion and Philosophy ........................................................ 62 Minors* ................................................................................... 62
Wingate University Academic Catalog 2026-2027
6 Philosophy .......................................................................... 62 Religion .............................................................................. 62 Certificate ............................................................................... 62 Christian Ministry ............................................................. 62 Division of Fine Arts, Modern Languages, and English .................... 63 Art .................................................................................................... 63 Minors .................................................................................... 63 Art ....................................................................................... 63 Art Therapy........................................................................ 63 English ............................................................................................. 63 English.................................................................................... 63 English and Education (see Thayer School of Education) ... 63 Minors .................................................................................... 63 Creative Writing ................................................................ 63 English................................................................................ 63 Professional and Technical Writing ................................. 64 Film Studies........................................................................ 64 Modern Languages .......................................................................... 64 Minors .................................................................................... 64 French................................................................................. 64 Spanish ............................................................................... 64 Music ............................................................................................... 64 Goals and Objectives.............................................................. 64 Degree Program Goals .......................................................... 64 Requirements for Music Majors............................................ 64 Admittance Procedure for Music Majors ......................... 64 Performance Study Examinations .................................... 64 Recital Performance Requirements .................................. 64 Recital Attendance Requirement ...................................... 64 Elective Music Courses ...................................................... 64 Music Scholarship .............................................................. 64 Music, General ........................................................................65 Music, Concentration in Church Music..................................65 Music, Emphasis in Performance ..........................................65 Music Education (see Thayer School of Education) ............. 66 Minor ...................................................................................... 66 Music .................................................................................. 66 Division of Natural Sciences...............................................................66 Biology ............................................................................................. 66 Biochemistry (See Chemistry and Physics) .......................... 66 Biology ................................................................................... 66 Biology (Pharmacy 3+1 Program) ........................................ 67 Biology with Concentration in Medical Laboratory Science (3+1 Program) ........................................................................67 Biology with Concentration in Agricultural Food Systems .. 67 Biology and Education (see Thayer School of Education).... 67 Environmental Biology ..........................................................67 Environmental Biology (Public Health Track)..................... 68 Minors .................................................................................... 68 Biology ............................................................................... 68 Environmental Biology ..................................................... 68 Foundations of Medical Science ........................................ 68 Chemistry and Physics .................................................................... 69 Biochemistry .......................................................................... 69 Chemistry ............................................................................... 69 Chemistry-Business ................................................................70 Forensic Science ......................................................................70 Minors .....................................................................................70 Chemistry ............................................................................70 Physics ................................................................................. 71 Division of Social and Mathematical Sciences ................................... 71 Mathematics .................................................................................... 71 Mathematics ........................................................................... 71 Mathematics/Business ........................................................... 71 Mathematics and Education (see Thayer School of Education) ............................................................................... 71 Minor ....................................................................................... 71 Mathematics ....................................................................... 71 Psychology ....................................................................................... 71 Psychology .............................................................................. 71 Minor .......................................................................................72 Psychology .......................................................................... 72
Sociology ......................................................................................... 72 Criminal Justice...................................................................... 72 Human Services...................................................................... 72 Sociology ................................................................................. 73 Minors ..................................................................................... 73 Criminal Justice.................................................................. 73 Human Services.................................................................. 73 Medical Sociology............................................................... 73 Sociology ............................................................................. 73 Women’s and Gender Studies ............................................ 73
LEVINE COLLEGE OF HEALTH SCIENCES .......................... 73
School of Health Professions ............................................................. 73 Department of Nursing ................................................................... 73 Nursing ................................................................................... 74 Nursing Curriculum ........................................................... 74 Department of Public Health.......................................................... 75 Vision ...................................................................................... 75 Mission .................................................................................... 75 Department goals ................................................................... 75 Values ...................................................................................... 75 Public Health .......................................................................... 75 Public Health (4+1 BSPH-MPH Program) ............................ 75 Minor ...................................................................................... 76 Public Health ...................................................................... 76
COLLEGE OF PROFESSIONAL PROGRAMS .......................... 76
Porter B. Byrum School of Business .................................................. 76 Mission Statement of the School of Business ................................. 76 Core Curriculum and Business Core Requirements ...................... 76 Accounting .............................................................................. 76 Finance.................................................................................... 76 International Business ........................................................... 77 Management........................................................................... 77 Marketing ............................................................................... 77 Minors ..................................................................................... 77 Minors For Business Majors .............................................. 77 Minors For Non-Business Majors...................................... 77 Accounting .......................................................................... 77 Economics ........................................................................... 77 Entrepreneurial Leadership .............................................. 77 Finance................................................................................ 78 Management....................................................................... 78 Marketing ........................................................................... 78 Badges and Certificates.......................................................... 78 Lloyd and Georgia Thayer School of Education ................................ 78 Teacher Education Program ........................................................... 79 Degree-Seeking Students ....................................................... 79 Licensure-Only Students ........................................................ 79 Adding an Area of Licensure ................................................. 79 Progression in the Teacher Education Program .................. 79 Student Teaching ................................................................ 79 Working/Activities During Student Teaching Semester . 80 Licensure Tests .................................................................. 80 Exit Examinations ............................................................. 80 Biology and Education .......................................................... 80 Elementary Education .......................................................... 80 English and Education ........................................................... 81 Health and Physical Education ............................................. 81 History and Education ...........................................................82 Mathematics and Education ..................................................82 Middle Grades Education ......................................................83 Language Arts Concentration ...........................................83 Mathematics Concentration ..............................................83 Science Concentration ........................................................84 Social Studies Concentration .............................................84 Music Education .....................................................................84 Spanish Education (K-12) ...................................................... 85 Master of Arts in Education (K-6) Dual Degree Program ... 86 Admissions Requirements: ................................................86 Course Schedule ..................................................................86 Add-On Licensure Program ...................................................86 Special Education ...............................................................86 Post-Baccalaureate Residency Program............................... 86
Wingate University Academic Catalog 2026-2027
7 Admissions Requirements ................................................. 86 Program Guidelines........................................................... 86 Elementary Education (K-6) ............................................. 86 Middle Grades Education (6-9)..........................................87 Secondary Education (9-12) ...............................................87 Spanish Education (K-12)...................................................87 Non-Licensure Program.........................................................87 Educational Studies ............................................................87 Minor ...................................................................................... 88 Educational Studies ........................................................... 88 School of Sport Sciences .....................................................................89 Department of Exercise Science .....................................................89 Degree Requirements: Exercise Science Major .................... 89 Fitness Professional Track ................................................ 89 Pre-Professional Track ...................................................... 89 Exercise Science (3.5+3 BS/DPT Combined Program) ........ 90 Admissions Requirements ................................................. 90 Minor ....................................................................................... 91 Exercise Science .................................................................. 91 Department of Sport and Recreation Management ....................... 91 Sport and Recreation Management....................................... 91 Health and Physical Education (see Thayer School of Education) ............................................................................... 91 Minors ..................................................................................... 91 Coaching.............................................................................. 91 Community and Commercial Recreation .......................... 91 Community Youth Development ....................................... 92 Sport Management ............................................................ 92 Leadership.......................................................................... 92 Badges and Certificates ......................................................... 92 Advanced Leadership Research Badge............................. 92 Professional Internship Badge .......................................... 92 Leadership Certificate ....................................................... 92
WINGATE ONLINE ....................................................... 92
Admission to Wingate Online ............................................................92 Bachelor of Liberal Studies (BLS)................................................... 92 Bachelor of Science (BS) ................................................................. 92 Bachelor of Science in Elementary Education...................... 92 Eligibility for Teacher Education Admission ................... 93 Bachelor of Science in General Studies ................................. 93 Readmission .................................................................................... 93 Credit for Prior Learning Policy (CPL) ..............................................93 Certified Law Enforcement Officers ............................................... 93 Service-Related Experience and Training ...................................... 93 CRJ 205: Juvenile Justice...................................................... 93 Documentation Required: ................................................. 93 CRJ 305: Corrections ............................................................ 93 Documentation Required: ................................................. 93 Degree Requirements .........................................................................94 Bachelor of Liberal Studies (BLS)................................................... 94 Major Curriculum .................................................................. 94 Organizational Communication and Management ......... 94 Human Services ................................................................. 94 Criminal Justice and Human Behavior ............................ 94 Educational Studies ........................................................... 94 Bachelor of Science (BS) ................................................................. 95 Elementary Education (K-6) Major Curriculum...................95 General Studies Major Curriculum........................................95 Lyceum Requirement for Wingate Online BS Degrees .................. 96 Wingate Online Graduation Requirements ....................................... 96 Bachelor of Liberal Studies Degree (BLS) ...................................... 96 Bachelor of Science (BS) ................................................................. 96 Bachelor of Science in Elementary Education...................... 96 Bachelor of Science in General Studies ................................. 96 Certificate Requirements.................................................................... 97 Addiction Specialist......................................................................... 97
NON-DEGREE PROGRAMS ............................................. 97
Badges ................................................................................................. 97 Advanced Leadership Research ...................................................... 97 Curriculum ..............................................................................97 Professional Internship ................................................................... 97 Curriculum ..............................................................................97
Entrepreneurship............................................................................ 97 Curriculum.............................................................................. 97 Certificates.......................................................................................... 97 Addiction Specialist ........................................................................ 97 Admissions .............................................................................. 97 Curriculum.............................................................................. 97 Career and Community Studies...................................................... 97 Curriculum.............................................................................. 97 Christian Ministry ........................................................................... 98 Curriculum..............................................................................98 Entrepreneurship............................................................................ 98 Curriculum..............................................................................98 Leadership....................................................................................... 98 Curriculum..............................................................................98 Public Health – Generalist Certificate............................................ 98
DESCRIPTION OF UNDERGRADUATE COURSES ................... 99
Accounting (ACCT) ............................................................................ 99 Addiction Counseling (ADCO) ......................................................... 100 Agricultural Food Systems (AGR) ................................................... 100 American Sign Language (ASL) ....................................................... 100 Art (ART) ...........................................................................................101 Art (ARTT)........................................................................................ 102 Biology (BIO).................................................................................... 102 Business (BUS) ................................................................................. 106 Capstone (CAP) ................................................................................ 107 Career (CAR) .................................................................................... 107 Career and Community Studies (CCS) ............................................ 107 Chemistry (CHEM) .......................................................................... 108 Communication (COMM) ................................................................ 109 Computer Science (CS) ..................................................................... 111 Criminal Justice (CRJ) ...................................................................... 112 Economics (ECON) ........................................................................... 113 Education (ED).................................................................................. 113 English (ENG) ................................................................................... 119 Entrepreneurship (ENTR) ................................................................ 121 Environmental Biology (ENV) .......................................................... 121 Ethnic studies (ETHN)..................................................................... 122 Exercise Science (EXSC) .................................................................. 122 Finance (FINA)................................................................................. 123 Fitness (FIT) ..................................................................................... 123 French (FREN) ................................................................................. 123 Geography (GEOG) .......................................................................... 124 German (GERM) .............................................................................. 124 Greek (GREK) .................................................................................. 124 Health (HETH)................................................................................. 124 Health and Physical Education (HPE) ............................................ 124 History (HIST) ..................................................................................125 Honors (HON)...................................................................................127 Human Services (HS)........................................................................127 Interprofessional Education (IPE) .................................................. 128 Independent Living (LIV) ................................................................ 128 Management (MGMT) ..................................................................... 128 Marketing (MARK) .......................................................................... 129 Mathematics (MATH) ...................................................................... 129 Modern Languages (MLAN) ............................................................. 131 Music (MUS) ..................................................................................... 131 Nursing (NURS) ............................................................................... 134 Organizational Communication and Management (ORG) ............. 136 Pharmacy (PHAR) ............................................................................ 136 Philosophy (PHIL) ........................................................................... 136 Physical Education (PE)................................................................... 136 Physics (PHYS)..................................................................................137 Political Science (PSCI) .....................................................................137 Psychology (PSYC) ........................................................................... 138 Public Health (PH) ............................................................................ 141 Religion (REL).................................................................................. 142 Russian (RUSS) ................................................................................ 143 Science (SCI) .................................................................................... 143 Sociology (SOC)................................................................................ 143 Spanish (SPAN) .................................................................................145 Special Education (SPED)................................................................ 146 Special Studies.................................................................................. 146
Wingate University Academic Catalog 2026-2027
8 Sport and Recreation Management (SRMT) ................................... 147 Sport Sciences Leadership (SSLD) ................................................... 149 Theatre Arts (THAR) ........................................................................ 149 Ukrainian (UKRA) ............................................................................ 149 Wellness (WELL).............................................................................. 149 Women’s and Gender Studies (WS) ................................................. 150
PART III: GRADUATE & PROFESSIONAL PROGRAMS 151 COSTS AND FINANCIAL AID ......................................... 152
Financial Information ...................................................................... 152 Tuition and Fees ............................................................................ 152 Graduate or Professional Institutional Withdrawal and/or Course Withdrawal Refund of Charges Policy .................... 152 Return of Title IV Funds ................................................... 153 Monthly Payment Plan ..................................................... 153 Student Full/Part-Time Load Status................................................ 153 Financial Aid ..................................................................................... 154 Loan Programs .............................................................................. 154 Satisfactory Academic Progress (SAP) Policy for Financial Aid Recipients ...................................................................................... 154 Cumulative GPA Requirement ............................................. 154 Completion Rate Requirement ............................................. 154 Maximum Time Frame Requirement .................................. 154 Evaluation Period .......................................................................... 154 Financial Aid SAP Appeals............................................................ 154 Documentation ..................................................................... 154 Deadlines and Decisions ....................................................... 154 Academic Plans ..................................................................... 154 Regaining Eligibility ...................................................................... 154 Special Considerations .................................................................. 154 Select Aid Programs ............................................................. 154 Select Grades & Courses ....................................................... 154 Additional Considerations.................................................... 155 Consumer Information Disclosures ................................................. 155
GRADUATE AND PROFESSIONAL DEGREES ...................... 155 GRADUATE POLICIES AND PROCEDURES ........................ 155
Statement of Student Responsibility................................................ 155 Definition of Accredited Institutions ............................................... 155 Academic Honors at Commencement.............................................. 155 Attendance Definition ...................................................................... 155 Commencement................................................................................ 155 Early Participation Policy.............................................................. 156 Copyright Policies ............................................................................. 156 Copyright Compliance................................................................... 156 Intellectual Property Policy........................................................... 156 Credit Hour and Course Delivery ..................................................... 156 Clinicals and Labs ......................................................................... 157 Non-traditional Courses................................................................ 157 Disability Support Services (DSS) .................................................... 157 Student Disability Grievance Procedure....................................... 157 Who may grieve? .................................................................. 157 What may be grieved? .......................................................... 157 Confidentiality and Prohibition Against Retaliation .......... 157 Informal Grievance Procedure ............................................ 158 Formal Grievance Procedure ............................................... 158 Interim Measures ................................................................. 158 Confidentiality of Records .................................................... 158 Disability Accommodations ................................................. 158 External Complaints ............................................................. 159 Disability Harassment Policy ........................................................ 159 Email ................................................................................................. 159 Family Educational Rights and Privacy (FERPA) ........................... 159 Grading and Grade Point Average ................................................... 159 Graduation Procedures .................................................................... 159 Honor Code....................................................................................... 159 Incomplete Grade ............................................................................. 159 International Applicants Requiring F1 Visas ................................... 159 Countries exempt from English Proficiency Exam Score Requirements ................................................................................ 160 Library and Special Collections ........................................................ 160 Special Collections......................................................................... 160 Ethel K. Smith Library .................................................................. 160
Library Mission .................................................................... 160 Media Release................................................................................... 160 Online Class Attendance .................................................................. 160 Online Learning Management System ............................................. 161 Resolving Problems and Issues......................................................... 161 External Complaint Resources ...................................................... 161 Accreditation .........................................................................161 NC Post-Secondary Education Complaints.......................... 161 NC Department of Justice .....................................................161 SARA-NC Complaint Process ................................................161 Student Research .............................................................................. 161 Textbooks .......................................................................................... 161 Title IX Resources ............................................................................. 161 Transcripts ........................................................................................ 161 Workday Access................................................................................. 161 Withdrawal ........................................................................................ 161 Writing Center .................................................................................. 162
LEVINE COLLEGE OF HEALTH SCIENCES ........................ 162 School of Health Professions ........................................................... 162 Medical/Immunization Requirements......................................... 162 International Students ......................................................... 162 Department of Clinical Mental Health Counseling ...................... 162 Mission .................................................................................. 163 Program Objectives .............................................................. 163 Accreditation ........................................................................ 163 Licensure ............................................................................... 163 CMHC Academic Calendar .................................................. 163 Admissions Requirements .................................................... 163 Admissions Criteria for Traditional Students................. 163 Transfer Credit ..................................................................... 164 Program Requirements........................................................ 164 Program Completion ............................................................ 164 Program Evaluation and Review ........................................ 164 Assessment of Individual Student Mastery of Knowledge, Skill, and Professional Dispositions ................................ 164 Assessment of CMHC courses .......................................... 164 Assessment of the Program.............................................. 164 Assessment of Alumni, Employers, Supervisors, and Advisory Board................................................................. 164 Program Policies .................................................................. 165 Right of the Program to Make Changes .......................... 165 Advising ............................................................................ 165 Professional Liability Insurance...................................... 165 Incidental Cost .................................................................. 165 Technology Requirement ................................................. 165 Grading Policy .................................................................. 165 Attendance ........................................................................ 165 Student Retention, Remediation, and Dismissal ............ 165 Endorsement Policy.......................................................... 166 Student Grievance and Appeals Policy............................ 166 Withdrawal....................................................................... 166 Department of Occupational Therapy ...........................................167 Academic Calendar .............................................................. 167 About the Department .......................................................... 167 Student Learning Outcomes ................................................ 167 Program Sites ....................................................................... 167 Accreditation ........................................................................ 167 Admissions ............................................................................ 168 Occupational Therapy Program Technical Standards ...... 168 Academic Program............................................................... 169 Doctor Of Occupational Therapy Curriculum .................... 169 Academic Policies ................................................................. 169 Right of the Program to Make Changes .......................... 169 Academic Advising ........................................................... 169 Graduation with Distin ction .................................. 170 Academic Progression and Graduation .......................... 170 Duration of Study ....................................................... 170 Significant Quantities of Absence .................................... 170 Academic Petition ............................................................. 170 Academic Standing............................................................ 171 Assessment ......................................................................... 171 Attendance ......................................................................... 171
Wingate University Academic Catalog 2026-2027
9 Attendance Policy Related to Examination Procedures ..171 Human Donor Lab.............................................................171 Department of Occupational Therapy Code of Conduct ..171 Personal Conduct ...............................................................171 Academic Conduct ............................................................ 172 Course Grading................................................................. 172 Clinical Examinations (Practicals/Competencies).......... 172 Remediation Policy ........................................................... 172 Fieldwork and Doctoral Capstone ................................... 173 Repeating a Course ........................................................... 173 Grade Disputes.................................................................. 173 Grading ............................................................................. 173 Graduation ........................................................................ 173 Grievance Policy Not Concerning Grades ....................... 173 Incidental Costs Associated with Occupational Therapy Education .......................................................................... 173 Informed Consent ............................................................. 173 Laptop and Technology Requirement ............................. 174 Licensure as an Occupational Therapist ......................... 174 Personal Health Insurance............................................... 174 Rules Related to Disclosure and Release of Student Information ....................................................................... 174 Student Responsibilities ................................................... 174 Withdrawal ....................................................................... 175 Department of Physical Therapy .................................................. 175 Academic Calendar............................................................... 175 About the Department .......................................................... 175 Program Sites ................................................................... 176 Accreditation ......................................................................... 176 Entry-level DPT progr am: ....................................... 176 Admissions ............................................................................ 176 Pre-Matriculation Physical Therapy Academic Requirements .................................................................... 176 Student Review of Their Ability to Meet the Essential Functions of a Physical Therapist* ...................................... 176 Essential Functions of a Physical Therapist* .................. 177 Academic Program ............................................................... 177 Doctor of Physical Therapy Curriculum Class of 2026 .. 177 Doctor of Physical Therapy Curriculum Class of 2027... 178 Doctor of Physical Therapy Curriculum Class of 2028 .. 178 Doctor of Physical Therapy Curriculum Class of 2029 .. 179 Academic Policies.................................................................. 179 Right of the Program to Make Changes .......................... 179 Academic Advising ...........................................................180 Academic Honors..............................................................180 Academic Progression and Graduation ..........................180 Academic Standing ...........................................................180 Assessment ........................................................................ 181 Attendance ........................................................................ 181 Attendance Policy Related to Examination Procedures . 181 Human Anatomy Lab ....................................................... 181 Code of Professional and Academic Conduct .................. 181 Course Grading................................................................. 182 Examination Etiquette...................................................... 183 Grade Disputes.................................................................. 183 Grading ............................................................................. 183 Graduation ........................................................................ 183 Grievance Policy Not Concerning Grades ....................... 183 Incidental Costs Associated with Physical Therapist Education .......................................................................... 183 Informed Consent ............................................................. 184 Laptop Computer Requirement ....................................... 184 Licensure as a Physical Therapist.................................... 184 Personal Health Insurance............................................... 184 Remediation Policy ........................................................... 184 Rules Related to Disclosure and Release of Student Information ....................................................................... 185 Student Responsibilities ................................................... 185 Technology Use in Teaching and Assessment ................. 185 Withdrawal ....................................................................... 185 Harris Department of Physician Assistant Studies ...................... 185 Master of Physician Assistant Studies ................................. 185
Mission Statement ............................................................ 185 Program Goals ................................................................. 185 Accreditation .................................................................... 186 Admissions ........................................................................ 186 Technical Standards......................................................... 186 Academic Calendar .......................................................... 187 Curriculum........................................................................ 187 Academic and Professional Progression ......................... 188 Leave of Absence............................................................... 189 Withdrawal....................................................................... 189 Advisors – Faculty Members ........................................... 189 Attendance Policy ............................................................. 189 Supervised Clinical Practice Experience (SCPE) ............ 190 Electronic Technology ...................................................... 190 Examinations/Electronic Testing .................................... 190 Professional Development ................................................191 Requirements for Program Graduation .......................... 191 Doctor of Medical Science – Bridge Program...................... 191 Mission Statement .............................................................191 Program Goals ..................................................................191 Accreditation .....................................................................191 Admissions .........................................................................191 Academic Calendar ...........................................................191 Curriculum........................................................................ 192 Course Delivery ................................................................ 192 Requirements for Program Graduation ......................... 192 Department of Public Health........................................................ 192 Vision .................................................................................... 192 Mission .................................................................................. 192 Department Goals ................................................................ 192 Values .................................................................................... 192 Accreditation ........................................................................ 192 MPH Academic Calendar ..................................................... 192 Admissions Requirements .................................................... 193 Admissions Criteria for International Students ............. 193 Admission for the 4+1 BSPH-MPH Degree ..................... 193 Provisional Admission ..................................................... 193 Transfer Credit ................................................................. 193 Program Requirements........................................................ 193 Applied Practice Experience (APE) and Integrative Learning Experiences (ILE) ................................................................. 194 Applied Practice Experience ............................................ 194 Integrated Learning Experience...................................... 194 Dual-Degree Program: Doctor of Pharmacy (PharmD) and MPH ...................................................................................... 194 Program Completion ............................................................ 195 Program Evaluation and Review ........................................ 195 Program Policies .................................................................. 195 Right of the Program to Make Changes .......................... 195 Advising ............................................................................ 195 Directed Study .................................................................. 195 Registration ...................................................................... 195 Incidental Costs Associated with MPH Program ........... 195 Informed Consent ............................................................. 195 Laptop and Technology Requirements ........................... 196 Personal Health Insurance .............................................. 196 Rules Related to the Disclosure and Release of Student Information ...................................................................... 196 Student Responsibilities ................................................... 196 Honor Code ....................................................................... 197 Code of Conduct ................................................................ 197 Student Grievances and Appeals ..................................... 197 Withdrawal....................................................................... 198 Graduate Certificate Program............................................. 198 Admissions ........................................................................ 198 Graduate Certificate in Public Health - Generalist......... 198 Department of Social Work .......................................................... 198 Mission .................................................................................. 198 Specialized Practice .............................................................. 198 Social Work Values............................................................... 198 Accreditation ........................................................................ 198 MSW Academic Calendar .................................................... 198
Wingate University Academic Catalog 2026-2027
10 Admissions Requirements .................................................... 199 Admissions Criteria for Traditional Students ................. 199 Admission Criteria for Transfer Students ....................... 199 Admissions Criteria for Advanced Standing ................... 199 Program Requirements ....................................................... 200 Program Completion ........................................................... 200 Program Evaluation and Review ....................................... 200 Program Policies.................................................................. 200 Right of the Program to Make Changes ......................... 200 Advising ........................................................................... 200 Dismissal .......................................................................... 200 Registration ......................................................................201 Incidental Costs Associated with MSW Program ........... 201 Informed Consent .............................................................201 Technology Requirement................................................. 202 Rules Related to Disclosure and Release of Student Information ...................................................................... 202 Student Responsibilities .................................................. 202 Grading Policy ................................................................. 202 Student honor code .......................................................... 203 Academic and Professional Conduct............................... 203 Student Grievances and Appeals .................................... 203 Withdrawal ...................................................................... 203 School of Pharmacy ......................................................................... 204 Mission of the School ................................................................... 204 Mission ................................................................................. 204 Vision .................................................................................... 204 Values ................................................................................... 204 Accreditation ................................................................................ 204 Concerns and Complaints ............................................... 204 Admissions ................................................................................... 204 Pre-Pharmacy Academic Requirements .......................................205 Academic Program ........................................................................205 Academic Calendar........................................................................205 Doctor of Pharmacy Curriculum ...................................................205 Curricular Components................................................................ 206 WUSOP IPE Vision, Mission and Goal Statements..................... 206 Vision .................................................................................... 206 Mission ................................................................................. 206 Goal statements: .................................................................. 207 Curricular Change .........................................................................207 Program Sites ................................................................................207 Academic Policies ..........................................................................207 Academic Honors................................................................. 207 The Dean’s List ................................................................. 207 Graduation with distinction ............................................ 207 Academic Progression and Graduation ......................... 207 Advising ........................................................................... 208 Assessment .................................................................... 208 Attendance ....................................................................... 208 Campus Transfers............................................................ 208 Disability Accommodations ............................................ 208 Examinations ................................................................... 208 Grade Disputes................................................................. 208 Graduation ....................................................................... 209 Personal Health Insurance.............................................. 209 Professionalism .......................................................... 209 Remediation ......................................................................210 Repeat Courses..................................................................210 Student responsibilities ....................................................210 Temporary Leave of Absence (TLA) (student is not enrolled in courses)...........................................................210 Withdrawal ...................................................................210
COLLEGE OF PROFESSIONAL PROGRAMS ........................ 210 Porter B. Byrum School of Business................................................. 210 Accreditation ................................................................................. 210 Correspondence............................................................................. 210 MAC Program .......................................................................210 MBA Program .......................................................................210 Academic Calendar.........................................................................211 Master of Accounting .....................................................................211 Admissions Policies ............................................................... 211
Prerequisites for Admission ..............................................211 Graduate Management Admission Test (GMAT) ............ 211 Application.........................................................................211 Curriculum.............................................................................211 Required Core Courses ......................................................211 Class Schedule........................................................................211 Program Completion .............................................................211 Master of Business Administration .............................................. 212 Admissions Policies .............................................................. 212 Prerequisites for Admission ............................................. 212 Graduate Management Admission Test (GMAT) ........... 212 Graduate Record Examinations (GRE)........................... 212 Application........................................................................ 212 Curriculum............................................................................ 212 Core Courses ..................................................................... 212 Concentration Courses ..................................................... 212 Dual-Degree Program—Pharm D/MBA ............................. 213 Class Schedule....................................................................... 213 Program Completion ............................................................ 213 Grading Policy ...................................................................... 213 Academic Policies ......................................................................... 213 Student Grievances and Appeals ......................................... 213 Student Status....................................................................... 213 Transfer Credit ..................................................................... 213 Lloyd and Georgia Thayer School Of Education ............................. 214 Graduate Education Academic Calendar ..................................... 214 Master’s and Licensure Programs....................................... 214 Doctoral Programs............................................................... 214 Doctor of Education in Educational Leadership (K-12)............... 214 Program Purpose ................................................................. 214 Cohort Experience ................................................................ 214 Ed.D. and Ed.S. Requirements............................................. 215 Admissions Policies and Requirements ............................... 215 Admissions Selection ........................................................ 215 Degree Requirements ........................................................... 215 Dissertation Project and Program Completion .................. 215 Doctor of Education in Higher Education Executive Leadership .215 Program Purpose ................................................................. 215 Cohort Experience ................................................................ 215 Program Requirements........................................................ 216 Admissions Policies and Requirements ............................... 216 Admissions Selection ........................................................ 216 Dissertation Project and Program Completion .................. 216 Master of Arts in Education in Educational Leadership .............. 216 Admission Requirements ..................................................... 216 Program Requirements........................................................ 216 Program Completion ............................................................ 217 Master of Arts in Education (K-6) ................................................. 217 Admission Requirements ..................................................... 217 Program Requirements........................................................ 217 Program Completion ............................................................ 217 Master of Arts in Teaching (K-6) ................................................... 217 Program Requirements........................................................ 218 Program Completion ............................................................ 218 Admission Requirements ..................................................... 218 Practicum and Licensure ..................................................... 218 Add-on Licensure for School Administration (K-12) ................... 218 Admission Requirements ..................................................... 218 Program Requirements........................................................ 218 Program Completion ............................................................ 219 Common Elements of the Graduate Education Programs........... 219 Admission ............................................................................. 219 Readmission Policy .............................................................. 219 Advising ................................................................................ 219 Attendance ............................................................................ 219 Grading Policy ...................................................................... 219 Master’s Programs ........................................................... 219 Doctorate Programs.........................................................220 GPA Maintenance .............................................................220 Student Grievances and Appeals .........................................220 Grade Appeals ..................................................................220 Professional and Academic Conduct Violations .............220
Wingate University Academic Catalog 2026-2027
11 Reporting and Investigating Suspected Violations of the Code ................................................................................... 221 Transfer Credit ..................................................................... 221 School of Sport Sciences ................................................................... 221 The Master of Arts in Sport Management .................................... 221 MASM Academic Calendar ................................................. 222 Admissions Requirements ................................................... 222 Transfer Credit .................................................................... 222 MASM ADVANTAGE PROGRAM ....................................... 222 Program Requirements ....................................................... 222 Internship ............................................................................. 222 Program Evaluation and Review ....................................... 223 Program Completion ........................................................... 223 Program Policies.................................................................. 223 Advising ........................................................................... 223 Directed Study ................................................................. 223 Grading Policy ................................................................. 223 Non-degree Seeking Students ............................................. 223 Provisional Admission ......................................................... 223 Registration ......................................................................... 224 Student Grievances and Appeals ........................................ 224
DESCRIPTION OF GRADUATE COURSES .......................... 225
Master of Accounting (ACCT) .......................................................... 225 Master of Business Administration (BUS) ...................................... 225 Clinical Mental Health Counseling (CMHC) ................................... 227 Doctor of Physical Therapy (DPT) ................................................... 230 Doctor of Medical Science (DMSC) ................................................. 234 Education (ED)................................................................................. 234 Educational Leadership (EDLD) ..................................................... 236 Doctorate in Leadership – Common Courses (EL, ER) .................. 237 Doctorate in Educational Leadership (EL, ER) ............................... 237 Doctorate in Higher Education Executive Leadership (EL)............ 238 Interprofessional Education (IPE) .................................................. 239 Master of Arts in Sport Management (MASM) ............................... 239 Master of Social Work (MSW) ......................................................... 240 Occupational Therapy (OTD)........................................................... 242 Pharmacy (PHAR) ............................................................................ 245 Physician Assistant Studies (PA) ..................................................... 249 Public Health (PH) ........................................................................... 254
Wingate University Academic Catalog 2026-2027
WINGATE UNIVERSITY ACADEMIC CATALOG
PART I: THE UNIVERSITY
Wingate University Academic Catalog 2026-2027
2026-27
in the right way a young life, [those] influences are not to be measured by years—they are eternal.”
S T A T E ME N T O F P U RP O S E The mission of Wingate University is to develop educated, ethical, and productive global citizens. Following its Judeo-Christian heritage, the University seeks to cultivate the following in its students: Knowledge, Faith, and Service.
GOALS To promote knowledge, the University seeks to: • Provide programs of undergraduate, graduate, and professional study • Provide a faculty committed to teaching and learning • Require an undergraduate core curriculum designed to develop: o aesthetic, cultural, and literary appreciation o analytical and problem-solving abilities o critical thinking o effective communication o integrated perspectives on civilization, the individual, and the social group o wellness • Offer majors and programs of study appropriate for society and the University’s student population and resources that further develop students’ knowledge and skills in focused areas • Create opportunities for international study and travel • Provide opportunities to explore and develop academic, career, and personal goals • Encourage participation in co-curricular and extra-curricular educational, cultural, and recreational opportunities To nurture faith, the University seeks to: • Sustain a community where the bases of faith are explored and where there is a search for truth and meaning • Articulate the ideal of integrity in all relationships • Encourage ethical application of knowledge informed by JudeoChristian principles • Create and support opportunities for worship and faith development • Attract scholars for whom Judeo-Christian values and practice are important aspects of living To encourage service, the University seeks to: • Emphasize the importance of service to God and humanity • Facilitate opportunities to volunteer time, knowledge, and labor beyond the campus community • Sponsor organizations that coordinate service opportunities and foster leadership and teamwork
HISTORY What is now Wingate University was established in 1896 by the Baptist associations of Union County in North Carolina and Chesterfield County in South Carolina. There were few public schools at that time in the rural areas of the Carolina Piedmont; therefore, in its earliest days, the Wingate School offered a complete literacy education from first grade through high school. The school was built on a 10-acre tract with oak trees and a spring for drinking water, located in what would later become the town of Wingate, North Carolina. The site was near Meadow Branch Church and the Seaboard Air Line Railway. The trustees named the new school for a president of Wake Forest University, Washington Manley Wingate, and chose Wake Forest graduate and Union County native Marcus B. Dry as its first principal. One hundred seventy-five students attended the first year. For 12 years Professor Dry directed the school and, with the assistance of Polly Crowder in music, taught most of the curriculum. As the state of North Carolina expanded its public schools, the Wingate School became primarily a boarding school for students in their upper years of high school. The school purchased additional land, built teaching and boarding facilities, and established a sound academic reputation. A 1916 report by B.C. Ashcraft to the Baptist Association praised the Wingate faculty of seven college-trained men and women who knew that “when you start a young man or a young woman on the right road, when you set a light aglow in a young mind, when you touch
WINGATE JUNIOR COLLEGE The Wingate School expanded its educational vision in 1923 when it became Wingate Junior College, offering the first two years of baccalaureate education. The College was still working to establish its new identity and expand its role in education when the Great Depression began in 1929. The next decade at Wingate was marked by financial and enrollment challenges, including the loss of outside funding, students lacking money for tuition and the College frequently being unable to pay faculty salaries. Making the situation worse, the administration building burned to the ground in 1932. President Coy Muckle and a few determined teachers kept the school open, holding classes at Wingate Baptist Church, formerly called Meadow Branch Church, next to campus. Four years later, a new administration building was constructed where the old one had previously stood. This building, named the Burris Building in the 1960s to memorialize C.C. Burris, who led the College from 1937 to 1953, faces the Academic Quadrangle and is one of the largest classroom buildings on the Wingate campus. After World War II, a sequence of events bolstered Wingate Junior College. Returning veterans stabilized the enrollment, and in 1952 the Southern Association of Colleges and Schools granted membership and accreditation to Wingate. President Budd Smith arrived in 1953 and led the College for 21 years. He and his wife, Ethel, focused on increasing both enrollment and financial support. In the mid-1950s, Wingate Junior College had only four buildings. Smith encouraged textile magnate Charles A. Cannon of Kannapolis, North Carolina, to begin making financial contributions to the College. Cannon saw Wingate as a place where the children of textile workers and others in the middle class might go to college. Cannon’s financial contributions allowed the College to erect new buildings, renovate older structures and expand the curriculum. Also, in the 1950s, Dr. Smith, an avid botanist, personally directed the planting of flowers and trees that complemented the stately oaks on the central campus. Through the labor of the Smiths and the generosity of Cannon and others, the College was able to turn to the future with new confidence.
WINGATE COLLEGE Although Wingate Junior College was recognized as an outstanding private two-year institution, the education market in North Carolina was changing substantially by the 1970s. Employers increasingly expected workers to have a baccalaureate degree. In 1977, under the leadership of Thomas E. Corts, Wingate became a four-year institution. The name was changed to Wingate College, and in 1979, the school granted its first baccalaureate degrees. In 1978, the College launched W’International, a program of international study and travel for sophomores. Additional majors were added in the 1980s, along with master’s degree programs in education and in business.
W I N G A T E U N I V E RS I T Y In 1993, Wingate College expanded its reach by opening the School of Graduate and Continuing Education in Matthews, North Carolina. During its centennial in 1995, the Board of Trustees voted to change the institution’s name to Wingate University. In 2003, under the direction of the trustees and President Jerry E. McGee, Wingate University began its first doctoral-level program with the School of Pharmacy. This was a catalyst for the University to offer degree programs in additional health science fields. The Master of Physician Assistant Studies program began in 2008 and achieved full enrollment in its first year. Also in 2008, Wingate added its second doctoral program: the Doctor of Education in Educational Leadership. In 2009, the School of Pharmacy and Department of PA studies were brought under the newly established Levine College of Health Sciences. The Levine College of Health Sciences building on the main campus, opened in 2011, was the second LEED-certified (Leader in Energy and Environmental Design) building in Union County. Also in 2011, Wingate University opened a campus in Hendersonville, North Carolina, where it offers a program in physician assistant studies and formerly offered a program in pharmacy.
Wingate University Academic Catalog 2026-2027
14 The University moved its Matthews-campus programs to the Ballantyne area of south Charlotte in 2013. Those programs are now taught online or on the Wingate campus. In 2014, Wingate University began a Doctor of Physical Therapy program on the main campus. Dr. T. Rhett Brown, a Wingate alumnus with 27 years of experience as a Wingate University administrator, was named the University’s 10th president in 2015. Brown replaced Dr. Jerry McGee, who retired after 23 years as Wingate’s president. At the time of his retirement, McGee was the longest-serving college president in North Carolina. The University has added several programs in the past seven years: Doctor of Occupational Therapy in 2019; bachelor’s and master’s in Public Health in 2021; Master of Social Work in 2024; Doctor of Medical Science in 2024; and Master of Science in Mental Health Counseling in 2025. In 2022, the University Honors Program transitioned to an Honors College. Wingate is home to the Cannon College of Arts and Sciences, the Levine College of Health Sciences, the Byrum School of Business, the Thayer School of Education, and the School of Sport Sciences. Sources: Hubert I. Hester, The Wingate College Story, 1972; Carolyn C. Gaddy, Saturday Before the Second Sabith: The History of Meadow Branch-Wingate Baptist Church, 1810-1984.
L E A D E R S O F W I N G A T E U N I V E RS I T Y PRINCIPALS M.B. Dry B.Y. Tyner J. Grover Carroll Patty J. Marks Charles M. Beach
1896-1908 1908-1911 1911-1918 1918-1919 1919-1923
PRESIDENTS Charles M. Beach Joseph B. Huff Coy Muckle J.B. Little Craven C. Burris Budd E. Smith Thomas E. Corts Paul R. Corts Jerry E. McGee T. Rhett Brown
1923-1924 1924-1930 1930-1936 1936-1937 1937-1953 1953-1974 1974-1983 1983-1991 1992-2015 2015-present
A C C RE DI T A T I O N Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).
O T H E R A C C R E DI T I N G A G E N C I E S Accreditation Commission for Education in Nursing Accreditation Council for Business Schools and Programs Accreditation Council for Occupational Therapy Education Accreditation Council for Pharmacy Education Accreditation Review Commission on Education for the Physician Assistant Commission on Accreditation in Physical Therapy Education Council on Social Work Education National Association of Schools of Music North Carolina Department of Public Instruction
ASSOCIATIONS American Association of Colleges for Teacher Education American Association of Colleges of Pharmacy American Association of Collegiate Registrars and Admissions Officers American Association of University Women American College Personnel Association American College Testing Program American Council on Education Association for Institutional Research Association of College and University Housing Officers—International Association of Governing Boards of Universities and Colleges Association of International Educators Carolinas Association of College Registrars and Admissions Officers College Board College Sports Information Directors of America Council for Advancement and Support of Education Council of Independent Colleges Council on International Educational Exchange Forum on Education Abroad Greater Charlotte Consortium National Association of College Admission Counselors National Association of Colleges and Employers National Association of College and University Business Officers NAFSA: Association for International Education National Association of Independent Colleges and Universities National Association of Student Financial Aid Administrators National Association of Student Affairs Professionals in Higher Education National Career Development Association National Collegiate Athletic Association Division II National Council for State Authorization Reciprocity Agreements National Collegiate Honors Council North Carolina Association of Colleges for Teacher Education North Carolina Association of Independent Colleges and Universities North Carolina Career Consortium of Metrolina Colleges North Carolina Career Development Association North Carolina College Personnel Association North Carolina Counseling Association North Carolina Housing Officers North Carolina Independent Colleges and Universities Society of Human Resource Management South Atlantic Conference Southern Association of College Admission Counselors Southern Association of College and University Business Officers Southern Association of Collegiate Registrars and Admissions Officers Southern Regional Honors Council State Authorization Reciprocity Agreement North Carolina The World Affairs Council of Charlotte Union County Human Resources Association
C A M P US L O C A T I O N S The 520-acre Wingate campus is located on the southeastern edge of the metropolitan Charlotte area in North Carolina. The University also offers the Physician Assistant Studies program in Hendersonville, North Carolina. Wingate University Hendersonville offers graduate students in Physician Assistant Studies the opportunity to hone their skills in a $32 million state-of-the-art Health Sciences Center. This building, a partnership between Henderson County, Pardee UNC Health Care, Blue Ridge Community College, the city of Hendersonville and Wingate University, contains smart classrooms, well-equipped laboratories, and welcoming spaces for study.
Wingate University Academic Catalog 2026-2027
P RO G RA MS O F F E RE D U N DE RG R A D U A T E M A J O R S Major
Concentrations, Emphases, Tracks or Combined Graduate Programs‡
Accounting Biochemistry Biology Biology and Education† Chemistry Chemistry Business
Communication
Criminal Justice Criminal Justice and Human Behavior Educational Studies
Elementary Education†
Concentration in Medical Laboratory Science (3+1) Concentration in Agricultural Food Systems Combined with Doctor of Pharmacy (3+1)*
Concentration in Communication Studies Concentration in Health Communication Concentration in Journalism Concentration in Public Relations Concentration in Sports Media
Concentration in Health and Physical Activity Concentration in Humanities Concentration in Language and Literacy Concentration in Mathematics and Science Combined with Master of Arts in Education (K-6) (Dual Degree)*
English English and Education† Environmental Biology
Exercise Science
Finance Forensic Science
General Studies
Track in Public Health Fitness Professional Track Fitness Professional Track with a Master of Arts in Sports Management (MASM Advantage)* Pre-Professional Track Pre-Professional Track combined with a Doctor of Physical Therapy (3.5+3)* Pre-Professional Track combined with a Master of Arts in Sports Management (MASM Advantage)*
Concentration in Criminal Justice Concentration in Educational Studies Concentration in Human Services Concentration in Management Concentration in Public Health Concentration in Reading Studies
Health and Physical Education† History History and Education† Human Services International Business Management Marketing Mathematics Mathematics/Business Mathematics and Education† Middle Grades Education†
Music
Concentration in Language Arts Concentration in Mathematics Concentration in Science Concentration in Social Studies General Concentration in Church Music Emphasis in Performance
Music Education† Nursing† Organizational Communication and Management Political Science Public Health
Combined with Master of Public Health (3.5+2)*
Psychology Religion and Philosophy Sociology
Wingate University Academic Catalog 2026-2027
Degree(s)
CIP Code
BA/BS BS BS BS BS BS BS BS BS BA/BS BA/BS BA/BS BA/BS BA/BS BA/BS
52.0301 26.0202
BLS
43.0103
BS BS BLS/BS BS BS BS BA BA BS BS BS BS BS BS BS BA/BS BS BS BS BS BS BS BS BS BA/BS BA/BS BA/BLS/BS BA BA/BS BA/BS BS BS BS BA/BS BA/BS BA/BS BA/BS BA BA BA BME BSN
26.0101
13.1322 40.0501 40.0599 09.0101 09.0100 09.0100 09.0900 09.0100 43.0103
13.0101
13.1202 23.0101
13.1305 26.1305
31.0505
52.0801 43.0406
24.0101
13.1314 54.0101
13.1328 44.0000 52.1101 52.0201 52.1401 27.0101 27.0399
13.1311 13.1203 50.0901 50.0901 50.0903
13.1312 51.3801
BLS
09.0901
BA/BS BS BS BA/BS BA/BS BA/BS
45.1001 51.2201 42.0101 38.0001 45.1101
16 Major Spanish Education†
Sport and Recreation Management
Concentrations, Emphases, Tracks or Combined Graduate Programs‡ Concentration in Community and Commercial Recreation Concentration in Community and Commercial Recreation combined with Master of Arts in Sport Management (MASM Advantage)* Concentration in Sport Management Concentration in Sport Management combined with Master of Arts in Sport Management (MASM Advantage)*
Degree(s)
CIP Code
BA BS
13.1330 31.0301
BS
31.0301
BS
31.0504
BS
31.0504
‡Blank indicates the major has no associated concentration, emphasis, or track; †Licensure; *Requires provisional admission to the designated Graduate Program
N O N -D E G R E E P RO G RA MS Program
Credential
Addiction Specialist Entrepreneurship Career & Community Studies Christian Ministry Public Health – Generalist
Certificate Badge and Certificate Certificate (a comprehensive transition & postsecondary (CTP) program for individuals with intellectual disabilities) Certificate Certificate
CIP Code 51.1501 52.0701 32.0111 38.0001 51.2201
G RA D UA T E A N D P RO F E S S I O N A L M A J O R S Major
Degree
Accounting† Business Administration Clinical Mental Health Counseling Educational Leadership†
Master of Accounting Master of Business Administration Master of Science in Clinical Mental Health Counseling
MAC MBA MS
Master of Arts in Education Education Specialist Doctor of Education Master of Arts in Education Master of Arts in Teaching Education Specialist Doctor of Education Doctor of Medical Science Doctor of Pharmacy Master of Physician Assistant Studies Doctor of Physical Therapy Master of Public Health Doctor of Occupational Therapy Master of Social Work Master of Arts in Sport Management Doctor of Occupational Therapy/Master of Business Administration Doctor of Pharmacy/Master of Business Administration Doctor of Pharmacy/Master of Public Health Doctor of Physical Therapy/Master of Business Administration
MAEd EdS EdD MAEd MAT EdS EdD DMSc PharmD MPAS DPT MPH OTD MSW MASM
Elementary Education† Higher Education Leadership Medical Science Pharmacy† Physician Assistant Studies† Physical Therapy† Public Health Occupational Therapy† Social Work Sport Management Combined Degrees †Licensure
B O A R D O F T R US T E E S O F F I C E RS Chair ........................................................................ Carolyn D. Matthews Vice Chair ................................................................Douglas E. Turner, Jr Secretary....................................................................... Ronald G. Hinson
2026-2027 T R US T E E S Lisa Ammons (’80) ........................................................... Marshville, NC Brad Baldwin (‘97) ................................................................ Fort Mill, SC Joel J. Barham ('84).............................................................. Monroe, NC Kristina Burke ..................................................................... Charlotte, NC Jan Beatty-Hendley ......................................................... Kannapolis, NC Russell W. Booker (’91) ................................................... Spartanburg, SC Benton S. Bragg................................................................... Charlotte, NC Caroline M. Brown (’85) ........................................................ Monroe, NC Patrick C. Brown (’95).............................................................. Austin, TX Rebecca B. Bullard (’81)...................................................... Charlotte, NC Wayne P. Cooper ................................................................. Charlotte, NC G. Morrison Creech ............................................................. Charlotte, NC
CIP Code 52.0301 52.0201 51.1508 13.0401 13.1202 13.0406 51.1401 51.2001 51.0912 51.2308 51.2201 51.2306 44.0701 31.0504
OTD/MBA
PharmD/MBA PharmD/MPH DPT/MBA
See Above
William T. Crowder, Jr (’68) ............................................... Charlotte, NC C. Thomas Dixon ........................................................................ Cary, NC C. Angelia Duncan ............................................................... Charlotte, NC Kimberly S. Eagle (’93) ............................................................ Shelby, NC Gregory I. Hinrichs .............................................................. Charlotte, NC Ronald G. Hinson .................................................................. Monroe, NC D. Craig Horn.................................................................. Weddington, NC Charles A. Howard II (’69) .................................................. Charlotte, NC Rashard Johnson .....................................................................Duluth, GA Jennifer J. Knox (‘95) .............................................................Raleigh, NC Maria E. Lander ................................................................... Charlotte, NC Clint Lawrence ....................................................................... Monroe, NC James W. Mason (’75) ..................................................... Laurinburg, NC Carolyn D. Matthews (’69) ........................................ Winston-Salem, NC Luther T. Moore................................................................... Charlotte, NC M. Lynn Moss ..................................................................... Aberdeen, NC Suzanne B. Philemon (’09) .................................................... Monroe, NC Robert J. Spence ................................................................... Belmont, NC Johnny L. Tillett (‘84).............................................................Raleigh, NC Carl M. Tucker, III ................................................................ Pageland, SC Douglas E. Turner, Jr (’94)........................................................ Dunn, NC
Wingate University Academic Catalog 2026-2027
17
L I F E T I ME H O N O R A R Y T R US T E E S
A C A DE MI C L E A D E RS H I P
G. Frank Cagle (’71)............................................................ Lexington, NC Arnold A. Culbreth, Jr......................................................Greensboro, NC Danny K. Davis (’73) ......................................................... High Point, NC Elona L. Edwards .............................................................. Marshville, NC James C. Furman ..................................................................... Boone, NC Meredith O. Galvin (’62) ..................................................... Davidson, NC John N. Hendley ................................................................. Charlotte, NC Joseph C. Hunter .................................................................. Concord, NC Thomas Koontz (’60) ................................................ Winston-Salem, NC Jack C. Lail ..................................................................... New London, NC Joseph H. Patterson ............................................................ Charlotte, NC Claudia S. Robinette ............................................................. Marston, NC Jimmy K. Stegall .................................................................... Monroe, NC Donald C. Taft .....................................................................Matthews, NC Deidre S. Vick ........................................................................ Houston, TX Edward L. West ................................................................... Charlotte, NC Thomas E. Williams (’61)....................................................... Monroe, NC Dennis E. Yates (’71) ........................................................... Charlotte, NC
Sergio A. Castello (2016) Vice President for Professional Programs, Dean of the Porter B. Byrum School of Business, and Professor of Financial Economics B.B.A., Freed-Hardeman University; M.B.A., University of Memphis; Ph.D., Colorado State University
O F F I C E RS O F T H E U N I V E R S I T Y T. Rhett Brown (1996) President B.A., Wingate College; M.B.A., Wingate University; Ed.D., University of Alabama James P. R. Ambrose (2022) Vice President for Student Affairs B.S., Wingate University; M.Ed., Capella University Eva M. Baucom (2014) Vice President for Enrollment Management B.A., M.Ed., University of North Carolina at Chapel Hill; Ed.S., Ed.D., Wingate University D. Patrick Biggerstaff (2000) Vice President of Operations B.S., M.B.A., Wingate University; Ed.D., Gardner-Webb University James R. Bullock (2021) Senior Vice President for University Advancement B.A., Wake Forest University; M.B.A., Wake Forest University Kacey Grantham (2025) Senior Vice President and Chief Strategy Officer B.A., University of Chicago; M.B.A., Wake Forest University Michelle Lancaster-Sandlin (2024) Senior Vice President for Partnerships and Chief Administrative Officer B.A, M.P.A., University of North Carolina at Charlotte Heather C. Miller (2011) Executive Vice President and Chief Operating Officer B.A., Wingate University; M.A., Appalachian State University; Ed.D., North Carolina State University Melissa Perdue (2021) Senior Vice President and Chief Financial Officer B.S., Appalachian State University
Brandy P. Clemmer (2012) Dean of the School of Sport Sciences and Associate Professor of Sport Sciences B.S., M.A., Ed.D., Gardner-Webb University Tarra D. Ellis (2015) Dean of the Thayer School of Education and Associate Professor of Education B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Charlotte Karen J. Friel (2019) Vice President of the Levine College of Health Sciences, Dean of the School of Health Professions, and Professor of Physical Therapy B.S.PT, SUNY at Stony Brook; M.S., D.H.S., University of Indianapolis Charlesa Hann (2015) Dean of Online Education and Associate Professor of Social Work B.A., University of Akron; M.S.S.A., Case Western Reserve University; Ph.D., University of Akron Caroline M. Hoefferle (2001) Vice President and Dean of the Cannon College of Arts and Sciences and Professor of History B.S., M.A., Central Michigan University; Postgraduate Diploma in Historical Studies, University of Strathclyde, Glasgow, Scotland; Ph.D., Central Michigan University/University of Strathclyde Joint Program Allison R. Kellar (2012) Dean of the Honors College and Professor of English B.A.J., University of Georgia; M.A., Clemson University; Ph.D., University of Georgia Brooke M. Mitchell (2002) Vice President of Academic Engagement and Professor of English A.A., Young Harris College; B.A., University of Georgia; M.A., Ph.D., University of South Carolina Erika Niland (2010) Vice President for Academic Systems and Professor of Biology B.S., Wingate University; M.S., Ph.D., University of Georgia Eric F. Schneider (2015) Senior Vice President for Institutional Effectiveness, Professor of Pharmacy, and SACSCOC Liaison B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina J. Andrew Woods (2009) Dean of the School of Pharmacy and Professor of Pharmacy B.S., University of Tennessee-Martin; Pharm.D. University of Tennessee Health Sciences Center
F A C UL T Y S E N A T E
Joe Reich (2001) Vice President for Athletics B.A., Gettysburg College Eric F. Schneider (2015) Senior Vice President for Institutional Effectiveness and SACSCOC Liaison B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina Steve E. Shank (2017) Vice President for Information Technology and Chief Information Officer B.A., North Carolina State University Benjamin F. Sidbury (2020) Senior Vice President and General Counsel B.A., Wingate University; J.D., Syracuse University
Chelsea Kaufman (2018) Faculty Senate Chair, Associate Professor of Political Science, and Director of BASE B.A., Clarion University of Pennsylvania; M.A., Ph.D., Purdue University Wynnet M. Sinclair (2019) Faculty Senate Vice Chair and Associate Professor of Occupational Therapy B.S., Colorado State University; O.T.D., Chatham University Susan M. Smith (2015) Faculty Senate Parliamentarian and Associate Professor of Pharmacy B.S., Ohio Northern University; Pharm.D., Medical University of South Carolina
Wingate University Academic Catalog 2026-2027
18 David E. Brooks (2014) Professor of Music B.M., Western Washington University; M.M., University of Washington; D.M.A., Stony Brook University Edward L. Case (2009) Associate Professor of Education B.S., M.Ed., Ph.D., Clemson University Megan E. Deibel (2023) Assistant Professor of Psychology B.S., York College of Pennsylvania; M.A., Ph.D., Kent State University Nicole E. Drake (2014) Associate Professor of Physician Assistant Studies and Distant Campus Director B.S., Michigan State University; M.S.M., Western Michigan University; D.M.S., A.T. Still University Heather A. Kehr (2006) Associate Professor of Pharmacy Pharm.D., University of Maryland School of Pharmacy Sean Krysak (2025) Assistant Professor of Sport Sciences B.S., Queens University; M.S., Ph.D., University of North Carolina at Charlotte Daniela Lemenny (2025) Assistant Professor of Accounting Ph.D., Northcentral University; M.B.A, University of Phoenix; M.S., Polytechnic University of Timisoara Brett W. MacLennan (2017) Associate Professor of Physical Therapy B.S., Framingham State University; M.S., Boston University; D.P.T., Massachusetts General Hospital Institute of Health Professions Daniel P. McLaughlin (2006) Associate Professor of Sport Sciences B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro Dawn Ray, (2022) Assistant Professor of Mathematics B.A., M.S., Ph.D., University of North Carolina at Charlotte Mark W. Schuhl (2000) Associate Professor of Spanish B.A., M.A., Ph.D., University of Pennsylvania Jenna Theroux (2022) Assistant Professor of Pharmacy PharmD., Wingate University Shakena L. Daniel West (2014) Associate Professor of Chemistry B.S., Winthrop University; Ph.D., University of South Carolina Jennifer P. Zarzosa (2023) Assistant Professor of Marketing B.S., Fordham University; M.B.A., Fairfield University; Ph.D., New Mexico State University
F A C UL T Y John C. Acquaviva (2009) Professor of Sport Sciences B.A., Shepherd College; M.S., George Mason University; Ph.D., Florida State University Acchia N. J. Albury (2011) Associate Professor of Biology B.S., Benedict College; Ph.D., University of South Carolina Erica Anderson (2023) Assistant Professor of Pharmacy B.S., Clemson University; Pharm.D., Medical University of South Carolina Lucy Arnold (2024) Assistant Professor of Education and CoDirector for the Center for Faculty Learning B.A., University of South Carolina; M.A., Ph.D., University of North Carolina at Charlotte Jordan Austin (2026) Assistant Professor of Clinical Mental Health Counseling B.S., University of North Carolina at Chapel Hill; M.S., Ph.D., University of North Carolina at Greensboro
Lindsey Banister (2025) Director of the Writing Center and Associate Professor of English B.A., Pepperdine University; M.A., San Diego State University; Ph.D., Syracuse University Nicole L. Barrios (2019) Director of OneDog 101 and Instructor of Biology B.S., Wingate University; M.S., Appalachian State University Robert W. Barrons (2006) Associate Professor of Pharmacy B.S., Erskine College; B.S., Pharm.D., University of South Carolina Dawn M. Battise (2012) Professor of Pharmacy and Skills Lab Director Pharm.D., Campbell University Vanessa D. Baucom (2017) Senior Instructor of Mathematics B.S., Wingate University; M.A.Ed., University of North Carolina at Charlotte J. Gregory Bell (1984) Associate Professor of Mathematics A.A., B.A., Wingate College; M.S., University of South Carolina; D.A., Illinois State University Jennifer K. Bond (2017) Professor of Sport Sciences B.S., Appalachian State University; M.A., East Carolina University; Ph.D., Ball State University Christopher Breeden (2022) Assistant Professor of Psychology B.S., M.A., Western Carolina University; Ph.D., University of Alabama M. Charlene Bregier (2007) Coordinator of Visual Arts and Instructor of Art B.A., East Carolina University; M.A.A.A., University of North Carolina at Charlotte Laora D. Brizendine (2002) Professor of Mathematics B.S., Pennsylvania State University; M.S., Virginia Tech; Ed.D., West Virginia University David E. Brooks (2014) Professor of Music B.M., Western Washington University; M.M., University of Washington; D.M.A., Stony Brook University J. Alison Brown (2003) Assistant Dean of Natural Sciences and Marjorie H. Lang Professor of Biology B.S., M.S., M.S., University of Tennessee; Ph.D., West Virginia University Mark G. Bryant (2007) Assistant Dean of Graduate Business Programs and Instructor of Business B.S., University of Delaware; M.B.A., Purdue University Stacey S. Caplan (2018) Associate Professor of Occupational Therapy and Academic Fieldwork Coordinator B.S., Louisiana State University; O.T.D., Rocky Mountain University of Health Professions Richard Carney (2025) Instructor of History B.S., Appalachian State University; M.A., North Carolina State University Edward L. Case (2009) Associate Professor of Education B.S., M.Ed., Ph.D., Clemson University Sergio A. Castello (2016) Vice President for Professional Programs, Dean of the Porter B. Byrum School of Business, and Professor of Financial Economics B.B.A., Freed-Hardeman University; M.B.A., University of Memphis; Ph.D., Colorado State University
Wingate University Academic Catalog 2026-2027
19 Edward T. Chiyaka (2021) Assistant Professor of Pharmacy B.S., M.S., University of Zimbabwe; Ph.D., Kent State University Brandy P. Clemmer (2012) Dean of the School of Sport Sciences and Associate Professor of Sport Sciences B.S., M.A., Ed.D., Gardner-Webb University Heather V. Clontz (2006) Professor of Chemistry B.S., Mercer University; Ph.D., University of South Carolina David E. Cox (2019) Instructor of Mathematics B.A., Southwest Baptist University; M.S., The University of Oklahoma Aaron B. Culley (2000) Associate Professor of Sociology B.A., M.A., Ph.D., Indiana University Katlin Cundiff (2022) Associate Professor of Management B.B.A., M.S., Estonian Business School; Ph.D., University of Jyvaskyla Brett C. Curtis (2024) Assistant Professor of Physician Assistant Studies B.S., M.S., Gardner-Webb University Christopher E. Dahm (1995) Professor of Chemistry B.S., Wheaton College; Ph.D., Indiana University Amber Daniels (2026) Assistant Professor of Accounting B.S., M.A.C., Ph.D., Gardner-Webb University Aliya Davenport (2023) Associate Professor of Biology B.S., Florida Agricultural and Mechanical University; M.S., North Carolina State University; Ph.D., Ohio University Debra A. Davis (2013) Associate Professor of Biology B.S., Birkbeck College, University of London; M.S., University of Massachusetts; Ph.D., University of South Carolina Matthew E. Davis (2016) Assistant Dean of Social and Mathematical Sciences and Associate Professor of Psychology B.A., University of North Carolina at Asheville; M.S., University of North Carolina at Greensboro; Ph.D., Auburn University Tracy L. Davis (2015) Associate Professor of Biology B.S., Michigan State University; M.S., University of Nebraska; Ph.D., The Ohio State University LaSonya Decessard (2025) Assistant Professor of Social Work B.S.W, North Carolina State University; M.S.W., University of North Carolina at Charlotte; D.S.W., Capella University Megan E. Deibel (2023) Assistant Professor of Psychology B.S., York College of Pennsylvania; M.A., Ph.D., Kent State University Heather S. DeLangie (2023) Assistant Professor of Sport Sciences B.A., Wingate University; M.A., East Carolina University; Ed.D., University of North Carolina at Greensboro
Melissa McCall Dinkins (2014) Assistant Dean of Faculty Affairs and Professor of Pharmacy Pharm.D., University of North Carolina at Chapel Hill Reeti R. Douglas (2019) Associate Professor of Occupational Therapy and Doctoral Capstone Coordinator B.S.O.T., The University of Texas; O.T.D., Rocky Mountain University of Health Professions Evan Drake (2022) Assistant Professor of Pharmacy B.S., Gardner-Webb University; PharmD., Wingate University Nicole E. Drake (2014) Associate Professor of Physician Assistant Studies and Distant Campus Director B.S., Michigan State University; M.S.M., Western Michigan University; D.M.S., A.T. Still University Shanta R. Dube (2021) Chair and Director of the Department of Public Health and Professor of Public Health B.S., B.A., University of Maryland; M.P.H., The George Washington University; Ph.D., University of Georgia Crystal Eaker (2026) Assistant Professor of Nursing B.S.N., University of North Carolina at Charlotte; M.S.N., Ph.D., University of North Carolina at Greensboro Danielle F. Edwards (2015) Chair of Graduate Education and Assistant Professor of Education B.A., South Carolina State University; M.Ed., Ed.S., University of South Carolina; M.S.A., Ed.D., University of North Carolina at Charlotte Joseph M. Ellis (2010) Associate Dean of Arts and Sciences and Professor of Political Science B.A., Winthrop University; M.A., Ph.D., Temple University Tarra D. Ellis (2015) Dean of the Thayer School of Education and Associate Professor of Education B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D., University of North Carolina at Charlotte Deborah Evans (2022) Assistant Professor of Nursing and Simulation Laboratory Director A.D.N., B.S.N., Cabarrus College of Health Sciences; M.S.N., East Carolina University; D.N.P., American Sentinel College of Nursing and Health Sciences Danielle Felsberg (2022) Assistant Professor of Physical Therapy and Director of the Anatomy Lab B.S., Syracuse University; D.P.T., Emory University; Ph.D., University of North Carolina at Greensboro Lizibeth Fischer (2026) Assistant Professor of Religion and Philosophy Undergraduate Certificate, Ph.D., University of Oxford; M.A., Regent University; M.S., University of Glasgow
Nicholas B. DeLangie (2023) Assistant Professor of Sport Sciences B.S., M.A.T., Wingate University; Ed.D., University of North Carolina at Greensboro
Taylor L. Fischer (2017) Associate Professor of Physician Assistant Studies and Clinical Coordinator B.A., Western Carolina University; M.M.S., Methodist University; D.M.Sc., University of Lynchburg
Christi S. DeWaele (2015) MASM Program Director and Associate Professor of Sport Sciences B.A., University of North Carolina at Chapel Hill; M.S., Florida State University; Ph.D., University of Nevada at Las Vegas
Justina Floyd (2025) Interim Director of the Clinical Mental Health Counseling Program and Assistant Professor of Clinical Mental Health Counseling B.S., M.A., Ph.D., University of North Carolina at Charlotte
Mary DiCioccio (2026) Assistant Professor of Mathematics Education B.S., SUNY at Fredonia; M.Ed., Boston College; Ph.D., University at Buffalo
Keely Fox (2026) Assistant Professor of Human Services and Sociology B.A., University of South Carolina Aiken; M.A., East Carolina University; Ph.D., University of Georgia
Wingate University Academic Catalog 2026-2027
20 Daniel Free (2026) Visiting Instructor of Chemistry B.S., Wingate University; M.S., Western Carolina University Karen J. Friel (2019) Vice President of the Levine College of Health Sciences, Dean of the School of Health Professions, and Professor of Physical Therapy B.S.PT, SUNY at Stony Brook; M.S., D.H.S., University of Indianapolis Monica Konarski Fusetti (2018) Instructor of English B.A., M.A., East Carolina University Michael T. Geier (2017) Director of Institutional Surveys and Analytics and Associate Professor of Management M.S.M.E., Hochschule Essingen University of Applied Sciences; M.B.A., Wingate University; D.B.A., California Intercontinental University Joseph S. Girgenti (2024) Instructor of Music and Assistant Director of Bands/Director of Athletic Bands B.M.E., Wingate University; M.M., East Carolina University Wesley R. Haltom (2011) Assistant Dean for Experiential Education and Associate Professor of Pharmacy Pharm.D. Wingate University Charlesa Hann (2015) Dean of Online Education and Associate Professor of Social Work B.A., University of Akron; M.S.S.A., Case Western Reserve University; Ph.D., University of Akron Veronica Hardy (2024) Professor of Social Work B.A., Kutztown University; M.S.W., West Chester University; Ph.D., Regent University J. Brock Harris (2013) Assistant Dean of Assessment and Professor of Pharmacy B.S., North Carolina State University; Pharm.D., University of North Carolina Christopher J. Harrist (2016) Chair of Sport and Recreation Management and Associate Professor of Sport Sciences B.S., M.S., Tarleton State University; Ph.D., Texas A&M University Daniella R. Hauser (2019) Associate Professor of Occupational Therapy B.S., M.S.O.T., University of Scranton; O.T.D. Mount Mary University Abannik O. Hino (2001) Associate Professor of History B.A., University of Khartoum, Sudan; M.A., University of Khartoum, Sudan; Ph.D., Michigan State University Caroline M. Hoefferle (2001) Vice President and Dean of the Cannon College of Arts and Sciences and Professor of History B.S., M.A., Central Michigan University; Postgraduate Diploma in Historical Studies, University of Strathclyde, Glasgow, Scotland; Ph.D., Central Michigan University/University of Strathclyde Joint Program Jennifer C. Hough (2015) Associate Professor of Music and Director of Opera B.M., Winthrop University; M.M., D.M.A., University of North Carolina at Greensboro Stacy K. Hutchison (2019) Senior Instructor of Chemistry B.S., Wingate University; M.S., University of North Carolina at Charlotte David A. Hysell (2024) Assistant Professor of Physical Therapy B.S., SUNY College at Brockport; D.P.T., Old Dominion University Kayla Javier-Joyner (2020) Associate Professor of Mathematics B.S., Bridgewater State University; M.S., Ph.D. Clemson University
Janet S. Jenkins (2011) Assistant Dean of the Thayer School of Education and Assistant Professor of Education B.S., Appalachian State University; M.S.A, Ph.D., University of North Carolina at Charlotte Brianne Johnson (2023) Assistant Professor of Education B.A., University of North Carolina at Chapel Hill; M.Ed., University of Virginia; Ph.D., University of North Carolina at Charlotte Daniel Johnson (2024) Assistant Professor of Music and Director of Bands B.M., University of Kentucky; M.M., Indiana University; D.M.A., University of Michigan. Jennifer Jordan (2024) Professor of Clinical Mental Health Counseling B.A., University of Central Florida; M.A., Nicholls State University; Ph.D., Mississippi State University Jason Joyner (2026) Assistant Professor of Data Analytics B.S., M.S., Ph.D., Clemson University Chelsea Kaufman (2018) Faculty Senate Chair, Associate Professor of Political Science, and Director of BASE B.A., Clarion University of Pennsylvania; M.A., Ph.D., Purdue University Sukhpreet Kaur (2025) Assistant Professor of Biology M.S., Guru Nanak Dev University; Ph.D., Clemson University Melanie G. Keel (2014) Founding Director of Julia’s Learning and Associate Professor of Education B.A., North Carolina State University; M.A., Appalachian State University; Ph.D. (December 2014), University of South Carolina Heather A. Kehr (2006) Associate Professor of Pharmacy Pharm.D., University of Maryland School of Pharmacy Allison R. Kellar (2012) Dean of the Honors College and Professor of English B.A.J., University of Georgia; M.A., Clemson University; Ph.D., University of Georgia Kaitlin Klotz (2026) Visiting Assistant Professor of Biology B.S., M.S., Ph.D, University of North Carolina at Charlotte Jeff Knull (2024) Instructor of Mathematics B.S., Wingate University; M.M.T.H., Winthrop University Samir A. Kouzi (2004) Professor of Pharmacy B.S., King Saud University; Ph.D., University of Mississippi Magdalena A. Krajewska (2011) Professor of Political Science B.Sc., London School of Economics and Political Science; Ph.D., Brandeis University Kimberly Kristufek (2022) Assistant Professor of Communication A.A.S., Northwestern Michigan College; B.A., M.A., Central Michigan University; Ph.D., George Mason University Sean Krysak (2025) Assistant Professor of Sport Sciences B.S., Queens University; M.S., Ph.D., University of North Carolina at Charlotte M. Scott Lail (2020) Associate Professor of Accounting B.S.W., M.B.A., M.AC.C. University of North Carolina at Charlotte; Ph.D., Northcentral University Shannon Landrum (2026) Visiting Instructor of Biology B.S., University of North Carolina at Charlotte; M.S., Ed.D., North Carolina State University
Wingate University Academic Catalog 2026-2027
21 Candace Lapan (2018) Associate Professor of Psychology and W’Engage Coordinator B.A., M.A., Ph.D., University of North Carolina at Greensboro
Lisa T. Meade (2006) Professor of Pharmacy and Experiential Coordinator B.S., University of North Carolina; Pharm.D., University of Mississippi
Melinda J. Lein (2009) Professor of Music B.S., B.M., M.M., University of Missouri-Columbia; M.M., D.M.A., University of Missouri-Kansas City
Chris Michaels (2025) Assistant Professor of English B.A., University of South Florida; M.A., Ph.D., Florida State University
Daniela Lemenny (2025) Assistant Professor of Accounting M.S., Polytechnic University of Timisoara; M.B.A, University of Phoenix; Ph.D., Northcentral University Terese J. Lund (2013) Associate Vice President of Purposeful Pathways and Professor of Psychology B.A., Miami University; M.A., Teachers College, Columbia University; Ph.D., Boston College Kangming Ma (2021) Assistant Professor of Communication B.A., Taiyuan Normal University; M.A., Ph.D., Regent University Mitchell B. Mackinem (2018) Professor of Sociology B.A., Newberry College; M.A., University of Tennessee; Ph.D., University of South Carolina Brett W. MacLennan (2017) Associate Professor of Physical Therapy B.S., Framingham State University; M.S., Boston University; D.P.T., Massachusetts General Hospital Institute of Health Professions Adriane B. Marino (2022) Assistant Professor of Pharmacy Pharm.D., Wingate University Sydney Marshall (2025) Assistant Professor of History and Assistant Director of BASE B.A., Rollins College; M.A., Iowa State University; M.A., Ph.D., Duke University Jessie Wright Martin (2007) Assistant Dean of Fine Arts, Modern Languages, and English, Professor of Voice, and Artist-in-Residence B.M., Florida State University; M.M., D.M.A., Louisiana State University B. James Massey (2014) Associate Program Director of the Physical Therapy Program and Professor of Physical Therapy B.A., North Carolina State University; D.P.T., University of North Carolina at Chapel Hill Elizabeth J. Maupin (2013) Associate Professor of Physician Assistant Studies and Director of the DMSc Program B.S., University of Missouri; M.M.S., Wake Forest University; D.M.S., University of Lynchburg Melinda McCabe (2023) Instructor of Education and Clinical Placement Coordinator B.S., SUNY Old Westbury; M.S., Queens College Rebecca L. McClough (2012) Associate Program Director of the Physician Assistant Program and Associate Professor of Physician Assistant Studies B.S., Grace College; M.P.A.S., Wingate University; D.M.Sc., University of Lynchburg
Luke W. Mills (2014) Associate Professor of English B.A., M.A., North Carolina State University; Ph.D., University of North Carolina at Chapel Hill Sandra R. Mills (2003) Assistant Professor of Mathematics B.A., Winthrop University; M.A., University of North Carolina at Chapel Hill; Ph.D., Ohio University Brooke M. Mitchell (2002) Vice President of Academic Engagement and Professor of English A.A., Young Harris College; B.A., University of Georgia; M.A., Ph.D., University of South Carolina David T. Mitchell (2017) Associate Professor of History B.S., Samford University; Ph.D., Auburn University Marcus Mize (2026) Assistant Professor of Pharmacy B.S., Pharm.D., Campbell University Gena Moore (2022) Director of Agricultural Food Systems and Instructor of Biology B.S., North Carolina State University; M.S., North Carolina A&T University Jessica Morello (2025) Assistant Professor of Clinical Mental Health Counseling B.A., M.A., Marymount University; Ph.D., University of North Carolina at Charlotte Geoffrey A. Mospan (2014) Associate Professor of Pharmacy Pharm.D., Ohio Northern University Taura S. Napier (1996) Professor of English B.A., Wake Forest University; M.A., University College, Dublin; Ph.D., The Queen’s University of Belfast Traci J. Napolitano (2002) Chair of Exercise Science and Associate Professor of Sport Sciences B.S., Slippery Rock University; M.S., Ph.D., University of Florida Jill Nappi-Kaehler (2020) Associate Professor of Physical Therapy B.S., University of Delaware; D.P.T., Boston University Daina Nathaniel (2023) Professor of Communication B.A., Queens College; M.A., Wake Forest University; Ph.D., Florida State University Amie J. Naylor (2003) Professor of Pharmacy B.S., University of California at Davis; M.S., San Diego State University; Ph.D., University of Florida Nicholas R. Nelson (2022) Assistant Professor of Pharmacy B.S., University of Arizona; PharmD., University of North Carolina at Chapel Hill
Christine McConnell (2022) Associate Professor of Occupational Therapy B.S., University of Illinois; B.H.S. National University of Health Sciences; D.C. National University of Health Sciences
Kaitlyn A. Niedzielski (2016) Assistant Dean of the Honors College and Associate Professor of Mathematics B.S., Mount St. Mary’s University; M.A., Ph.D., The University of Alabama
Daniel P. McLaughlin (2006) Associate Professor of Sport Sciences B.S., M.A., Mankato State University; Ph.D., University of North Carolina at Greensboro
Erika S. Niland (2010) Vice President for Academic Systems and Professor of Biology B.S., Wingate University; M.S., Ph.D., University of Georgia
Alyssa McNulty-Nebel (2025) Assistant Professor of Public Health B.S., Arizona State University; M.P.H., D.P.H., Texas A&M University
Angela H. Pegram (2009) Professor of Pharmacy Pharm.D., Campbell University
Wingate University Academic Catalog 2026-2027
22 Michele A. Pfaff (2014) Chair and Director of the Nursing Program and Associate Professor of Nursing B.S.N., Duquesne University; M.S.N., University of North Carolina at Charlotte; D.N.P., Gardner-Webb University
Eric F. Schneider (2015) Senior Vice President for Institutional Effectiveness, Professor of Pharmacy, and SACSCOC Liaison B.S., St. Louis College of Pharmacy; Pharm.D., Medical University of South Carolina
Kevin Pham (2025) Assistant Professor of Biology B.S., Radford University; Ph.D., Auburn University
Brett Schofield (2022) Coordinator of Undergraduate Research and Associate Professor of Biology B.A., Lewis and Clark College; Ph.D., University of California Berkeley
Lauren Pharr (2026) Assistant Professor of Biology B.S., Wingate University; M.S., Ph.D., North Carolina State University Ann Phillips (2025) Visiting Associate Professor of Psychology B.S., Berry College; M.A., Ph.D., University of North Carolina at Greensboro Callie Phillips (2026) Instructor of Sport Sciences B.S., Appalachian State University; M.A.Ed., Wingate University; Ed.D., University of North Carolina at Greensboro Jacob M. Plummer (2015) Associate Professor of Chemistry B.A., Northwestern College; Ph.D., University of Notre Dame Troy Polidori (2025) Assistant Professor of Philosophy B.A., The Master’s College; M.Th., University of Aberdeen; M.A., California State University; Ph.D., University of Tennessee Jaclyn Polk (2022) Assistant Professor of Physical Therapy and Director of Clinical Education B.S., University of Virginia; D.P.T., University of Delaware; D.H.Sc., Radford University Robert W. Prevost (1994) Associate Professor of Philosophy B.A., Baylor University; M.A., Trinity Evangelical Divinity School; D. Phil., University of Oxford; J.D., University of Texas Matt Prior (2026) Assistant Professor of Biology B.S., University of California; Ph.D., Stanford University Deborah C. Prouty (2018) Associate Professor of Physical Therapy M.P.T., University of Maryland; Ed.D., Argosy University Allison Pullen (2025) Assistant Professor of Physician Assistant Studies B.S., M.P.A.S., Wingate University Dawn Ray, (2022) Assistant Professor of Mathematics B.A., M.S., Ph.D., University of North Carolina at Charlotte April M. Robinson (2010) Assistant Dean for Students for the School of Pharmacy and Associate Professor of Pharmacy B.S., Furman University; Pharm.D., Medical University of South Carolina Mark A. Rollins (2019) Instructor of Biology B.S., Wingate University; M.S., Appalachian State University Mark R. Roncace (2002) Professor of Religion B.A., Methodist College; M.A., Florida State University; Ph.D., Emory University Benjamin G. Sammons (2022) University Chaplin and Assistant Professor of English B.A., Mercer University; M.A., Ph.D., University of North Carolina at Chapel Hill Kelly Scherger (2025) Assistant Professor of Psychology B.A., Saint Anselm College; M.A., Ph.D., East Carolina University Kurt Schieding (2026) Instructor of Data Analytics and Artificial Intelligence B.S., Kettering University; M.S., University of Detroit
Mark W. Schuhl (2000) Associate Professor of Spanish B.A., M.A., Ph.D., University of Pennsylvania Lisa A. Schwartz (1998) Professor of Finance B.B.A., M.B.A., Ph.D., University of Texas at Arlington Wendy E. Sellers (2023) Chair and Director of the Master of Social Work Program and Professor of Social Work B.A., Wofford College; M.A., Florida State University; M.S.W., Ph.D., University of South Carolina Michelle Sheffield (2025) Instructor of Nursing M.S.N., B.S.N., Gardner-Webb University S. Tyler Shultz (2017) Associate Professor of Physical Therapy B.S., University of Georgia; D.P.T., Medical College of Georgia Tacey Shurtliff (2026) Assistant Professor of Criminal Justice B.S., M.S., Brigham Young University; Ph.D., University of Oklahoma Wynnet M. Sinclair (2019) Faculty Senate Vice Chair and Associate Professor of Occupational Therapy B.S., Colorado State University; O.T.D., Chatham University D. Scott Smith (2022) Instructor of Communication A.A., Wingate University; B.A., University of North Carolina at Chapel Hill; M.A., Arkansas State University Susan M. Smith (2015) Faculty Senate Parliamentarian and Associate Professor of Pharmacy B.S., Ohio Northern University; Pharm.D., Medical University of South Carolina K. Annie Brooks Stankovic (2017) Associate Professor of Collaborative Piano B.M., Western Washington University; M.M., D.M., State University of New York at Stony Brook Sherika Staton (2024) Instructor of Criminal Justice B.S., North Carolina Central University; M.S., Michigan State University William J. Steffen (2018) Associate Professor of Sport Sciences B.S., The University at Albany (NY); M.Ed., Furman University; Ed.D., The University of North Carolina at Greensboro Catherine Stepniak (2026) Visiting Assistant Professor of Sociology B.S., Midwestern State University; M.S., Ph.D., Purdue University Kristin F. Stowe (2003) John Larry Bishop Distinguished Professor of Economics B.A., Guilford College; M.A., Ph.D., Clemson University Meeralakshmi Subramaniam (2017) Senior Instructor of Chemistry B.Tech., Anna University; M.S., University of Oklahoma Michael Sulewski (2023) Assistant Professor of Physician Assistant Studies B.S., University of Central Florida; M.M.S., Nova Southeastern University
Wingate University Academic Catalog 2026-2027
23 Melissa M. Sweetman (2017) Chair and Director of the Occupational Therapy Program and Professor of Occupational Therapy B.S., Medical University of South Carolina; O.T.D., Rocky Mountain University of Health Professions; Ph.D., Piedmont International University
Shakena L. Daniel West (2014) Associate Professor of Chemistry B.S., Winthrop University; Ph.D., University of South Carolina
Mary S. Swiggum (2013) Chair and Director of the Physical Therapy Program and Professor of Physical Therapy B.S., Boston University; M.H.S., University of Indianapolis; Ph.D., Texas Woman’s University
Jennifer A. Wilson (2012) Assistant Dean of Academic Affairs and Professor of Pharmacy Pharm.D., Ohio Northern University
Catherine Taylor (2026) Assistant Professor of Physician Assistant Studies B.S., Gardner-Webb University; M.P.A.S., University of South Carolina; D.M.S., Lincoln Memorial University Shawn R. Taylor (2011) Professor of Pharmacy and Director of Professional Development Pharm.D., University of South Carolina Jenna Theroux (2022) Assistant Professor of Pharmacy PharmD., Wingate University Grant D. Thompson (2014) Professor of Astronomy and Physics B.S., University of Missouri; M.S., Ph.D., University of Kentucky M. Benjamin Thorne (2014) Associate Professor of History B.A., Guilford College; M.A., Ph.D., Indiana University Patricia Tomsic (2023) Assistant Professor of Occupational Therapy B.A., University of North Carolina at Chapel Hill; M.S, O.T.D, Medical University of South Carolina Tiffanie Turner-Henderson (2022) Assistant Professor of Marketing B.A., Hampton University; M.A., Bowie State University; Ph.D., Hampton University Brandon M. Tutkowski (2018) Associate Professor of Chemistry B.S., Concordia University Wisconsin; Ph.D., University of Notre Dame Shem D. Unger (2015) Associate Professor of Biology B.S., Texas A & M University; M.S., Missouri State University; Ph.D., Purdue University Jana Villanueva (2026) Assistant Professor of Physician Assistant Studies B.S., Bryan College; M.M.S., Wake Forest University Rashi C. Waghel (2012) Professor of Pharmacy B.S., Georgia Institute of Technology; Pharm.D., University of Georgia Jennifer Walker (2025) Instructor of Nursing B.S.N., Western Kentucky University; M.S.N., Chamberlain College of Nursing Kody Wallace (2025) Associate Director of Choral Activities and Assistant Professor of Music B.M.E., University of Florida; M.M.E., Ph.D., Florida State University Zhiyan Wang (2023) Assistant Professor of Finance and Economics B.A., B.S., East China University of Science and Technology; M.A., M.S., Ph.D., University of Alabama
Jay Wilder (2000) Associate Professor of Psychology B.A., Emory University; M.S., Ph.D., Syracuse University
Jordan T. Wilson (2018) Executive Director of Signature Program Admissions and Associate Professor of Music B.M., M.M., Eastman School of Music; D.M.A., University of Wisconsin-Madison Krista R. Wilson (2009) Professor of Chemistry A.A., Central Florida Community College; B.S., Ph.D., University of Florida Jacob P. Wobig (2014) Associate Professor of Political Science B.A., University of Nebraska; J.D., University of Iowa; Ph.D., University of Nebraska Nana F. Wolfe-Hill (2015) Director of Choral Activities and Associate Professor of Music B.M.E., St. Olaf College; M.M., D.M.A. University of North Carolina at Greensboro Sarah J. Wolff (2023) Assistant Professor of Physician Assistant Studies B.S., Duke University; M.S., Rutgers, The State University of New Jersey Karen Woodrow (2026) Assistant Professor of Physical Therapy B.S., D.P.T., Quinnipiac University; Ed.D., St. Thomas University J. Andrew Woods (2009) Dean of the School of Pharmacy and Professor of Pharmacy B.S., University of Tennessee-Martin; Pharm.D. University of Tennessee Health Sciences Center Catherine A. Wright (2014) Professor of Religion and Philosophy B.S., B.Ed., M.Div., Ph.D., University of Toronto Farrell Wright (2024) Clinical Instructor of Social Work and Director of the Practicum Experience B.S.W., M.S.W., Winthrop University Nicholas J. D. Wright (2009) Associate Professor of Pharmacy B.Sc., Ph.D., University of Southampton, UK Marc Zhaoding Yang (2002) Professor of Modern Languages B.A., Normal University of Central China; D.E.A., Université des Sciences Humaines de Strasbourg; Ph.D., University of Minnesota Patrick R. Young (2011) Professor of Psychology B.S., M.A., Humboldt State University; Ph.D., Florida State University Jennifer P. Zarzosa (2023) Associate Professor of Marketing B.S., Fordham University; M.B.A., Fairfield University; Ph.D., New Mexico State University
LIBRARIANS
Krista Watkins (2025) Assistant Professor of Management B.S., Missouri State University; M.S., Webster University; Ph.D., University of the Cumberlands
Lori Anderson (2022) Research and Instruction Librarian B.A., University of North Carolina at Charlotte; M.L.I.S., University of North Carolina at Greensboro
David Weil (2020) Chair and Director of the Physician Assistant Studies Program and Associate Professor of Physician Assistant Studies B.S., M.M.S., NOVA Southeastern University; D.M.Sc., University of Lynchburg
Isaac C. Meadows (2014) Director of the Library and Digital Services Librarian B.A., Appalachian State University; M.S.I.S., University of North Carolina at Chapel Hill
Wingate University Academic Catalog 2026-2027
24 Kory A. Paulus (2017) Collection Management Librarian B.A., University of North Carolina at Charlotte; M.L.I.S., Drexel University Kristine N. Robinson (2021) Research and Instruction Librarian B.A., Belmont Abbey College; M.L.I.S., University of North Carolina at Greensboro
E M E R I T US D E A N S A N D F A C UL T Y
Raymond Carroll Hayes* (1965-1993) Assistant Professor of English Jim Henderson* (1977-1995) Professor of Psychology and Human Services Judy F. Hutton (1965-2004) Professor of Music Walter R. Johnson* (1956-1989) Assistant Professor of Chemistry Rebekah D. Kelleher (2000-2023) Associate Professor of Education
Dates following names indicate period of service; *Deceased Martha S. Asti (1979-2020) Professor of Music
Gladys McCain Kerr (1960-1970, 1971-1999) Associate Professor of Mathematics
G. Edwin Bagley, Jr. (1981-2020) C.C. Dickson Professor of Ethics and Professor of Philosophy
H. Donald Merrill (1980-2021) Professor of Psychology and Human Services and Dean of Arts and Sciences
Robert B. Barnes* (1963-1988) Professor of Religion
Edward D. Mills (1989-2026) Marjorie H. Lang Professor of Biology
Robert D. Billinger, Jr. (1979-2014) Ruth D. Horton Professor of History
Beth L. Murray (1980-2015) Assistant Professor of Education
Robert E. Bodycombe, Jr. (1980-1992) Lang Professor of Business and Economics Polly T. Bostic (1980-2016) Instructor in Piano and University Accompanist Ronald D. Bostic (1978-2015) Professor of Music Keith Cannon* (1994-2019) John B. Ashcraft Professor of Journalism James H. Cauble* (1961-2012) Associate Professor of Psychology Beverly B. Christopher (1962-2007) Professor of English Ronald W. Christopher* (1961-1993) Associate Professor of Health, Physical Education, and Recreation G. Byrns Coleman* (1960-2012) Professor of Religion John Coleman (1982-2020) Assistant Professor of Communication Larry W. Coleman* (1988-2016) Assistant Professor of Communication Studies James T. Coon (1994-2021) Associate Professor of Communication Helen E. Cowsert* (1941-1985) Professor of Modern Languages Thomas B. Crawford, Jr. (1988-2002, 2008-2020) Professor of Accounting, Economics, and Finance Barry P. Cuffe (1994-2025) Donald B. Haskins Professor of Business Analytics Robert W. Doak (1979-2014) Professor of English James Sidney Fletcher* (1958-1994) Assistant Professor of Biology Carolyn Ford (2005-2022) Professor of Pharmacy Carolyn C. Gaddy* (1932-1975) Assistant Professor of History James Michael Gibson* (1981-2018) Professor of Chemistry Joseph M. Graham (1982-2014) Professor of Accounting E. Lee Hadden, Jr. (1975-2012) Professor of Biology James W. Hall (1982-2026) Ruth Horton Professor of Chemistry and Physics Sarah Harrison-Burns (1989-2026) Lloyd and Georgia Thayer Professor of Education
Kenneth C. Murray* (1975-2007) Professor of Music Louise S. Napier (1965-2015) Professor of Art and Education Donald S. Nuzum (2004-2023) Associate Professor of Pharmacy C. Brian Odom* (1997-2021) Associate Professor of Biology Barbara W. Pann (1988-2023) Assistant Professor of Communication A. Sue Pauley (1988-2016) Associate Professor of Sociology and Human Services Patricia W. Plant* (1982-2015) Marjorie H. Lang Professor of Biology Nancy H. Randall (1979-2023) Harry and Frances Cannon Professor of Sociology and Human Services David B. Rowe* (1969-2008) Professor of Mathematics John N. Scott* (1963-1982) Assistant Professor of Physics and Engineering Science Robert A. Shaw (1993-2007) Professor of Education Leon Smith* (1980-2008) Professor of Communication Doris B. Sparks* (1961-1990) Assistant Professor of History William L. Stover* (1957-1988) Associate Professor of Religion Robert B. Supernaw (2002-2022) Professor and Dean of Pharmacy Jerry L. Surratt* (1967-2001) Lang Professor of History and Religion Sylvia Little Sweat (1963-2023) Professor of English John D. Sykes, Jr. (1989-2024) Professor of English J. Maurice Thomas (1966-2001) Associate Professor of English Pamela R. Thomas (1977-2015) Professor of English Lawrence E. Veenstra* (1977-1998) Associate Professor of Psychology and Human Services Frances C. Vick* (1961-1982) Associate Professor of English Giles W. Vick* (1963-1982) Assistant Professor of Physical Science Rachel Walker* (1967-2008) Associate Professor of English E. Alexander Youngman (1980-2014) Professor of Art
Marilyn Hartness (1997-2019) Associate Professor of Art James M. Hastings (2005-2025) Associate Professor of History Ellis A. Hayes (1987-1995, 2001-2025) Associate Professor of Management
Wingate University Academic Catalog 2026-2027
25
WINGATE UNIVERSITY ACADEMIC CATALOG
2026-27
PART II: UNDERGRADUATE AND NON-DEGREE PROGRAMS
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T R A DI T I O N A L U N D E R G RA D UA T E A C A D E MI C CALENDAR FALL 2026 Convocation Classes Begin Add/Drop Ends Labor Day Holiday Incomplete Deadline Midterm Grades Due Fall Break – No Classes Graduation Application Deadline for Spring 2027 Withdrawal Deadline Homecoming Exit Exam Deadline Thanksgiving Holiday Classes End Final Exams Conferral Date
Aug. 19 Aug. 20 Aug. 26 Sep. 7 Sep. 21 Oct. 9 Oct. 12-13 Oct. 21 Oct. 29 Oct. 30-31 Nov. 4 Nov. 25-27 Dec. 4 Dec. 7-11 Dec. 12
WINTER 2026 Classes Begin Add/Drop Ends Holiday Break Withdrawal Deadline Classes End and/or Final Exams
Dec. 14 Dec. 15 Dec. 24-Jan. 1 Jan. 4 Jan. 5
SPRING 2027 Classes Begin Add/Drop Ends Martin Luther King Holiday Incomplete Deadline Midterm Grades Due Spring Break – No Classes Graduation Applications due for December One Day, One Dog – No Classes Withdrawal Deadline Easter Holiday Exit Exam Deadline Classes End Reading Day Final Exams Baccalaureate Commencement
Jan. 7 Jan. 13 Jan. 18 Feb. 8 Feb. 26 Mar. 1-5 Mar. 17 Mar. 18 Mar. 25 Mar. 26-29 Mar. 30 Apr. 28 Apr. 29 Apr. 30-May 6 May 7 May 8
MAY TERM 2027 Classes Begin Add/Drop Ends Memorial Day Holiday Withdrawal Deadline Classes End and/or Final Exams
May 11 May 12 May 31 May 26 May 27
SUMMER LONG 2027 Classes Begin Add/Drop Ends Memorial Day Holiday Juneteenth Holiday Independence Day Holiday Withdrawal Deadline Classes End and/or Final Exams
May 10 May 16 May 31 Jun. 18 Jul. 5 Jul. 9 Aug. 13
SUMMER SESSION I 2027 Classes Begin Add/Drop Ends Juneteenth Holiday Withdrawal Deadline Classes End and/or Final Exams
Jun.7 Jun. 8 Jun. 18 Jun. 25 Jul. 1
SUMMER SESSION II 2027 Classes Begin Add/Drop Ends Withdrawal Deadline Classes End and/or Final Exams
Jul. 12 Jul. 13 Jul. 30 Aug. 5
A C A DE MI C C A L E N D A R – E I G H T (8) W E E K C L A S S E S FALL 2026 Classes Begin Add/Drop Ends Labor Day Holiday Incomplete Deadline Withdrawal Deadline Thanksgiving Holiday Classes End Conferral Date SPRING 2027 Classes Begin Add/Drop Ends Incomplete Deadline One Day One Dog – No Classes Easter Holiday Withdrawal Deadline Classes End Commencement SUMMER 2027 Classes Begin Add/Drop Ends Independence Day Holiday Memorial Day Holiday Withdrawal Deadline Juneteenth Holiday Classes End
Wingate University Academic Catalog 2026-2027
Session A
Session B
Aug. 19 Aug. 25 Sept. 7 Sept. 21 Sept. 24 -Oct. 9 --
Oct. 14 Oct. 20 --Nov. 19 Nov. 25-27 Dec. 9 Dec. 12
Jan. 6 Jan. 12 Feb. 8 --Feb. 11 Feb. 26 --
Mar. 8 Mar. 14 -Mar. 18 Mar. 26-29 Apr. 9 Apr. 30 May 8
May 17 May 23 -May 31 Jun. 11 Jun. 18 Jun. 25
Jun. 28 Jul. 4 Jul. 5 -Jul. 23 -Aug. 6
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ADMISSIONS, COSTS, AND FINANCIAL AID A D MI S S I O N Wingate University operates on a rolling admission plan. Candidates for admission are notified of the enrollment decision within two weeks of application completion. Admission is based on high school record and standardized test scores. If test scores cannot be submitted a student may submit a personal statement. For transfer students, work from all previous colleges attended is considered.
For an application to be considered complete, the following items are recommended:
•
Completed application form Official high school transcript or GED certification (if applicable) Note that while an admissions decision can be issued without official transcripts, final high school transcripts must be received prior to the first day of classes. Standardized test scores are optional. Note that while an admissions decision can be issued without official test scores, academic merit scholarships take into account standardized test scores. Official test scores (if submitting) must be received prior to the first day of classes.
Although some flexibility may be allowed, the following high school course distribution is recommended. Course English Math (Algebra and above) Social Science Natural Science (1 lab) Second Language
Number of Units 4 3 2 2 2
E A RL Y C O L L E G E S T U D E N T A D MI S S I O N Early/Middle College students should follow the same admission process as First-Year students. Once admitted and official college transcripts are received, an official transcript evaluation of any college courses taken will be completed by the Registrar. Courses completed at accredited colleges and universities with a grade of “C”, or better, will be accepted at full value, provided they are comparable to Wingate University’s curriculum. Wingate University has an articulation agreement with North Carolina Community Colleges. Early/Middle College students who complete an A.A. or A.S. degree will have many of those credits applied toward Wingate’s Core Curriculum. Each case will be evaluated individually to best meet the student’s needs.
I N T E RN A T I O N A L S T U D E N T A D MI S S I O N Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and is required to comply with federal regulations when admitting international students. All F and M visa students that study in the United States require a Form I-20, “Certificate for Eligibility for Nonimmigrant Student Status.” This policy applies to both first-year international students and international students transferring from an international institution or another school in the United States. International students classified as first year students must meet the admissions requirements for first year students. International students classified as transfer students must meet the admissions requirements for transfer students. Additionally, international students must meet the below requirements as it relates to their status as an international student. International students requiring an F1 student visa must submit the following to be eligible for an I-20: 1. 2. 3.
4. 5. 6. 7.
Wingate recommends World Education Services, Inc. (WES) for evaluation and University Language Services for translation. b. Note that translated and evaluated official final transcripts are also required for enrollment. Secondary school diploma (if already earned) Evidence of English proficiency - see English Proficiency Requirements (for the I-20). Evidence of funding (e.g. bank statements or letters less than 6 months old) required for issuance of the I-20. Additional documents may be requested as part of the I-20 process. International processing fee of $100 is required.
ENGLISH PROFICIENCY REQUIREMENTS
F I RS T -Y E A R A D M I S S I O N
• •
a.
Fall semester applications must be received no later than June 1. Spring semester applications must be received by November 1. A color copy of the biography page of the student’s passport Secondary school transcripts: original transcript required and certified English translations of transcripts for documents not issued in English are highly recommended.
Wingate is a Student and Exchange Visitor Program (SEVP)-certified school and must comply with federal regulations when admitting international students. As part of these requirements, Wingate requires international students to demonstrate English proficiency as part of the admissions process prior to the issuance of an I-20 immigration document. International first-year students may demonstrate English proficiency in the following ways: 1. Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries. 2. Graduation from a high school, attending for a minimum of 3 years, at an international institution or American school where the primary language of instruction was completed in English. The institution must provide a signed letter or official transcript verifying courses were taught in English. 3. All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate. The approved exams/tests are as follows: a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section b. Minimum ACT score of 17 on both the Reading and English sections c. Minimum TOEFL IBT score of 70 or 550 on the paperbased test d. Minimum IELTS score of 5.5 - academic module e. Minimum Level 112 for ELS f. Minimum Level 6 completed at ELTI at UNC Charlotte g. In the case that the above tests are unavailable there may be other testing options International transfer students from US or international institutions may demonstrate English proficiency in the following ways: 1. Have citizenship in a country where English is the official language and the language of instruction in higher education. Please see our list of exempt countries. 2. Successfully complete 24 transferable hours at a US university or community college with a grade of C or better in English composition. 3. All other international students seeking F1 visas must achieve a minimum required test score on at least one approved language proficiency exam/test. The scores must be from within the past 24 months at the time of application to Wingate unless the applicant is currently enrolled in a US institution. The approved exams/tests are as follows: a. Minimum SAT score of 450 on the Evidence-based Reading and Writing section b. Minimum ACT score of 17 on both the Reading and English sections c. Minimum TOEFL IBT score of 70 or 550 on the paperbased test d. Minimum IELTS score of 5.5 e. Minimum Level 112 for ELS f. Minimum Level 6 completed at ELTI at UNC Charlotte g. In the case that the above tests are unavailable there may be other testing options Admission of an international student who requires an f-1 visa is only final when the visa is obtained. A student must be fully admitted to the
Wingate University Academic Catalog 2026-2027
28 undergraduate program to receive an I-20. International students holding current tourist (b1/b2) visas are not allowed to enroll in a degree program. Questions about f1 visa requirements can be addressed to international@wingate.edu. All other international admissions questions should be directed to the undergraduate admissions office at internationaladmissions@wingate.edu. INTERNATIONAL ENROLLMENT DEPOSIT After acceptance, international students must submit a $2,500 tuition and enrollment deposit and evidence of funding showing adequate financial resources to attend the University before an I-20 form will be issued. The deadline for processing an international student application is June 1 for fall semester enrollment and November 1 for spring semester enrollment. Wingate University should receive $2,500 tuition and enrollment deposits by July 1 for fall semester entrance and by November 1 for spring semester entrance to allow adequate time for issuance of the I-20 form and for securing the student visa. Once enrolled, the Tuition and Enrollment deposit will be posted to the student’s first (1st) term of enrollment as payment toward tuition. Enrolling students must submit final transcripts, all official or certified documents required for application, and medical/immunization requirements no later than the final day to register for classes. INTERNATIONAL PAY MENT SYSTEM Transact Payments provides support for international payments through TransferMate. For international payment support: •
•
TransferMate Multilingual, dedicated payment and account support 24/7 o Phone (pick the country you are calling from) o Chat (direct agent chat) o Email (customer service email) Best Rate Assurance for Bank Transfers – If you find a better rate within two (2) hours, let TransferMate know. More information here.
COUNTRIES EXEMPT FROM ENGLISH PROFICIENCY EXAM SCORE REQUIREMENTS Since English is the official first language at the countries listed below, students from those countries are NOT required to submit a proof of English proficiency. • • • • • • • • • • • • • • • • • • • • • •
Anguilla* Antigua and Barbuda* Australia Bahamas* Barbados* Belize* Bermuda British Indian Ocean Territory British Virgin Islands Canada (except Quebec) Cayman Islands Dominica* Falkland Islands Fiji Gibraltar Grenada Guyana* Guinea (British) Ireland Jamaica* Marshall Islands Mauritius
• • • • • • • • • • • • • • •
• • •
Micronesia Montserrat Nauru New Zealand Palau Papua New Guinea Solomon Islands St. Kitts and Nevis* St. Lucia St. Vincent and the Grenadines* Tonga Trinidad and Tobago* Turks and Caicos Islands Tuvalu United Kingdom (England, Northern Ireland, Scotland & Wales) U.S. Virgin Islands Vanuatu Western Samoa
*With CXC or CAPE examination.
University’s website. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. Students who have been suspended for social or behavioral reasons, or other conduct related issues, must contact the Director of Community Standards to begin that appeal process. Students who have been academically suspended and wish to apply for reinstatement to the University should submit the application for readmission found on the WU Admissions webpage. Upon completion of the admissions application the student will be directed to complete and submit the Readmit Academic Appeal form. Once the form is received it will be reviewed by the Academic Appeals Committee and the student will be notified of their decision via email.
D E F I N I T I O N O F A C C R E DI T E D I N S T I T UT I O N S For the purpose of transfer policy, articulation agreements, and prior higher education degrees, Wingate University defines an “accredited institution” as one accredited by any of the following institutional accreditors: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges (ACCJC), Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE), New England Commission of Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), and WASC Senior College and University Commission (WSCUC).
T R A N S F E R A D MI S S I O N Students who complete 24 credit hours or more at another accredited college or university may apply for transfer admission to Wingate. A completed application for admission must be submitted. Official transcripts from all institutions previously attended along with official high school transcript of GED certification and a completed statement of conduct form must be received prior to the first day of classes. Transfer applicants should be eligible, both academically and socially, to return to the institution from which they are transferring. All application documents can be found on the University’s website. TRANSFER CREDIT Academic work completed at accredited colleges and universities will be accepted at full value for courses passed with a grade of “C” or better provided they are comparable to Wingate University’s curriculum. The Registrar, in consultation with the appropriate department chair(s), evaluates coursework to determine equivalency. The maximum number of course hours that may transfer from a two-year institution is 60 semester hours. A maximum of 90 semester hours will be accepted from four-year institutions. Wingate University participates in the North Carolina Community College Articulation Agreement. Second Language requirements: Students may receive credits for second language courses that the student took at another college or university, even if the language is not taught at Wingate University, under the following conditions: • • •
INDEPENDENT COMPREHENSIVE ARTICULATION AGREEMENT Wingate University, a member institution of North Carolina Independent Colleges and Universities (NCICU), has agreed to the terms of the Independent Comprehensive Articulation Agreement (ICAA) between NCICU members and the North Carolina Community College System (NCCCS). The following terms apply: •
R E A D MI T S T U DE N T A D MI S S I O N Any student who wishes to enroll at Wingate University as an undergraduate student who has previously been enrolled at Wingate will need to apply as a re-admit student. To be readmitted the student must complete a Readmission Application which is available on the
The courses were completed with a grade of “C-” or better. The courses were offered by an accredited higher education program, college, or university. The courses were not for continuing education.
Students with an A.A. or A.S. degree from a North Carolina community college with no grade lower than a “C” will automatically fulfill all 100- and 200-level institution-wide core curriculum requirements at Wingate University, with the exception of physical education; a second language, if the student did not take these as part of the associate’s degree; and
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•
•
•
any major-specific class(es) required under University Foundations. Courses will be evaluated on a course-by-course basis for students who did not earn an A.A. or A.S. degree, or for students with one or more grades of “D.” Transfer courses which did not originate at an NC community college, at a UNC institution, or at a signatory institution of NCICU may be used under this articulation agreement if they were used in the awarding of a two-year degree from an NC community college. These courses must meet core curriculum requirements, must be from an accredited institution (see Definition of Accredited Institutions under Admissions, Costs, and Financial Aid), and must total no more than 25 percent (four courses) of the core curriculum. Students may file a grievance if they think the terms of the ICAA have not been followed. See the Office of the Registrar for more details.
C RE DI T B Y E X A MI N A T I O N Students may earn a maximum of 30 semester hours of credit toward a baccalaureate degree by examination prior to enrollment. A D V A N C E D P L A C E M E N T (AP) Students who score three, four, or five on the Advanced Placement Test of the College Entrance Examination Board may receive credit as determined by the appropriate academic department. Students should send official scores to the Office of the Registrar. C O L L E G E L E V E L E X A M I N A T I O N P R O G R A M (CLEP) Students who score 50 points or higher on CLEP subject examinations may earn credit toward a baccalaureate degree. Students should send official scores to the Office of the Registrar. DANTES (DSST) E X A M I N A T I O N S Certain credits are accepted from DANTES (DSST) courses when the courses have comparable courses at Wingate. Students should send official scores to the Office of the Registrar. C A M B R I D G E AICE E X A M S C O R E S Cambridge Assessment International Education offers exams comparable to AP and IB. Exams must be at the Advanced level--either A and/or the AS level(s)—to be eligible to receive possible credit. Students should send official AICE transcripts to the Office of the Registrar. INTERNATIONAL BACCALAUREATE PROGRAM CREDIT Students who score five, six, or seven on the Higher-Level Examinations of the International Baccalaureate Program may receive credit toward a baccalaureate degree. Students should send official scores to the Office of the Registrar. W I N G A T E O N L I N E D E G R E E -- C R E D I T B Y E X A M P R O G R A M POLICY Students in the Wingate Online Degree program may earn up to sixcredit hours each enrolled term. Credit by examination must be earned before the student’s final 30 hours at Wingate University. Students must secure advance permission from the Dean of Online Education and the Registrar (see Transient Study under Academic Policies) before registering for an examination.
D UA L E N RO L L M E N T Highly qualified high school students with a letter of recommendation from their high school counselors who would like to take college courses prior to or during their senior year may do so through the Wingate Dual Enrollment Program. Dual Enrollment credit is generally transferable to other colleges and universities. Students enrolled through this program will be allowed to take classes on a space-available basis. Charges for Dual Enrollment classes are $1,107 for one course, $1,777 for two courses, and $2,163 for three courses.
E N RO L L ME N T D E P O S I T To confirm enrollment, a prospective first-year student, readmit, or transfer student should submit an enrollment deposit. Enrollment deposits are refundable upon written request until May 1st for fall semester enrollment and November 1st for spring semester enrollment. An enrollment deposit which has been transferred from an earlier term is non-refundable. Once enrolled, an enrollment deposit will be posted to the student’s first (1st) term as payment toward tuition. Admissions and Financial Aid reserve the right to scholarship an enrollment deposit on a case by case basis.
M E DI C A L /I M M U N I Z A T I O N R E Q U I R E ME N T S After a student has been accepted by Wingate University, he/she is required to submit health information which includes a health history, proof of insurance, physical examination, and immunization information. Medical requirements are due July 1 (fall admission) and January 2 (spring admission). Students who are incomplete 30 days after classes begin are subject to expulsion from classes and the University until such information is received. The physical examination must be performed one year prior to the date of admission to the University. Per NCAA regulations, students participating in an intercollegiate sport must have a physical every six months. Physicals can be done in The Health Center for a fee. The physical must include: vision, urinalysis, hemoglobin, and TB skin test. The following immunizations are required: • Tetanus Series (Td, DPT, Tdap) three doses. One must have been within the past 10 years. Those individuals enrolling in college or university for the first time on or after July 1, 2008 must have had three doses of tetanus/diphtheria toxoid and a booster dose of tetanus/diphtheria/pertussis vaccine if a tetanus/diphtheria toxoid or tetanus/diphtheria/pertussis vaccine has not been administered within the past 10 years. • Measles Two doses (after 1st birthday). Measles vaccines are not required if any of the following occur: Diagnoses of disease prior to January 1, 1994; an individual who has been documented by serological testing to have a protective antibody titer against measles; or an individual born prior to 1957. • Mumps Two doses. Mumps vaccine is not required if any of the following occur: an individual who has been documented by serological testing to have a protective antibody titer against mumps; an individual born prior to 1957. • Rubella One dose. Rubella vaccine is not required if any of the following occur: 50 years of age or older; an individual who has been documented by serological testing to have a protective antibody titer against rubella. • Hepatitis B Three doses. Hepatitis B vaccine is not required if an individual was born before July 1, 1994 and is not enrolled in a Health Science major. • Polio Three doses. An individual attending school who has attained the 18th birthday is not required to receive polio vaccine. • Meningococcal Series. Two doses. If the first one is given at age 16, then only one is required. • Students in Pharmacy, Physician Assistant Studies, Physical Therapy, Nursing, and Exercise Science are required to have additional immunizations. Check with those for requirements. • Required vs. Recommended North Carolina law requires individuals attending college or universities to receive certain vaccines. But in order to be fully protected from vaccinepreventable diseases, individuals should receive all immunizations recommended by the Centers for Disease Control and Prevention (CDC). Recommended vaccines include flu, meningitis, meningococcal B series, and HPV. Students who are not compliant with NC immunization requirements within 30 days of the first day of class will be required to withdraw from classes. Students taking online courses, off campus courses, evening courses (after 5 p.m.) or no more than 4 daytime credit hours are exempt from immunization requirements. Medical and religious exemptions can be requested through The Health Center. Questions should be
Wingate University Academic Catalog 2026-2027
30 directed to the Director of The Health Center, Campus Box 3037, Wingate University, Wingate, NC 28174. INTERNATIONAL STUDENTS International students must meet North Carolina guidelines concerning immunizations. They must provide documentation of insurance. A student accident and sickness insurance program is available for purchase by students of Wingate University. The Health Insurance Charge is listed on the Student Account. All students with a positive tuberculin skin test will be referred to the Health Department for evaluation and follow-up. If it is the recommendation of the Health Department that they receive prophylactic treatment for tuberculosis, students will be required to comply.
Human Services Exit Exam Fee International Student Fee Nursing Course Fee Nursing Program Fee (per semester) Online Credit/Debit Card Courtesy Fee
F I N A N C I A L I N F O R MA T I O N The University operates on a semester basis. Statements are available on Workday approximately one month prior to the beginning of each term. Billing details are available approximately one month before the beginning of each semester. Charges for the terms are due on the following dates: Fall (August 1st), Spring (January 1st), and Summer (June 1st). Students must notify the University, prior to August 1, of any financial aid, trust funds, etc., available to the student from sources other than Wingate University. If the student expects to receive aid of any type from the University, it must be cleared with the Financial Aid Office prior to the student’s arrival on campus. Any student who has a balance on his/her account will be subject to a financial hold which may hinder future registrations and housing assignments. Students must have a zero balance to participate in commencement ceremonies.
Other
Overload Course Fee (>19 credit hours) Parking Permit Fee Part-Time (< 12 credit hours) Physics Course Fee
B A S I C S E ME S T E R C H A RG E S Tuition Standard Residential Fee Standard Meal Plan NC Meal Tax Health & Wellness (per semester) Activity Fee (per semester) Technology Fee (per semester) Parking Fee (per year) TOTAL* *See additional charges and fees.
Residing $21,918 $3,592 $2,302 $155.39 $100 $100 $25 $150 $28,342.39
Commuting $21,918 -$590 $39.83 $100 $100 $25 $150 $22,922.83
N O N -D E G R E E P RO G RA M C H A RG E S Addiction Specialist Certificate Julia’s Learning
Tuition (per credit hour) Tuition (per semester)
$420
Enrollment Deposit
Health Insurance High School Direct Enrollment (tuition per course)
Returned ACH Charge (online check payment) Returned Check Charge Student Athlete Participation Fee Summer School (2026)
$12,700
A D DI T I O N A L C H A R G E S A N D F E E S Applied/Secondary Music Lessons (per semester; MUS 161-461 & MUS 162-462) Art Course Fee Biology Course Fee Biology Course Fee Business Course Fee Chemistry Course Fee
Residential Fees (per semester)
2-credit hour course 1-credit hour course
$800 $600
100-200 level 300-400 level BUS 417 Specific to each course Full-time ($300 enrollment deposit will apply to first semester) International Students ($2,200 tuition payment and $300 enrollment deposit will apply to first semester) Fee – unless approved waiver (per semester) One Course Two Courses Three Courses
$40 $100 $100 $50 $50-$75 $300 $2,500
HS 497
$100
Only for International Students (per semester)
$100 $70 $865
Transact charges – 2.95% domestic/4.75% international Audit (per course) Credit by Examination (per credit hour) Late Payment Fee (per month) Payment Plan Fee (per semester) Printing Fee (per semester) – Black and White Color Transitional Housing (Spring to Summer) Tuition (per credit hour) Fee – unless opt-out is submitted (per year) Tuition (per credit hour)
$465 $465 $10 $35 $0.05 $0.20 $525 $1,880 $150 $1,880
Specific to each course $50-$75 Private Room/Private Bath $4,832 Apartment (limited availability) Private Room/Shared Bath $4,492 Apartment (limited availability) Residence Hall Single $4,281 (limited availability) Double Occupancy/Shared $3,892 Bath Apartment Transact charges – price based on State Regulation $40 Student athletes only (per $50 term) Tuition (per credit hour) $625 Room (per session) $525 Internship Tuition (per credit $205 hour) Tuition (per credit hour) $445
Wingate Online Degree Programs *International students are subject to a withholding tax for any scholarships that exceed qualified tuition and fees which will reflect on the student statement each semester (Fall and Spring).
B O O KS A N D S UP P L I E S Textbooks and supplies may be purchased through the Wingate online bookstore at https://wingate.textbookx.com. Excess financial aid may be used to purchase books through the online bookstore by filling out a bookstore voucher request form and submitting to the Business Office.
CHECK ACCEPTANCE The Business Office will accept checks only for payment of accounts. The University suggests that an account be established with a local bank. Wingate Outfitters cashes checks up to $50 with a valid student ID card.
EXPENSES $1726.50 $1,140 $1,830 $2,230
Charges are based on a minimum student load of 12 semester contact hours. Students taking less than 12 credit hours are classified as parttime students and are charged tuition at the rate of $1,880 per credit hour. Students taking more than 19 credit hours are charged an overload fee of $1,880 for each additional hour over 19.
Wingate University Academic Catalog 2026-2027
31 Students in the Wingate Online Degree programs follow the below refund policy schedule:
ID, M E A L , A N D D E B I T C A R D The student’s I.D. card can serve as a debit card that can be used in Wingate Outfitters, W.T. Harris Dining Hall, and the other dining locations on campus. Bulldog Bucks are purchased via eAccounts. If students have a mobile credential, the eAccounts app will already be on their device. If students do not have a mobile credential, Bulldog Bucks can be purchased from the eAccounts website. No refund is given from the debit card until the student graduates or withdraws from the University. At that time, any remaining money will be applied to the student account and refunded if it creates a credit balance. A student must submit the Wingate I.D. card to the Office of Campus Life upon withdrawal from the University. Withdrawal may require refunds to some student financial aid programs. This policy applies to students who officially withdraw during any regular session of the University.
I N S U RA N C E (M E DI C A L ) The federal government’s Affordable Care Act (effective January 2014) requires all individuals have adequate health insurance coverage. This involves university systems including Wingate University students. All full-time Wingate University students or part-time health services majors, athletes, and/or international students, are required to enroll in or opt out of insurance coverage. Students who already have a comparable plan to that required by law will not be charged for a health plan provided the online waiver is completed and approved by Blue Cross/Blue Shield. Students must visit studentbluenc.com/#/wingate to provide proof of insurance to opt out and request a waiver.
U N DE RG R A D U A T E S T U D E N T S W I T H D RA W A L A N D / O R C O U RS E W I T H DR A WA L R E F UN D O F C H A RG E S P O L I C Y A refund refers to university charges that are returned to the student and/or to the financial source that originally covered those charges. Refunds are processed within 30 days of the student’s official withdrawal date. Students who withdraw from Wingate University on or before the first class day of a semester will receive a full refund of any payment made toward tuition, room and board. University Fees are refundable only before or on the first day of class. Afterwards, University Fees are non-refundable. This refund policy pertains to the Fall & Spring Terms ONLY. Students are only refunded in Summer or Winter Terms if withdrawn on or before the 1st day of class. For traditional undergraduate students who withdraw after the first day of class during a semester, the following institutional refund policy for tuition and course fees will be in effect: Withdrawal Date Withdraw before or on first day of class Withdraw before the second class and before the end of the first week of class Withdraw during the 2nd week of class Withdraw during the 3rd week of class Withdraw during the 4th week of class Withdraw during the 5th week of class Withdraw after the 5th week of class
Refund 100% refund 90% refund 80% refund 60% refund 40% refund 20% refund no refund
The following is the institutional refund policy for traditional undergraduate room and board: Withdrawal Date Withdraw before or on first day of class Withdraw before the end of the first week of class Withdraw during the 2nd week of class Withdraw during the 3rd week of class Withdraw during the 4th week of class Withdraw during the 5th week of class Withdraw after the 5th week of class
Refund 100% refund 90% refund 80% refund 60% refund 40% refund 20% refund no refund
The date of cancellation for room and board is the date the student has properly checked out of the residence halls removing all property and returning room keys to Residence Life staff.
Refund 100% 75% 50% 25% None
Withdrawal Date After First day of class Second week of class Third week of class
Withdrawal Date Before First day of class Second week of class Third week of class Fourth week of class Fifth week of class
The date of withdrawal for both Traditional Undergraduate Students and Wingate Online Degree Programs is the date that the official withdrawal form is received by the Office of the Registrar or the date of withdrawal specified by the student, whichever is earlier. The semester begins with the first day of class. The first week of the semester is the seven-day period that begins on the first day of class. The point of withdrawal is measured in weeks, and the student is considered to have withdrawn within a given week, as defined above, if the withdrawal date is prior to the end of that week. R E T U R N O F T I T L E IV F U N D S For students receiving federal financial aid, the Higher Education Amendments of 1998 established a new formula for calculating the amount of aid a student and school can retain when the student totally withdraws from all classes. Students who withdraw from all classes prior to completing more than 60% of an enrollment term will have their eligibility for aid recalculated based on the percent of term completed. This policy shall apply to all students who withdraw, drop out, or are expelled from Wingate University, and receive financial aid from Title IV funds (federal financial aid programs authorized under the HEA of 1965, as amended). Wingate University’s responsibilities in regard to the return of Title IV funds include: • •
Providing each student with the information given in this policy. Identifying students who are affected by this policy and completing the R2T4 calculation for those students. Returning any Title IV Funds that are due the Title IV programs.
•
The student’s responsibilities in regard to the return of Title IV funds include becoming familiar with the R2T4 policy and how complete withdrawal affects eligibility for Title IV aid. A student’s withdrawal date is defined as: •
The date the student begins the institution’s withdrawal process (as described in the Wingate University catalog) or officially notifies the institution of intent to withdraw; or The midpoint of the period for a student who without notifying the institution; or The student’s last date of attendance at a documented academically related activity.
• •
Title IV aid is earned in a prorated manner on a per diem basis up to and including the 60% point in the semester. Title IV aid and all other aid is viewed as 100% earned after that point in time. The total number of calendar days in a term of enrollment shall exclude any scheduled breaks of more than five days. The percent of term completed shall be the percentage of Title IV aid earned by the student and is calculated as follows: % 𝒐𝒐𝒐𝒐 𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕 𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄 =
𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵 𝒐𝒐𝒐𝒐 𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅 𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄 𝒃𝒃𝒃𝒃 𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔 𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻 𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 𝒐𝒐𝒐𝒐 𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅 𝒊𝒊𝒊𝒊 𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕
Amount returned to program(s)
Total institutional charges
The percentage of Title IV aid unearned (i.e., to be returned to the appropriate program) shall be 100% minus the percent earned. Unearned aid shall be returned first by Wingate University from the student’s account calculated as follows: =
×
% of Unearned Aid
Unearned Title IV aid shall be returned in the following order: • • • •
Federal Direct Unsubsidized Loan Federal Direct Subsidized Loan Federal Direct Graduate PLUS Loan Federal Direct PLUS Loan
Wingate University Academic Catalog 2026-2027
32 • • •
Wingate University does not accept any form of gift or payment from any lender as an inducement to be on the historical lender list.
Federal Pell Grant FSEOG Other Title IV Grants
Students are responsible for any portion of their institutional charges that are left outstanding after Title IV funds are returned.
S T U DE N T F I N A N C I A L A I D The Wingate University Financial Aid Office welcomes the opportunity to help students and their families who seek information on scholarships, grants, student loans, and on-campus employment. All students who plan to apply for financial aid must annually complete the Free Application for Federal Student Aid (FAFSA) at studentaid.gov. To receive maximum consideration for all available financial aid programs, the FAFSA should be filed by May 1 each year. Grant and scholarship assistance is gift aid with no repayment obligation. The Federal Direct Student Loan program offers low interest loan options for students; payment begins once the student graduates, withdraws, or drops below half time status. The work-study program offers students the ability to obtain jobs on campus and receive a monthly paycheck for the hours worked. Institutional Scholarships are considered undesignated and therefore may be applied to tuition, fee, or room and board costs in no specified order.
F E DE RA L A I D P RO G RA MS
A C A DE MI C S C H O L A RS H I P S Academic Scholarships are awarded to qualified undergraduate applicants who have been admitted to Wingate University’s Main Campus. After admission to the University, the academic credentials of each student are reviewed to determine scholarship eligibility. Students are notified of their scholarship award by the Office of Admissions immediately, a separate scholarship application is not required. Academic Scholarships are typically renewable for a maximum of eight semesters of undergraduate study. Recipients must maintain satisfactory progress standards as outlined to maintain their eligibility for Wingate Academic Scholarships.
L E G A C Y A WA R DS The Legacy Scholarship is an annual award available to any eligible student enrolled in the traditional Undergraduate Degree Program. To qualify, the student must be a son, daughter, grandson, granddaughter, niece, nephew, or sibling of a Wingate alumnus. The Legacy Scholarship can also be provided to siblings concurrently enrolled as traditional Undergraduate Degree students. Eligible students will receive a $1000 grant during each academic year.
M US I C S C H O L A RS H I P S
Federal Pell Grants are awarded to undergraduate students who display exceptional financial need and have not previously earned a bachelor's, graduate, or professional degree. Federal Supplemental Educational Opportunity Grant (FSEOG) is a grant for undergraduate students with exceptional financial need. Priority will be given to Federal Pell Grant recipients. Federal Direct Loan Program: Wingate University uses the William D. Ford Direct Lending Program. Federal Direct Subsidized, Unsubsidized and PLUS Loans for Parents are available to eligible students who complete the FAFSA form and are enrolled at least half time in an eligible program of study. More information can be obtained by contacting the Financial Aid Office at finaid@wingate.edu or visiting https://studentaid.gov/understand-aid/types/loans. Federal Work-Study: Part-time employment opportunities are available to enrolled students. Students must complete all applicable employment forms to begin working on campus and are paid monthly for any hours worked on campus. North Carolina Need-Based Scholarship: This program was established by the 2011 General Assembly to provide need-based scholarships for North Carolina students attending private institutions of higher education. Funds for the support of the program are contingent each year upon appropriations made available to Wingate by the North Carolina General Assembly.
FINANCIAL ASSISTANC E ALTERNATIVES For families who do not qualify for federal or state financial assistance or whose financial assistance does not cover the entire cost of attendance, there are several alternatives. Some of these are listed below: Monthly Payment Plan: T The 5-month Interest Free payment plan allows families to spread the cost of tuition, fees, room, and board out across the semester. There is a $35 enrollment fee to participate in the plan each semester. The first installment of the payment plan, along with the $35 enrollment fee, is due by the main due date for each semester. Payments are due as followed: Fall (August 1st), Spring (January 1st). There are no payment plans for Summer or Winter Terms. The remaining payments are due by the first day of each following month throughout the course of the semester. A fee of $10 will be assessed for each late payment. ***Please note there are no payment plans for Summer or Winter Terms.*** Private Alternative Loans: Federal law requires colleges to certify private education loans using the borrower’s choice of lender and the guarantee agency used by that lender. Wingate University provides a historical lender list via Fast Choice; however, you can choose any lender, including one that may not appear on the list provided. Note:
Music scholarships, based on a performance audition and academic achievement, are awarded upon admission. The student must perform two contrasting selections representing an advanced level of study. For more information about the scholarships and the audition dates, contact the Department of Music.
V E T E RA N S B E N E F I T S Veterans may qualify for education benefits from the Veterans Administration according to their time and length of military service, and in some cases those benefits can be transferred to dependents (Chapter 33). Benefits through Dependents’ Educational Assistance (Chapter 35) may also be available for military spouses and children of veterans who died or were disabled as a result of a service-related injury or disease. Students who plan to use VA education benefits should apply to the VA for a Certificate of Eligibility, and contact the VA School Certifying Official at Wingate, located in the Office of the Registrar. Wingate participates in the Yellow Ribbon Program for eligible Chapter 33 participants, and also works with veterans using Vocational Rehabilitation services (Chapter 31). In accordance with Title 38 United States Code Section 3679 (e), students who have provided verification of their eligibility to receive VA education benefits funded under Chapter 31 and Chapter 33, will not be subject to any penalties, including access to classes, libraries, or other institutional facilities, or be required to borrow additional funds, because of the student’s inability to meet financial obligations to the institution due to delayed disbursement of VA education benefits. Students are covered under this policy for 90 days after the date that enrollment is certified by the university.
S A T I S F A C T O R Y A C A D E MI C P RO G RE S S (SAP) P O L I C Y FOR FINANCIAL AID RECIPIENTS SAP S T A N DA R DS As mandated by the HEA, institutions of higher education must establish minimum standards of SAP. WU makes these standards applicable to Federal, State and Institutional financial aid programs. The intent of this policy is to ensure that students receiving financial aid are making progress towards completion of their declared major. A student’s SAP status is determined based on all credit hours, including transfer credits, and all periods of attendance at Wingate University, including periods in which the student did not utilize financial aid. Students must meet the standards outlined below to remain in good SAP standing and maintain their eligibility for financial aid.
Wingate University Academic Catalog 2026-2027
33 C U M U L A T I V E GPA A student must achieve and maintain a cumulative GPA as defined for their program of study below. Degree Program Undergraduate Undergraduate Undergraduate
Earned Hours 0-23 24-56 57 or more
Minimum Cumulative GPA 1.6 1.8 2.0
manner must request a review at the end of the term once final grades are reported. There is no official SAP check for any term other than the annual Spring checkpoint.
S P E C I A L C O N S I DE RA T I O N S SELECT AID PROGRAMS
All students must pass (earn) at least 67% of their credits attempted. Multiple attempts of the same course will be counted (each attempt) for financial aid purposes. Standard rounding applies when calculating completion rate.
Student athletes must satisfy the eligibility requirements established by WU and by the NCAA to be eligible for athletically related financial aid. Programs administered by outside agencies, or states other than North Carolina, may have their own academic standards for students (the student may be eligible if the outside agency does not require the student to meet SAP guidelines). Students are responsible for reviewing the requirements with the agency that is providing funding.
MAXIMUM TIME FRAME
SELECT GRADES & COURSES
Students must complete their degree requirements within 150% of the published length of their academic program to remain eligible for Title IV aid. This is the maximum allowable time for receipt of financial aid regardless of whether the student did or did not receive financial aid during any period of his/her enrollment.
Withdrawn Courses: Courses the student has withdrawn from and has been given a grade of “W” will count as attempted but not earned credit hours and are not included in the GPA calculation.
COMPLETION RATE
E V A L UA T I O N P E RI O D SAP will be calculated annually at the conclusion of the Spring term for all students. Students who do not meet SAP standards will be placed on Financial Aid Suspension (FAS) and ineligible to receive financial aid for future term(s). The student will receive an email notification detailing the loss of financial aid and options for an appeal. Students are placed on FAS if any of the following are true: • Failure to meet minimum GPA requirement • Failure to meet minimum completion rate requirement • Attempted hours >= 150% of published program length Students are notified of their SAP standing by email during the annual review period. Students are responsible for staying informed of WU’s SAP standards, to monitor their own progress, and to review their University email account frequently for updates.
F I N A N C I A L A I D SAP A P P E A L S
Incomplete Courses: Courses the student has not completed and has been given a grade of “I” will count as attempted but not earned credit hours. These courses are counted as a grade of “F” in the cumulative GPA calculation. Failed Courses: Courses the student failed and has been given a grade of “F” will count as attempted but not earned credit hours. These courses are included in the cumulative GPA calculation. Passed Courses: Courses that the student has passed and has been given a grade of “P” will count as earned and attempted credit hours. These courses will be calculated as a “C” in the cumulative GPA calculation. Audit Courses: Courses that the student has audited are not considered in the cumulative GPA or completion rate calculation. Students are not eligible to receive financial aid for courses that are audited. Repeated Courses: All repeated courses are considered in the cumulative GPA and completion rate calculation. Students are eligible to receive financial aid for a completed course one time after receiving a passing grade (D or higher).
DOCUMENTATION
Transfer Credits: Credit hours from another institution that are accepted toward a student’s educational program must count as both attempted and earned hours. Attempted / earned hours also include credits earned through Advanced Placement (AP), College Level Examination Program (CLEP), or other similar testing programs.
Extenuating circumstances may include, but are not limited to, a death of an immediate family member or extreme medical emergencies / illness. The SAP appeal must include:
Academic Bankruptcy: Credit hours dismissed through academic bankruptcy will be considered as attempted credit hours in the completion rate calculation.
Students placed on FAS who have extenuating circumstances are eligible to appeal to the FPO Committee.
• •
Why the student failed to make SAP What has changed that will allow the student to make SAP at the next evaluation (end of the next semester)
DEADLINES AND DECISIONS
ADDITIONAL CONSIDERATIONS • •
Appeal deadlines are provided on the SAP Suspension letter issued by the Financial Aid Office. A student must submit a completed appeal form and supporting documentation by the required deadline in order for the appeal to be considered for that term. Appeal results will be provided to the student via their WU email address.
•
ACADEMIC PLANS Students who appeal, and subsequently have their appeals approved, will be placed on an Academic Plan. Once the Academic Plan is finalized and signed, the student will regain eligibility and be placed on Financial Aid Probation. Academic Plans are available for up to four semesters, and students placed on an Academic Plan must continually meet the terms of the plan (each semester) as outlined. If a student fails to meet the terms of the Academic Plan for any given period, the student loses financial aid eligibility and will be placed on FAS.
REGAINING ELIGIBILITY If a student has lost financial aid eligibility due to not meeting the established SAP standards, the student may regain financial aid eligibility for a subsequent term if they meet SAP standards on their own prior to the start of any given term. Students regaining SAP in this
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Students required to restart their degree program will have all prior SAP components calculated in their cumulative totals. Students who change their major are responsible for maintaining SAP in accordance with the procedures as outlined (all hours attempted and earned at WU will be counted in the SAP calculations). Students who are readmitted to WU following a period of nonenrollment must meet WU’s SAP policy in order to regain eligibility for financial aid. The SAP status will be calculated at the time of re-entry. A student may change from one degree to another during attendance at WU. Students who change from one major to another are required to maintain SAP and complete the coursework within the maximum timeframe. All attempted hours from a previous major are included in the total attempted hours. Students seeking a second degree and students with a double major may reach the maximum time frame standard at an accelerated pace. A student becomes ineligible for federal aid when they complete the degree requirements for their declared major (regardless if the student applies for graduation or accepts the degree at that time).
Wingate University Academic Catalog 2026-2027
34 included in GPA calculations. Note: A student must have a 2.00 cumulative GPA to qualify for the baccalaureate degree.
C O N S U ME R I N F O R M A T I O N D I S C L O S UR E S The Higher Education Opportunity Act (HEOA) requires that colleges and universities provide specific disclosures to prospective and current students. These disclosures may be found at https://www.wingate.edu/about/disclosures-and-consumerinformation.
ACADEMIC POLICIES AND PROCEDURES S T A T E ME N T O F S T U D E N T R E S P O N S I B I L I T Y It is the responsibility of each student to fulfill his or her degree program and graduation requirements as described in the programs of study and academic policies sections in the catalog. While advisors and administrative staff may assist students, who ask for help with curricular decisions, ultimately it is the student who is responsible for his or her choices. Degrees cannot be awarded until all requirements and obligations to the University have been met by the student.
A C A DE MI C H O N O RS C O M ME N C E ME N T At Commencement, students with a cumulative GPA of 3.50 or higher are graduated with honors as follows: Summa cum laude 3.90 and above Magna cum laude 3.65 to 3.899 Cum laude 3.50 to 3.649
A C A DE MI C S US P E N S I O N A student who is on academic probation at the end of two successive regular semesters will be academically ineligible for the next semester. At the conclusion of the second semester, the Registrar will notify the student by email and mail that he/she/they are academically ineligible to return to Wingate the next regular semester. An academically ineligible student who wishes to apply for reinstatement must submit an appeal to the Academic Appeals Committee as directed in their suspension letter. Late submissions are not considered. After a decision is made by the Academic Appeals Committee, an academically ineligible student may appeal to the Vice President of Academic Systems, who will consider the procedural aspects of the appeal process ONLY in his/her review. No new documentation or information, outside of the procedural aspects of the appeals process, will be considered in the Vice President’s review of the appeal. The decision of the Vice President of Academic Systems is final. An academically ineligible student, who is not reinstated or has not submitted an appeal, may apply for readmission to the University after not attending Wingate for one regular term. As a part of the readmission process, the student will need to submit an appeal for academic reinstatement to the Academic Appeals Committee. Directions on how to submit the appeal will be sent from the Registrar or Academic Advising to the student. Financial Aid has a separate process for appealing to have financial aid reinstated. Both appeals processes require students to submit documentation of a change in circumstances that led to poor academic performance, evidence of good academic performance at a community college, and/or other experience or work that has led to a student’s academic maturation.
Graduation with honors is determined by the overall GPA on all credit earned at Wingate University.
C O L L E G E C O U RS E S T A KE N W H I L E A S T U DE N T I S S US P E N DE D
SEMESTER
Successful completion of courses at a community college is one of the best ways to show evidence of academic maturation. Any courses taken at another college or university while the student is on academic suspension will not transfer until the student attains a cumulative 2.0 at Wingate University. A student should submit any college transcripts as part of the readmission process to avoid retaking courses that will later be eligible for transfer credit. After the cumulative GPA is a 2.0 or above, comparable courses with minimum grades of C- will receive transfer credit.
Each semester a President’s List includes those students who have earned a term GPA of 3.80 on at least 12 quality point academic hours and have no grade below a “C-”. Each semester a Dean’s List includes those students who have earned a term GPA of at least a 3.30 but no more than a 3.799 on at least 12 quality point academic hours and have no grade below a “C-”
A C A DE MI C S T A N DA R DS : P RO B A T I O N A N D S US P E N S I O N To assist students in maintaining satisfactory progress, Wingate University has adopted standards to identify students who are experiencing academic difficulty so that they can take advantage of timely interventions through academic support services. Students are considered in satisfactory academic standing if their cumulative GPAs meet the minimum standards set forth in the below table.
M I N I M U M C U M UL A T I VE GPA S C O N S I DE RE D S A T I S F A C T O R Y A C A D E MI C S T A N DI N G Attempted Hours (including transfer credits) 0-23 24-56 57 or more
A D DI T I O N A L B A C H E L O R ’ S D E G R E E A student may only apply for a second (or subsequent) bachelor’s degree if it differs from any degree previously awarded by Wingate University. For example, if a student has already earned a Bachelor of Science (B.S.) degree, the University will not award a second B.S. degree; it will, however, award a Bachelor of Arts (B.A.) degree. To receive an additional bachelor’s degree, a student must: • •
Minimum GPA 1.6 1.8 2.0
A C A DE MI C P RO B A T I O N Academic probation is an indication of serious academic difficulty and is determined by the cumulative GPA that a student earns on credit courses. At the conclusion of a semester, the Registrar will notify the student by email if the cumulative GPA is below the minimum as outlined in the above table. In such a case, the student will be placed on academic probation for the next regular semester and will complete a Probation Contract. Probation is determined only from grades at the conclusion of a regular semester; mid-semester progress reports are not
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apply and be admitted into a 2nd undergraduate degree program; earn a minimum of 30 additional semester hours in residence after the awarding of the first degree; complete all requirements for the second degree (Note: Two degrees may not be awarded at the same commencement exercise.), and earn a minimum 2.0 in the second degree. (NOTE: The GPA for the additional degree will not be calculated into the GPA of the first degree.)
A D DI T I O N A L M A J O R A student should notify the Office of the Registrar of the intent to pursue a second major. A student may only apply six hours from the first major toward the second major. A student who has already graduated from Wingate University may return to complete a second major under the undergraduate degree previously awarded. The following policies apply:
Wingate University Academic Catalog 2026-2027
35 • •
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A student must fill out a readmission application with Admissions. At least 30 additional credit hours, including all disciplinespecific requirements for the second major, must be taken at Wingate University. The student must earn a minimum 2.0 in the second major. NOTE: The GPA for the additional major will not be calculated into the GPA of the original degree. The second major will be recorded on the transcript, but there will be no additional diploma and no participation in an additional graduation ceremony.
A R M Y R E S E R V E O F F I C E R S ’ T RA I N I N G C O R P S (ROTC) Wingate University has a cooperative program with the University of North Carolina at Charlotte under which Wingate students may enroll in the U.S. Army Reserve Officers’ Training Corps (ROTC). Both men and women are eligible for this program and must travel to either the UNC-Charlotte campus or the Charlotte Reserve Center to take instruction and training. Wingate University also offers the voluntary Air Force Reserve Officer Training Corps (AFROTC) Program in cooperation with UNC-Charlotte within the terms of the existing agreements between member schools of the Greater Charlotte Consortium. The program is available to all students with at least two years of education remaining. Detailed information on these programs is available in the Office of the Registrar and from the Department of Military Science, UNC-Charlotte, Charlotte, N.C. 28225.
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A U DI T I N G Students may audit courses with the permission of the professor and the Registrar. If the student is part-time, the audit fee of $465 is charged. This fee is not refundable if the student withdraws from the course for any reason. Students may change audit status to credit status only within the first four weeks of the semester and upon additional payment of tuition required for part-time credit or overload credit, if either applies. A for-credit course may not be changed to audit status once the mid-semester date has passed. This change prior to the mid-semester date requires approval of the professor and the Registrar.
B A N KR UP T C Y (A C A DE MI C ) A student who has earned poor grades that may prevent him or her from graduating may petition the Academic Appeals Committee for academic bankruptcy for one complete term or for consecutive terms including all work before a given date. The bankrupt term(s) is noted on the student’s transcript and the student forfeits credit for all courses during that term(s). Grades from the bankrupt period are not calculated in the student’s GPA, although they remain on the transcript. All grades are included in the calculation of the GPA for honors at graduation. To be considered for bankruptcy, a student must demonstrate that:
A T T E N DA N C E
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Regular class attendance is a student’s obligation, and a student is responsible for all the work, including tests and written work, of all class meetings.
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Each faculty member defines his or her own absence policy and so informs students on the first day of classes. Students who represent the University at officially recognized activities are responsible for making necessary plans for class absence with each professor before the absence. The University maintains the regular schedule of classes throughout the semester. Classes are not usually canceled due to inclement weather and students are responsible for all the work of class meetings missed due to inclement weather.
A T T E N DA N C E V E R I F I C A T I O N Each term, the Office of the Registrar will request that all faculty and instructors verify student attendance on the first day after the deadline to add or drop a class. Students not present in class on the day attendance is verified will be dropped from the class unless the instructor indicates, in writing, that the student had an excused absence and needs to remain on a class roster. Dropping a class may result in a decrease in a student’s total credit hours and, consequently, a reduction or return of financial aid. It is the student’s responsibility to contact the instructor to be added back to a class after being dropped for an excused absence. Attending is defined as completing an academically related activity which includes, but is not limited to: • • • • • • •
Physically attending a class where there is an opportunity for direct interaction between the instructor and students. Submitting a required academic assignment. Taking an exam or quiz. Taking a required interactive tutorial or computer-assisted instruction. Attending a study group that is assigned by the school. Participating in an online discussion about academic matters. Initiating contact with a faculty member to ask a question about the academic subject studied in the course.
Classes added (or added back) after attendance verification may not count toward your enrollment status for Financial Aid purposes.
Poor performance for the term(s) for which bankruptcy is requested is not typical; Poor performance was due to extenuating circumstances; The cause of the poor performance has been alleviated, and the student has displayed responsible scholarship.
Once bankruptcy status has been granted, the action is irreversible. A student may request bankruptcy once only. Students granted bankruptcy may request a letter of explanation to accompany the transcript when sent to a prospective employer or to other institutions. Certain colleges, universities, and professional schools do not honor a bankruptcy policy.
CATALOG YEAR A student’s catalog year is normally that of his entering academic year or year of readmission. A student who has been absent for two consecutive semesters (including the semester of withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. A student may request graduation under any catalog published following his enrollment, if the catalog is no more than six years old at the time of graduation. Students entering a certification program should check with the division head of their program; specific requirements in a new catalog may need to be met for certification purposes.
CLASS LEVEL A student’s class level is determined by the total number of credits earned from Wingate University, accepted transfer credit from other colleges/universities, and from credit-by-exam sources approved by Wingate University. Students are classified as follows: First-Year Sophomore Junior Senior
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Any change in status (i.e., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase. Wingate University Academic Catalog 2026-2027
1-23 hours earned 24-56 hours earned 57-86 hours earned 87 or more hours earned
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C O U RS E N U M B E RS Course numbers have the following meanings: 100-199 200-299 300-499 500-899
Primarily for first-year students, but may be taken by all students Primarily for sophomores, but may be taken by all students Primarily for juniors and seniors Graduate and professional courses
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NOTE: Courses numbered below 100 do not count toward meeting degree requirements.
Damages for copyright infringement are not limited to actual damages or lost profits. Courts can award statutory damages of up to $30,000 per infringement or up to $150,000 per infringement if the infringement was willful (in addition to attorneys’ fees). In addition to penalties imposed by the court, Wingate University can: (1) add disciplinary sanctions for violating the Wingate Honor Code as defined in the student handbook, (2) suspend Internet access, and/or (3) suspend user accounts. If you’d like more information, we invite you to review the copyright section in the Wingate University Student Handbook or visit the United States Copyright Office website. The FAQ page is especially helpful.
C O M ME N C E ME N T
S T U DE N T R I G H T S A N D C O P Y RI G H T
A student must complete a Graduation Application through the Office of the Registrar the semester prior to intended graduation. A student will have one opportunity to walk in Commencement. If a student cannot participate, he/she should inform the Office of the Registrar at least 30 days before Commencement. Students who have not completed the Lyceum series are not eligible to participate in Commencement.
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A student who will complete all required classes by December can participate in the May ceremony only if he/she: • • • •
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Has a minimum cumulative GPA of 2.0 Has a 2.0 GPA in the major Has no more than six (6) credit hours or two (2) classes to complete the degree requirements by the fall graduation date Can complete all classes at Wingate University (not off-campus with the exception of internships – Students are expected to arrange and submit all requested information for internships at least 45 days prior to the Commencement Ceremony in May) Has registered and paid for all required classes prior to Commencement Has completed the Lyceum requirement Has a clear financial account with the Business Office
E A RL Y P A RT I C I P A T I O N P O L I C Y
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Automatic permission to participate in a ceremony is granted only to those students who need 6 or fewer hours to complete degree requirements. Students who will complete all degree requirements by the end of the following fall semester may petition to walk early by submitting a request and completion plan to the Registrar’s Office by March 15 of the spring semester that they intend to walk. Any student who chooses to participate in a commencement ceremony before completing their degree must recognize they will not be eligible for awards at the ceremony.
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C O P Y RI G H T P O L I C I E S C O P Y RI G H T C O MP L I A N C E •
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Copyright protection extends to original works of authorship, including literary, dramatic, musical, and artistic works, such as books, poetry, novels, movies, songs, photos, computer software, and architecture (as well as text, graphics, and logos). Copyright infringement occurs when a copyrighted work is reproduced, distributed, performed, displayed, or made into a derivative work without the permission of the copyright owner. Wingate complies with United States copyright law as set forth in Title 17 of the United States Code, Section 106. In the peer-to-peer file-sharing context, unauthorized downloading or uploading substantial parts of a copyrighted work, such as music, videos, books, games, software or other files, constitutes an infringement. All network users are responsible for using electronic materials in accordance with copyright and licensing restrictions. The use of university resources that violates copyright laws, including downloading or sharing copyright-protected works, is strictly prohibited. Copyright infringement, including unauthorized peer-to-peer file sharing, may subject you to civil and/or criminal liabilities, as well as personal sanctions imposed by Wingate University.
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It is the purpose of this policy to encourage, support, and reward scientific research and scholarship, and to recognize the rights and interests of the creator, author, inventor, or innovator, the public, the sponsor, and the University. The University’s commitment to teaching and research is primary, and this policy does not diminish the right and obligation of faculty members to disseminate research results for scholarly purposes, which is considered by the University to take precedence over commercialization of technology or other works. This policy is to be consistent with the University’s commitment to academic freedom. Wingate University encourages faculty to undertake creative endeavors and to receive recognition therefor. The terms ―inventions, discoveries, and other innovations and technology include tangible or intangible inventions, in the patent sense, whether or not reduced to practice, and tangible research results whether or not patentable or copyrightable. Faculty members working with students on research projects must inform those students in advance of the terms of this policy and of any burdens of non-disclosure or confidentiality deemed necessary by the faculty member or any applicable third parties to protect resulting work product. The University owns any inventions (patentable or otherwise) that are created as part of: (1) University research; (2) activities within the scope of the inventor’s employment with the University or in official association with the University, or (3) activities involving the use of University time, facilities, staff, material, non-public information, or funds administered by the University or third-party grants obtained by the University. All faculty who engage in University-sponsored research must promptly disclose their inventions (patentable or otherwise) to the University. Any University personnel who invents or creates potentially patentable inventions should notify their Department Head and contact the Office of the General Counsel. The General Counsel shall decide if the invention should be submitted for a patent. Any invention created by a University employee on his or her own time, outside of their scope of employment, and not using University resources is the property of the inventor. Regarding copyrights or other works of authorship, the University owns any works where the work is prepared by an employee within the scope of her/his employment. Faculty members shall cooperate reasonably with the University in the procurement of any patents, copyright registrations, trademark registrations, or any other intellectual property rights. To the extent that a written assignment is needed to effectuate the ownership rights, the faculty member shall cooperate to execute any documentation reasonably necessary to effectuate the transfer of ownership. In the event the University seeks to commercialize any patentable technology, the University will negotiate in good faith with the inventor(s) concerning a royalty agreement. To the extent a faculty member has a direct or indirect financial or other interest in any intellectual property or work product that is the subject of, or will be used in connection with, any grant, the faculty member must disclose the nature of the intellectual property/work product and interest therein to the Office of the
Wingate University Academic Catalog 2026-2027
37 General Counsel prior to the grant request approval process and annually thereafter.
C O UN C I L O F I N DE P E N DE N T C O L L E G E S O N L I N E C O U RS E S H A RI N G C O N S O RT I U M Wingate University is a member of the Council of Independent Colleges Online Course Sharing Consortium. Consortial courses are primarily intended to assist graduating students when courses are not being offered in the final semester before graduation, to accommodate students at the request of Disability Services, or to assist students with other extenuating circumstances. School deans, department chairs, or the Office of Disability Services refer students to the Registrar’s Office when a CIC consortial class may be used to meet a degree requirement. The Registrar’s Office registers a student for a consortial class after it is approved by a school dean or department chair. After registration, students are billed for appropriate tuition and an added consortial fee based on what Wingate is charged by the consortium. Students can contact the Registrar’s Office with questions about tuition and fee charges. Consortium courses cannot make up a significant portion of a student’s credits toward a primary major. A student may not complete more than 25% of their courses through the consortium and obtain a Wingate University degree.
C RE DI T B Y E X A MI N A T I O N Students may earn a maximum of 30 hours toward the baccalaureate degree through an approved credit-by-examination source prior to enrollment. After enrollment, current students may earn up to 6 hours. Upon receipt of official scores, the Registrar will award credit based upon guidelines established by the appropriate academic department depending upon the subject of the exam. In general, acceptable scores will fall in the following ranges: • generally, scores of 3, 4, or 5 (depending on the subject) on the Advanced Placement of the College Entrance Examination Board (AP) achievement tests • scores of 5, 6, or 7 on the Higher-Level Examinations of the International Baccalaureate (IB) • scores of 50 or higher on subject exams of the College Level Examination Programs (CLEP) • scores that rank the student at the minimum of the fiftieth percentile of the testing group on DANTES Subject Standardized Tests (DSST) • passing exam scores for AICE subjects at the A or AS Level
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The acceptability for transfer to other colleges or universities of credit so earned is not guaranteed. Part-time students must pay a $465 non-refundable fee to the Business Office before an examination is given. Additionally, if the student passes the examination, the student must pay to the Business Office one-half of the current per-semester-hour charge for the credit earned. Payment of all fees must be made to the Business Office before the recording of the grade on the student’s transcript.
C RE DI T H O U R A N D C O U RS E D E L I V E R Y THE CARNEGIE UNIT is a unit of measurement used by secondary and post-secondary schools to assure uniformity and consistency in assigning credit for courses awarded by an institution. Thus, Wingate University uses this unit in defining a semester hour of credit as equivalent to a minimum of three hours of class per week for a 15-week semester. Courses are reported and recorded in semester hours with one semester hour covering between 650-700 minutes. A three-hour course usually contains the equivalent of 2,100 minutes of instruction. The traditional three-hour course includes between 42-45 fifty-minute sessions or 27-29 seventy-five-minute sessions. One credit hour courses contain 14-15 fifty-minute sessions; two credit courses contain 28-30 fifty-minute sessions. The application of this definition requires that all engaged in the process continually adjust for the evolving differences in the methods of delivery, the nature and scope of material, the pedagogy, and the varying ways students commit to the process of education including the pace at which they learn. It is further assumed and expected that students in traditional courses will spend at a minimum an additional two hours of preparation for every hour of instruction.
CLINICALS AND LABS Courses with clinical, ensemble, or lab components have a different credit hour to contact hour ratio, than the 1:1 ratio described above. Typically, the ratio of credit hours to contact hours for these types of courses is 1:3; where 1 credit hour is equivalent to 3 hours of contact in the lab, studio, or clinical setting per week; however, this definition may vary by department/school. Each course with clinical, ensemble, or lab components will specify on the course syllabus the number of credit hours assigned to class (usual 1:1 credit to contact hour ratio) and the number of credit hours assigned to the experiential component, with the contact hours also specified. All proposals for new clinical/lab/ensemble courses coming forward for faculty approval will also have the credit hour to contact hour ratio (or number of contact hours) clearly specified.
D E P A RT ME N T A L E X A M I N A T I O N
N O N - T R A D I T I O N A L C O U RS E S
A student may challenge a Wingate University course for credit under the following guidelines. The student must be enrolled in the course before challenging for credit. • A student may earn no more than six hours of credit by departmental examination in any given semester. • A full-time student may request the opportunity to demonstrate proficiency any time before midterm. The student must secure permission from the professor who will administer the examination, from the department chair, from the School Dean, and from the Registrar. The necessary form may be secured from the Office of the Registrar. If proficiency is demonstrated in the first week of classes in any semester, the student will be permitted to enroll in another course. • In any course involving laboratory experience, credit by examination must be earned by separate examinations in the lecture and laboratory portions of the course. • Courses requiring proficiency in specific methods and/or techniques (performance groups, supervision, and/or observations in the field) are excluded from credit by exam. • Credit will not be given for a prerequisite to a course for which the student has already received credit. • The examination and its evaluation will be a collective decision of the departmental faculty. • When proficiency is demonstrated, credit by examination (CE) will be shown on the transcript, with no grade points awarded.
In non-traditional courses such as Directed Independent Studies and Online Courses, the University intends that student learning per credit is the equivalent of between 42 and 45 hours of coursework for the semester or term through activities that demonstrate student competency in the learning outcomes while observing appropriate standards and design practices. If a hybrid or online class is also taught as a traditional class, then the non-traditional version of the class will be deemed to have the same number of semester hours as the traditional version of the class provided both versions require roughly the same work from the student and achieve the same objectives and outcomes regardless of the amount of face-to-face meeting time scheduled for the non-traditional version of the course. The faculty is responsible for ensuring that the expected quantity of student learning relative to credit hours is achieved. The process for approving courses for credit is a multi-stepped one which includes the formal request for a new course in which the requirements, credit value, instructional materials, budgetary issues, method of delivery, and learning outcomes are identified. This initial process provides compelling evidence of the need for the course and how that course will expand the mission of the department specifically and the University in general. Requestors file through the appropriate Department Chair who subsequently submits the request to the department for approval. Once approved by the department, the proposal must be sent to the University
Wingate University Academic Catalog 2026-2027
38 Academic Affairs committee and the University Faculty Senate as a notification. Undergraduate courses are categorized according to the following classifications: TRADITIONAL: Courses categorized as traditional should include at least two of the following methods: • traditional instruction via face-to-face classroom meetings • laboratory meetings, clinical experiences, practicums, and other instructor-supervised educational activities • in-classroom tests, exams, student presentations, and/or discussions TECHNOLOGY-ENHANCEMENT: If a professor chooses to electronically enhance a traditional course, he or she is still expected to meet with students each scheduled class period. Electronic enhancement does not authorize professors to teach their course via a blended/hybrid or online platform. Enhancement allows for class continuance in cases of inclement weather, illness, professional development activities, or other circumstances.
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If a faculty member wishes to change a traditional course to a hybrid or online format, the approval of the department chair is needed and the Academic Affairs committee and the Faculty Senate must be notified. HYBRID: A hybrid course consists of a combination of face-to-face and online educational instructional opportunities as designed by the instructor. Online educational instructional opportunities may include lecture, independent study, visual electronic interaction and other online communication. A course is hybrid when up to 49% of the instructional minutes are delivered via an electronic platform. In the event a hybrid course exceeds more than 49% of the minutes of instruction being offered online, the hybrid course will become an online course. ONLINE: An online course utilizes online tools and resources to deliver 50% or more of class content, discussion, quizzes, exams, etc. The online course may have physical space and meeting times during testing or other examination periods. Any required face-to-face meetings will be specified in the syllabus.
D I RE C T E D S T UD Y In rare instances, it may be necessary for a student to take a catalog course on an individual basis. The dean and the faculty member must approve such a request. Approval is granted only under certain conditions: • •
The student must have a cumulative GPA of 2.00 A student will not be allowed to take a directed study course to repeat a course in which a grade of “D” or “F” was previously earned.
F A MI L Y E D UC A T I O N A L R I G H T S A N D P R I V A C Y A C T (FERPA) The Family Educational Rights and Privacy Act of 1974 (“FERPA”) regulates the use and disclosure of personal information in educational records and permits a student to know what material is maintained in those records. The University’s annual FERPA notification, which is available at https://www.wingate.edu/academics/the-registrar/ferpa sets forth in detail the University’s FERPA-related policies and procedures, including those related to student rights to inspect and review records and to the disclosure and release of student information. The annual notification has been updated to provide guidance on online class or lab materials including video recordings.
G RA DE A P P E A L P RO C E D U RE
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grade. In a direct, personal interview the student should explain the basis for his or her dissatisfaction and the professor should explain the basis for the grade. If the professor is no longer employed at Wingate University, the student may proceed directly to step 2. If, after the interview described in step 1, a student is still dissatisfied with the grade assigned, that student should submit to the dean of the school or college a written statement containing the reasons for his or her dissatisfaction and the specific remedy he or she regards as fair and reasonable. The burden of proof is on the student to show that the grade awarded was arbitrary and capricious, irrational, made in bad faith, or contrary to constitution or statute. When, in the opinion of the dean, the student fails to show reasonable cause for further investigation, the dean may deny the appeal without further action. If the dean is the professor concerned, the appeal shall be taken to the Academic Appeals Committee. When, in the opinion of the dean, a student’s appeal raises reasonable doubt as to whether the grade was correctly assigned, the dean shall seek to mediate the dispute between the student and the professor. The process shall include several meetings: one between the student and the dean; one between the professor and the dean; and a final meeting with the dean, the student and the professor all in attendance. If the professor refuses to accept mediation or if the mediation effort is unsuccessful, the dean shall request that the case be submitted to the Academic Appeals committee of the Faculty Senate for investigation. The Academic Appeals committee, upon receiving a grade appeal, shall carry out a thorough investigation in such manner as it may deem appropriate. The committee shall submit to the Registrar its findings in the case, including its recommendations concerning the appropriateness of a grade change. If the committee recommends a change, it shall recommend the specific letter grade that should be awarded in the case. Upon recommendation of the Academic Appeals committee, the Registrar shall have the authority to change the grade on the student’s permanent academic record. The decision of the Academic Appeals committee shall be final. The Registrar will inform the student, the dean, and the professor involved of the result of the grade appeal. If the grade appeal involves a charge of unethical conduct, the student shall submit the appeal directly to the Vice President of Academic Systems. If the Vice President of Academic Systems finds insufficient evidence to support a charge of unethical conduct, the student may still appeal the grade following the procedures described above. If the Vice President of Academic Systems finds that the conduct of the faculty member was unethical and that the conduct affected the student’s grade, the Vice President of Academic Systems shall take such steps as he or she may deem appropriate to determine an accurate and fair final grade for the course. The Vice President of Academic Systems shall have the authority to change the grade on the student’s permanent academic record to conform to this determination.
G RA DE P O I N T A V E RA G E (GPA) The student’s GPA is calculated by dividing the quality points received by the number of hours attempted. The grade of “A” carries four quality points per credit hour, a “B” three, a “C” two, and a “D” one quality point. A course in which credit is given on a pass/fail basis is not used in the calculation of the GPA if a grade of “P” is earned. The grade of “F” on a P/F course is used in the GPA calculation. An average grade of “C” on all hours attempted is required for graduation.
A student who believes that his or her final grade in a course has been assigned incorrectly may appeal that grade through the following procedure. The process of appeal must be initiated by the student before midterm of the first regular semester following the semester or summer term for which the grade was awarded. •
The first level of appeal for a student who is dissatisfied with a grade he or she has received is to the professor who assigned the Wingate University Academic Catalog 2026-2027
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G RA DE K E Y Students are evaluated continually during the semester and grades are assigned at the conclusion of the course. Final examinations are given on work covered during the entire semester. The following grading symbols are recorded: A B C D F P EP I CR CE NG PF W R
Excellent Above average Average Passing Failure Pass (for courses offered on P/F basis) Elective Pass Incomplete Credit Credit by Examination No Grade (Science lab grade is factored into lecture grade) Proficiency Credit (not for credit hour) Withdrawal Indicates the course has been repeated; the letter grade to the right of the “R” is the new grade that replaces the previous grade (see repeat course policy) NOTE: Minus (-) or plus (+) signs may be attached to each grade of “A”, “B”, “C”, and “D”, but this does not affect the quality points assigned for those grades.
Reports of progress are kept by the University on all students. Updated grade reports are available online via Workday one week after exams have ended.
M I D -S E ME S T E R G R A DE R E P O RT S Progress reports indicating courses on which the student is earning less than a “C” will be issued at the middle of the semester to first-year and sophomore students. These do not become a part of the permanent transcript.
G RA D UA T I O N R E Q U I R E ME N T S To receive a Bachelor’s degree from Wingate University, a student must:
• • • •
• •
Wingate University students conduct themselves at all times in a manner that is conducive to the maintenance of a strong environment for study and learning. Wingate University students respect the rules and regulations of the University as outlined in the Student Handbook.
I N C O MP L E T E S (G RA DE S O F “I”) A student may petition a faculty member for an extended amount of time to complete a course in which the student is regularly enrolled. The following circumstances apply: •
• • •
•
G RA DE R E P O RT S
•
assignment will be treated as plagiarism, unless the professor clearly states that use of AI is permitted on that assignment, project, or paper. Even then, proper and complete attribution of AI sources is required.
Complete a minimum of 120 semester hours (or more as required by specific majors) of coursework Complete the requirements of the core curriculum including the Lyceum Series Complete a major course of studies Complete at least 33 semester hours numbered 300 or above* Maintain a 2.00 cumulative GPA (grade point average) on all university-level work and a 2.00 cumulative GPA in each major** Complete the last 30 hours of course work before graduation at Wingate University File a graduation application with the Registrar
**(Some majors like Exercise Science (2.5) and Education (2.7) require higher minimum GPA standards.)
H O N O R C O DE Membership in the Wingate University community is a privilege conferred by demonstrated merit and sustained by a continuing commitment to high standards of performance and conduct. The University expects that all members of the community will conduct themselves in a manner reflecting respect for all other members of the community. It is the responsibility of all Wingate University students to report any suspected violations of the University Honor Code and Code of Community Standards. Wingate University students do not lie, cheat, steal, or plagiarize, nor do they tolerate in their company the presence of one who does. Effective writing, analysis, and idea curation are critical to college coursework and therefore must be completed by the student themselves. The use of generative artificial intelligence (AI) to write a paper or complete an
The student must demonstrate that extenuating circumstances exist that prevent completion of the course(s) according to the University calendar. In this case, the faculty member may assign a grade of “I” showing that some requirement of the course is not yet complete. It is the student’s responsibility to initiate steps with the professor to change this grade. Until the grade of “I” is removed it will be averaged as an “F” on the student transcript. A grade of “I” which has not been completed within 30 calendar days of the next regular semester will automatically become an “F.” A faculty member may submit a written request on behalf of the student to the School Dean and Registrar’s Office to extend the deadline. When doing so, the faculty member will impose a new deadline.
I N DE P E N DE N T S T U D Y Independent study involves an arrangement between a student and a professor approved by the student’s advisor for exploration of a particular subject or topic. The arrangement is normally initiated by the student who has in mind specific goals. Each independent study arrangement must be approved 30 days before the onset of the study itself. Ordinarily, a student may enroll in only one three-hour independent study each semester. A 2.00 cumulative GPA is required for all students engaging in independent studies. Students whose baccalaureate plan includes more than nine hours of independent study and more than 12 hours in an internship, practicum, etc., must submit an outline of their baccalaureate program to the Academic Affairs Committee for approval. Independent studies should be completed by the end of the semester of enrollment. Incompletes are to be given only for medical and extenuating circumstances Completion deadlines must be rigidly maintained.
I N T E RN S H I P S A N D P RA C T I C U MS Baccalaureate programs at Wingate University may include practical experience as a major constituent. Plans for internships and practicums should be made with both academic competency and career plans in mind. The experience should integrate various elements of the student’s academic program. This determination will be made by the student, the advisor, the appropriate department. To receive credit for an internship or practicum, the student must: •
•
Submit a completed Internship Learning Contract to the Office of the Registrar at least 30 days before the beginning of the experience Have a minimum cumulative 2.00 GPA
Some internship organizations (especially healthcare facilities and educational organizations) require that Wingate University sign an Affiliation Agreement. These agreements must be reviewed by a senior leader at Wingate. In most cases, it will take at least 3-4 weeks for such an agreement to be finalized, so students should plan their internships in advance of the semester in which they plan to intern. Also, some of
Wingate University Academic Catalog 2026-2027
40 these agreements require background checks and/or drug screens. The cost of these items is the responsibility of the student. Internships abroad have additional requirements for both domestic and international students, as outlined in the below chart. In addition to the signatures on the Internship Learning Contract, the following approvals are required for the following students: International Student (studying at Wingate on F-1 Visa) Type of Internship Approval Internship in USA Office of Career Pathways and Office of International Programs Internship Abroad (in Office of Career Pathways and Office of home country) International Programs Internship Abroad (in Office of Career Pathways and Office of country other than International Programs home country) Special note: Use Wingate University approved partner for setting up an internship. The Office of International Programs has information on these partners. Domestic Student (not studying on F-1 Visa) Type of Internship Approval Internship in USA Office of Career Pathways Internship Abroad Office of Career Pathways and Office of International Programs Special note: Use Wingate University approved partner for setting up an internship. The Office of International Programs has information on these partners.
M A J O R D E C L A RA T I O N S A N D C H A N G E S U N DE RG R A D U A T E M A J O R D E C L A RA T I O N O R C H A N G E Students interested in declaring or changing majors can do so by completing a Change Major form at www.wingate.edu/mygate/students and will be reassigned a faculty advisor in the new major. Students should be aware that changing their major could result in extending the time to degree completion beyond four (4) years. Academic advisors are available in the Academic Resource Center (2nd floor of Ethel K. Smith Library) to discuss degree programs and completion.
an excused absence and to find out if it is possible to make up missed work. A student who requests and is added back to an online class will be considered as completing an academic activity. It is the student’s responsibility to make up all missed work.
O V E RL O A D Five courses (15-16 hours) are considered a customary course-load for a traditional undergraduate student, and 12 credit hours or four courses is considered a customary course load for an undergraduate student in the Wingate Online Degree program. A traditional student may choose to take up to 19 credit hours. Permission to take more than 19 must be obtained from the student’s advisor and Department Chair (or Dean). This permission is not given to students with less than a 2.50 cumulative and semester GPA for the semester prior to the overload semester. Students on probation or reinstated on probation are not eligible to take overloads. Overloads will be approved based on the below GPA scale: Term and Cumulative GPA 3.5 or greater 3.0 to 3.499 2.5 to 2.999
Maximum Number of Credits 22 21 20
Students may appeal to the Academic Appeals Committee for exceptional cases. The charge for hours over 19 credit hours is set every spring for the following academic year. Traditional undergraduate students pay the charge. Degree completion undergraduate students pay a standard per credit hour rate that is reset every summer. An undergraduate students in the Wingate Online program may choose to take up to 15 credit hours over the course of the entire semester. No more than 9 credit hours may be taken in one 8-week term. Permission to take 9 credit hours in an 8-week term must be obtained from the student’s advisor and department chair, or dean, as applicable. This permission is not given to students with less than a 3.0 cumulative GPA for the semester prior to the overload semester.
P A S S /F A I L O P T I O N (E L E C T I V E P A S S )
Students interested in declaring or changing majors can do so by contacting the Dean of Online Education. Students are required to complete a change of major form. Students should be aware that changing their major could result in extending the time to degree completion.
Students who have earned 23 credit hours and have a 2.00 GPA can elect to earn an “EP/F” (Elective Pass/Fail) grade for up to four total courses; an EP reflects a numerical grade of 60 and above. Required courses for a student’s major or minor or prerequisites for these courses cannot be taken as “EP/F.” Of the four total courses, only one may be a general education course. No more than one course can be taken as EP/F in a semester. Students must submit a form stating their request for an “EP/F” no later than the withdrawal date. The earned EP cannot be retroactively changed to a letter grade. An EP contributes to the students’ earned hours, but it will not be calculated in the semester or overall GPA; an F under this policy will be calculated in the GPA as an F. A course taken for a letter grade cannot be retaken for an EP/F. This policy is separate from a course that is designated as a P/F course.
M E DI A R E L E A S E
R E G I S T RA T I O N A N D S C H E D UL E C H A N G E S
Wingate University regularly uses photographs and voice interviews of students for internal and external promotion and/or informational purposes. Students should understand that the photographs and videos may be published on the Internet, in various print media or on television/radio at the sole discretion of Wingate University. By participating, students waive any and all present or future compensation rights to the use of promotional and informational materials. If you desire not to be photographed, interviewed or have material in your likeness published, please contact the Office of Marketing and Communications.
A student registers for courses in consultation with his/her academic advisor. Each student should make an appointment with the advisor during the registration period, the dates of which are published in the academic calendar.
W I N G A T E O N L I N E ’ S D E G R E E M A J O R D E C L A RA T I O N OR CHANGE
O N L I N E C L A S S A T T E N DA N C E Regular attendance in online courses is expected throughout the length of the term. Students who do not submit any academic assignment (such as a course requirements checklist, a quiz, an exam, written paper or project, discussion board post, or other academic activity) the first week of the class will be dropped from the course. Students who desire to reengage in the class need to contact the instructor to provide evidence of
D RO P /A D D During the first four to five days of a regular semester, a student may drop and/or add courses to his or her schedule in consultation with the academic advisor. A course that is dropped during the drop/add period is entirely deleted from the student’s record. It is the student’s responsibility to make up all assignments missed prior to adding a course.
W I T H DR A WA L F RO M A C O U RS E After the drop/add period, a student can no longer add a course to his/her schedule. A student can, however, withdraw from a course (until the deadline) and receive a grade of “W”, which carries no academic penalty. The student must initiate this process with the academic
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41 advisor. After obtaining both the advisor’s signature and the signature of the appropriate professor, the student must take the withdrawal form to the Office of the Registrar. A student will not be considered withdrawn from a course and given a grade of “W” until the Registrar has processed the withdrawal form. A student may withdraw from a course up to the deadline stated in the University calendar to receive a “W” on the academic record. Refunds will not be given for classes once the drop/add period closes. This includes dropping below 12 semester hours or decreasing an overload of semester hours.
web page. North Carolina residents may call (877) 566-7226. Outside of North Carolina, please call (919) 716-6000. En Español (919) 716-0058.
R E P E A T C O U RS E P O L I C Y
SARA-NC C O M P L A I N T P R O C E S S
A student may repeat a course that was previously completed. The most recent grade is used in the calculation of the GPA and credits earned; however, students may make an appeal with the Office of the Registrar to count a prior grade and credits earned for a repeated course if the most recent grade is lower or failing. All grades are shown on the transcript. This applies only to courses taken and repeated at Wingate University. All grades are included in the calculation of the GPA for honors at graduation.
Students living outside of North Carolina taking on-line courses may also choose to file a complaint through SARA-NC. SARA-NC is the portal for the state of North Carolina. Students should follow SARA North Carolina Student Complaint Process and use the SARA-NC Complaint form. The contact information for SARA-NC is:
A student may not repeat a course that is a prerequisite for a course for which credit has already been earned. A student may not transfer in a course from another institution to count as a repeat of credit already taken at Wingate University.
R E S O L VI N G P RO B L E MS A N D I S S UE S Students are encouraged to discuss problems and issues with the person or department involved. If discussion with the involved parties fails, please follow the reporting process detailed on the website (https://www.wingate.edu/mygate-students/filing-a-complaint).
The complaint may be filed online NC Department of Justice Complaint Form. If you choose to mail a complaint, please use the following address: Consumer Protection Division Attorney General’s Office 9001 Mail Service Center Raleigh, NC 27699-9001
SARA North Carolina North Carolina State Education Assistance Authority P.O. Box 41349 Raleigh, NC 27629 Toll-free Telephone: (855) SARA-1-NC (727-2161) Telephone: (919) 248-4667, local Website: https://www2.ncseaa.edu/SARANC/index.html Email: information@saranc.org
S T U DE N T F UL L /P A RT -T I ME L O A D S T A T US A student who is enrolled in 12 semester hours or more is considered a full-time student. A student who is enrolled for less than 12 semester hours is considered a part-time student.
E X T E RN A L C O MP L A I N T R E S O U RC E S
S U M ME R S E S S I O N S
Wingate University is committed to providing opportunities for student complaints to be received and resolved. Students with complaints that have not been resolved through the University's complaint processes may file a complaint through other avenues.
Wingate University offers two month-long summer sessions in June and July. During the June and July summer sessions, a student may complete up to seven credit hours per session. No tuition refunds are made during summer enrollment once classes have begun.
ACCREDITATION
Students may withdraw from summer school up to the announced deadline without an academic penalty.
Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org). Students who file a complaint with the accrediting agency should follow the SACSCOC Complaint Procedure found here. NC P O S T -S E C O N D A R Y E D U C A T I O N C O M P L A I N T S The State Authorization Unit of the University of North Carolina System Office serves as the official state entity to receive complaints concerning post-secondary institutions that are authorized to operate in North Carolina. Complaints received against post-secondary institutions licensed in the state of North Carolina, including Wingate University, will be forwarded to the appropriate agency for action. If you are unable to resolve your complaint through Wingate's grievance procedures, please consult the NCPS-EC Student Complaint Policy. The complaint form can be found here. For more information, use the contact information below or visit the this website. North Carolina Office of Post-Secondary Education Complaints C/O Student Complaints 223 S. West Street, Suite 1800 Raleigh, NC 27603 (919) 962-4550 NC D E P A R T M E N T O F J U S T I C E To file a complaint with the Consumer Protection Division of the North Carolina Department of Justice, please visit the State Attorney General’s
The same high standards of the University are maintained, with regular faculty members serving as professors. Living accommodations and dining and recreation facilities are available (contact the Office of Campus Life for more information). Housing is available to students interested in participating in an internship locally over the summer. Internships begin in June and finish the first or second week of August and must be credit-bearing. As a part of this program, on-campus housing is provided for a modest fee in addition to the cost of credit hours. To participate in this program students must be approved by the Office of Residence Life and Involvement and the Office of Career Pathways.
S U M ME R C RE DI T P O L I C Y Wingate University undergraduate students may take no more than a cumulative of nineteen credit hours over a single summer (including all sessions that occur between the spring and fall semesters); a maximum of fifteen credits is recommended. This includes all courses, whether taken as Wingate or transient credit. Courses taken elsewhere require advance approval by the Registrar’s Office. If courses taken elsewhere result in a student exceeding the limit of 19 credit hours in the summer, then the Registrar’s Office will contact the student to identify which classes will be transcripted. No exceptions will be made to this rule unless a student makes an appeal and agrees to pay the overload fee for each credit hour taken and transcripted above 19 credit hours.
T I T L E IX R E S O URC E S Any student who feels discriminated against, or who is a possible victim of sex discrimination, including sex-based harassment, is encouraged to seek help using the resources identified on the Wingate University website. All information can be found at: https://www.wingate.edu/title-ix.
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T R A N S I E N T S T U D Y (C O UR S E S T A KE N A T A N O T H E R I N S T I T UT I O N ) Wingate students who wish to take a course or courses at another institution during the summer and transfer that credit to Wingate must obtain permission from the Office of the Registrar before taking the course. Likewise, permission must be obtained before enrolling for credit-by-exam. A student must have a cumulative 2.00 GPA to obtain permission to transfer non-Wingate credit back to Wingate University. According to degree requirements, the last 30 hours must be taken in residence at Wingate University. Courses taken at community colleges and other two-year schools are 100/200 level and may not be considered equivalent to Wingate’s 300/400 level courses. While transfer credits of grade “C” or higher are accepted from other institutions, course work taken at other institutions does not raise a Wingate student’s cumulative GPA. Coursework from other institutions will be considered in determining graduation honors designations, although cannot raise the Wingate average. Second Language requirements: Students may receive credits for second language courses which the student has approved at another college or university, even if the language is not taught at Wingate University, under the following conditions: • • •
The courses are completed with a grade of “C” or better The courses are not continuing education courses The courses are offered by an accredited higher education program, college, or university
request more than two TLAs in an academic career without appealing to the Student Success Team due to special circumstances. To request a TLA, the student (or their family member on their behalf when applicable) must complete a Temporary Leave of Absence Request in Student Workday or grant written or emailed permission to the Office of Student Success for them to submit the Workday request on the student’s behalf. The University reserves the right to deny a student’s request for a TLA and recommend a withdrawal when appropriate. •
•
Students wishing to be removed from their TLA and return to Wingate University for the start of the next upcoming semester, must adhere to the following protocol: •
C O -R E G I S T RA T I O N During pre-registration and registration for the fall and spring semesters, full-time undergraduate students will be allowed to coregister at area institutions provided that Wingate University does not offer the selected courses during the same semester. This registration process is initiated in the Office of the Registrar and requires the approval of the department chair or program coordinator. All students who are approved for transient study during the semester must be enrolled for a minimum of 12 credit hours at Wingate and will not be allowed to co-register elsewhere for more than six credit hours. An overload analysis will be made on the total number of semester credit hours taken at Wingate University added to the total number of semester credit hours taken simultaneously as transient study. Students taking credits above the 19 hours will be charged an overload fee that is set every spring for the following academic year.
T R A N S C RI P T S The official academic record for each student is maintained in the Office of the Registrar. A student has access to the official record during normal office hours. A student may receive copies of the official transcript by making a request through the National Student Clearinghouse for an electronic transcript or by making a written request by signing a release form in the Office of the Registrar. Unofficial transcripts can be printed by the student using the web-based student information system. Transcripts will not be released if the student’s account with the University is delinquent.
W I T H DR A WA L F RO M T H E U N I V E RS I T Y T E MP O RA R Y L E A V E O F A B S E N C E (TLA) A Temporary Leave of Absence (TLA) provides students the opportunity to withdraw from all classes during a semester or to request a semester off prior to its start, with the intention to return in at least two semesters. It is not designed for individual courses or for students planning to enroll or take classes elsewhere during their semester(s) away from Wingate University. Students must be in good academic and social standing with the University to be TLA eligible. Those on academic suspension or community standards probation are not eligible. A student may not
If a TLA is initiated and approved during a semester already in progress by its deadline, the student will receive grades of W in those classes. A TLA request for a semester in progress must be received prior to the first day of final exams for that semester in order to be considered. Students who utilize the TLA during a semester in progress are subject to all University refund/repayment policies. For more information on these policies and procedures, refer to pages 31-32 of the 2026-2027 Wingate University Undergraduate Academic Catalog. Any questions regarding Title IV student loans while utilizing a TLA should be addressed to the Financial Aid Office.
•
•
Students must complete the TLA Re-entry Request form in Workday preferably at least one month prior to the first day of classes for their returning semester. The student will not be eligible to register for classes until their re-entry has been approved. Students on a TLA must clear any prior account balances with the Business Office before being reinstated from their TLA or registering for the next semester’s classes. Students who do not return to Wingate University by the established deadline will automatically be converted to an unenrolled status for the next semester.
M E DI C A L L E A V E A N D / O R L E A V E D U E T O M E N T A L H E A L T H C RI S I S Medical leave is an option available to students who, for physical or psychological reasons, are unable to continue at the university. Appropriate medical and/or mental health evaluation is a required part of this process. To be granted a medical leave or withdrawal, a student (or immediate family member) must submit a request with supporting documentation to the Associate Director of Student Success. The Associate Director will recommend to the Registrar whether a medical leave of absence or withdrawal is appropriate. In certain cases, the university may initiate a medical leave, where medical or mental health practitioners or physicians recommend that it is not in the student’s or the community’s best interest for the student to continue at the university. Such leaves are reviewed and approved by the Associate Director in consultation with the Wingate University Behavioral Care Team. A student who wishes to apply for return to campus after a medical leave of absence, including following a mental health crisis, must provide documentation pertaining to evaluation and/or treatment from a qualified healthcare professional and demonstrate successful engagement in productive activities while on medical leave. The Wingate University Behavioral Care Team will convene to evaluate the documentation and any other additional information provided by the student to substantiate their return to campus. The team will then determine whether the student may return to Wingate University, with or without any accommodations, or whether the medical leave should be extended.
A D MI N I S T RA T I V E W I T H D RA W A L The university may administratively withdraw a student if the student does not satisfy minimum expectations of academically-related activity and/or is not compliant with federal or state requirements for class attendance. Examples of student behavior that could result in an administrative withdrawal include, but are not limited to:
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43 • • • •
Persistent failure to complete classroom assignments Habitual class absences Mid-semester grade reports indicating failing grades for all courses Failure to provide required documentation to meet federal or state regulations (as an example: medical records providing proof of immunizations)
Appropriate university officials (such as Associate Director of Student Success, and the Registrar) will investigate cases, seek input from the student, and determine if an administrative withdrawal is necessary. Appeals of administrative withdrawals may be made to the Vice President of Academic Systems within 48 hours of notification of the withdrawal action. The decision of the Director of Academic Advising will be final. Administrative withdrawal does not eliminate the student’s financial obligation to the university (see Return of Title IV Funds within the Refund/Repayment Policy for Traditional Undergraduate Students in the Academic Catalog). As also indicated in other sections of the Academic Catalog, students may face interim removal and/or suspension from the university for failure to meet academic standards or for violations of the Code of Community Standards.
V O L UN T A R Y Any student voluntarily leaving the University before the close of the term must withdraw officially. The student initiates the withdrawal procedure with the Registrar’s Office. The withdrawal form must be signed by representatives from Residence Life, Athletic Compliance, Financial Aid, and the Business Office. The withdrawal process is completed at the Business Office. The deadline for withdrawal is stated in the University calendar. A student who withdraws by the deadline and has settled all accounts with the University will receive grades of “W” for the semester. A student who withdraws after the deadline will receive grades of “F” for the semester. In cases where extenuating circumstances warrant it, a student may receive grades of “W” from the University after the deadline has passed. The student who wishes to make this appeal should submit a letter and any other supporting documentation to the Director of Academic Advising detailing the reason(s) for the request. If the appeal is accepted, the Registrar will change the semester grades from “F”s to “W”s. Appeals will only be considered for those students who complete the appeal process before the first day of the final exam period of the semester of voluntary withdrawal. Students who have questions about withdrawing or would like to begin the withdrawal process should contact the Registrar’s Office.
W I N G A T E O N L I N E ’ S D E G R E E P RO G R A M TLA O R W I T H DR A WA L All Temporary Leaves of Absences or Withdrawals are initiated with the Dean of Online Education first before following the above outlined procedures and policies.
ACADEMIC SUPPORT SERVICES AND PROGRAMS A C A DE MI C A D VI S I N G T R A DI T I O N A L B A C H E L O R ’ S D E G R E E P RO G RA MS Wingate University is committed to providing individual academic advising and guidance for all undergraduate students. Each student is assigned to a Faculty Advisor or Staff Advisor. The Faculty or Staff Academic Advisor assists the student in planning his/her academic program and meets with the student periodically regarding academic and co-curricular issues, including the development of individual academic plans that include all degree requirements and reflect the student’s career and life goals. They are also available to answer
questions about completing the university core curriculum, degree and graduation requirements, academic forms, policies/procedures, etc. While advisors are primary resources to assist students in academic degree planning, students are ultimately responsible for planning and completing the curriculum requirements of their specific degrees.
W I N G A T E O N L I N E D E G RE E P RO G R A M Wingate’s Online Degree program is committed to providing academic advice and personal guidance for its students. The Dean of Online Education will help plan the student’s academic program and meet with the student periodically throughout the year. Advisors help students develop individual academic programs that include Wingate’s specific degree requirements and the student’s career objectives.
A C A DE MI C R E S O URC E C E N T E R (ARC) The mission of the Academic Resource Center (ARC) is to support student learning through access to support programs, staff, and services. Located on the 2nd and 3rd floors of the Ethel K. Smith Library, students will find support with academic skills, subject area peer tutoring, peer writing assistance, supplemental instruction, disability support services, and more. The ARC connects students with appropriate support systems and services to assist them in realizing their academic goals. The office facilitates communication between faculty, staff, and students, which leads to collaborative educational support.
C O UN S E L I N G S E RV I C E S Wingate University’s Counseling Services provides confidential, shortterm, and solution-focused mental health support for enrolled students. Counseling can help students manage emotional, psychological, and interpersonal challenges that may interfere with academic success and personal well-being. Please visit counseling.wingate.edu to learn more about counseling services and to access additional mental health resources.
D I S A B I L I T Y S UP P O RT S E R V I C E S (DSS) Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in University programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University’s Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Students should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. The office is located in the Academic Resource Center (2nd floor of the Ethel K. Smith Library). Contact information: access@wingate.edu, 704-233-8271.
S T U DE N T D I S A B I L I T Y G RI E V A N C E P RO C E D U RE Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. The University has adopted this internal grievance procedure to provide for the prompt and equitable resolution of student complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (“Section 504”) or Title III of the Americans with Disabilities Act (“Title III”) or otherwise alleging disability-related discrimination or harassment. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and Title III prohibits discrimination on the basis of
Wingate University Academic Catalog 2026-2027
44 disability by private entities (including Universities) that provide places of public accommodation. These laws and accompanying regulations may be examined in the office of the Assistant Vice President for Disability Support Services, whom the University has designated to coordinate its efforts to comply with Section 504 and the ADA (“the Director”). WHO MAY GRIEVE? Any student currently enrolled at the University who believes he or she has been discriminated against or harassed on the basis of disability by a University employee (e.g., administrator, faculty, staff, adjunct faculty, or other agent of the University); University student; or, in certain circumstances, by a visitor to the University, may use this process to file a grievance. WHAT MAY BE G RIEVED? An action or decision may be grieved if it involves alleged discrimination or harassment by a University employee; University student; or, in certain circumstances, by a visitor to the University against a student on the basis of that student’s disability. Such actions may include, but are not limited to, denial of accommodations or lack of physical access to University facilities or programs. CONFIDENTIALITY AND PROHIBITION AGAINST RETALIATION The University will treat all information submitted in connection with a grievance as confidential. Subject to FERPA and other applicable privacy laws, however, the University official investigating the grievance will inform individuals with a legitimate need to know of the grievance and may provide them related information as necessary to allow the University official to conduct a meaningful and thorough investigation. The University official investigating the grievance will inform all involved parties of the need to maintain the confidentiality of such information. Wingate University prohibits retaliation for submitting a grievance or participating in a grievance investigation. Retaliation includes threats, intimidation, reprisals, and adverse actions. The University official investigating the grievance will advise all involved parties of this strict prohibition against retaliation. INFORMAL GRIEVANCE PROCEDURE The Informal Grievance Procedure is designed to facilitate a satisfactory resolution of the grievance in an informal manner. The student has the option to forego the Informal Grievance Procedure and move immediately to the Formal Grievance Procedure. A student initiates the Informal Grievance Procedure by contacting the Assistant Vice President for Disability Support Services. If the Assistant Vice President is the subject of the grievance, the student initiates the Informal Grievance Procedure by contacting the Vice President of Academic Systems. The student may contact the appropriate official (the “Investigator”) by e-mail, phone, or in person. Ms. Kristin Wharton, Assistant Vice President for Disability Support Services 704-233-8366 | kwharton@wingate.edu | Office location: Ethel K. Smith Library, Academic Resource Center (second floor) Dr. Erika Niland, Vice President of Academic Systems 704-233-8323 | e.niland@wingate.edu | Office location: Stegall Administration Building, Academic Affairs’ suite (second floor) To initiate the Informal Grievance Procedure, a student is not required to submit the grievance in writing, but the Investigator may ask the student to do so or to submit other evidence, if necessary to facilitate a satisfactory resolution. The Investigator will attempt to expeditiously facilitate a satisfactory resolution. The Investigator may meet in person with the student, confer with the individual(s) against whom the grievance is filed, attempt to arrange a meeting between the student and the individual(s), or take any other steps the Investigator believes will be useful in promoting resolution. Within 21 calendar days after the student initially contacts the Investigator regarding the grievance, the Investigator will inform the student in writing of the outcome of the Informal Grievance Procedure.
FORMAL GRIEVANCE PROCEDURE If the student is not satisfied with the resolution reached using the Informal Grievance Procedure, or if the student chooses not to use the Informal Grievance Procedure, the student may initiate the Formal Grievance Procedure by submitting a written complaint to the appropriate Investigator. A student who chooses to initiate the Formal Grievance Procedure after participating in the Informal Grievance Procedure must do so within 14 calendar days of receipt of the Investigator’s written notification of the outcome of the Informal Grievance Procedure. The written complaint must: • • • • • •
be dated; state the problem or action alleged to be discriminatory and the date of the alleged action; state how the action is discriminatory (or how the decision is unreasonable if it a denial of a requested accommodation); name the individual(s) against whom the grievance is filed; state the requested remedy; and be signed by the student.
Within seven calendar days of receiving the written complaint, the Investigator will provide written notification of receipt of the complaint to the grievant and to the individual(s) against whom the grievance is filed. The Investigator will also conduct a thorough investigation of the complaint, affording all relevant persons an opportunity to submit evidence regarding the allegations. Within 30 days of receipt of the written complaint, the Investigator will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the grievance. The decision will include findings of fact, a conclusion, and, if applicable, an explanation of remedies, which may include the imposition of disciplinary sanctions and / or referral to an individual’s supervisor or another administrator for the determination and imposition of disciplinary sanctions. APPEAL The student or the individual(s) against whom the grievance is filed may appeal within fourteen calendar days of receiving the Investigator’s written decision and / or any associated disciplinary sanctions by writing to the Academic Affair’s office. The written appeal must clearly set forth the grounds for the appeal and must include all supporting evidence. Generally, the Vice President of Academic Systems will limit his or her review of the Investigator’s decision to determine whether the Investigator considered the proper facts and whether there were any procedural irregularities. Within 21 days of receipt of the appeal, the Vice President of Academic Systems will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the appeal. The decision of the Vice President of Academic Systems is final, and the University will disregard any subsequent appeals (in any form) to any University representative, including the University President. Dr. Erika Niland, Vice President of Academic Systems 704-233-8323 | e.niland@wingate.edu | Office location: Stegall Administration Building, Academic Affairs’ suite (second floor) ADJUSTMENT OF DEADLINES The Investigator or the Vice President of Academic Systems may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the proximity of an event, the Investigator or the Vice President of Academic Systems at the request of the student, will determine if an expedited procedure can be created. S U P P O R T P E R S O N S /A D V I S O R S The student who initiates the grievance may have one support person/advisor present to support and assist them during any meetings. The student is not limited in their choice of support person/advisor. The student may consult privately with their respective support person/advisor during meetings provided that such consultation is not disruptive. Support person/advisors may not directly participate in any meeting.
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45 A support person/advisor may be required to leave a meeting if their presence is disruptive at the Investigator’s request. A support person must maintain confidentiality regarding any and all communications exchanged. INTERIM MEASURES If necessary while any grievance investigation is ongoing, the University may take interim measures to stop discrimination or prevent its recurrence. Such interim measures may include, but are not limited to, limiting interaction between the parties, arranging for the provision of temporary accommodations, or staying a course grade. CONFIDENTIALITY OF REC ORDS Once the Investigator or the Vice President of Academic Systems has made the final decision regarding the grievance, the records related to the grievance will be confidentially maintained in the Office of Disability Support Services for three years.
D I S A B I L I T Y H A RA S S ME N T P O L I C Y Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. Harassment is a form of discrimination and, therefore, harassment directed toward an individual student with a disability is a violation of the University’s anti-discrimination policy as well as state and federal laws. Disability harassment is defined as verbal (including written or electronic communication) or physical conduct that is directed at an individual because of his/her mental/physical disability that is sufficiently severe, pervasive, or persistent so as to have the purpose or effect of creating a hostile work or educational environment. A hostile environment may exist even if there are no tangible effects on the student, where the harassment is serious enough to adversely affect the student’s ability to participate in or benefit from the educational program. Disability harassment may occur in a variety of relationships, including faculty and student, supervisor and student employee, student and student, staff and student, and other relationships between students and other persons having business at or visiting the University. To file a complaint of harassment students should follow the University’s Grievance Procedure for Students with Disabilities.
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currently enrolled students up through six months after graduation. All students will be able to access Handshake with their Wingate University username and password.
LIBRARY AN D SPEC IAL COLLECTIO NS SPECIAL COLLECTIONS Wingate University Special Collections is comprised of physical holdings related to Wingate School/Junior College/College/University, providing researchers information about the education community and traditions of Wingate University. To learn more about using the materials contact Wingate University’s Special Collections Archivist at (704) 233-8096.
E T H E L K. S MI T H L I B R A R Y LIBRARY MISSION The Ethel K. Smith Library supports the University's mission to develop educated, ethical, and productive graduates, by serving as a gateway for students to access, explore, and evaluate a variety of information sources. This support is provided by a staff of professional librarians holding ALA accredited degrees that are dedicated to meeting the following goals: •
• • •
Offer a welcoming, research-oriented, and engaging environment for the campus community that fosters academic inquiry Provide access to collections, resources, and programming services in a variety of physical and electronic formats Developing a diverse collection of materials that present differing perspectives and supports the University's curriculum Educate patrons of the importance of becoming informationally literate by highlighting the value of information and ways to ethically access, evaluate, and share information
The library contains a core collection of over 20,000 physical tiles housed in the stacks and numerous online database subscriptions, which provide access to over 490,000 additional items including articles from scholarly and popular periodicals. Services for the campus community provided by the library include: • • •
Material loans, including equipment Bibliographic Instruction for classes and individuals Interlibrary Loan provides access to materials outside of the library's collection Research Consultations for individuals or groups Online chat reference services Computer lab, printing, and wireless network access
This one-credit-hour core course facilitates the transition to college life and lays the foundation for the successful completion of each student's academic goals. This course is required for all students in their first semester, except for transfer students who enter with junior standing (57+ hours), an associate's degree, or a comparable first year seminar credit.
Please visit https://www.library.wingate.edu for more information on the Ethel K. Smith Library.
O F F I C E O F C A RE E R P A T H WA Y S
W RI T I N G C E N T E R
Office of Career Pathways provides resources to assist students in exploring majors and career options. Through an emphasis on career development as a process requiring planning, the goal is to help students identify their interests and abilities early on and actively engage in preparation for their futures. The professional staff members provide students with career advising, self-assessment exercises, resume and cover letter guidance, job searches, graduate school preparation, mock interviews, on-campus employer recruiting/career fairs, and various career-related events. Students may take Gateway 301, a class offered by the office and expert faculty, which helps students with resumes, cover letters, job search techniques, and other career-related topics.
The Christa Helms Austin Writing Center is located on the second floor of the Ethel K. Smith Library, in the Academic Resource Center, and offers students, staff, and faculty an opportunity to improve and strengthen their writing skills. Students from all majors and classes are encouraged to visit the Writing Center. Consultants can help students work on specific writing assignments as well as helping with any of the “stages” of writing—brainstorming topic ideas, shaping a thesis, revising, learning to better edit your own work, incorporating and citing research, or understanding style demands for papers in different disciplines. Students can also receive help on professional writing documents such as graduate school and job application letters. The Writing Center is staffed by faculty-recommended student consultants who have been trained to help other students improve as writers. Students may schedule tutorial sessions or drop-in for a session with an available consultant. Contact information: Dr. Lindsey Banister, Director, 704-233-8070, writingcenter@wingate.edu.
The office also offers students assistance in obtaining academic and cocurricular internships. As a part of preparing for career decisions following graduation, all students have the opportunity and are encouraged to participate in an internship during their time at Wingate University. Following the first year, students may pursue an internship for the summer term, fall semester, or spring semester. Internships may be either credit-bearing or non-credit-bearing. Internships as well as on and off-campus employment opportunities are showcased on Handshake (online job database), a free service for
• • •
S T U DE N T R E S E A RC H It is the policy of Wingate University that all research involving human participants or animals must be reviewed by the Research Review Board
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46 (RRB). In most circumstances, data collected before or without RRB approval cannot be used. If a student is undertaking research, it is their responsibility to discuss the specific requirements for their proposed research with their project advisor. The project advisor must review all completed documents before submission to the RRB. Documents can be accessed here: https://wingate.instructure.com/courses/15912. All students conducting research must complete Collaborative Institute Training Initiative (CITI) training to receive a certificate and number. Students who have not completed the training or if the training has expired, can go to the following site and register with CITI to complete the training. https://about.citiprogram.org/. You can reach out to the RRB with any questions via email: rrb@wingate.edu.
UNDERGRADUATE DEGREES U N DE RG R A D U A T E C U R RI C UL U M University education at its best transforms students through daily participation in active learning under the supervision of highly qualified professors. A bachelor’s degree is composed of classes from three areas— the core curriculum, the major, and electives.
BACHELOR’S DEGREES Wingate University offers five bachelor’s degrees to meet the varied needs of students on the main campus in Wingate. Though similar, they have distinct differences. Some majors allow students to choose one of these degrees based on personal interests and career plans. The Bachelor of Arts includes training in speaking a second language, while the Bachelor of Science stresses mathematical and empirical studies. The Bachelor of Music Education prepares students to be licensed for teaching in public schools, and the Bachelor of Science in Nursing prepares students for a career in nursing. The Bachelor of Liberal Studies is offered through the Wingate Online Degree Program.
N A T I VE L A N G UA G E A N D P RO F I C I E N C Y E X A MS Students may satisfy the second language requirement by demonstrating proficiency in a second language (determined by exam or by virtue of having attended high school internationally, in a school where instruction was in a language other than English). Students will be awarded credit hours in accordance with the Modern Languages’ equivalency determination. The maximum number of credit hours a student will receive is equivalent to the number of hours required by their degree program (major and/or minor).
L YC E U M S E RI E S
understand themselves and the world around them, and to generally experience a broader world and to expand their thinking. These free events, offered both Fall and Spring semesters, take various forms, including lectures, panel discussions, plays, musical performances, research presentations, and skills development workshops, among others. Lyceums connect to a student’s classroom learning experience, amplify it, and expand it. Students are required to attend 24 Lyceum events over four years, distributed as follows: Category Faith Arts Lecture Growth Your Choice (select from any category above) Total
# of Events 4 4 4 4 8 24
Students enrolled in completely online BA or BS programs will be given a Lyceum requirement based on the number of approved transfer hours, but are not required to follow the categories listed above. Online and asynchronous programming will be provided. See the Wingate Online Degree Program for more information. Students who transfer in credit may be eligible for a reduced Lyceum requirement; students with transfer credits should refer to the transfer chart by visiting the Lyceum Page on the Wingate University website (www.wingate.edu/academics/special-programs/lyceum) and refer to the FAQ “I am a transfer student, how many Lyceum credits do I need?” Completion of the Lyceum series is required for both graduation and participation in Commencement. For additional clarification, please contact the Director of Lyceum at lyceum@wingate.edu.
G E N E R A L E D UC A T I O N Associate Dean: Joseph M. Ellis Wingate University’s General Education program, also called the “Core Curriculum,” reflects the mission and vision of Wingate University by helping students to develop the knowledge and faith perspectives they need to make valuable contributions in service to communities and employers. It is designed to provide students with a solid foundation of knowledge and essential skills, such as communication, problem solving, intercultural understanding, ethical and faith, creativity, and wellness, which are transferable to a wide range of careers and life pathways. The Core Curriculum helps students to develop the following competencies: collaboration and teamwork mindset, communication, creativity, critical thinking, entrepreneurial spirit, ethical and civic engagement, global perspectives, historical understanding, managing change, physical well-being, personal and professional responsibility, and problem solving. The following tables outline the General Education requirements for each type of undergraduate degree.
Lyceums provide students the opportunity to discover culture and history, to engage in ethical conversations on current topics, to better
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B A C H E L O R O F A RT S Global Perspectives One course (3 credit hours) in History chosen from: HIST 114: The South in Black & White HIST 126: Middle East HIST 116: Colonial Latin America HIST 130: Ancient and Early World History HIST 131: A Survey of the Modern World HIST 117: Modern Latin America HIST 210: Latinos in the United States HIST 124: Modern African History
HIST 215: Modern East Asia HIST 320: Historical Roots of Contemporary Issues HIST 321: Culture and History of Japan HIST 338: The Vietnam War in Film
One course (3 credit hours) in Philosophy or Religion chosen from: BUS 209: Business Ethics REL 110: Bible Beyond Borders REL 209: Morals and Meaning PHIL 110: The Good Life REL 126: Sacred Systems REL 216: Gender and the Bible PHIL 209: Morals and Meaning REL 140: Food and Faith REL 332: Suffering and Joy Two classes (6 credit hours) chosen from: BUS 209: Business Ethics HIST 210: Latinos in the United States REL 140: Food and Faith ENG 205: Global Perspectives in Literature HIST 215: Modern East Asia REL 209: Morals and Meaning HIST 320: Historical Roots of Contemporary FREN 340: Introduction to French and REL 216: Gender and the Bible Issues Francophone Civilization REL 332: Suffering and Joy HIST 321: Culture and History of Japan FREN 440: Advanced Francophone Studies SPAN 310: Introduction to Literature HIST 338: The Vietnam War in Film HIST 114: The South in Black & White SPAN 312: Business Spanish I PSCI 220: Comparative Politics HIST 116: Colonial Latin America SPAN 313: Business Spanish II PSCI 300: Model United Nations HIST 117: Modern Latin America SPAN 330: Culture and Civilization of Latin PSCI 340: Global Issues: Race, Ethnicity & Gender HIST 124: Modern African History America PHIL 110: The Good Life HIST 126: Middle East SRMT 111: Sport and Recreation in Modern PHIL 209: Morals and Meaning HIST 130: Ancient and Early World History Society REL 110: Bible Beyond Borders SRMT 370: Globalization of Sport in the 21st HIST 131: A Survey of the Modern World REL 126: Sacred Systems Century Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice. Second Language Four courses or proficiency through the intermediate level. Twelve (12) credit hours (replaced by elective credits for each semester of proficiency) University Foundations GATE 101: OneDog101 (1 credit hour) ENG 110: University Writing & Research (3 credit hours) Fine Arts One course (2-4 credit hours) chosen from: Any ART course COMM 351: Theatrical Improvisation MUS 389: Music of Latin America & Caribbean COMM 202: Introduction to Theatre MUS 155: Hands-On Music ENG 335: Fiction-Writing COMM 350: Dramatic Performance of MUS 156: Global Influences on Music in the USA PSCI 341: Music and Politics Literature Or two music ensembles (2 credit hours) Note: Entry into some music ensembles requires an audition. Literature and Writing One course (3 credit hours) of English literature courses at or above the 200-level or other courses specified in the catalog. Laboratory Science One course (3-4 credit hours) in biology, chemistry, physics, general science or earth science. Mathematics One course (3-4 credit hours) in Math 112 or higher. Wellness One course (2-3 credit hours) chosen from: Any WELL course HETH 210: Introduction to Holistic Care Concepts SRMT 200: Wellness Through Leisure IPE 100: Foundations of Health & Wellness MUS 285: Introduction to Alexander Technique Social or Behavioral Science One course (3 credit hours) in Psychology, Sociology, Political Science, Economics, or History. or ETHN 200: Introduction to Racial and Ethnic Studies. Lyceum
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BACHELOR OF SCIENCE Global Perspectives One course (3 credit hours) in History chosen from: HIST 114: The South in Black & White HIST 126: Middle East HIST 116: Colonial Latin America HIST 130: Ancient and Early World History HIST 131: A Survey of the Modern World HIST 117: Modern Latin America HIST 210: Latinos in the United States HIST 124: Modern African History
HIST 215: Modern East Asia HIST 320: Historical Roots of Contemporary Issues HIST 321: Culture and History of Japan HIST 338: The Vietnam War in Film
One course (3 credit hours) in Philosophy or Religion chosen from: BUS 209: Business Ethics REL 110: Bible Beyond Borders REL 209: Morals and Meaning PHIL 110: The Good Life REL 126: Sacred Systems REL 216: Gender and the Bible PHIL 209: Morals and Meaning REL 140: Food and Faith REL 332: Suffering and Joy Two classes (6 credit hours) chosen from: BUS 209: Business Ethics HIST 210: Latinos in the United States REL 140: Food and Faith ENG 205: Global Perspectives in Literature HIST 215: Modern East Asia REL 209: Morals and Meaning HIST 320: Historical Roots of Contemporary FREN 340: Introduction to French and REL 216: Gender and the Bible Issues Francophone Civilization REL 332: Suffering and Joy HIST 321: Culture and History of Japan FREN 440: Advanced Francophone Studies SPAN 310: Introduction to Literature HIST 338: The Vietnam War in Film HIST 114: The South in Black & White SPAN 312: Business Spanish I PSCI 220: Comparative Politics HIST 116: Colonial Latin America SPAN 313: Business Spanish II PSCI 300: Model United Nations HIST 117: Modern Latin America SPAN 330: Culture and Civilization of Latin PSCI 340: Global Issues: Race, Ethnicity & Gender HIST 124: Modern African History America PHIL 110: The Good Life HIST 126: Middle East SRMT 111: Sport and Recreation in Modern PHIL 209: Morals and Meaning HIST 130: Ancient and Early World History Society REL 110: Bible Beyond Borders SRMT 370: Globalization of Sport in the 21st HIST 131: A Survey of the Modern World REL 126: Sacred Systems Century Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice. Second Language Two (2) courses or proficiency through the elementary level. Six (6) credit hours (replaced by elective credits for each semester of proficiency) University Foundations GATE 101: OneDog101 (1 credit hour) ENG 110: University Writing & Research (3 credit hours) Fine Arts One course (2-4 credit hours) chosen from: Any ART course COMM 351: Theatrical Improvisation MUS 389: Music of Latin America & Caribbean COMM 202: Introduction to Theater MUS 155: Hands-On Music ENG 335: Fiction-Writing COMM 350: Dramatic Performance of MUS 156: Global Influences on Music in the USA PSCI 341: Music and Politics Literature Or two music ensembles (2 credit hours) Note: Entry into some music ensembles requires an audition. Literature and Writing One course (3 credit hours) of English literature courses at or above the 200-level or other courses specified in the catalog. Laboratory Science and Mathematics Total of thirteen to sixteen (13-16) credit hours • One laboratory science course for four (4) hours credit • One course in Math 112 or higher for three or four hours (3-4) credit • Two (2) additional courses chosen from the two above categories, with or without labs, or Computer Science 120 or 121 for six to eight (6-8) hours credit. Wellness One course (2-3 credit hours) chosen from: Any WELL course HETH 210: Introduction to Holistic Care Concepts SRMT 200: Wellness Through Leisure IPE 100: Foundations of Health & Wellness MUS 285: Introduction to Alexander Technique Social or Behavioral Science One course (3 credit hours) in Psychology, Sociology, Political Science, Economics, or History. or ETHN 200: Introduction to Racial and Ethnic Studies. Lyceum
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B A C H E L O R O F M US I C E DU C A T I O N Global Perspectives One course (3 credit hours) in History chosen from: HIST 114: The South in Black & White HIST 126: Middle East HIST 116: Colonial Latin America HIST 130: Ancient and Early World History HIST 131: A Survey of the Modern World HIST 117: Modern Latin America HIST 210: Latinos in the United States HIST 124: Modern African History
HIST 215: Modern East Asia HIST 320: Historical Roots of Contemporary Issues HIST 321: Culture and History of Japan HIST 338: The Vietnam War in Film
One course (3 credit hours) in Philosophy or Religion chosen from: BUS 209: Business Ethics REL 110: Bible Beyond Borders REL 209: Morals and Meaning PHIL 110: The Good Life REL 126: Sacred Systems REL 216: Gender and the Bible PHIL 209: Morals and Meaning REL 140: Food and Faith REL 332: Suffering and Joy Two classes (6 credit hours) chosen from: BUS 209: Business Ethics HIST 210: Latinos in the United States REL 140: Food and Faith ENG 205: Global Perspectives in Literature HIST 215: Modern East Asia REL 209: Morals and Meaning HIST 320: Historical Roots of Contemporary FREN 340: Introduction to French and REL 216: Gender and the Bible Issues Francophone Civilization REL 332: Suffering and Joy HIST 321: Culture and History of Japan FREN 440: Advanced Francophone Studies SPAN 310: Introduction to Literature HIST 338: The Vietnam War in Film HIST 114: The South in Black & White SPAN 312: Business Spanish I PSCI 220: Comparative Politics HIST 116: Colonial Latin America SPAN 313: Business Spanish II PSCI 300: Model United Nations HIST 117: Modern Latin America SPAN 330: Culture and Civilization of Latin PSCI 340: Global Issues: Race, Ethnicity & Gender HIST 124: Modern African History America PHIL 110: The Good Life HIST 126: Middle East SRMT 111: Sport and Recreation in Modern PHIL 209: Morals and Meaning HIST 130: Ancient and Early World History Society REL 110: Bible Beyond Borders SRMT 370: Globalization of Sport in the 21st HIST 131: A Survey of the Modern World REL 126: Sacred Systems Century Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice. Second Language Two (2) courses or proficiency through the elementary level. Six (6) credit hours (replaced by elective credits for each semester of proficiency) University Foundations GATE 101: OneDog101 (1 credit hour) ENG 110: University Writing & Research (3 credit hours) Laboratory Science One course (3-4 credit hours) in biology, chemistry, physics, general science or earth science. Mathematics One course (3-4 credit hours) in Math 112 or higher. Wellness One course (2-3 credit hours) chosen from: Any WELL course HETH 210: Introduction to Holistic Care Concepts SRMT 200: Wellness Through Leisure IPE 100: Foundations of Health & Wellness MUS 285: Introduction to Alexander Technique Social or Behavioral Science ED 303: Educational Psychology (3 credit hours) Lyceum
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B A C H E L O R O F S C I E N C E I N N U RS I N G Global Perspectives One course (3 credit hours) in History chosen from: HIST 114: The South in Black & White HIST 126: Middle East HIST 116: Colonial Latin America HIST 130: Ancient and Early World History HIST 131: A Survey of the Modern World HIST 117: Modern Latin America HIST 210: Latinos in the United States HIST 124: Modern African History
HIST 215: Modern East Asia HIST 320: Historical Roots of Contemporary Issues HIST 321: Culture and History of Japan HIST 338: The Vietnam War in Film
One course (3 credit hours) in Philosophy or Religion chosen from: BUS 209: Business Ethics REL 110: Bible Beyond Borders REL 209: Morals and Meaning PHIL 110: The Good Life REL 126: Sacred Systems REL 216: Gender and the Bible PHIL 209: Morals and Meaning REL 140: Food and Faith REL 332: Suffering and Joy Two classes (6 credit hours) chosen from: BUS 209: Business Ethics HIST 210: Latinos in the United States REL 140: Food and Faith ENG 205: Global Perspectives in Literature HIST 215: Modern East Asia REL 209: Morals and Meaning HIST 320: Historical Roots of Contemporary FREN 340: Introduction to French and REL 216: Gender and the Bible Issues Francophone Civilization REL 332: Suffering and Joy HIST 321: Culture and History of Japan FREN 440: Advanced Francophone Studies SPAN 310: Introduction to Literature HIST 338: The Vietnam War in Film HIST 114: The South in Black & White SPAN 312: Business Spanish I PSCI 220: Comparative Politics HIST 116: Colonial Latin America SPAN 313: Business Spanish II PSCI 300: Model United Nations HIST 117: Modern Latin America SPAN 330: Culture and Civilization of Latin PSCI 340: Global Issues: Race, Ethnicity & Gender HIST 124: Modern African History America PHIL 110: The Good Life HIST 126: Middle East SRMT 111: Sport and Recreation in Modern PHIL 209: Morals and Meaning HIST 130: Ancient and Early World History Society REL 110: Bible Beyond Borders SRMT 370: Globalization of Sport in the 21st HIST 131: A Survey of the Modern World REL 126: Sacred Systems Century Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice. Two courses (5-7 credit hours) to be chosen from two (2) of the following four (4) course types: Elementary Second Language I (3 credit hours) ASL 101: American Sign Language Elementary I GERM 101: Elementary German I SPAN 101: Elementary Spanish I FREN 101: Elementary French I GREK 101: Elementary Ancient Greek I Elementary Second Language II (3 credit hours) ASL 102: American Sign Language Elementary FREN 102: Elementary French II SPAN 102: Elementary Spanish II II GERM 102: Elementary German II
Fine Arts (2-4 credit hours) Any ART course COMM 351: Theatrical Improvisation MUS 389: Music of Latin America & Caribbean COMM 202: Introduction to Theater MUS 155: Hands-On Music ENG 335: Fiction-Writing COMM 350: Dramatic Performance of MUS 156: Global Influences on Music in the USA PSCI 341: Music and Politics Literature Or two music ensembles (2 credit hours) Note: Entry into some music ensembles requires an audition. Literature and Writing One course (3 credit hours) of English literature courses at or above the 200-level or other courses specified in the catalog. University Foundations GATE 101: OneDog101 (1 credit hour) ENG 110: University Writing & Research (3 credit hours) Laboratory Science (8 credit hours) BIO 101: Introductory Cellular Biology CHEM 101: Principles of Chemistry I Mathematics (6 credit hours) MATH 116: Quantitative Reasoning MATH 209: Inferential Statistics Wellness HETH 210: Introduction to Holistic Care Concepts (3 credit hours) Social or Behavioral Science (3 credit hours) PSYC 101: General Psychology Lyceum
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B A C H E L O R O F L I B E RA L S T U DI E S Global Perspectives One course (3 credit hours) in History chosen from: HIST 114: The South in Black & White HIST 126: Middle East HIST 116: Colonial Latin America HIST 130: Ancient and Early World History HIST 131: A Survey of the Modern World HIST 117: Modern Latin America HIST 210: Latinos in the United States HIST 124: Modern African History
HIST 215: Modern East Asia HIST 320: Historical Roots of Contemporary Issues HIST 321: Culture and History of Japan HIST 338: The Vietnam War in Film
One course (3 credit hours) in Philosophy or Religion chosen from: BUS 209: Business Ethics REL 110: Bible Beyond Borders REL 209: Morals and Meaning PHIL 110: The Good Life REL 126: Sacred Systems REL 216: Gender and the Bible PHIL 209: Morals and Meaning REL 140: Food and Faith REL 332: Suffering and Joy Three classes (9 credit hours) chosen from: BUS 209: Business Ethics HIST 210: Latinos in the United States REL 140: Food and Faith ENG 205: Global Perspectives in Literature HIST 215: Modern East Asia REL 209: Morals and Meaning HIST 320: Historical Roots of Contemporary FREN 340: Introduction to French and REL 216: Gender and the Bible Issues Francophone Civilization REL 332: Suffering and Joy HIST 321: Culture and History of Japan FREN 440: Advanced Francophone Studies SPAN 310: Introduction to Literature HIST 338: The Vietnam War in Film HIST 114: The South in Black & White SPAN 312: Business Spanish I PSCI 220: Comparative Politics HIST 116: Colonial Latin America SPAN 313: Business Spanish II PSCI 300: Model United Nations HIST 117: Modern Latin America SPAN 330: Culture and Civilization of Latin PSCI 340: Global Issues: Race, Ethnicity & Gender HIST 124: Modern African History America PHIL 110: The Good Life HIST 126: Middle East SRMT 111: Sport and Recreation in Modern PHIL 209: Morals and Meaning HIST 130: Ancient and Early World History Society REL 110: Bible Beyond Borders SRMT 370: Globalization of Sport in the 21st HIST 131: A Survey of the Modern World REL 126: Sacred Systems Century Classes only count once to meet the Global Perspectives Requirement and cannot be used to meet a University Foundations requirement. They cannot be counted twice. University Foundations (17 credit hours minimum) ENG 110: University Writing & Research (3 credit hours) Mathematics or Natural Science Fine Arts Literature and Writing Social or Behavioral Science COMM 101: Public Speaking (3 credit hours)
Wingate University Academic Catalog 2026-2027
52
THE MAJO R Each student chooses a Major area of studies, which provides breadth and depth of skills in a distinct area of focus. Some students choose a major as the gateway to a particular career. For others the major is the foundation for further study in a graduate school. Some students choose a major to pursue their deepest interests and enhanced self-understanding. Within each major students will actively • • •
develop writing skills appropriate to the area of study, learn to use current technology within that field, and acquire skills in public speaking through oral presentations and defenses.
Note: When a requirement in the core may be met by one of several courses, certain majors may specify which courses will meet their requirements.
B A C C A L A UR E A T E M A J O RS Wingate University offers 40 majors at the baccalaureate level. Students choose at least one major. Requirements for majors are explained within their respective academic departments. The courses for a major may include introductory or basic prerequisite courses and higher level courses in the major discipline and/or related disciplines. Some majors permit or require a student to select an area of concentration that allows for more focus on a sub discipline within the major subject area. A student may earn more than one major. Should a student pursue a second major, the combination must be allowed by both departments and/or schools. The additional major must be under the same degree program (i.e. Bachelor of Science, Bachelor of Arts, etc.) since students may only declare one primary degree-seeking baccalaureate program. Courses may be shared between two majors if the combination is allowed by the departments/schools. Because students may share courses, waivers (or course substitutions) are discouraged and require the approval of both the advisor and departmental chair, program director or school dean. Both majors must follow academic requirements in the same catalog year. Students must make changes to their primary major or add second majors by a published deadline for each academic period. Late requests require an academic appeal to the Registrar’s Office. Students may return to earn a second baccalaureate degree, but it may not be the same type of degree. As an example, a student who has earned a Bachelor of Science would not be eligible for a second Bachelor of Science degree, but could choose to pursue a Bachelor of Arts. Students may return as nondegreed students to pursue a second major, but the program of study is not considered degree seeking. Major
Concentrations, Emphases, Tracks or Combined Graduate Programs‡
Accounting Biochemistry Biology
Concentration in Medical Laboratory Science (3+1) Concentration in Agricultural Food Systems Combined with Doctor of Pharmacy (3+1)*
Biology and Education† Chemistry Chemistry Business
Communication
Concentration in Communication Studies Concentration in Health Communication Concentration in Journalism Concentration in Public Relations Concentration in Sports Media
Criminal Justice Criminal Justice and Human Behavior Educational Studies
Elementary Education†
Concentration in Health and Physical Activity Concentration in Humanities Concentration in Language and Literacy Concentration in Mathematics and Science Combined with Master of Arts in Education (K-6) (Dual Degree)*
English English and Education† Environmental Biology
Exercise Science
Track in Public Health Fitness Professional Track Fitness Professional Track with a Master of Arts in Sports Management (MASM Advantage)* Pre-Professional Track Pre-Professional Track with a Doctor of Physical Therapy (3.5+3)* Pre-Professional Track with a Master of Arts in Sports Management (MASM Advantage)*
Finance Forensic Science
General Studies
Concentration in Criminal Justice Concentration in Educational Studies Concentration in Human Services Concentration in Management Concentration in Public Health Concentration in Reading Studies Wingate University Academic Catalog 2026-2027
Degree(s)
CIP Code 52.0301 26.0202
BA/BS BS BS BS BS BS BS BS BS BA/BS BA/BS BA/BS BA/BS BA/BS BA/BS
13.1322 40.0501 40.0599 09.0101 09.0100 09.0100 09.0900 09.0100 43.0103
BLS
43.0103
BS BS BLS/BS BS BS BS BA BA BS BS BS
26.0101
13.0101
13.1202 23.0101 13.1305 26.1305
BS BS BS
31.0505
BS BA/BS BS BS BS BS BS BS BS
52.0801 43.0406
24.0101
53 Major
Concentrations, Emphases, Tracks or Combined Graduate Programs‡
Degree(s)
Health and Physical Education† History History and Education† Human Services International Business Management Marketing Mathematics Mathematics/Business Mathematics and Education† Middle Grades Education†
Music
BS BA/BS BA/BS BA/BLS/BS BA BA/BS BA/BS BS BS BS BA/BS BA/BS BA/BS BA/BS BA BA BA BME BSN
Concentration in Language Arts Concentration in Mathematics Concentration in Science Concentration in Social Studies General Concentration in Church Music Emphasis in Performance
Music Education† Nursing† Organizational Communication and Management Political Science Public Health
Combined with Master of Public Health* (3.5+2)
Psychology Religion and Philosophy Sociology Spanish Education†
Sport and Recreation Management
Concentration in Community and Commercial Recreation Concentration in Community and Commercial Recreation Management and with Master of Arts in Sport Management (MASM Advantage)* Concentration in Sport Management Concentration in Sport Management and with Master of Arts in Sport Management (MASM Advantage)*
CIP Code 13.1314 54.0101 13.1328 44.0000 52.1101 52.0201 52.1401 27.0101 27.0399 13.1311 13.1203 50.0901 50.0901 50.0903 13.1312 51.3801
BLS
09.0901
BA/BS BS BS BA/BS BA/BS BA/BS BA BS
45.1001
42.0101 38.0001 45.1101 13.1330 31.0301
BS
31.0301
BS
31.0504
BS
31.0504
51.2201
‡Blank indicates the major has no associated concentration, emphasis, or track;†Licensure; *Requires provisional admission to the designated graduate program.
ELECTIVES The student and advisor should carefully plan for electives that complement the desired major and professional goals. Electives may be chosen from any course offered by the University provided prerequisites are met. A student should consult with his or her advisor in choosing electives that will meet degree and career objectives. Students may wish to use elective hours to fulfill the specific requirements of a minor. Classes at the 100/200 level are classified as general electives; classes at the 300/400 level are classified as advanced electives.
M I N O RS To complement a major, students may choose a minor (minimum of 18 semester hours) in one of the below areas: Accounting Art Art Therapy Biology Chemistry Coaching Communication Community and Commercial Recreation Community Youth Development Creative Writing Criminal Justice Economics Educational Studies English Environmental Biology
Entrepreneurial Leadership Health Communication Honors Human Services International Studies Journalism Legal Studies Management Marketing Mathematics Medical Sociology Music Philosophy Physics Political Science
Exercise Science Film Studies Finance Foundations of Medical Science French History Professional and Technical Writing Psychology Public Health
Public Relations Race & Ethnicity Studies Religion Social Science Sociology Spanish Sport Management Sports Media Women’s and Gender Studies
Wingate does not require minors. Minors should be in a different academic discipline than the baccalaureate major. Each department defines minors in each discipline in which a minor may be earned. The following policies apply: • •
•
•
• • •
Students may share courses between majors and minors and between minors. Since courses may be shared, course waivers (i.e. substitutions) are discouraged and require the approval of the advisor and departmental chair, program director or school dean. Students must make additions, changes or deletions of a minor by a published deadline for each academic period. Late requests require an academic appeal to the Registrar’s Office. A student who is following the requirements for a major outlined in a certain catalog year must follow the same catalog year for a minor. Students may not pursue a major and minor of the same name. Schools and departments may prohibit certain combinations of majors and minors or minors and minors. The University Honors minor in the Honors College is required for an honors student’s undergraduate degree plan and graduating with University Honors. Honors students may have
Wingate University Academic Catalog 2026-2027
54 secondary minors and/or majors in other departments and schools.
R E Q U I R E ME N T S •
B A D G E S A N D C E RT I F I C A T E S Wingate offers students the option of adding a micro-credential defined as a badge or certificate. These non-degree programs add expertise, increase technical skills, or lead to potential certification in a specific subject area or subdiscipline.
•
Sophomore class standing. Students must have earned no fewer than 24 credit hours by the beginning of the semester of participation. The program is designed for sophomores but special permission by the instructor and W’Engage Coordinator may be granted to non-sophomores to enroll in the course. A cumulative GPA of 2.3 by the beginning of the semester of participation. Students who pass the seminar and satisfactorily complete the travel portion receive two credit hours.
BADGE
•
A badge represents completion of a minimum of six (6) credit hours, typically two courses. Wingate currently offers one badge program in Entrepreneurship.
I N T E RN A T I O N A L P RO G R A MS
C E RT I F I C A T E A certificate represents a completion of a minimum of 12 credit hours, typically four courses. Wingate currently offers two certificate programs in Christian Ministry and Entrepreneurship that can be completed by undergraduate students and two additional certificate programs in Addiction Specialist and Public Health for post-baccalaureate students.
A C A DE MI C P O L I C I E S F O R B A D G E S A N D C E RT I F I C A T E S If Wingate undergraduate students are adding a micro-credential, it’s encouraged to add these programs to their academic records before they earn and/or transfer in a total of 83 credit hours (senior class level) at Wingate. To count credits for a badge or certificate program as degree applicable, students must have remaining elective hours in their degree program, or the badge or certificate must be required as part of the major. The following policies apply to both badge and certificate programs: •
No more than two courses counted for a major or minor may be counted toward a certificate.
•
Students who wish to pursue a badge or certificate should notify the Registrar’s Office of this intent.
•
A student who is following the requirements for a major outlined in an earlier catalog will have to change catalog years to add a new badge or certificate program.
D E F I N I T I O N O F C E RT I F I C A T E V E RS US C E RT I F I C A T I O N There is a difference between a certificate and a certification. Certification requires passing an exam and awards a credential upon successful completion of exam (ex: PMP, GPHR, SPHR). Certification also may require recertification to stay current in a specific area. A certificate is a non-degreed credential that may be used to prepare for a certification or exam.
ACADEMIC PROGRAMS, SCHOOLS, AND DEPARTMENTS E X P E RI E N T I A L L E A RN I N G P RO G RA M : W’E N G A G E Wingate University offers a community engagement seminar with a domestic travel experience for sophomores. Seminars focus on a specific topic or issue and have three basic elements: Students will (1) gain knowledge of the subject matter through weekly course meetings, (2) actively engage with local or regional community partners, and (3) explore the topic through experiential learning in another setting within the United States (i.e., the travel). Travel ranges from five to seven days and occurs either in the middle of the semester, at fall or spring break, or at the end, in December or May. The University covers the majority of costs associated with the travel. Most seminars have a nominal, nonrefundable surcharge due at the beginning of the semester of participation. During the course and while traveling, students are obligated to demonstrate a high standard of character and maturity.
Study abroad programs at Wingate offer a wide range of options for academic and personal growth through semester, short-term, and summer programs. Approved study abroad programs offer transfer credit that can be used to satisfy major and minor requirements. Listed below are a few examples of programs available, but there are many other approved options not included here. Students should contact the Office of International Programs or go to: www.wingate.edu/academics/global/study-abroad-and-winternational for information on programs approved and logistics.
I N T E RN S H I P S A B RO A D Internship opportunities in a variety of countries are available for up to ten weeks in the summer. Wingate has partnered with international organizations in each country to assist students in finding an internship related to a student’s major, interests, and skills. In addition, our partner arranges interviews, supervises interns, reviews intern paperwork, and coordinates accommodations. In most cases, students will take a course concurrently with the internship, which will enhance the learning experience. For all students, internships abroad must be approved by the Office of International Programs. For international students, an internship abroad (even in the student’s home country) will require additional information, which is reviewed by the Office of International Programs. Internship Abroad experiences are a great way for a student to experience a very individual study abroad/intern program. Because of the nature of the experience, students who are independent, selfmotivated, and mature are the best candidates for these programs. Most of the programs have a minimum GPA requirement of 3.0. Wingate requires students to have a minimum, cumulative GPA of 2.5. For the right student, an internship abroad allows him/her to gain work experience within the context of another culture and to live independently for 6-10 weeks in the summer. The deadlines for these programs are typically in February each year. To receive academic credit, a student must work through one of our approved partners or complete a request form to have a new partner reviewed/approved. If a student wants to petition to work with an organization outside of our approved organizations, a request must be made at least three months in advance of participation.
W’I N T E R N A T I O N A L P RO G RA M Wingate University offers a unique program called “W’international” that makes an international experience available at a reduced cost to eligible students. The program includes a weekly seminar during the spring semester followed by 10 days of travel. The weekly W’international classes include a general orientation to international travel and an in-depth study of the culture and history of the appropriate country. Students are required to attend all class meetings and a general orientation. The travel portion of this study abroad program occurs after Commencement in May. The University subsidizes a portion of the costs of transportation and lodging, so that students can participate at a reduced personal cost. Seminars have a non-refundable program fee due at the beginning of the semester of participation. During the course and while abroad, students are obligated to follow the professor’s instructions and demonstrate a high standard of character and maturity.
Wingate University Academic Catalog 2026-2027
55 REQUIREMENTS •
•
• • •
• •
Students need to have successfully completed two full-time semesters at Wingate at the time of application. Students may not participate in their last semester before graduation. Transfer students with junior status (at least 57 credits) must have completed one semester as a full-time student by the semester of participation. Students must be enrolled as traditional, full-time undergraduate students. Students may participate only one time. Students will need a cumulative GPA of 2.5 at the time of application. Junior transfers will need a 2.5 cumulative GPA by the semester of participation. Students must reconcile any debts to the University before commencement of travel. All balances must be paid by May 1st. Students must successfully complete the seminar with a D- or higher to participate in the abroad portion of the course and cannot be on academic or disciplinary probation at any time during the course. Refunds are not given in these cases. Students may receive a refund up until the drop/add deadline.
Students who pass the seminar and who satisfactorily complete the travel portion receive two credit hours. Students enrolled in the seminar who cannot travel due to medical reasons may receive one credit for completing the in-class portion of the course. The application process is separate from regular registration. Students may not self-enroll for this course in Workday. The Office of International Programs will submit a registration list to the Registrar once students have been selected for a spot in the program. The University does not guarantee a student’s first choice or guarantee a spot in the program.
P RE -P RO F E S S I O N A L P RO G RA MS A variety of undergraduate programs prepare students for further study and professional careers. Recommended majors for each program are listed below: Pre-Dentistry Pre-Law Pre-Medical Pre-Nursing Pre-Occupational Therapy Pre-Pharmacy Pre-Physical Therapy Pre-Physician Assistant Studies Pre-Veterinary Medicine
Any major (science recommended) Liberal Arts major/Legal Studies minor Any major (science recommended) Major in Nursing Major in a social science or sciences Major in Sciences Major in Exercise Science (pre-prof. track) or Sciences
must attain a very high GPA, 3.7 or better (especially in science courses), and must earn high scores on the MCAT/DAT/GRE entry test. In addition, students must have: appropriate volunteer or job experience in their area of career interest; effective communication and interview skills; and strong letters of recommendation from their professors, based upon outstanding academic performance, reputation for excellence and personal integrity, and demonstrated potential to succeed in the professional school curriculum. Most of the science courses have prerequisites and some courses are not offered every semester. The courses you take (biology, chemistry, and math), the sequence in which you take them, and your performance in them are critical — failure to complete specific courses at the right time or with satisfactory grades will interfere with your progress towards completing the sequence of science courses needed for professional school. Each student is responsible for selecting the courses that are needed to meet all entrance requirements specified in the bulletin from the school they wish to attend. Pre-Health Professions students should consult the information for the major they plan to pursue for suggested first-semester classes.
P RE -L A W The Pre-Law program at Wingate University is designed to prepare the student for success as a lawyer. No law school requires a particular major as a prerequisite for admission. Rather, law schools look for evidence of reading and analytical abilities that serve as the primary bases of admissions decisions. For that reason, the Pre-Law program has two emphases, both focused on skill development. First, the Pre-Law student should choose a major based on personal interest. Experience indicates that reading and analytical skills can be developed only if a student is willing to work hard and that a student is willing to work hard only if he or she studies a subject that is interesting. Any major will provide ample opportunity to develop the required skills for law school. Second, the Pre-Law student should complete the Legal Studies minor. This minor includes the specific courses in the Wingate University curriculum that will be the most valuable in preparing for law school. Admission to law school demands that preparation begin far before formal application for admission. The student planning to become a lawyer is urged to meet with the Pre-Law advisor no later than his or her sophomore year. SUGGESTED SEQUENCE OF COURSES FOR THE LEGAL STUDIES MINOR
First Year
Major in Sciences Any major (science recommended)
P RE -H E A L T H P RO F E S S I O N S (M E D I C A L , V E T E R I N A R Y , DENTAL) Medical, dental, and veterinary schools specify courses, not specific majors, that are prerequisites for admission to their programs. For example, Pre-Med students may select any major as long as they take the courses required by the medical school they wish to attend. Regardless of which major you select at Wingate University, most medical and dental schools in the U.S. require one year each of biology, general chemistry, organic chemistry, and physics. Some specify calculus. Vet schools may require more: biochemistry, genetics, and microbiology. You should select a major that matches your interests and abilities and one that allows you to complete the necessary biology, chemistry, math, and physics courses. If you choose a major that does not require the essential science and math courses as part of its curriculum, you will need to take them as electives in addition to your major’s required courses. Admission to professional schools is highly competitive and selective. Excellent study skills, self-discipline and motivation, a strong background in math and science, the ability to think, reason, and express ideas clearly are skills essential to successful academic performance. In order to be competitive for admission to a professional school, students
Second Year Third Year Fourth Year
PHIL 101: Introduction to Philosophy or PHIL 110: The Good Life (These courses are not part of the Legal Studies minor, but they provide an excellent introduction into the types of reading and reasoning skills crucial for success in law school.) ECON 221: Microeconomics PHIL 205: Logic and Critical Thinking ENG 360: Advanced Composition Legal Studies Elective COMM 410: Persuasion Legal Studies Elective
P RE -N UR S I N G It is suggested that Wingate University students intending to pursue the Bachelor of Science in Nursing take the following prerequisites in order to be eligible for admission to the program in the junior year: Course Global Perspectives courses – one (1) course must be in History and one (1) course must be in Religion or Philosophy GATE 101: OneDog101 ENG 110: University Writing & Research Two courses from the following: Elementary Second Language I Elementary Second Language II Fine Arts Literature and Writing PSYC 101: General Psychology
Wingate University Academic Catalog 2026-2027
Courses Credits 4
12
1 1
1 3
2
5-7
2
6
56
Course
Courses Credits
PSYC 250: Developmental Psychology MATH 116: Quantitative Reasoning MATH 209: Inferential Statistics CHEM 101: Principles of Chemistry BIO 101: Introductory Cellular Biology BIO 211: Principles of Anatomy & Physiology I BIO 212: Principles of Anatomy & Physiology II BIO 230: Principles of Microbiology HETH 105: Medical Terminology HETH 210: Intro to Holistic Care Concepts
2
6
1
4
4
16
2
4
P RE -O C C UP A T I O N A L T H E RA P Y The mission of the Doctor of Occupational Therapy Program at Wingate University is to develop knowledgeable and ethical occupational therapists who are committed to the health, well-being, and quality of life of all persons, groups, and populations through a solid education founded upon principles of occupational performance, critical thinking/professional reasoning, servant leadership, evidence-based practice/ scholarship, and occupational justice. If not included within their baccalaureate or master’s degree course of study, each applicant must complete the following 9 additional prerequisite courses at an accredited college or university in the United States (see Definition of Accredited Institutions under Graduate Policies and Procedures): Courses Human Anatomy with lab OR Human Anatomy & Physiology I with lab Human Physiology with lab OR Human Anatomy & Physiology II with lab Intro to Psychology Abnormal Psychology Lifespan Development or Developmental Psychology Intro to Sociology or Anthropology Writing/Composition/Grammar Statistics Medical Terminology
Credits 4 4 3 3 3 3 3 3 1-3
Other criteria for acceptance into the graduate Doctor of Occupational Therapy Program include: • • • •
Completed baccalaureate degree Minimum cumulative GPA of 3.0; C or better in all prerequisite courses Three letters of recommendation Minimum of 40 hours of clinical observation with an occupational therapist in at least two practice settings with different aged clients
The Doctor of Occupational Therapy Program is accredited through the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. ACOTE’s telephone number, c/o AOTA, is (301) 652-AOTA and its web address is www.acoteonline.org. Admissions to the Doctor of Occupational Therapy Program are on a non-discriminatory basis. There is no discrimination on grounds of race, sex, religion, color, national or ethnic origin, age, disability or military service in Wingate University’s administration of educational policies, programs, activities or services; admissions and housing policies; scholarship or loan programs; or employment. An exception may occur only when appropriate and allowed by law.
P RE -P H A R M A C Y Wingate University School of Pharmacy’s mission is to prepare pharmacists who are ready to practice on the day of graduation. Practice experiences are begun in Year-1, with additional experiences included in EACH year of the curriculum. Practice sites for full-time rotations are located in the Carolinas, throughout the greater Charlotte metropolitan area and beyond.
The fully-integrated curriculum is punctuated with small group case studies held weekly during each semester. All class notes are posted on the school’s webpage prior to class, and each smart classroom allows for wireless student connectivity. Additionally, instant response software is provided to each student, enabling the student to register opinions, take self-assessment tests and receive instant feedback on themselves as well as the class as a whole. The Pharmacy Practice Laboratory is designed like a community pharmacy, not a chemistry lab. Patient counseling rooms allow for recording practice sessions with simulated and real patients. Through the Pre-Pharmacy Advantage Program, Wingate undergraduate students who meet the following criteria will be guaranteed an interview with Wingate University School of Pharmacy: •
Must be admitted as a first time freshman student at Wingate University. • Must enroll at Wingate University to complete all Pharmacy School prerequisite courses. • Must earn a 3.2 or higher grade point average in the pharmacy prerequisite courses at Wingate University. By obtaining a satisfactory interview score, students will be admitted to the Doctor of Pharmacy program at Wingate University. There are many different paths to take to complete the prerequisites for the Wingate University School of Pharmacy. With a minimum of 61 total credit hours, a student may be able to complete the prerequisites in as little as 4 semesters or 2 years, while other students may choose to complete a bachelor’s degree with Wingate University and then apply to the School of Pharmacy. A faculty advisor will help you determine an academic action plan for completing the Wingate University School of Pharmacy prerequisites while fulfilling your personal goals. PHARMACY PREREQUISITES Courses
Courses
Credits
General Chemistry (with lab, for science 2 8 majors) Organic Chemistry (with lab, for science 2 8 majors) Biology (with lab, for science majors) 1 4 Anatomy & Physiology (1 course covering the whole body, or a 2 course 4-8 progression)* General Microbiology (with lab) 1 4 Calculus 1 3-4 Statistics 1 3 English Composition and Literature 2 6 General Education Courses** 4 12 *Anatomy and Physiology: If the course is offered in two parts or Human Anatomy and Human Physiology are taught separately, both parts must be completed to satisfy the prerequisite. Additionally, a larger credit hour course that covers all material in Anatomy and Physiology I and II can also be accepted. **General Education: Examples include sociology, psychology, foreign language, philosophy, history, ethics, anthropology, public speaking, economics, advanced biology or chemistry courses, business, music, theater, etc. Physical education and personal wellness courses are not accepted as general education electives.
P RE -P H YS I C I A N A S S I S T A N T S T U D I E S The Wingate University Physician Assistant Program is dedicated to exceptional physician assistant education and the support of service to communities. The Program is committed to preparing students from many backgrounds to practice medicine in a variety of specialties and settings under the supervision of a physician. Emphasis is placed upon understanding and appreciating cultural diversity as well as effectively meeting the level of healthcare comprehension among our patients. The Program aims to prepare its graduates to practice and promote primary healthcare of the highest quality as part of a multidisciplinary team.
Wingate University Academic Catalog 2026-2027
57 Courses BIO 311: Integrated Anatomy and Physiology I* BIO 312: Integrated Anatomy & Physiology II* BIO 320: Microbiology* BIO 424: Biochemistry* CHEM 201: Organic Chemistry I* BIO 201: Molecular Foundations of Genetics* or BIO 340: Advanced Molecular Biology* MATH 209: Inferential Statistics or MATH 330: Statistics I Courses PSYC 101: General Psychology (AP credit will be accepted HETH 105: Medical Terminology
Credits 4 4 4 3 4 4 3 Credits 3 2
*Students must achieve a cumulative GPA of 3.2 of higher on the above courses to be considered for admission to the PA Program. Results for the Graduate Record Exam (GRE) are to be submitted directly to the PA Program. For further requirements, please see the PA website at https://www.wingate.edu/academics/graduate/physicianassistant-studies.
P RE -P H YS I C A L T H E R A P Y If not included within their baccalaureate or master’s degree course of study, each applicant must complete 11 additional prerequisite courses at an accredited college or university in the United States (see Definition of Accredited Institutions under Admissions, Costs, and Financial Aid). There are no waivers or exceptions to these 11 prerequisites as listed. If the applicant has attended an institution awarding quarter or other means reporting coursework hours, the applicant must have completed what the DPT Admissions Committee deems to be an approximate equivalent to the semester hours shown for each course. Credits (minimum)
Courses Human Anatomy and Physiology I (or Human Anatomy) with Lab Human Anatomy and Physiology II (or Human Physiology) with Lab Physics I with Lab (may be calculus or non-calculus based) Physics II with Lab (may be calculus or non-calculus based) General Chemistry I with Lab General Chemistry II with Lab General Biology I with Lab Upper level (300 or above) Biology (Exercise Physiology may fulfill this requirement) Human Psychology (may be normal or abnormal) Math (College Algebra level or higher) Statistics
4 4 4 4 4 4 4 3 3 3 3
HONORS COLLEGE Dean:
Allison Kellar
Assistant Dean:
Kaitlyn Niedzielski
The Honors College curriculum for the University Honors minor is designed to inspire, engage, and challenge the most motivated and intellectually curious students who attend Wingate University. A student must apply and be admitted to the Honors College to declare the University Honors minor. To graduate with the University Honors minor, a student must complete 18-22 hours of honors coursework and co-curricular experiences in 4 categories (category options are outlined below). An honors student must also maintain an overall cumulative GPA of 3.2 or above to graduate with the University Honors minor. In addition to completing honors coursework, students in the University Honors minor will also present a thesis or capstone project (creative work, internship, or other approved capstone work) at Wingate’s Wellspring Symposium.
A D MI S S I O N Prospective students who have been admitted to Wingate University may be invited to apply to become a part of the Honors College. An invitation to apply does not guarantee that a student will be selected to be in the Honors College. Factors such as high school GPA, written responses, extracurricular activities, service, leadership, and courses taken in high school and/or dual enrollment are considered in the selection process. The Honors College curriculum begins in the first year in the fall semester. Limited space may be available for current first-year Wingate students and transfer students who did not initially matriculate into Wingate as an Honors College student. If space is available, current first-year students and transfer students will be invited to apply at the end of their first semester at Wingate. A current or transfer student’s GPA will be factored into the selection process in addition to other factors such as campus and community involvement, written responses, and the student’s major and coursework interests. If selected, the current first-year or transfer student would join the college either in their second semester or second year depending on the student’s academic plans and the space available. A transfer student who has not completed an associate’s degree (or 60 hours or more of coursework) or who was in an Honors Program or Honors College at another institution may petition the Dean for up to 6 credit hours for honors-designated classes taken at previous institutions. Students who are admitted to the Honors College before matriculating into Wingate who have an associate’s degree or 60 hours of non-honors credit or more will complete 11 honors credits in the four categories and must have an overall cumulative GPA of 3.2 or above. See below for more information.
M I N O R C U R RI C UL U M To graduate with the University Honors minor, a student will complete 18-22 hours from four required categories: Honors 101 (1 credit hour) HON 101: Leadership & Engagement in Honors Honors Elective Coursework (12-16 credit hours) At least two courses from honors classes: Honors sections of Global Perspectives designated classes. Honors courses and honors sections that count toward general education requirements. Honors special topics classes that count toward major or advanced elective credit hours. Honors Contract Work (up to two honors electives): Any 300 or 400 level course within a student’s major or minor. Approved work by a faculty member in a non-honors course. Honors Community, Cultural, or Leadership Experience (1-2 experiences or 1-4 credit hours) HON 220: Honors Seminar (1 credit hour) PSCI 300: Model United Nations (1 credit hour) W’International (2-4 credit hours) W’Engage (2 credit hours) Clinical or Applied Experience (2-4 credit hours) Other options as approved by the Dean Honors Capstone and Thesis (1-6 credit hours) Business Research (2-3 credit hours): BUS 490: Research Methods (required) BUS 491: Thesis (optional but encouraged) Clinical Research (3 credit hours): NURS 499: Senior Honors Project Honors Project (1 credit hour): HON 451: University Honors Research Project Internship (3-4 credit hours): INT 499: Internship Other internship courses as approved by the Dean Lab Research (6 credit hours): BIO 441-444: Directed Research CHEM 491, 492: Senior Research I & II
Wingate University Academic Catalog 2026-2027
58 Other options as approved: Competitive Summer Research Grant at Wingate or at another university. Community Engagement, Civic Engagement, or Collaborative Design project. Study Abroad for a semester or summer immersion program. Other competitive grants or opportunities may be approved. H O N O R S 101: L E A D E R S H I P & E N G A G E M E N T S E M I N A R Honors 101 is a one-hour seminar class that will provide opportunities for new honors students to engage with and learn from leaders on campus and in the community. In Honors 101, new honors students will also make connections with honors peer mentors/guides and each other. Topics covered in the class will include leadership, campus and community engagement, career advising, and other professional development opportunities. A new honors student is required to take Honors 101 in their first semester in the Honors College. HONORS ELECTIVE COURSEWORK Students must take four honors courses in general education, advanced electives, or honors contract work (contract work is in a student’s major or minor). HONORS CLASSES At least two honors electives must be honors classes; students may take up to four honors classes in this category. Honors classes are 100, 200, 300, or 400-level honors courses that count toward general education credits for your degree or special topic classes that count towards advanced elective or major hours. HONORS CONTRACT WORK Honors contract work can count for up to 2 classes for honors elective coursework. • • •
• •
Honors contract work is work within a student's major or minor in a 300-or 400-level class. Honors contract work is approved by a faculty member teaching a non-honors course. Examples of honors contract work are provided to students and faculty. It is at the faculty member’s discretion as to whether honors contract work can be completed in their class. A faculty member will work with the student to design a project that a student could complete in 10-15 hours of additional time for honors credit. Students are responsible for submitting the form for honors credit. Students who do not complete honors work in the class and/or students who receive less than a B (80-89) in the class will not receive honors credit but will receive a grade and credit for the course. See below for more information.
HONORS COMMUNITY, CULTURAL, OR LEADERSHIP EXPERIENCE Honors students at Wingate can participate in a variety of community building, co-curricular, travel, and leadership opportunities. Each honors student will have the opportunity to count at least one of the options listed above as part of their Honors experience. The approval process for other options will be discussed in orientation and honors advising. HONORS CAPSTONE AND THESIS OPTIONS Honors capstone and thesis options are tailored to a student's major and graduate school or career plans and interests. All honors capstone and thesis work must be presented at the Wellspring Symposium in the fall or spring semester. Students will also have opportunities to present their work at regional and national conferences.
E A RL Y C O L L E G E , D UA L E N RO L L ME N T , A N D T R A N S F E R S T U DE N T P O L I C I E S A transfer student who has not completed an associate’s degree (or 60 hours or more of coursework) or who was in an Honors Program or Honors College at another institution may petition the Dean for up to 6 credit hours for honors-designated classes taken at previous
institutions. Students who are admitted to the Honors College before matriculating into Wingate who have an associate’s degree or 60 hours of non-honors credit or more will complete 11 honors credits in the four categories and must have an overall cumulative GPA of 3.2 or above. Honors elective requirements are reduced by 6 hours. Before moving forward to the honors capstone and thesis, the student must successfully complete two honors electives with a grade of B or higher in each course completed.
H O N O RS A D V I S I N G During advising appointments, a student will discuss their interests and potential career paths with their honors advisor and faculty advisor in your major. Course options will be explained based on a student’s interests and coursework needs and opportunities. Suggested honors plans may be developed for specific majors. First-year students will be encouraged to choose one 3- or 4-hour honors course that is offered for general education each semester (subjects and topics vary each semester) in their first year at Wingate. Options will be discussed based on a student's coursework goals, credits brought in (AP, IB, Dual), and graduation plan.
H O N O RS C U RR I C U L U M P R O G R E S S , C U M UL A T I V E GPA A N D G R A DE S T A N DA R DS F O R H O N O RS C RE DI T In order to remain a member of the Honors College, an honors student needs to be engaged in completing the Honors College curriculum each year and maintain a cumulative GPA of 3.2 or above. Honors categories and coursework also have grade standards for honors credit, as explained below. HONORS CURRICULUM PROGRESS •
•
Honors students fulfill honors credit hours by taking honors courses and/or seminars, working on honors contracts, honors experiences, and the honors capstone. While the number of honors credits a student completes each semester varies, an honors student usually completes honors credits each semester.
GRADE REQUIREMENTS FOR HONORS CURRICULUM HONORS 101: •
Students must earn a B (defined as B+, B, or B-) or better in Honors 101 to remain in the Honors College. Honors 101 cannot be repeated. If a student does not earn a B- or above in Honors 101, they will be removed from the Honors College and will need to check with the Financial Aid Office regarding any consequences to scholarship awards.
HONORS ELECTIVES: •
•
• •
Only one honors-designated class in the honors elective category with a grade of C (defined as C+, C or C-) may be counted towards meeting University Honors requirements. A student who earns below a C- in an honors-designated course cannot count this course towards honors credit. An honors class may or may not be taken again for a grade replacement. A “P” does not count towards honors credit for honors electives. A student who earns two or more Cs or below in honorsdesignated classes will be removed from the Honors College and will need to check with the Financial Aid Office regarding any consequences to scholarship awards.
HONORS CONTRACT WORK, HONORS EXPERIENCE COURSEWORK, AND HONORS CAPSTONES: •
•
Students must earn a grade of B (defined as B+, B, or B-) or better in a course that has been approved for honors contract work, the honors experience category (W’Engage, W’International, etc), or the honors capstone category. An honors student must earn a “pass” in Honors 220 to receive honors credit. Honors 220 is the only pass/fail grade that counts towards honors credit.
Wingate University Academic Catalog 2026-2027
59 GPA POLICY FOR HONORS COLLEGE MEMBERSHIP: •
To remain in good standing and graduate with University Honors, an honors student must maintain a 3.2 cumulative GPA or above in honors and non-honors coursework.
HONORS COLLEGE PROBATION: •
•
GPA Requirement: An honors student will be on probation for one semester if the student’s cumulative GPA is below 3.2 after their first two semesters in honors or in any semester thereafter. Automatic Reinstatement: If a student on probation meets or exceeds the 3.2 cumulative GPA requirement within one semester, they are automatically reinstated.
REMOVAL FROM THE HONORS COLLEGE: •
•
•
Honors Curriculum Progress: If a student does not actively engage in planning and completing honors requirements for two consecutive semesters, they may be removed from the Honors College due to inactivity and will need to check with the Financial Aid Office regarding consequences to scholarship awards. GPA Requirement: A student who does not raise their cumulative GPA to a 3.2 or above after one semester on probation will be removed from Honors College membership and will need to check with the Financial Aid Office regarding any consequences to scholarship awards. Grade Standards for Honors Curriculum: A student who does not meet the grade standards for Honors 101, honors electives and experiences, or honors capstone work outlined above will be removed from the program.
of truth about our world and ourselves since the beginning of human civilization. In the Charles A. Cannon College of Arts and Sciences, Wingate University unites Biology, Chemistry and Physics, Communication and Art, English and Modern Languages, History and Political Science, Mathematics, Music, Psychology, Religion and Philosophy, and Sociology into an administrative unit to clarify and strengthen our awareness of educational mission and purpose. While we recognize and value the unique contribution of our individual fields, we have the same quest for truth that we believe will flourish in a collegial community. The arts and sciences provide rich resources to strengthen our solitary lives as individuals and to solidify our relationships with others in society. In a university environment, these disciplines provide many combinations for individual specialization in academic majors. Advanced study in many of these can become the foundation for professional careers and for lifelong learning. We urge students to discern the unity and the diversity of truth that this university organization represents. We invite all learners, those with high school diplomas and those with doctorates, to join in a quest for knowledge and meaning which will expand our understanding of truth and will open yet new vistas for future generations.
D I V I S I O N O F C O M M UN I C A T I O N , H U M A N I T I E S , A N D POLITICAL SCIENCE Associate Dean:
Joseph Ellis
Professors:
Joseph Ellis, Caroline Hoefferle, Magdalena Krajewska, Daina Nathaniel, Mark Roncace, Catherine Wright Abannik Hino, Chelsea Kaufman, David Mitchell, Robert Prevost, Benjamin Thorne, Jacob Wobig Kimberly Kristufek, Lizibeth Fischer, Kangming Ma, Sydney Marshall, Troy Polidori Richard Carney, Scott Smith
PETITION FOR REINSTATEMENT: •
•
•
•
Honors Curriculum Progress: If a student is removed from the program due to inactivity for two semesters, they may petition the Honors Committee for reinstatement. GPA Requirement: If a student’s cumulative GPA improves to a 3.2 or above after being removed from Honors College membership, the student may petition the Honors Committee for reinstatement. If a student has experienced extenuating circumstances that impacted their honors curriculum progress or grades, they may petition the Honors Committee for reinstatement. A petition for reinstatement does not guarantee readmittance.
H O N O RS C O L L E G E R E C O G N I T I O N Students who successfully complete the Honors College curriculum for the University Honors minor receive the designation “University Honors” on their transcripts and diplomas, are recognized at Commencement, and wear a medallion.
CHARLES A. CANNON COLLEGE OF ARTS AND SCIENCES Dean: Associate Dean: Assistant Deans:
Caroline Hoefferle Joseph Ellis Alison Brown, Matthew Davis, Jessie Wright Martin
The Charles A. Cannon College of Arts and Sciences represents the Wingate conviction that truth has a unitary character and that our knowledge and understanding of truth can be enhanced through the exploration of ideas in academic disciplines. These basic disciplines are so intertwined both in content and methodology that they frequently overlap in the experience of the learner. The interrelation of arts and sciences has deep roots in the Western intellectual tradition, from the classic formulation between the Greeks and Romans to the modern foundations of learning which emerged in the Enlightenment. One or more of these disciplines have been involved in most of the discoveries
Associate Professors: Assistant Professors: Instructors:
C O M M UN I C A T I O N MISSION Our primary goal is to enable students to become knowledgeable and effective communicators in a variety of contexts from interpersonal to mass mediated. Our aim is to develop educated and productive citizens who will lead lives of significance in the global community. Our courses challenge students to critically examine the processes, strategies and results of diverse forms of communication. We provide a blend of conceptual and theoretical knowledge about how communication occurs, or fails to occur, with practical application of communication principles in speaking and writing. In addition to regular courses, this is accomplished through selective internships in public relations, journalism and mass media which supplement classroom experiences. COMMUNICATION Bachelor of Arts/Bachelor of Science Program Coordinator: Daina Nathaniel Requirements Core Curriculum Communication Core Curriculum COMM 101: Public Speaking COMM 110: Introduction to Communication COMM 250: Visual Communication COMM 280: Mass Media Law COMM 305: Communication Theory COMM 340: Intercultural Communication COMM 447: Communication Research COMM 498: Senior Capstone
Wingate University Academic Catalog 2026-2027
Credits 39-41 24 3 3 3 3 3 3 3 3
60 Requirements Credits Area of Concentration (choose one) 15 Communication Studies 15 Choose five (5) communication courses at or above the 300-level that are not included in the Core. Journalism 15 COMM 220: Newswriting 3 COMM 405: News Editing 3 COMM 406: Digital Journalism 3 COMM 251: Video Production 3 Choose one (1) of the following: COMM 346: Social Media 3 COMM 440: Documentary 3 COMM 460: Special Topics in Communication 3 Health Communication 15 COMM 304: Health Communication 3 COMM 307: Digital Health 3 COMM 308: Cases in Health Communication 3 Choose two (2) of the following: COMM 225: Interpersonal Communication 3 COMM 330: Nonverbal Communication 3 COMM 346: Social Media 3 COMM 365: Crisis Communication 3 COMM 460: Special Topics in Communication 3 Sports Media 15 COMM 220: Newswriting 3 COMM 251: Video Production 3 COMM 346: Social Media 3 COMM 390: Sports Broadcasting 3 COMM 425: Sports Reporting 3 Public Relations 15 COMM 205: Principles of Public Relations 3 COMM 315: Cases in Public Relations 3 COMM 346: Social Media 3 COMM 375: Organizational Communication 3 Choose one (1) of the following: COMM 302: Group Communication 3 COMM 365: Crisis Communication 3 COMM 460: Special Topics in Communication 3 General Electives 40-42 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINORS COMMUNICATION Requirements Communication Courses Nine hours must be in courses at the 300-level or above.
Credits 18
JOURNALISM Requirements Communication Courses COMM 110: Introduction to Communication COMM 220: Newswriting COMM 405: News Editing COMM 406: Digital Journalism COMM 251: Video Production Choose one (1) of the following: COMM 346: Social Media COMM 440: Documentary COMM 460: Special Topics in Communication
Credits 18 3 3 3 3 3 3 3 3
HEALTH COMMUNICATION Requirements Communication Courses COMM 110: Introduction to Communication COMM 304: Health Communication COMM 307: Digital Health COMM 308: Cases in Health Communication
Credits 18 3 3 3 3
Requirements Choose two (2) of the following: COMM 225: Interpersonal Communication COMM 330: Nonverbal Communication COMM 346: Social Media COMM 364: Crisis Communication COMM 460: Special Topics in Communication
Credits 3 3 3 3 3
SPORTS MEDIA Requirements Communication Courses COMM 110: Introduction to Communication COMM 220: Newswriting COMM 251: Video Production COMM 346: Social Media COMM 390: Sports Broadcasting COMM 425: Sports Reporting
Credits 18 3 3 3 3 3 3
PUBLIC RELATIONS Requirements Communication Courses COMM 110: Introduction to Communication COMM 205: Principles of Public Relations COMM 315: Cases in Public Relations COMM 346: Social Media COMM 375: Organizational Communication Choose one (1) of the following: COMM 302: Group Communication COMM 365: Crisis Communication COMM 460: Special Topics in Communication
Credits 18 3 3 3 3 3 3 3 3
HISTORY HISTORY Bachelor of Arts/Bachelor of Science Program Coordinator: Ben Thorne Requirements Core Curriculum U.S History Required Courses HIST 110: United States History I or HIST 111: United States History II Choose two of the following: HIST 114: The South in Black and White HIST 309: African-American History HIST 311: History of North Carolina HIST 312: Women in American History HIST 342: Religion in American History HIST 391: Special Topics in United States History European History Required Courses Choose three of the following: HIST 213: Modern European History I HIST 214: Modern European History II HIST 365: The Holocaust HIST 392: Special Topics in European History World History Required Courses Choose three of the following: HIST 116: Colonial Latin America HIST 117: Modern Latin America HIST 124: Modern African History HIST 126: Middle East HIST 130: Ancient World History HIST 131: Modern World History HIST 210: Latinos in the United States HIST 215: Modern East Asia HIST 308: International Relations HIST 321: Culture & History of Japan HIST 338: The Vietnam War in Film HIST 390: Special Topics in Global History
Wingate University Academic Catalog 2026-2027
Credits 44-49 9 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
9
9
61 Requirements Credits Historical Methods and Practice 7 HIST 300: Research Methods 3 HIST 400: Internship in Historical Studies 3 or HIST 330: Public History HIST 499: Senior Thesis in History 1 Social Science Required Courses 6 Choose two of the following: ECON 309: Found of Capitalism in US Econ History 3 PHIL 301: Ancient & Medieval Philosophy 3 PHIL 302: Modern Contemporary Philosophy 3 PSCI 201: American Government 3 PSCI 321: Western Industrial Democracies 3 PSCI 322: Politics of the Global South 3 PSCI 323: The U.S. Presidency 3 PSCI 324: International Human Rights 3 PSCI 330: Terrorism and Counterterrorism 3 PSCI 331: US Foreign Policy 3 PSCI 390: Special Topics 3 SOC 335: Race in Society 3 SOC 360: Sociology of Religion 3 SOC 405: History of Social Thought 3 History Electives 6 Any six credits from HIST classes. General/Advanced Electives 25-30 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. HISTORY AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Arts/Bachelor of Science MINORS HISTORY Requirements Six History courses in addition to the Core Curriculum 200 level or above.
Credits 18
INTERNATIONAL STUDIES Requirements Group 1 – Core Courses PSCI 220: Comparative Politics HIST 320: Historical Roots of Contemporary Issues Group 2 – Historical Studies (Choose two): FREN 340: Intro to French & Francophone Civilization HIST 116: Colonial Latin America HIST 126: Middle East HIST 213: Modern European History I HIST 319: Latin America in the Cold War HIST 321: Culture and History of Japan HIST 390: Special Topics in Global History HIST 392: Special Topics in European History HIST 394: Special Topics: Asian & Pacific History MUS 156: Global Influences on Music in the U.S.A. PSCI 330: Terrorism and Counterterrorism REL 126: Sacred Systems SPAN 330: Culture & Civilization of Latin America Group 3 – Contemporary Studies (Choose two): BUS 405: Global Business COMM 340: Intercultural Communication ED 390: Teaching Citizenship/Global Issues (9-12) FINA 420: International Finance GEOG 201: Intro to Cultural/Human Geography HIST 117: Modern Latin America HIST 124: Modern African History HIST 214: Modern European History II HIST 215: Modern East Asia HIST 365: The Holocaust PSCI 308: International Relations
Credits 6 3 3 5-6 3 3 3 3 3 3 3 3 3 2 3 3 3 6 3 3 3 3 3 3 3 3 3 3 3
Requirements Credits PSCI 321: Western Industrial Democracies 3 PSCI 322: Politics of the Global South 3 PSCI 330: Terrorism and Counterterrorism 3 PSCI 331: US Foreign Policy 3 PSCI 390: Special Topics 3 SRMT 370: Globalization of Sport in the 21st Cent 3 Group 4 – International Study Abroad 2-4 W’International, INT 499: Internship (non-U.S. location**); Specially-designed course that includes international travel component Total Minimum Hours 19-22 *Must carry academic credit. **Planning an international internship takes at least 3 months. Students should meet with the Office of International Programs and the Office of Career Pathways well in advance of the semester in which they will intern. International students will have additional, required paperwork for an internship in their home country or abroad. RACE AND ETHNIC STUDIES Program Coordinator: David Mitchell Requirements Ethnic Studies Required Courses ETHN 200: Introduction to Race and Ethnic Studies ETHN 300: Race & Ethnicity Independent Study Choose a minimum of 14 credits from: COMM 340: Intercultural Communication ED 304: Exploring Diversity in Education ENG 306: Irish Literature ENG 307: Jewish-American Literature ENG 308: African-American Literature HIST 114: The South in Black and White HIST 116: Colonial Latin America HIST 117: Modern Latin America HIST 124: Modern African History HIST 126: Middle East HIST 215: Modern East Asia HIST 309: African-American History HIST 321: Culture and History of Japan HIST 365: The Holocaust HIST 391: Special Topics in US History MUS 413: Silenced Voices in North America PSCI 340: Global Issues: Race, Ethnicity, & Gender PSYC 321: Social Psychology PSYC 475: Selected Topics in Psychology REL 126: Sacred Systems SOC 330: Social Inequalities SOC 335: Race in Society SPAN 310: Introduction to Literature SPAN 330: Culture & Civilization of Latin America SPAN 340: Studies in Spanish Literature SPAN 402: Latin American Literature W’International, W’Engage, and other applicable special topics courses approved by the Coordinator Total Minimum Hours
Credits 4 3 1 14 3 1 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 18
SOCIAL SCIENCE Requirements Six courses that must include one introductory course and one advanced course in three of the following areas: History, Political Science, Psychology and Sociology
Wingate University Academic Catalog 2026-2027
Credits 18
62 LEGAL STUDIES
POLITICAL SCIENCE
The minor in Legal Studies requires at least 18 hours in the following distribution:
POLITICAL SCIENCE Bachelor of Arts/Bachelor of Science Program Coordinator: Jacob Wobig Requirements Credits Core Curriculum 45-48 Political Science Required Courses 21 PSCI 101: Introduction to Political Science 3 PSCI 201: American Government 3 PSCI 210: Political Ideologies 3 PSCI 220: Comparative Politics 3 PSCI 302: Research in Political Science 3 PSCI 308: International Relations 3 PSCI 340: Global Issues: Race, Ethnicity & Gender 3 Political Science Electives 18 American (must complete at least 3 hours from among the following): PSCI 320: Campaigns and Elections 3 PSCI 323: The U.S. Presidency 3 PSCI 341: Music and Politics 3 Comparative (must complete at least 3 hours from among the following): PSCI 310: Contemporary Policy Issues 3 PSCI 321: Western Industrial Democracies 3 PSCI 322: Politics of the Global South 3 International Relations (must complete at least 3 hours from among the following): PSCI 300: Model United Nations (may be repeated) 1 PSCI 324: International Human Rights 3 PSCI 330: Terrorism and Counterterrorism 3 PSCI 331: US Foreign Policy 3 Theory, Law, and Practice (must complete at least 3 hours from among the following): PSCI 303: Public Opinion 3 PSCI 325: Constitutional Law 3 INT 499: Internship (may only be taken once) 3 History Electives 9 Economic Elective 3 ECON 221: Principles of Microeconomics or ECON 222: Principles of Macroeconomics Philosophy Elective 3 PHIL 301: Ancient & Medieval Philosophy or PHIL 302: Modern Contemporary Philosophy Sociology Electives 6 SOC 101: Introduction to Sociology 3 Advanced Sociology Elective (300-level or above) 3 COMM 101: Public Speaking 3 Advanced Electives 9-12 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINORS POLITICAL SCIENCE
Requirements Group A (Skills) - At least three courses from the following (recommended to be completed by the end of the junior year): COMM 410: Persuasion ECON 221: Principles of Microeconomics ENG 360: Advanced Composition PHIL 205: Logic and Critical Thinking Group B (Legal Studies) - At least three courses from the following: BUS 305: Legal Environment of Business COMM 280: Mass Media Law CRJ 301: Criminal Law PHIL 380: Philosophy of Law PSCI 201: American Government PSCI 325: Constitutional Law SRMT 404: Legal Aspects of Sport & Recreation Total Minimum Hours
Credits 9 3 3 3 3 3 3 3 3 3 3 3
9
18
RELIGION AND PHILOSOPHY Program Coordinator: Mark Roncace RELIGION AND PHILOSOPHY Bachelor of Arts/Bachelor of Science Requirements Credits Core Curriculum 45-46 Religion/Philosophy Courses (100 level or above) 18 Religion/Philosophy Courses (300 level or above) 12 General/Advanced Electives 43-45 Exit Exam/Senior Portfolio 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINORS* PHILOSOPHY Requirements Four Philosophy courses Two courses chosen from: ENG 430: Literary Theory SOC 405: History of Social Thought Any Religion/Philosophy course Total Minimum Hours
Credits 12 6 3 3 3 18
RELIGION Requirements Credits Six Religion or Philosophy courses of 100 level or above. 18 *NOTE: Six hours of Religion or Philosophy courses in the core curriculum may be double counted in major or minor. CERTIFICATE
Requirements PSCI 220: Comparative Politics Five additional Political Science courses Total Minimum Hours
Credits 3 15 18
CHRISTIAN MINISTRY For information regarding the certificate in Christian Ministry, see NonDegree Programs in Part II of the catalog.
Wingate University Academic Catalog 2026-2027
63
D I V I S I O N O F F I N E A RT S , M O DE RN L A N G UA G E S , A N D ENGLISH Assistant Dean:
Jessie Wright Martin
Professors:
David Brooks, Allison Kellar, Melinda Lein, Jessie Wright Martin, Brooke Mitchell, Taura Napier, Marc Yang Lindsey Banister, Jennifer Hough, Luke Mills, Mark Schuhl, Annie Stankovic, Jordan Wilson, Nana Wolfe-Hill Daniel Johnson, Christopher Michaels, Benjamin Sammons, Kody Wallace Charlene Bregier, Monica Fusetti, Joseph Girgenti
Associate Professors:
Assistant Professors: Instructors:
Requirements Select 4 credit hours from the following classes: ART 110: Focus on Visual Art ART 115: Basic Photographic Techniques ART 202: Painting ART 203: Ceramics ART 225: Photography: Process and Practice ART 303: Ceramics: Wheel ART 309: Mixed Media ART 326: Digital Photography ART 341: Relief Printmaking Total Minimum Hours
Credits 4 2 2 4 4 4 2 2 4 2 21
ENGLISH ENGLISH Bachelor of Arts Program Coordinator: Lindsey Banister
A RT Program Coordinator: Charlene Bregier MINORS ART Requirements Art Required Courses ART 105: Drawing Fundamentals ART 108: Studio Art for Non-Majors: 2D ART 109: Studio Art for Non-Majors: Clay ART 110: Focus on Visual Arts ART 404: Creative Process-Research Methods Concentration (choose one)* Ceramics ART 203: Ceramics ART 303: Ceramics: Wheel Fiber Art ART 207: Surface Design: Dyes/Pigments ART 491: Special Topics in Studio Art Graphics ART 230: Graphics/Digital Design ART 331: Logos & Letterforms Painting ART 202: Painting ART 302: Advanced Painting Photography ART 115: Basic Photographic Techniques ART 225: Photography: Process and Practice ART 326: Digital Photography Printmaking ART 340: Intaglio Printmaking ART 341: Relief Printmaking Sculpture ART 309: Mixed Media ART 315: Advanced Sculpture
Credits 12 4 2 2 2 2 6 4 2 2 2 4 2
ENGLISH AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION)
4 2
Bachelor of Arts
2 4 4
MINORS CREATIVE WRITING
2 2 2 2
*ART 491: Special Topics in Studio Art may be substituted for a total of 4-hours course credit in the concentration area Total Minimum Hours
18
ART THERAPY Requirements Art Required Courses ART 105: Drawing Fundamentals ART 108: Studio Art for Non-Majors: 2D ART 109: Studio Art for Non-Majors: Clay ART 370: Art Internship ARTT 204: Art Therapy Methods PSYC 101: General Psychology PSYC 322: Introduction to Counseling
Requirements Credits Core Curriculum 44-46 Must include: ENG 205: Global Perspectives in Literature 3 English Required Courses 18 ENG 203: Early American Literature 3 or ENG 204: Modern American Literature ENG 210: Major Brit Authors I 3 or ENG 211: Major Brit Author II ENG 255: Prof. and Technical Writing 3 or ENG 355: Adv Studies in Prof & Technical Writing or ENG 360: Advanced Composition ENG 320: Linguistics 3 ENG 420: Shakespeare 3 or ENG 342: Shakespeare in Film and Fiction ENG 430: Literary Theory 3 Advanced English Literature Electives 15 Must be 300 level or above General/Advanced Electives 41 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
Credits 17 4 2 2 2 1 3 3
Requirements English Required Courses ENG 330: Poetry and Creative Writing ENG 335: Fiction-Writing ENG 340: Literature and Film ENG 360: Advanced Composition Choose two courses from: ENG 305: Autobiography as Literature ENG 310: Studies in Fiction ENG 350: Studies in Drama Total Minimum Hours
Credits 12 3 3 3 3 6 3 3 3 18
ENGLISH Requirements ENG 110: University Writing and Research English courses beyond the 100 level (an English minor may include ENG 205: Global Perspectives in Literature). Total Minimum Hours
Wingate University Academic Catalog 2026-2027
Credits 3 15 18
64 PROFESSIONAL AND TECHNICAL WRITING Requirements English/Art Required Courses ENG 255: Professional and Technical Writing ENG 256: Desktop Publishing or ART 332: Page Design ENG 355: Advanced Studies Prof/Tech Writing ENG 455: Internship in Prof/Tech Writing Choose two courses from: ART 230: Graphics/Digital Design COMM 205: Principles of Public Relations COMM 250: Visual Communication ENG 320: Linguistics ENG 360: Advanced Composition MARK 301: Principles of Marketing Total Minimum Hours
DEGREE PROGRAM GOALS Credits 11-12 3 3 2 3 3 6-7 4 3 3 3 3 3 18
FILM STUDIES Program Coordinator: Allison Kellar Requirements Credits Choose from: COMM 110: Introduction to Communication 3 COMM 250: Visual Communication 3 COMM 251: Video Production 3 ENG 340: Literature and Film 3 ENG 342: Shakespeare in Film & Fiction 3 Other Special Topics classes* related to film studies 3 such as COMM 460: Special Topics Communication Total Minimum Hours 18 *NOTE: Special topics course will be approved by the program coordinator.
M O DE RN L A N G UA G E S Program Coordinator: Alexandra Santiago MINORS Requirements French courses (300 level or above). Students must successfully complete French through the intermediate level or the equivalent before taking courses for this minor.
Credits 9
Requirements Spanish courses (300 level or above). Students must successfully complete Spanish through the intermediate level or the equivalent before taking courses for this minor.
Credits 9
M US I C The Department of Music is an accredited institutional member of the National Association of Schools of Music. GOALS AND OBJEC TIVES The Department of Music exists to provide music instruction of high quality to students enrolled in music degree programs and to general university students. The specific objectives of the department are to:
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REQUIREMENTS FOR MUSIC MAJORS ADMITTANCE PROCEDURE FOR MUSIC MAJORS • •
Admittance to the University Audition to gain approval to proceed with a degree program in the Department of Music. The audition process has three components: o Performance of two selections; o Interview with music faculty; and o Theory Assessment Exam—written and aural theory (the Theory Assessment Exam includes the fundamentals of notation [pitch and rhythm], tonality, scales, intervals, and triad structures.)
PERFORMANCE STUDY EXAMINATIONS Each music student enrolled in principal applied study will have a performance study examination at the end of each semester. Guidelines are available in the music student department handbook. RECITAL PERFORMANCE REQUIREMENTS All students in Principal Performance Study perform in student recitals each semester. Students in the Bachelor of Music Education program give a senior recital (Music 420B). Emphasis in Performance students give both junior and senior recitals (Music 320 and 420A). Emphasis in Church Music students and general Music majors complete a senior project (Music 420C and 420D). Students pursuing music degrees at Wingate University are expected to attend recitals and concerts presented on campus. For specific attendance requirements for each program of study, see the description of the course, Recital and Concert Lab, Music 125. . . 426. ELECTIVE MUSIC COURSES
SPANISH
•
The Bachelor of Arts in Music is designed for the study of music within a liberal arts curriculum. Students may pursue an emphasis in performance and/or church music. When course sequences are structured carefully, students in this degree program can fulfill requirements in music and may attain either a double major, a minor, or two minors in another discipline(s).
RECITAL ATTENDANCE REQUIREMENT
FRENCH
• •
The Bachelor of Music Education curriculum is designed to prepare the student for licensure to teach in the areas of choral, instrumental, and/or general music in the public schools, grades K-12.
Foster an engaging, nurturing, and active learning environment; Develop within our students a love of learning and a desire to positively engage with the community at large; Promote artistic creativity based on a solid academic foundation; and, Uphold the highest standards of musical and academic excellence.
For students studying other academic fields, electives in music are offered. Choral and Instrumental ensembles are open to all students – Audition required. Other elective courses in music for the general student population include individual performance study in voice and various instruments. MUSIC SCHOLARSHIP For music majors that have scholarships tied to being a music major, there are regular requirements that will be reviewed by the Music Department faculty each semester. In order to maintain eligibility for this scholarship, the following items need to be satisfactorily completed: • Maintain a Minimum GPA: Recipients must maintain a minimum GPA of 2.75 • Full-time Enrollment: Recipients must be registered as full-time students with a major in Music each semester • Degree Completion: Recipients must be making satisfactory progress toward their degree requirements, including Ensemble and Applied Lesson participation REVIEW AND PROBATION PROCESS: Compliance with the above requirements will be reviewed at the end of each semester. Recipients failing to meet any of these requirements will receive a warning and be placed on a probationary period for the subsequent semester. Failure to meet the scholarship requirements after the probationary period may result in the termination of the scholarship.
Wingate University Academic Catalog 2026-2027
65 MUSIC, GENERAL Bachelor of Arts Program Coordinator: Melinda Lein Requirements Credits Core Curriculum 44-46 Musicianship Required Courses 24 MUS 217: Theory I 3 MUS 218: Theory II 3 MUS 238: Ear Training I 1 MUS 239: Ear Training II 1 MUS 317: Theory III 3 MUS 318: Theory IV 3 MUS 338: Ear Training III 1 MUS 339: Ear Training IV 1 MUS 343: Choral Conducting/Arrange/Comp 2 or MUS 344: Inst Conducting/Arranging & Comp MUS 356: Music History & Literature I 2 MUS 357: Music History & Literature II 2 MUS 358: Music History & Literature III 2 MUS 125, 126, 225, 226, 325, 326, 425, 426: Recital and 0 Concert Lab Performance Studies – Ensemble 4 Four semesters, chosen based on principal instrument: MUS 103: University Singers 1 MUS 107: University Wind Ensemble 1 MUS 108: University Athletic Bands 1 MUS 119: Cantar 1 MUS 140: Viva Voce 1 Performance Studies – Principal Instrument 4 MUS 162: Primary Performance Study (taken twice) 2 Performance Studies – Secondary Performance 2 Study (all students except piano principals) MUS 136: Class Piano I 1 MUS 137: Class Piano II 1 Music Electives 14 Art Course 2 General/Advanced Electives 26-28 Senior Project 0 MUS 420C: Senior Project Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MUSIC, CONCENTRATION IN CHURCH MUSIC Bachelor of Arts Program Coordinator: Melinda Lein Requirements Core Curriculum Musicianship Required Courses MUS 217: Theory I MUS 218: Theory II MUS 238: Ear Training I MUS 239: Ear Training II MUS 317: Theory III MUS 318: Theory IV MUS 338: Ear Training III MUS 339: Ear Training IV MUS 343: Choral Conducting/Arrange/Comp or MUS 344: Inst Conducting/Arranging & Comp MUS 356: Music History & Literature I MUS 357: Music History & Literature II MUS 358: Music History & Literature III MUS 125, 126, 225, 226, 325, 326, 425, 426: Recital and Concert Lab Performance Studies – Ensemble Eight semesters, chosen based on principal instrument: MUS 103, 303: University Singers MUS 107, 307: University Wind Ensemble MUS 108, 308: University Athletic Bands MUS 119, 319: Cantar
Credits 44-46 24 3 3 1 1 3 3 1 1 2 2 2 2 0 8 1 1 1 1
Requirements Credits MUS 140, 340: Viva Voce 1 Secondary Performance Study (all students except 4 piano) MUS 136: Class Piano I* 1 MUS 137: Class Piano II* 1 Two credit hours chosen from: MUS 161: Secondary Instrument** (Guitar, Organ***, 1-2 Collaborative Piano***, Piano***, Percussion) MUS 361: Secondary Instrument**(Guitar, Organ***, 1-2 Collaborative Piano***, Piano***, Percussion) MUS 236: Class Piano III 1 MUS 237: Class Piano IV 1 Concentration in Church Music 19 Principal Instrument MUS 162: Primary Performance Study (taken twice) 2 (4) Music Courses MUS 353: Choral Conducting II 2 or MUS 354: Instrumental Conducting II MUS 371: Elementary Music Methods 2 or MUS 374: Middle School Choral Methods MUS 406: Congregational Song 2 MUS 410: Worship in the Modern Church 2 MUS 420C: Senior Project-Church Music (Recital) 0 INT 499: Internship 4 Diction, Accompanying, Chamber Ensemble, or Class Voice (Dependent on principal instrument) MUS 205, 206: Lyric Diction for Singers I and II 1 MUS 215, 216: Collaborative Piano I and II 1 MUS 113, 313: Chamber Ensemble 1 Art Course 2 General/Advanced Electives 19-22 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *Required. **With permission of the instructor. ***After completing four semesters of Class Piano (MUS 136, 137, 236, 237) and permission of the instructor. MUSIC, EMPHASIS IN PERFORMANCE Bachelor of Arts Program Coordinator: Melinda Lein Requirements Core Curriculum Must include: MUS 285: Introduction to Alexander Technique Musicianship Required Courses MUS 217: Theory I MUS 218: Theory II MUS 238: Ear Training I MUS 239: Ear Training II MUS 317: Theory III MUS 318: Theory IV MUS 338: Ear Training III MUS 339: Ear Training IV MUS 343: Choral Conducting/Arrange/Comp or MUS 344: Inst Conducting/Arranging & Comp MUS 356: Music History & Literature I MUS 357: Music History & Literature II MUS 358: Music History & Literature III MUS 125, 126, 225, 226, 325, 326, 425, 426: Recital and Concert Lab Performance Studies – Ensemble Four semesters, chosen based on principal instrument: MUS 103: University Singers MUS 107: University Wind Ensemble MUS 108: University Athletic Bands MUS 119: Cantar MUS 140: Viva Voce
Wingate University Academic Catalog 2026-2027
Credits 44-46 2 3 3 1 1 3 3 1 1 2
24
2 2 2 0 4 1 1 1 1 1
66 Requirements Credits Performance Studies – Principal Instrument 4 MUS 162: Primary Performance Study (taken twice) 2 Performance Studies – Secondary Performance 2 Study (all students except piano principals) MUS 136: Class Piano I 1 MUS 137: Class Piano II 1 Emphasis in Performance 14 Principal Performance Study MUS 262, 362, 462: Primary Performance Study (each 6 course taken twice) Diction, Accompanying, or Chamber Ensemble (Dependent on principal instrument) MUS 205, 206: Lyric Diction for Singers I and II 2 MUS 215, 216: Collaborative Piano I and II 2 MUS 113, 313: Chamber Ensemble 2 MUS 320: Junior Recital-Performance Emphasis 0 MUS 420A: Senior Recital-Music Performance 0 Art Course 2 General/Advanced Electives 26-28 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MUSIC EDUCATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Music Education MINOR MUSIC Requirements Music Required Courses MUS 217: Theory I MUS 238: Ear Training I Music History Course (choose one) MUS 356: Music History & Literature I MUS 357: Music History & Literature II MUS 358: Music History & Literature III MUS 413: Silenced Voices in North America MUS 490: Selected Topics in Music Ensemble - two semesters, chosen based on principal instrument: MUS 103: University Singers MUS 107: University Wind Ensemble MUS 108: University Athletic Bands MUS 109: Soulful Sounds Gospel Choir MUS 113: Chamber Ensemble MUS 119: Cantar MUS 140: Viva Voce Music Electives Total Minimum Hours
Credits 4 3 1 2-3 2 2 2 2 3 2 1 1 1 1 1 1 1
9-10 18
D I V I S I O N O F N A T U RA L S C I E N C E S Assistant Dean:
Alison Brown
Professors:
Alison Brown, Heather Clontz, Christopher Dahm, James Hall, Edward Mills, Erika Niland, Grant Thompson, Krista Wilson Acchia Albury, Debra Davis, Tracy Davis, Aliya Davenport, Jacob Plummer, Brett Schofield, Brandon Tutkowski, Shem Unger, Shakena West Sukhpreet Kaur, Kevin Pham, Lauren Pharr, Matt Prior Stacy Hutchison, Meeralakshmi Subramaniam
Associate Professors:
Assistant Professors: Senior Instructors:
Instructors:
Nicole Barrios, Gena Moore, Mark Rollins, Stephen Tansie Visiting Assistant Professor: Kaitlin Klotz Visiting Instructors: Daniel Free, Shannon Landrum Lab Staff: Emily Lamm, Todd Griffin
BIOLOGY B I O C H E M I S T R Y (S E E C H E M I S T R Y A N D P H Y S I C S ) Bachelor of Science BIOLOGY Bachelor of Science Program Coordinator: Acchia Albury The biology curriculum includes the science and mathematics courses typically required for medical, dental, veterinary medicine, and biology graduate programs. Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses. Requirements Core Curriculum Must include: MATH 120: Calculus & Analytic Geometry I Core Biology BIO 101: Introductory Cellular Biology BIO 103: Introductory Ecology & Evolutionary Bio BIO 200: Zoology or BIO 205: Plant Biology BIO 201: Molecular Foundations of Genetics BIO 235: Scientific Literacy and Communication BIO 405: Biology Seminar Advanced Biology Electives – Choose from: BIO 300: Ornithology BIO 302: Invertebrate Biology BIO 311: Integrated Anatomy & Physiology I BIO 312: Integrated Anatomy & Physiology II BIO 320: Microbiology BIO 330: Marine Biology & Oceanography BIO 340: Advanced Molecular Biology BIO 360: Parasitology BIO 365: Herpetology BIO 370: Field Botany w/LAB BIO 380: Advanced Cell Biology BIO 390: Applied Environmental Microbiology w/LAB BIO 401: Ecology BIO 402: Virology BIO 410: General Entomology BIO 412: Physiology of Reproduction BIO 413: Pathophysiology BIO 414: Animal Physiology BIO 415: Histology BIO 420: Immunology BIO 424: Biochemistry BIO 430: Wildlife Management BIO 441-444: Directed Research BIO 445: Teaching Assistantship in Bio BIO 450: Evolutionary Biology BIO 460: Neurobiology BIO 491-494: Special Topics in Biology Chemistry Required Courses CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II CHEM 201: Organic Chemistry I Assessment Courses BIO 197: Biology Assessment BIO 297: Assessment MATH 209: Inferential Statistics Math or Science (200 level or higher) General Electives
Wingate University Academic Catalog 2026-2027
Credits 36-42 4 4 4 4 4 2 3 3 3 4 4 4 3 4 3 3 4 4 4 4 3 4 4 3 4 4 3 3 3 1-4 1-2 3 4 1-4 4 4 4
21
21
12
0 3 4 23
67 Requirements Exit Exam
Credits 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. Biology majors must complete BIO 200: Zoology or BIO 205: Plant Biology before taking 300-400 level Biology courses. Students may earn a maximum of 5 hours of Independent Study (BIO 441-444) as part of their advanced Biology restrictive electives. B I O L O G Y (P H A R M A C Y 3+1 P R O G R A M ) Bachelor of Arts/Bachelor of Science The 3+1 program is designed for students who wish to get both a baccalaureate degree in Biology and a Doctor of Pharmacy. To do so will require taking a structured program entailing a specific sequence of courses each semester. The first three years will require taking courses within the undergraduate curriculum. The final year’s requirements will be fulfilled within the School of Pharmacy. For a specific outline of the program, please see an advisor in the Biology Department. BIOLOGY WITH CONCENTRATION IN MEDICAL L A B O R A T O R Y S C I E N C E (3+1 P R O G R A M ) Bachelor of Science Program Coordinator: Acchia Albury Requirements Credits Core Curriculum 34 Must include: MATH 120: Calculus & Analytical Geometry I 4 MATH 209: Inferential Statistics 3 Core Biology 21 BIO 101: Introductory Cellular Biology 4 BIO 103: Introductory Ecology & Evolutionary Biology 4 BIO 200: Zoology 4 or BIO 205: Plant Biology BIO 201: Molecular Foundations of Genetics 4 BIO 235: Scientific Literacy and Communication 2 BIO 405: Biology Seminar 3 Mathematics and Science Courses 18 BIO 424: Biochemistry 3 CHEM 101: Principles of Chemistry I 4 CHEM 102: Principles of Chemistry II 4 CHEM 201: Organic Chemistry I 4 MATH 209: Inferential Statistics 3 Biology Advanced Electives 7 BIO 320: Microbiology 4 BIO 420: Immunology 3 Assessment Courses 0 BIO 197: Biology Assessment BIO 297: Assessment Carolina’s College of Health Sciences Courses 40 MLS 410: Hematology/Coagulation/Clinical 7 Microscopy MLS 420: Immunohematology 8 MLS 430: Clinical Microbiology 9 MLS 440: Clinical Chemistry 8 MLS 450: Clinical Immunology 4 MLS 470: Practicum 4 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. BIOLOGY WITH CONCENTRATION IN AGRICULTURAL FOOD SYSTEMS Bachelor of Science Program Director: Gena Moore Requirements Core Curriculum Must include: BIO 101: Introductory Cellular Biology
Credits 39-40 4
Requirements Credits MATH 117: Calculus for Business Majors 3 or MATH 120: Calculus & Analytic Geometry I 4 Core Agricultural Food System 31 AGR 116: Introduction to Agroecology 4 AGR 203: Animal Science 4 AGR 235: Scientific Literacy & Communication 2 AGR 335: Contemporary Issues in Agriculture 3 AGR 435: Community Food Systems 3 AGR 499: Food Systems Internship 4 BIO 205: Plant Biology 4 CHEM 101: Principles of Chemistry I 4 MATH 116: Quantitative Reasoning 3 Business Required Courses 21 ACCT 253: Principles of Financial Accounting 3 BUS 305: Legal Environment of Business 3 ECON 221: Principles of Microeconomics 3 ENTR 410: New Venture Entrepreneurship 3 FINA 318: Financial Management 3 MGMT 302: Principles of Management 3 MARK 301: Principles of Marketing 3 Assessment Courses 0 BIO 197: Biology Assessment BIO 297: Assessment MATH 209: Inferential Statistics 3 COMM 101: Public Speaking 3 General Electives 22-23 Recommended: BIO 302: Invertebrate Biology 3 BIO 320: Microbiology 4 BIO 370: Field Botany w/LAB 4 BIO 390: Applied Environmental Microbiology w/LAB 4 BIO 410: General Entomology 4 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. BIOLOGY AND EDUC ATION (SEE THAYER SCHOOL OF EDUCATION) Bachelor of Science ENVIRONMENTAL BIOLOGY Bachelor of Science Program Coordinator: Debra Davis The Environmental Biology curriculum is designed to provide opportunities for careers in federal and state government agencies, nonprofit groups, corporations, consulting firms, environmental education, and for entry into various graduate programs. Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses. Requirements Core Curriculum Must include: MATH 209: Inferential Statistics PSYC 101: General Psychology Introductory Biology BIO 101: Introductory Cellular Biology BIO 115: Environmental Biology or ENV 115: Environmental Biology & Lab Organismal Biology BIO 200: Zoology BIO 201: Molecular Foundations of Genetics BIO 205: Plant Biology BIO 235: Scientific Literacy and Communication BIO 320: Microbiology BIO 401: Ecology Chemistry Required Courses CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II
Wingate University Academic Catalog 2026-2027
Credits 35 3 3 4 3 4 4 4 2 4 4 4 4
7
22
8
68 Requirements Credits Advanced Biology/Environmental Biology 17 Electives BIO 300: Ornithology 3 BIO 330: Marine Biology & Oceanography 3 BIO 340: Advanced Molecular Biology 4 BIO 355: Animal Behavior 3 BIO 360: Parasitology 3 BIO 365: Herpetology 3 BIO 370: Field Botany w/LAB 4 BIO 390: Applied Environmental Microbiology w/Lab 4 BIO 410: General Entomology 4 BIO 430: Wildlife Management 3 BIO 441-444: Directed Research 1-4 BIO 445: Teaching Assistantship in Biology 1-2 BIO 450: Evolutionary Biology 3 BIO 491-494: Special Topics in Biology 1-4 ENV 495: Environmental Biology Internship 4 Assessment Courses 0 BIO 197/ENV 197: Biology Assessment BIO 297/ENV 297: Assessment BIO 405: Biology Seminar 3 COMM 101: Public Speaking 3 Advanced Electives 8 General Electives 16 Recommended: ECON 221: Principles of Microeconomics 3 ECON 222: Principles of Macroeconomics 3 Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. Environmental Biology majors must complete BIO 200 and 205 before taking 300-400 level BIO courses. Students will choose electives that add skills to help them meet their career goals: communications, sociology, business, chemistry, mathematics, psychology, etc. E N V I R O N M E N T A L B I O L O G Y (P U B L I C H E A L T H T R A C K ) Bachelor of Science Program Coordinator: Debra Davis Requirements Core Curriculum Must include: PSYC 101: General Psychology Environmental Biology BIO 101: Introductory Cellular Biology BIO 200: Zoology BIO 205: Plant Biology BIO 320: Microbiology BIO 401: Ecology ENV 115: Environmental Biology ENV 495: Environmental Biology Internship Chemistry & Mathematics Courses CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II MATH 209: Inferential Statistics Public Health Courses PH 101: Introduction to Public & Community Health PH 200: Biological Foundations of Public Health PH 300: Fund of Environmental & Societal Health PH 303: Fund of Healthcare Management & Policy Advanced Biology/Environmental Biology Electives BIO 300: Ornithology BIO 330: Marine Biology & Oceanography BIO 340: Advanced Molecular Biology BIO 355: Animal Behavior BIO 360: Parasitology BIO 365: Herpetology BIO 370: Field Botany w/LAB BIO 390: Applied Environmental Microbiology w/Lab
Credits 35 3 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 4 3 3 3 4 4
27
11
18
Requirements Credits BIO 410: General Entomology 4 BIO 430: Wildlife Management 3 BIO 441-444: Directed Research 1-4 BIO 445. Teaching Assistantship in Biology 1-2 BIO 450: Evolutionary Biology 3 BIO 491-494: Special Topics in Biology 1-4 ENV 495: Environmental Biology Internship 4 Assessment Courses 0 BIO 197/ENV 197: Biology Assessment BIO 297/ENV 297: Assessment BIO 405: Biology Seminar 3 COMM 101: Public Speaking 3 General Electives 6 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINORS BIOLOGY Requirements Credits BIO 101: Introductory Cellular Biology 4 100 Level Biology Courses 7-8 200-400 Level Biology Courses 10-11 Total Minimum Hours 18 The following cannot be counted towards the minor: BIO 211: Principles of Anatomy & Physiology I BIO 212: Principles of Anatomy & Physiology II BIO 230: Principles of Microbiology NOTE: Students are responsible for meeting the prerequisites for all courses chosen for the minor. ENVIRONMENTAL BIOLOGY Requirements Credits Biology Required Courses 16 BIO 101: Introductory Cell Biology 4 BIO 115: Environmental Biology 3 BIO 200: Zoology 4 or BIO 205: Plant Biology BIO 401: Ecology 4 Choose one course from the following: 3 BIO 300: Ornithology 3 BIO 302: Invertebrate Biology 3 BIO 320: Microbiology 4 BIO 330: Marine Biology & Oceanography 3 BIO 360: Parasitology 3 BIO 365: Herpetology 3 BIO 370: Field Botany w/LAB 4 BIO 390: Applied Environmental Microbiology w/LAB 4 BIO 410: General Entomology 4 BIO 430: Wildlife Management 3 Total Minimum Hours 19 NOTE: Students are responsible for meeting the prerequisites for all courses chosen for the minor. No more than two (2) courses counted for a major may also be counted for a minor. FOUNDATIONS OF MEDICAL SCIENCE ALLIED HEALTH AND THERAPY
17
Requirements Choose two courses from the following: CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II PHYS 101: General Physics I PHYS 102: General Physics II Choose two courses from the following: BIO 101: Introductory Cellular Biology BIO 211: Principles of Anatomy & Physiology I BIO 212: Principles of Anatomy & Physiology II BIO 230: Principles of Microbiology
Wingate University Academic Catalog 2026-2027
Credits 8 4 4 4 4 8 4 4 4 4
69 Requirements Credits Choose two courses from the following: 6 PSYC 101: General Psychology 3 PSYC 250: Developmental Psychology 3 PSYC 315: Psychopathologies 3 SOC 101: Introduction to Sociology 3 or SOC 102: Social Problems Total Minimum Hours 22 NOTE: Psychology and Human Services majors can double-count up to two (2) classes between the major and minor. Exercise Science majors can double-count BIO 101 and PSYC 101 between the major and the minor. HUMAN AND VETERINARY Requirements Credits Choose three courses from the following: 12 CHEM 101: Principles of Chemistry I 4 CHEM 102: Principles of Chemistry II 4 CHEM 201: Organic Chemistry I 4 CHEM 202: Organic Chemistry II 4 PHYS 101: General Physics I 4 PHYS 102: General Physics II 4 Choose three courses from the following: 12 BIO 101: Introductory Cellular Biology 4 BIO 211: Principles of Anatomy & Physiology I 4 BIO 311: Integrated Anatomy & Physiology I 4 BIO 312: Integrated Anatomy & Physiology II 4 BIO 320: Microbiology 4 BIO 424: Biochemistry 3 or CHEM 426: Biological Chemistry 4 Total Minimum Hours 24 NOTE: Biology and Chemistry majors can double-count up to two (2) classes between the major and minor.
C H E MI S T R Y A N D P H YS I C S The courses that are offered by the Department are designed to meet the requirements of the programs offered as well as provide students with introductory courses to meet the University’s Core science requirement. The courses also support a variety of pre-professional studies such as pre-medicine, pre-pharmacy, and pre-engineering. BIOCHEMISTRY Bachelor of Science Program Coordinator: Jake Plummer The Biochemistry major was created in 2023 to provide a strong, interdisciplinary foundation in chemistry and biology for students who plan to pursue careers in medicine and other health professions, including medical, dental, optometry, and veterinary medicine programs. The major provides in-depth preparation in biochemistry, organic and analytical chemistry, molecular and cellular biology, physics, and mathematics, reflecting the growing emphasis on biochemistry in the medical school curriculum and on standardized admissions exams such as the MCAT. The major also offers flexibility for students who may choose to pursue another pathway, such as an industrial career or biochemistry graduate education. The Biochemistry major is an interdisciplinary program jointly housed in the Department of Biology and the Department of Chemistry and Physics. Requirements Core Curriculum Biology BIO 101: Introductory Cellular Biology BIO 103: Introductory Ecology & Evolutionary Biology BIO 201: Molecular Foundations of Genetics BIO 424: Biochemistry Chemistry CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II CHEM 201: Organic Chemistry I CHEM 202: Organic Chemistry II CHEM 331: Analytical Chemistry
Credits 32 15 4 4 4 3 24 4 4 4 4 4
Requirements Credits CHEM 426: Biological Chemistry 4 Physics 8 PHYS 101: Physics I 4 PHYS 102: Physic II 4 Mathematics 7 MATH 120: Calculus I 4 MATH 209: Inferential Statistics 3 Sciences Electives (choose three) 10-12 BIO 340: Advanced Molecular Biology 4 BIO 380: Cellular Biology 4 BIO 420: Immunology 3 CHEM 332: Analytical Chemistry I 4 General Electives 22-24 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. It is strongly recommended that students choose electives that are additional biology or chemistry courses that would prepare them for their graduate-level exam (the MCAT or DAT). CHEMISTRY Bachelor of Science Program Coordinator: Jake Plummer The Chemistry major was begun in 1984 for students who wish to pursue graduate work in chemistry, to continue in a professional program, or to obtain employment in industry. The Chemistry major is designed along a traditional approach to chemical education and is modeled from the guidelines of the Committee on Professional Training (CPT) of the American Chemical Society (ACS). Requirements Core Curriculum Must include: MATH 120: Calculus & Analytic Geometry I MATH 220: Calculus & Analytic Geometry II Physics Requirement Option 1: PHYS 101: General Physics I PHYS 102: General Physics II PHYS 206: Calculus Extension for General Physics Option 2: PHYS 101: General Physics I PHYS 205: Calculus Applications in Physics Option 3: PHYS 201: Principles of Physics I PHYS 202: Principles of Physics II Chemistry Required Courses CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II CHEM 201: Organic Chemistry I CHEM 202: Organic Chemistry II CHEM 291: Introduction to Chemical Research I CHEM 292: Introduction to Chemical Research II CHEM 311: Physical Chemistry I CHEM 312: Physical Chemistry II CHEM 331: Analytical Chem I CHEM 332: Analytical Chem II CHEM 391: Junior Research or CHEM 392: Junior Research II CHEM 413: Inorganic Chemistry CHEM 450: Hazardous Materials & Chem Safety Chemistry Electives Choose one from: CHEM 424: Principles of Biochemistry CHEM 426: Biological Chemistry CHEM 430: Modern Synthesis and Analysis CHEM 460: Intro to Commercial Chemistry w/LAB CHEM 470: Current Topics in Chemistry CHEM 471: Current Topics & Experimental Chem COMM 101: Public Speaking
Wingate University Academic Catalog 2026-2027
Credits 49-55 4 4 4 4 1 4 5 4 4 43-44 4 4 4 4 1 1 4 4 4 4 2 4 3-4 3-4 3 4 4 4 3 3
3
70 Requirements Credits General/Advanced Electives 21-22 Recommended: MATH 305: Calculus & Analytic Geometry III 4 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. C H E M I S T R Y -B U S I N E S S Bachelor of Science Program Coordinator: Jake Plummer The Chemistry-Business major was begun in 1993 to provide additional preparation in business for students who plan to go directly upon graduation into an industrial chemistry position, into a chemistry laboratory, or into a sales position. The major provides a strong background in business that will assist the upward mobility of the student in a corporate environment. The student can choose either a management/marketing track which will prepare them for the MBA or an accounting track which will prepare them for the MAC. The Chemistry-Business major is an interdisciplinary program that is offered through the Department of Chemistry and Physics and is not accredited by the Association of Collegiate Business Schools and Programs. Requirements Credits Core Curriculum 48 Must include: MATH 120: Calculus & Analytic Geometry I 4 MATH 220: Calculus & Analytic Geometry II 4 PHYS 101: General Physics I 4 or PHYS 201: Principles of Physics I PHYS 102: General Physics II 4 or PHYS 202: Principles of Physics II 4 or PHYS 205: Calculus Applications in Physics 5 Chemistry Required Courses 31-32 CHEM 101: Principles of Chemistry I 4 CHEM 102: Principles of Chemistry II 4 CHEM 201: Organic Chemistry I 4 CHEM 202: Organic Chemistry II 4 CHEM 331: Analytical Chem I 4 CHEM 332: Analytical Chem II 4 CHEM 450: Hazardous Materials & Chem Safety 3-4 CHEM 460: Intro to Commercial Chemistry w/LAB 4 Business Core 18 ACCT 253: Principles of Financial Accounting 3 ACCT 254: Principles of Managerial Accounting 3 BUS 305: Legal Environment of Business 3 ECON 221: Principles of Microeconomics 3 ECON 222: Principles of Macroeconomics 3 FINA 318: Financial Management 3 Business Track (Choose one) 12 Management/Marketing Track MGMT 302: Principles of Management 3 MGMT 315: Small Bus Mgmt/Entrepreneurship 3 or MGMT 416: Org. Theory and Behavior MARK 301: Principles of Marketing 3 MARK 323: Integrated Marketing Communications 3 Accounting Track ACCT 313: Intermediate Accounting I 3 ACCT 314: Intermediate Accounting II 3 ACCT 427: Federal Income Tax I 3 ACCT 431: Auditing 3 COMM 101: Public Speaking 3 General/Advanced Electives 7-8 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
FORENSIC SCIENCE Bachelor of Science Program Coordinator: Jake Plummer The Forensic Science major was created in 2025 to provide scienceheavy preparation for students who plan to pursue careers as forensic scientists / criminalists in local, state, and federal crime laboratories and law enforcement agencies. The major provides a rigorous foundation in chemistry, biology, physics, and mathematics, combined with coursework in criminal justice, to prepare students for the interdisciplinary demands of forensic practice. The curriculum is designed to preparing students for further study in forensic science, as well as prepare them for direct entry into the workforce. Requirements Credits Core Curriculum 40-41 Must include: MATH 120: Calculus & Analytic Geometry I 4 MATH 209: Statistics 3 Chemistry Required Courses 34-35 CHEM 101: Principles of Chemistry I 4 CHEM 102: Principles of Chemistry II 4 CHEM 130: Forensic Science 4 CHEM 201: Organic Chemistry I 4 CHEM 202: Organic Chemistry II 4 CHEM 331: Analytical Chem I 4 CHEM 332: Analytical Chem II 4 CHEM 450: Hazardous Materials & Chem Safety 3-4 INT 499: Internship 3 Biology Required Courses 12 BIO 101: Introductory Cellular Biology 4 BIO 103: Introductory Ecology & Evolutionary Biology 4 BIO 201: Molecular Foundations of Genetics 4 Physics Required Courses 8 PHYS 101: General Physics I 4 PHYS 102: General Physics II 4 Criminal Justice Required Courses 9 CRJ 201: Introduction to Criminal Justice 3 CRJ 307: Criminology 3 PSYC 315: Psychopathologies 3 or SOC 352: Sociology of Death & Dying Advanced Science Electives 3-4 Choose one from: BIO 424: Biochemistry 3 BIO 340: Advanced Molecular Genetics 4 BIO 280: Advanced Cell Biology 4 CHEM 426: Biological Chemistry 4 CHEM 470: Current Topics in Chemistry 3 General/Advanced Electives 11-13 Recommended: Criminal Justice, Chemistry, or Biology courses that will prepare students for graduate school or employment. Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINORS CHEMISTRY The Chemistry Minor is designed for students in other majors (such as Biology) who may wish to begin their career upon graduation in an industrial chemistry laboratory as a chemical technician or analyst. Requirements CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II CHEM 201: Organic Chemistry I CHEM 202: Organic Chemistry II CHEM 331: Analytical Chem I Total Minimum Hours
Wingate University Academic Catalog 2026-2027
Credits 4 4 4 4 4 20
71 PHYSICS
M A T H E M A T I C S /B U S I N E S S
Requirements Option 1: PHYS 101: General Physics I and PHYS 102: General Physics II and PHYS 206: Calculus Extension for Gen Physics Option 2: PHYS 101: General Physics I and PHYS 205: Calculus Applications in Physics Option 3: PHYS 201: Principles of Physics I and PHYS 202: Principles of Physics II Additional Physics Courses: PHYS 120: Introduction to Astronomy PHYS 311: Modern Physics PHYS 320: Astrophysics Total Minimum Hours
Credits 8-9 4 4 1 4 5 4 4 4 3 3
10
18-19
DIVISION OF SOCIAL AND MATHEMATICAL SCIENCES Assistant Dean:
Matthew Davis
Professor:
Laora Brizendine, Terese Lund, Mitchell Mackinem, Patrick Young Associate Professors: Gregory Bell, Aaron Culley, Matthew Davis, Kayla Javier-Joyner, Candace Lapan, Kaitlyn Niedzielski, Jay Wilder Assistant Professors: Christopher Breeden, Megan Deibel, Keely Fox, Sandra Mills, Dawn Ray, Kelly Scherger, Tacey Shurtliff Senior Instructor: Vanessa Baucom Instructors: David Cox, Jeff Knull, Sherika Staton Visiting Associate Professor: Ann Phillips Visiting Assistant Professor: Catherine Stepniak
MATHEMATICS MATHEMATICS
Bachelor of Science Program Coordinator: Kayla Javier-Joyner Requirements Credits Core Curriculum 40-46 Must include: ECON 221: Principles of Microeconomics 3 MATH 120: Calculus & Analytic Geometry I 4 MATH 220: Calculus & Analytic Geometry II (BS degree) 4 Accounting Required Courses 6 ACCT 253: Principles of Financial Accounting 3 ACCT 254: Principles of Managerial Accounting 3 Accounting Required Elective (300 level or above) 3 Business Required Courses 21 BUS 305: Legal Environment of Business 3 BUS 323: Data Analytics 3 BUS 405: Global Business 3 BUS 417: Business Strategy 3 FINA 318: Financial Management 3 MARK 301: Principles of Marketing 3 MGMT 302: Principles of Management 3 Economics Required Courses 9 ECON 222: Principles of Macroeconomics 3 ECON 321: Intermediate Microeconomics 3 ECON 322: Intermediate Macroeconomics 3 Mathematics Required Courses 16 MATH 220: Calculus & Analytic Geometry II 4 MATH 242: Discrete Mathematics 3 MATH 308: Linear Algebra 3 MATH 330: Statistics I 3 MATH 331: Statistics II 3 Mathematics Elective (300 level or above) 3 Computer Science Elective 3 CS 120: Introduction to Java (or higher level) COMM 101: Public Speaking 3 General/Advanced Electives 13-16 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MATHEMATICS AND EDUCATION (SEE THAYER SCHOOL OF EDUCATION)
Bachelor of Science Program Coordinator: Kayla Javier-Joyner Requirements Credits Core Curriculum 40-46 Must include: MATH 120: Calculus & Analytic Geometry I 4 MATH 220: Calculus & Analytic Geometry II (BS degree) 4 Mathematics Required Courses 29 MATH 220: Calculus & Analytic Geometry II 4 MATH 242: Discrete Mathematics 3 MATH 305: Calculus & Analytic Geometry III 4 MATH 308: Linear Algebra 3 MATH 310: Differential Equations 3 MATH 330: Statistics I 3 MATH 331: Statistics II 3 MATH 400: Abstract Algebra I 3 MATH 410: Introduction to Analysis 3 Advanced Mathematics Elective (300 level or above) 6 Computer Science Elective 3 CS 120: Introduction to Java (or higher level) COMM 101: Public Speaking 3 General/Advanced Electives 33-39 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
Bachelor of Science MINOR MATHEMATICS Requirements Six mathematics courses numbered 120 or above, exclusive of methods courses.
Credits 18
P S YC H O L O G Y PSYCHOLOGY Bachelor of Arts/Bachelor of Science Program Coordinator: Megan Deibel Requirements Core Curriculum Must include: BIO 120: Human Biology MATH 209: Inferential Statistics SOC 101: Introduction to Sociology Psychology Required Courses PSYC 101: General Psychology PSYC 210: Psychological Statistics PSYC 307: Research Methods
Wingate University Academic Catalog 2026-2027
Credits 45 4 3 3 3 3 4
10
72 Requirements Credits Psychology Electives 30 Developmental (choose two courses) PSYC 308: Child Psychology 3 PSYC 309: Adolescent Psychology 3 PSYC 311: Adulthood and Aging 3 PSYC 340: Psychology of Women 3 PSYC 430: Social Development 3 Counseling Clinical (choose two courses) PSYC 315: Psychopathologies 3 PSYC 322: Introduction to Counseling 3 PSYC 407: Psychotherapy: Theory & Method 3 PSYC 408: Psychological Testing 3 Social/Applied (choose two courses) PSYC 321: Social Psychology 3 PSYC 335: Health Psychology 3 PSYC 404: Performance Psychology 3 PSYC 426: Psychology of Intimate Relationships 3 PSYC 430: Social Development 3 PSYC 432: Personality (formerly PSYC 332) 3 Cognitive (choose two courses) PSYC 303: Learning and Memory 3 PSYC 305: Sensation and Perception 3 PSYC 330: Physiological Psychology 3 PSYC 435: Cognitive Psychology 3 Electives (two courses) Any 200, 300, or 400 level Psychology courses (must be 3 credits to qualify); OR PSYC 490: Research Experience (must have a total of 3 hours to qualify); OR PSYC 499: Internship in Psychology (must have a total of 3 hours to qualify) General/Advanced Electives 35 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINOR PSYCHOLOGY Requirements PSYC 101: General Psychology Developmental Psychology (choose one course) PSYC 308: Child Psychology PSYC 309: Adolescent Psychology PSYC 311: Adulthood and Aging PSYC 340: Psychology of Women PSYC 430: Social Development Counseling/Clinical Psychology (choose one course) PSYC 315: Psychopathologies PSYC 322: Introduction to Counseling PSYC 407: Psychotherapy: Theory & Method PSYC 408: Psychological Testing Social/Applied Psychology (choose one course) PSYC 321: Social Psychology PSYC 335: Health Psychology PSYC 404: Performance Psychology PSYC 426: Psychology of Intimate Relationships PSYC 430: Social Development PSYC 432: Personality (formerly PSYC 332) Cognitive Psychology (choose one course) PSYC 303: Learning and Memory PSYC 305: Sensation and Perception PSYC 330: Physiological Psychology PSYC 435: Cognitive Psychology Psychology elective 200 level or above. Total Minimum Hours
Credits 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 18
SOCIOLOGY CRIMINAL JUSTICE Bachelor of Arts/Bachelor of Science Program Coordinator: Tacey Shurtliff Requirements Credits Core Curriculum 48-50 Must include: MATH 209: Inferential Statistics 3 PSYC 101: General Psychology 3 SOC 101: Introduction to Sociology 3 or SOC 102/CRJ 102: Social Problems Criminal Justice Required Courses 22 CRJ 201: Introduction to Criminal Justice 3 CRJ 205: Juvenile Justice 3 CRJ 301: Criminal Law 3 CRJ 305: Corrections 3 or CRJ 310: Community Corrections CRJ 307: Criminology 3 CRJ 495: Internship in Criminal Justice 4 SOC 206: Introduction to Critical Thinking and 3 Research Design Restricted Electives 9 CRJ 206: Terrorism 3 CRJ 207: Drugs and Crime 3 CRJ 208: Race, Gender, and Crime 3 CRJ 308: Victimology 3 CRJ 310: Community Corrections 3 CRJ 404: Global Crime 3 CRJ 475: Special Topics in Criminal Justice 1-3 HS 221: Introduction to Human Services 3 PSYC 322: Introduction to Counseling 3 SOC 301: Deviant Behavior 3 SOC 330: Social Inequalities 3 SOC 335: Race in Society 3 General/Advanced Electives 39-41 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. HUMAN SERVICES Bachelor of Arts/Bachelor of Science Program Coordinator: Keely Fox Requirements Core Curriculum Must include: MATH 209: Inferential Statistics Core Required Courses HS 221: Introduction to Human Services HS 323: Prof. Counseling and Case Management Skills HS 330: Social Inequalities HS 407: Community Mental Health and Group Work HS 411: Practicum PSYC 101: General Psychology PSYC 250: Developmental Psychology SOC 101: Introduction to Sociology or SOC 102/HS 102: Social Problems SOC 206: Intro Critical Thinking/Research Design Human Services/Psychology Electives HS 475: Human Services Special Topics PSYC 308: Child Psychology PSYC 309: Adolescent Psychology PSYC 311: Adulthood and Aging PSYC 315: Psychopathologies PSYC 322: Introduction to Counseling PSYC 330: Physiological Psychology PSYC 335: Health Psychology PSYC 340: Psychology of Women PSYC 404: Performance Psychology
Wingate University Academic Catalog 2026-2027
Credits 42 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3
28
6
73 Requirements Credits PSYC 407: Psychotherapy: Theory & Method 3 PSYC 425: Gender Identity Development 3 PSYC 475: Selected Topics in Psychology 3 Human Services/Sociology Electives 9 HS 407: Community Mental Health and Group Work 3 HS 475: Human Services Special Topics 3 SOC 204: Marriage and the Family 3 SOC 205: Gender Roles in Society 3 SOC 301: Deviant Behavior 3 SOC 335: Race in Society 3 SOC 341: Introduction to Medical Sociology 3 SOC 351: Gender and Health 3 SOC 352: Sociology of Death & Dying 3 SOC 355: Sociology of Mental Health & Illness 3 SOC 356: Global Health 3 SOC 360: Sociology of Religion 3 SOC 475: Special Topics 3 General/Advanced Electives 35 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
Requirements SOC 301: Deviant Behavior SOC 335: Race in Society SOC 351: Gender and Health SOC 355: Sociology of Mental Health and Illness SOC 356: Global Health SOC 475: Special Topics Total Minimum Hours
Credits 3 3 3 3 3 1-3 18
MEDICAL SOCIOLOGY Requirements Sociology Required Courses SOC 101: Introduction to Sociology SOC 341: Introduction to Medical Sociology Choose 4 courses from: SOC 342/PH 342: Social Epidemiology SOC 351: Gender and Health SOC 352: Sociology of Death & Dying SOC 355: Sociology of Mental Health & Illness SOC 356: Global Health Class as approved by advisor and department chair Total Minimum Hours
Credits 6 3 3 12 3 3 3 3 3 18
SOCIOLOGY
SOCIOLOGY
Requirements Six Sociology courses
Bachelor of Arts/Bachelor of Science Program Coordinator: Keely Fox Requirements Credits Core Curriculum 42 Must include: MATH 209: Inferential Statistics 3 Sociology Required Courses 12 SOC 101: Introduction to Sociology 3 or SOC 102: Social Problems SOC 206: Intro Critical Thinking/Research Design 3 SOC 306: Advanced Research Methods in Sociology 3 SOC 405: History of Social Thought 3 Sociology Electives (choose 8 courses) 24 Any Sociology (SOC) course not listed in the Sociology Required Courses General/Advanced Electives 42 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MINORS CRIMINAL JUSTICE Requirements Six Criminal Justice courses
Credits 18
HUMAN SERVICES Requirements Required Courses HS 221: Introduction to Human Services HS 323: Prof. Counseling and Case Management Skills HS 330: Social Inequalities Choose 3 courses from: CRJ 201: Introduction to Criminal Justice HS 407: Community Mental Health and Group Work HS 475: Human Services Special Topics PSYC 308: Child Psychology PSYC 309: Adolescent Psychology PSYC 311: Adulthood and Aging PSYC 315: Psychopathologies PSYC 322: Introduction to Counseling PSYC 330: Physiological Psychology PSYC 335: Health Psychology PSYC 475: Selected Topics in Psychology SOC 102: Social Problems
Credits 9 3 3 3 9 3 3 3 3 3 3 3 3 3 3 3 3
Credits 18
WOMEN’S AND GENDER STUDIES Program Coordinator: Sydney Marshall Requirements Choose 6 courses from: WS 204: Marriage and the Family WS 205: Gender Roles in Society WS 312: Women in American History WS 315: Women in Literature WS 316: Women and the Bible WS 340: Psychology of Women WS 351: Gender and Health WS 357: Sociology of Sexuality WS 363: Human Ecology, Ecotheology, and Justice WS 402: Special Topics/Women’s Studies WS 403: Independent Study in Women's Studies WS 499: Internship in Women's and Gender Studies Total Minimum Hours
Credits 3 3 3 3 3 3 3 3 3 3 1-3 1-3
18
LEVINE COLLEGE OF HEALTH SCIENCES S C H O O L O F H E A L T H P RO F E S S I O N S Dean:
Karen Friel
The Levine College of Health Sciences is dedicated to advancing healthcare excellence through transformative education, compassionate and impactful service, and innovative discovery. We offer a range of advanced programs in health professions, including Doctorates in Medical Sciences, Occupational Therapy, Pharmacy, and Physical Therapy, as well as Master's programs in Physician Assistant Studies, Public Health, Social Work and Mental Health Counseling. Our Bachelor's programs focus on Nursing and Public Health. Practical experience is incorporated into each program and the collaborative practice model is emphasized through interprofessional education.
D E P A RT ME N T O F N U RS I N G Associate Professors: Assistant Professors: Instructor:
Wingate University Academic Catalog 2026-2027
Michele Pfaff (Director) Crystal Eaker, Deborah Evans (Simulation Lab Director) Michelle Sheffield, Jennifer Walker
74 5. 6.
NURSING Bachelor of Science in Nursing The undergraduate Nursing Program provides a broad-based arts and sciences curriculum that prepares students as generalists to enter the profession of nursing. After successfully completing the program, students are eligible to take the NCLEX-RN licensure exam in order to obtain an RN license to practice nursing. The Bachelor of Science in Nursing program is accredited by the Accreditation Commission for Education in Nursing and approved by the North Carolina Board of Nursing. The Baccalaureate Nursing Program at Wingate University received continuing accreditation by the Accreditation Commission for Education in Nursing (ACEN) in 2019, with renewal due in 2027. Any comments or concerns can be made in writing to: Accreditation Commission for Education in Nursing (ACEN); 3390 Peachtree Road NE, Suite 1400; Atlanta, GA 30326; P 404-9755000; F 404-975-5020; www.acenursing.org. Separate admission is required into the upper division program with application made during the spring semester of the sophomore year. Prerequisite courses required before admission into the program are taken during the first two undergraduate years. The nursing program only admits students each fall. The BSN Nursing Program is currently approved by the NC Board of Nursing to maintain 80 students. Entry into the program is very competitive. Students who wish to be considered for admission to the major should complete an application for Admission to the Major by May 1st. Applications are available on the HETH 210 Canvas page or may be requested by emailing the Nursing Department at nursing@wingate.edu. Late applications are not accepted. To be eligible to apply for admission to the major a student must have: 1. 2. 3. 4. 5. 6.
Submitted an ATI TEAS Exam score at or above the Proficient Level of 68 by May 1st. (Scores can be no older than 18 months; maximum 3 attempts) Earned a minimum cumulative unrounded GPA of 3.0 by the end of spring semester when the application is made Earned a grade of C+ or higher in HETH 210 taken sophomore year spring semester Earned no grades below C- in science courses (BIO 101, CHEM 101, BIO 211, BIO 212, BIO 230) Successfully complete the following courses before beginning the Nursing Program: ENG 110, MATH 116, MATH 209, PSYC 101, PSYC 250 Admission to the school of nursing is contingent upon the following: a. A satisfactory criminal background check and drug screen in Summer, prior to junior fall; b. Completion of all Clinical Requirements by August 1 c. Submitted evidence of Training and as Nurse Aide I in North Carolina or another state by August 1 of the junior year. Being listed on the Registry is not required but recommended for students planning to work while in school or participate in externship programs. d. Completion of American Heart Association BLSHealthcare Provider course
No grade lower than “C-“will be accepted for the following courses: BIO 101, BIO 211, BIO 212, BIO 230, and CHEM 101. A grade earned lower than “C-“ will necessitate repeating the course. This requirement is in addition to the overall GPA requirement of 3.0 or higher. Students who earn less than a “C-” grade in any course, should contact their advisor and/or the nursing program director for guidance and possible change of major. Applications are blinded and reviewed by the Nursing Department to ensure all requirements are met. Qualified applicants are then assigned points based on the following criteria: 1. 2. 3. 4.
Overall Wingate GPA; Science GPA (including transfer credits); Math GPA (including transfer credits); TEAS Score;
7.
Final HETH 210 Grade; Institutional Credits (pre-requisite courses taken at Wingate University); Active CNA Certification (listed on the CNA Registry) at time of application
Points are then tabulated and ranked highest to lowest and open seats are filled in that order. Students who do not earn a seat will be placed on the wait-list. Wait-listed students may reapply the following year and will be considered first for admission as long as all requirements are met. Completion of a CNA-1 course within the past two years is required prior to the first day of the nursing program. The CNA-1 course may be taken in NC or the state of residence. An active CNA-1 certification is not required to apply to the program, but may be desirable for internships available between junior and senior years. CNA programs completed over two years need the approval of the program director to meet this requirement. Below is a suggested plan of study showing recommended scheduling of the prerequisite math and science courses that will allow a student the best chance for successful prerequisite study. The required undergraduate core courses should also be completed during the first two years of enrollment. Year 1 Fall CHEM 101: Principles of Chemistry* ENG 110: University Writing & Research* MATH 116: Quantitative Reasoning* Spring BIO 101: Introductory Cellular Biology* HETH 105: Medical Terminology* PSYC 101: General Psychology* Year 2 Fall BIO 211: Principles of Anatomy & Physiology I* MATH 209: Inferential Statistics* PSYC 250: Developmental Psychology* Spring BIO 212: Principles of Anatomy & Physiology II* BIO 230: Principles of Microbiology* HETH 210: Intro to Holistic Care Concepts* *NOTE: Courses must be completed successfully prior to entering the program. NURSING CURRICULUM Requirements Core Curriculum Must include: BIO 101: Introductory Cellular Biology CHEM 101: Principles of Chemistry ENG 110: University Writing & Research HETH 210: Intro to Holistic Care Concepts MATH 116: Quantitative Reasoning MATH 209: Inferential Statistics PSYC 101: General Psychology Biology Required Courses BIO 211: Principles of Anatomy & Physiology I BIO 212: Principles of Anatomy & Physiology II BIO 230: Principles of Microbiology HETH 105: Medical Terminology PSYC 250: Developmental Psychology Nursing Required Courses NURS 308: Fund. of Nursing & Assessment NURS 310: Nursing Process I: Adult I NURS 312: Nursing Information Management: Safe Management of Health Information in an Electronic, Global Society NURS 320: Nursing II: Care of Families & Children NURS 325: Science Based Nursing NURS 335: Pharmacology for Nurses NURS 340: Nursing Process III: Caring for Communities
Wingate University Academic Catalog 2026-2027
Credits 47 4 4 3 3 3 3 3 4 4 4
4 6 3 6 3 3 4
12
2 3 60
75 Requirements Credits NURS 355: Nutrition for Nurses 2 NURS 390: Special Topics (taken twice) 2 NURS 430: Nursing Process IV: Emotional & Psych 4 NURS 435: Nursing Process V: Adult II 6 NURS 442: Nursing Leadership 2 NURS 450: Nursing Process VI: Complex Adult Ill 6 NURS 460: Nursing Process VII: Nursing Practicum 5 NURS 465: Critical Thinking NCLEX-RN Preparation 2 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
D E P A RT ME N T O F P UB L I C H E A L T H Professor: Assistant Professors:
Shanta Dube (Director) Alyssa McNulty-Nebel
VISION The vision of Wingate University's Department of Public Health is to attain optimal health and well-being, inclusive of all populations locally and globally. MISSION Our mission is to cultivate skilled and ethical public health professionals committed to achieving health equity and improving health outcomes for ALL populations through collaboration, research, and communityengagement. DEPARTMENT GOALS KNOWLEDGE: Prepare current and future public health practitioners and leaders to address health equity across all populations, locally and globally, using a student-centered approach. SERVICE: Promote a collaborative environment for students and faculty to engage in service and experiential learning by developing partnerships at the local, state, national and international levels. SCHOLARSHIP: Promote student and faculty research among vulnerable or marginalized populations to advance knowledge and best practices for achieving health equity. VALUES • Collaboration & Teamwork • Student-Centered • Diversity & Inclusion • Integrity & Ethics
• Innovation & Academic Excellence • Professionalism • Empathy
PUBLIC HEALTH Bachelor of Science Public Health majors at Wingate University must meet the requirements for a BS degree and major specific coursework. Specific public health coursework includes instruction using the public health framework, healthcare systems, global health, health education, disease prevention, epidemiology, environmental health, health policy and law, research methods, public health programming, and social/behavioral sciences. At the end of their studies students will also engage in a public health capstone/internship experience with Wingate University community partners. Students should choose electives to meet career and educational goals as well as to meet the 33 hours of 300/400+ level courses. Pre-health profession students who major in public health can take all required pre-requisite courses that will meet the public health restricted electives or general electives requirements. Requirements Core Curriculum Must include: ENG 110: University Writing & Research MATH 209: Inferential Statistics SOC 101: Introduction to Sociology or SOC 102: Social Problems Recommended: IPE 100: Foundations of Health & Wellness
Credits 45-48 3 3 3 2
Requirements Credits Public Health Core Courses 17 PH 101: Intro to Public & Community Health 3 PH 200: Biological Foundations - Public Health 3 PH 300: Fund. of Environmental & Societal Health 3 PH 301: Public Health Practice & Research with Lab 4 PH 350: Public Health Capstone Int. Learning Exp. 4 Restricted Public Health Electives 9 BIO 201: Molecular Foundations of Genetics 4 BIO 211: Principles of Anatomy and Physiology I 4 or BIO 311: Integrated Anatomy and Physiology I BIO 212: Principles of Anatomy and Physiology II 4 or BIO 312: Integrated Anatomy and Physiology I BIO 230: Principles of Microbiology 4 or BIO 320: Microbiology BIO/CHEM 424: Biochemistry 3 CHEM 201: Organic Chemistry I 4 COMM 205: Principles of Public Relations 3 COMM 375: Organizational Communication 3 ENG 255: Prof. and Technical Writing 3 HETH 105: Medical Terminology 2 HETH 210: Introduction to Holistic Care Concepts 3 HIST 110: United States History I 3 HIST 111: United States History II 3 HPE 201: Introduction to Health & Physical Education 3 HS 323: Prof. Counseling and Case Management Skills 3 PH 304: Health Communication 3 PH 342: Social Epidemiology 3 PSCI 210: Political Ideologies 3 PSCI 310: Contemporary Policy Issues 3 PSYC 101: General Psychology 3 PSYC 250: Developmental Psychology 3 PSYC 321: Social Psychology 3 PSYC 330: Physiological Psychology 3 PSYC 335: Health Psychology 3 REL 332: Suffering and Joy 3 REL 362: Religion and Science 3 SOC 206: Intro Critical Thinking/Research Design 3 SOC 330: Social Inequalities 3 SOC 335: Race in Society 3 SOC 341: Introduction to Medical Sociology 3 SOC 475: Special Topics 1-3 SOC 351: Gender and Health 3 SOC 352: Sociology of Death & Dying 3 SOC 355: Sociology of Mental Health & Illness 3 SOC 356/PH 356: Global Health 3 Special Topics in above disciplines as approved by 3 program director. General Electives 46-49 Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. Biology 101, 105, 115, 120, 160, 201, 211, 230 or Chemistry 100 recommended. P U B L I C H E A L T H (4+1 BSPH-MPH P R O G R A M ) Bachelor of Science – Master of Public Health The 4+1 program is a uniquely designed curriculum for students who want to obtain an undergraduate Bachelor of Science in Public Health degree and graduate Master of Public Health degree in an accelerated fashion. Students enrolled in Wingate University’s BSPH program are eligible to apply to the 4+1 program the semester before starting their senior year (typically spring of their junior year). Students should express interest with their undergraduate advisor in their sophomore year. Eligible students who intend to apply for to the 4+1 program must exhibit the following: (a) complete a minimum of 90 credit hours by end of junior year (b) acquire a GPA of 3.25 or higher on public health major coursework (core courses) as identified in the Academic Catalog, and (c) articulate and express personal intentions for enrolling in this academic program of study. The GRE is not required for this admissions process. Students will begin MPH course work in their undergraduate senior
Wingate University Academic Catalog 2026-2027
76 year. For a specific outline of the program, please see an advisor in the Department of Public Health.
All majors in the School of Business must complete a minimum of 120 credit hours to graduate, including the following requirements:
MINOR
C O RE C U RR I C UL U M A N D B US I N E S S C O RE R E Q U I R E ME N T S
PUBLIC HEALTH Requirements Public Health Required Courses PH 101: Introduction to Public & Community Health PH 200: Biological Foundations of Public Health PH 300: Fundamentals of Environmental & Societal Health Choose 3 courses from: PH 301: Public Health Practice & Research with Lab PH 304: Health Communication (COMM 304) PH 342: Social Epidemiology (SOC 342) PH 350: Public Health Capstone Integrative Learning Experience Or other 300 and above public health restricted elective that is listed OR course approved by an advisor and program director. Total Minimum Hours
Credits 9 3 3 3 9
4 3 3 4
18
COLLEGE OF PROFESSIONAL PROGRAMS P O RT E R B. B Y R U M S C H O O L O F B US I N E S S Dean: Assistant Dean:
Sergio Castello Mark Bryant
Professors:
Sergio Castello, Lisa Schwartz, Kristin Stowe Katlin Cundiff, Michael Geier, Scott Lail, Jennifer Zarzosa Amber Daniels, Jason Joyner, Tiffanie Turner-Henderson, Daniela Lemenny, Zhiyan Wang, Krista Watkins Mark Bryant, Kurt Schieding
Associate Professor: Assistant Professors: Instructors:
M I S S I O N S T A T E ME N T O F T H E S C H O O L O F B US I N E S S The Porter B. Byrum School of Business provides excellence in teaching and developing future business leaders to make a difference in the world. Accordingly, the School of Business has the following objectives: •
•
• •
To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration; To attract and retain faculty able to foster the mission of the University and the School and who will value teaching, applied scholarship, and professional experience; To encourage students to pursue academic and professional excellence; To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.
Bachelor of Arts or Bachelor of Science degrees are offered in Accounting, Finance, Management, and Marketing. Bachelor of Science degree candidates will meet their requirements through additional intermediate level core curriculum requirements in mathematics and/or laboratory science. Bachelor of Arts degree candidates will meet their requirements through additional intermediate level core curriculum requirements in a second language. All business school undergraduate majors are required to pass an exit examination in their major in the last academic semester before graduation.
Requirements Credits Core Curriculum 45-48 Must include: ECON 221: Principles of Microeconomics 3 MATH 117: Calculus for Business Majors 3 or MATH 120: Calculus & Analytic Geometry I 4 BUS 209: Global Perspectives in Business Ethics* 3 Business Core Courses 33 ACCT 253: Principles of Financial Accounting 3 ACCT 254: Principles of Managerial Accounting 3 BUS 111: Business Applications 3 BUS 305: Legal Environment of Business 3 BUS 308: Business Statistics 3 BUS 323: Data Analytics 3 BUS 417: Business Strategy 3 ECON 222: Principles of Macroeconomics 3 FINA 318: Financial Management 3 MARK 301: Principles of Marketing 3 MGMT 302: Principles of Management 3 Exit Exam 0 Total Minimum Hours 78-81 Students must choose to pursue either a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.) degree. The Bachelor of Arts Degree requires the following additional courses: (6) Second Language through the intermediate level. The Bachelor of Science requires the following additional courses: (6-8) Math/Science (Math must be 112 or above). *Transfer students must take BUS 209 as part of the business core requirement unless they have taken a business ethics course. ACCOUNTING Bachelor of Arts/Bachelor of Science Requirements Credits Core Curriculum and Business Core Requirements 78-81 Accounting Courses 21 ACCT 313: Intermediate Accounting I 3 ACCT 314: Intermediate Accounting II 3 ACCT 325: Cost Accounting 3 ACCT 330: Accounting Information Systems 3 ACCT 421: Advanced Accounting I 3 ACCT 427: Federal Income Tax I 3 ACCT 431: Auditing 3 General Electives 18-21 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. FINANCE
Bachelor of Arts/Bachelor of Science Requirements Credits Core Curriculum and Business Core Requirements 78-81 Accounting Courses 6 Two courses, 300/400 level Economics Courses 6 Two courses, 300/400 level (except ECON 350: Money & Financial Institutions) Finance Courses 12 FINA 350: Money & Financial Institutions 3 FINA 414: Equity Invest. & Portfolio Mgt 3 FINA 418: Corporate Finance 3 FINA 420: International Finance 3 General Electives 15-18 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
Wingate University Academic Catalog 2026-2027
77 INTERNATIONAL BUSINESS Bachelor of Arts Requirements Credits Core Curriculum and Business Core Requirements 78-81 Second Language 6 Two courses, 300/400 level* Business Courses 6 BUS 405: Global Business 3 FINA 420: International Finance 3 Business Restricted Electives (Choose 3 courses) 9 BUS 490: Research Methods 2 BUS 491: Thesis 1 BUS 499: Internship in Business 3 ECON 322: Intermediate Macroeconomics 3 ENTR 340: Social Entrepreneurship 3 INT 499: Internship 3 MARK 341: Consumer Behavior 3 MGMT 416: Organization Theory and Behavior 3 Culture Restricted Electives (Choose 3 courses) 8-9 COMM 340: Intercultural Communication 3 HIST 308: International Relations** 3 PSCI 322: Politics of the Global South 3 SOC 356: Global Health 3 SRMT 370: Globalization of Sport in the 21st Century 3 W’International 2-4 General Electives 6-7 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *American sign language is not allowed as a second language. If no 300/400 level courses in the second language, students can take 101/102 of another language. A second language placement test may satisfy the 101, 102, 201, and 202 but additional general elective credits will need to be taken for each exempted course. **HIST 215: Modern East Asia or HIST 321: Culture and History of Japan. MANAGEMENT Bachelor of Arts/Bachelor of Science Requirements Credits Core Curriculum and Business Core Requirements 78-81 Business Courses 6 BUS 405: Global Business 3 ENTR 410: New Venture Entrepreneurship 3 Management Courses 18 MGMT 306: Managerial Communication 3 MGMT 313: Human Resource Management 3 MGMT 315: Small Business Mgmt/Entrepreneurship 3 MGMT 330: Management Information Systems 3 MGMT 416: Organization Theory and Behavior 3 MGMT 419: Project Program Mgmt Fundamentals 3 Advanced Business Electives 3 Any 300/400 level course in the School of Business General Electives 12-15 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MARKETING Bachelor of Arts/Bachelor of Science Requirements Credits Core Curriculum and Business Core Requirements 78-81 Business Course 3 BUS 405: Global Business Communication Course 3 COMM 101: Public Speaking Management Course 3 MGMT 306: Managerial Communication Marketing Courses 15 MARK 323: Integrated Marketing Communications 3
Requirements Credits MARK 341: Consumer Behavior 3 MARK 355: Digital Marketing 3 or MARK 411: Special Topics in Marketing MARK 464: Marketing Research 3 MARK 486: Strategic Marketing 3 General Electives 15-18 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. Marketing majors are encouraged to consider a minor in Art/Graphics, Entrepreneurship, Finance, International Studies, Public Relations, Psychology, or another complementary area. MINORS MINORS FOR BUSINESS MAJORS No more than two courses, which are already required in the major/emphasis may be counted toward the minor. No more than two courses, which are already required in the minor/emphasis may be counted toward a second minor. Exception: Finance majors may minor in Accounting and/or Economics by only taking two additional Accounting or Economics courses, respectively. MINORS FOR NON-BUSINESS MAJORS Required to take the prerequisite principles courses to meet the requirements for a minor. However, course prerequisites and sequences may be waived by permission. Exception: Business-Mathematics may minor in Economics by only taking two additional Economics courses. ACCOUNTING Requirements Accounting Required Courses ACCT 253: Principles of Financial Accounting ACCT 254: Principles of Managerial Accounting ACCT 313: Intermediate Account I Electives Choose three from any 300/400 level Accounting courses Total Minimum Hours
Credits 9 3 3 3 9 18
ECONOMICS Requirements Economics Required Courses ECON 221: Principles of Microeconomics ECON 222: Principles of Macroeconomics ECON 321: Intermediate Microeconomics ECON 322: Intermediate Macroeconomics Electives Choose two from any 300/400 level Economics courses Total Minimum Hours
Credits 12 3 3 3 3 6 18
ENTREPRENEURIAL LEADERSHIP Entry to the Entrepreneurial Leadership Academy is by invitation leading to the Entrepreneurial Leadership minor. Acceptance to the academy is competitive. The admission process is based on a formal application, a short essay, and a minimum GPA. Students in the academy will earn a minor after completion of the curriculum below. Students interested in entrepreneurship, not accepted into the academy, can earn an entrepreneurship certificate and or a badge by fulfilling the requirements listed in the catalog. Requirements Required Courses ENTR 340: Social Entrepreneurship ENTR 410: New Venture Entrepreneurship GATE 301: Career Readiness MGMT 302: Principles of Management MGMT 315: Small Business Management MGMT 499: Leadership, Entrepreneurship, and Purpose WELL 105: Entrepreneurial Mindset and Leadership Principles Total Minimum Hours
Wingate University Academic Catalog 2026-2027
Credits 18 3 3 1 3 3 3 2 18
78 FINANCE Requirements Finance Required Courses FINA 318: Financial Management FINA 350: Money & Financial Institutions FINA 414: Equity Invest. & Portfolio Mgt FINA 418: Corporate Finance FINA 420: International Finance Electives Choose one from any 300/400 level Accounting or Economics courses Total Minimum Hours
Credits 15 3 3 3 3 3 3 18
MANAGEMENT Requirements Management Required Courses MGMT 302: Principles of Management MGMT 306: Managerial Communication MGMT 313: Human Resource Management MGMT 416: Organization Theory and Behavior Electives Choose two from any 300/400 level Business (BUS prefix) or Management courses Total Minimum Hours
Credits 12 3 3 3 3 6 18
MARKETING Requirements Marketing Required Courses MARK 301: Principles of Marketing MARK 323: Integrated Marketing Communications MARK 341: Consumer Behavior MARK 355: Digital Marketing Electives (Choose 2) ART 230: Graphics/Digital Design ART 404: Creative Process-Research Methods CHEM 460: Intro to Commercial Chemistry w/LAB COMM 205: Principles of Public Relations COMM 315: Cases in Public Relations COMM 390: Sports Broadcasting COMM 460: Special Topics Communication ENG 256: Desktop Publishing ENTR 315: Small Business Mgmt/Entrepreneurship ENTR 340: Social Entrepreneurship MARK 464: Marketing Research MARK 486: Strategic Marketing MARK 499: Internship in Marketing PSYC 303: Learning and Memory PSYC 305: Sensation and Perception PSYC 321: Social Psychology PSYC 435: Cognitive Psychology SRMT 300: Marketing in Sport & Recreation SRMT 465: Research, Evaluation, & Grant Writing Total Minimum Hours
Credits 12 3 3 3 3 6 4 2 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 18
Licensure Area Elementary Education (K-6) Middle Grades Education (6-9) Language Arts Social Studies Mathematics Science
Program Coordinator Brianne Johnson Tarra Ellis
Biology Education (9-12) English and Education (9-12) Mathematics and Education (9-12) History and Education (9-12) Music Education (K-12) Health and Physical Education (K-12) Spanish Education (K-12)
Eddie Case Lucy Arnold Janet Jenkins Tarra Ellis Kody Wallace Dan McLaughlin Melinda McCabe
The Wingate University Teacher Education Program is designed to meet the North Carolina Competencies and Guidelines for Approved Teacher Education Programs. The professional education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of “Faith, Knowledge, Service.” Wingate University’s Teacher Education Programs are conceived in the context of a well-rounded liberal arts education. Courses are as follows: Liberal Arts Foundation and Global Perspectives
Professional Knowledge
Applied Teaching and Leadership opportunities
For information regarding the badge and certificate in Entrepreneurship, see Non-Degree Programs in Part II of the catalog.
L L O Y D A N D G E O RG I A T H A YE R S C H O O L O F E D UC A T I O N Dean: Assistant Dean:
Tarra Ellis Janet Jenkins
Associate Professors: Assistant Professors:
Edward Case, Tarra Ellis, Melanie Keel Lucy Arnold, Mary DiCioccio, Danielle Edwards (Graduate Chair), Janet Jenkins, Brianne Johnson Melinda McCabe
• • • • • • • • • • • • • • •
Composition and literature Fine Arts Second Language Social and Behavioral Sciences Biological and Physical Sciences Mathematics Health and Physical Education Global Perspectives Psychology Diversity and Differentiation Foundations of Education Curriculum and Instruction Pedagogy Required field experiences An intense semester of student teaching
Teaching experiences enable teachers to make Ethical and Informed Leadership Decisions as they: • • • •
Design lesson plans Implement lesson plans Assess well-defined lesson plans while developing the flexibility to meet diverse classroom challenges Engage in leadership and collaborative activities
The Service component joins knowledge with action through outreach opportunities such as: •
BADGES AND CERTIFICATES
Instructor :
The Thayer School of Education Teacher Education Program offers nine majors and 12 licensure areas:
Those provided by the first-year course (OneDog 101) and professional, social, academic, and service organizations and activities course requirements within field experience
The Teacher Education Program components provide the framework for the student to become an Effective Facilitator of Learning. An Effective Facilitator of Learning is one who applies the components to design curriculum and create an effective learning environment guided by research and reflection. The goals of the conceptual framework are to develop teachers who have: •
•
A broad knowledge and understanding of the liberal arts, including language, literature, religion, fine arts, history and the social/behavioral sciences, world awareness and global perspectives, mathematics and the natural sciences, and physical fitness Moral, spiritual and ethical concerns of life and culture in America and internationally and demonstrate the ability to
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• •
•
•
practice these values and ethics through thoughtful decisionmaking A broad and in-depth knowledge and understanding of the subject area(s) to be taught A knowledge and understanding of the historical and philosophical foundations of education, curriculum and instruction, theories of learning and child/adolescent growth and development, characteristics and needs of the special child, effective teacher behaviors and methods and techniques for instruction and evaluation to address the diverse needs of all children. Enhanced abilities and competencies in effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through supervised field experiences appropriate to subject and level of licensure Evidence of the ability to demonstrate and refine effective teaching and leadership behaviors and adaptive planning, instruction, and evaluation through a supervised sixteen-week teaching experience appropriate to the level of licensure.
Note: In the event that provisions of the Teacher Education Program are modified as a result of mandated changes by the North Carolina Department of Public Instruction, students will be required to meet the revised requirements even if not stated in this catalog.
T E A C H E R E D UC A T I O N P R O G R A M D E G R E E -S E E K I N G S T U D E N T S Students may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Neu 130. The student must: •
•
• • • •
•
Submit a formal application to the Teacher Education Committee the semester that he or she is scheduled to complete 45 semester hours. A brief autobiography is required. Have a cumulative and specialty GPA of at least 2.70 at the time of application. A minimum 2.70 is required each semester until graduation to maintain an active status in the program. Have passed at least one Wingate University course in education with a field experience based project. Have a minimum grade of “C-” in English 110. Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119. Provide three (3) references from Wingate University professors. One recommendation must come from a core professor in education. Be interviewed by at least one education professor.
The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions: • • • •
academic performance sense of responsibility interpersonal and communication skills moral standards
• • • •
•
Have a cumulative GPA of at least 2.70 on post-baccalaureate coursework taken at Wingate University at the time of application and the student must maintain a 2.70 through student teaching. Have passed at least one Wingate University course in education with a field experience based project. Have a minimum of “C-” in English 110 or equivalent. Elementary Education applicants must have a minimum grade of “C-” in Math 118 and 119. Provide three (3) references from Wingate University professors. One recommendation must come from a core professor in Education. Be interviewed by at least one education professor.
The Teacher Education Committee reserves the right to deny admission or continuance in the program to any student who has displayed deficiencies in the following areas/dispositions: • • • •
academic performance sense of responsibility interpersonal and communication skills moral standards
Exceptions to the above policies may be recommended by the Dean of the Thayer School of Education and approved by the Teacher Education Committee. Program requirements for the student seeking only initial licensure will be determined by review of the student’s transcript(s) by the Dean of the Thayer School of Education. One or two letters of recommendation from any source other than University professors may be included in the student’s file at the student’s request. These are in addition to the three recommendations that are required from university professors. All requirements in Professional Studies, the Specialty Studies, and Human Communication must be met. In addition, the student may be required to take certain Core Curriculum as preparation for licensure exams. The Dean of the Thayer School of Education reserves the right to require a student to retake an education course at Wingate University. Note: Students entering the Post-baccalaureate Residency Program must meet the admissions criteria for the Post-baccalaureate Residency Program. ADDING AN AREA OF LIC ENSURE A student wishing to add another area of licensure to a current or expired license will be required to meet the minimum score on the required licensure exams. PROG RESSION IN THE TEAC HER EDUCATION PROG RAM Application to the Teacher Education program must be made no later than the junior year, or two semesters prior to student teaching. A student must satisfy all conditions for full admission no later than the end of the first semester following that in which initial application was made. This must be done no later than the junior year, or two semesters prior to student teaching. STUDENT TEACHING
Exceptions to the above policies may be recommended by the Dean of the Thayer School of Education and approved by the Teacher Education Committee. L I C E N S U R E -O N L Y S T U D E N T S Students holding baccalaureate degrees who wish to seek initial licensure must be admitted to the Teacher Education Program before being allowed to student teach and before being recommended for licensure. A student may be admitted to the Teacher Education Program upon satisfying the following requirements and being approved by the Teacher Education Committee. Applications, including due dates and deadlines, for admission to Teacher Education are available in Neu 130. The student must: •
•
Submit a formal application to the Teacher Education Committee after completion of 12 semester hours at Wingate University. A brief autobiography is required.
Typically, a student must have completed all program requirements in a satisfactory manner before student teaching begins. Students may not carry a grade of “incomplete” into the semester prior to student teaching. Students may not begin the semester of student teaching with an “incomplete” grade in a course. Under certain conditions, a student may complete one semester in his or her program following student teaching. See your advisor for specific information. A student must have a cumulative GPA of at least 2.70 and at least a 2.70 in the specialty area(s) to student teach. The specialty area consists of the Professional Studies Core and the Specialty Studies Core. Other courses required for teacher education include psychology and human communication. A minimum grade of “C-” is required in each course. An application for permission to student teach is made to the Office of the Dean of the Thayer School of Education during the semester before the anticipated student teaching. Students who meet the requirements outlined in the Teacher Education Handbook will be allowed to student teach. A health form is required. Applications, including due dates and deadlines, for student teaching can be obtained in Neu 130.
Wingate University Academic Catalog 2026-2027
80 WORKING/ACTIVITIES DURING STUDENT TEACHING SEMESTER Student teaching is a full-time commitment; therefore, a student should have no other major obligations during this period. Students may not participate in university athletics or cheerleading during the student teaching period. Because of the responsibilities related to student teaching, a student is expected not to work full-time or part-time during student teaching. Any appeal to this policy regarding work must be made in writing to student teacher coordinator by the deadline provided in the pre-student teaching orientation. Requests received after the date cited for the particular semester will not be considered. A student who makes such an appeal must be able to demonstrate in writing that failure to work during student teaching will create financial and/or other hardships and must be willing to appear, if necessary, to answer any questions. The prospective student teacher will be notified if his/her request is approved. LICENSURE TESTS Prior to student teaching all candidates must provide evidence of having taken the appropriate licensure exam(s) as required by the North Carolina Department of Public Instruction. Elementary Education candidates will take the Pearson Foundations of Reading and Pearson Mathematics Subtest or PRAXIS CKT Mathematics Subtest examinations. Candidates in all other licensure areas will take the Praxis II examinations required for their content area(s). Test scores must be received by the School of Education at least 30 days prior to the start of student teaching. Registration information is available in the office of the Thayer School of Education. Students are responsible for registering and paying all associated fees.
Requirements Credits Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 326FE: Field Experience: Content Literacy ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher Specialty Studies* 43 BIO 103: Introductory Ecology & Evolutionary Biology 4 BIO 120: Human Biology 4 BIO 200: Zoology 4 or BIO 205: Plant Biology BIO 201: Molecular Foundations of Genetics 4 BIO 235: Scientific Literacy and Communication 2 BIO 405: Biology Seminar 3 CHEM 101: Principles of Chemistry I 4 CHEM 102: Principles of Chemistry II 4 CHEM 201: Organic Chemistry I 4 CHEM 202: Organic Chemistry II 4 COMM 101: Public Speaking 3 ED 354: Middle Grades and Secondary Science 3 Methods Biology Electives* 9-12 Exit Exam 0 Total Minimum Hours 121-124 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. ELEMENTARY EDUCATION
EXIT EXAMINATIONS
Bachelor of Science
Each student must pass an exit examination prior to graduation. This requirement can be met in one of four ways: verification of passing scores on all required licensure examinations (see previous section on North Carolina licensure tests); verification of a passing score on edTPA; verification of a passing score on the Educational Studies capstone project and presentation; or obtain a passing score on the Wingate University exit examination. Students who do not satisfy the exit exam requirement in one of these ways will not graduate.
Program Coordinator: Brianne Johnson
BIOLOGY AND EDUCATION Bachelor of Science Program Coordinator: Edward Case The Biology and Education Program is a double major designed to prepare one to teach biology at the secondary level to students in grades 9-12. Requirements Core Curriculum Must include: BIO 101: Introductory Cellular Biology ENG 110: University Writing & Research* MATH 209: Inferential Statistics PSYC 309: Adolescent Psychology Professional Core Courses* ED 300: Education: The Profession ED 301: Foundations of Education ED 303: Educational Psychology ED 304: Exploring Diversity in Education ED 305: Intro Differentiated Learning ED 306: Curriculum and Instruction ED 326: Content Area Literacy ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12 ED 400: Student Teaching Seminar ED 470A: (9-12) Science Student Teaching: Instructional Preparation ED 470B: (9-12) Science Student Teaching: Instructional Presentation ED 470C: (9-12) Science Student Teaching: Classroom Organization and Management
Credits 39 4 3 3 3 1 3 3 1 3 3 1 2 3 4 4 4
32
The Elementary Education Program is designed to prepare one to teach all subjects in grades K-6. Requirements Credits Core Curriculum - Must include: 45 ENG 110: University Writing & Research* 3 MATH 118: Math for Elementary Education I* 3 MATH 119: Math for Elementary Education II* 3 SCI 201: Integrated Science I and Lab 3 SCI 202: Integrated Science II and Lab 4 Choose one course: HIST 110: United States History I* 3 HIST 111: United States History II* 3 HIST 312: Women in American History* 3 PSCI 201: American Government* 3 Professional Core Courses* 29 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 400: Student Teaching Seminar 3 ED 440A: (K-6) Elementary Education Student 4 Teaching: Instructional Prep ED 440B: (K-6) Elementary Education Student 4 Teaching: Instructional Presentation ED 440C: (K-6) Elementary Education Student 4 Teaching: Classroom Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 308FE: Field Experience: Reading Foundation K-8 ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 327FE: Field Experience: Literature for Children and Young Adults ED 353FE: Field Experience: Science Inquiry in the Elementary Grades ED 358FE: Field Experience: Problem Solving
Wingate University Academic Catalog 2026-2027
81 Requirements Credits ED 361FE: Field Experience: Promoting Healthy Lifestyles ED 362FE: Field Experience: Integrating Fine Arts in the Elementary Curriculum. ED 392FE: Field Experience: Teaching Citizenship K-6 ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8 ED 411FE: Field Experience: Reading Assessment & Intervention Specialty Area Content Requirements 9 COMM 101: Public Speaking* 3 GEOG 201: Intro to Cultural/Human Geography* 3 PSYC 308: Child Psychology 3 Specialty Studies* 29 ED 308: Reading Foundation K-8 3 ED 322: Content Literacy Elementary/Middle Grade 3 ED 327: Literature for Children & Young Adults 3 ED 353: Developing Scientific Inquiry Elem Grade 3 ED 358: Teaching Problem Solving/Quant. Reasoning 3 ED 361: Promoting Healthy Lifestyles Elem Grades 2 ED 362: Integrating Fine Arts Elem. Curriculum 3 ED 392: Teaching Citizenship/Global Issues (K-6) 3 ED 410: Teaching Writing and Communication 3 ED 411: Reading Assessment and Intervention 3 Electives 9 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. ENGLISH AND EDUCATION Bachelor of Arts Program Coordinator: Lucy Arnold The English & Education Program is a double major designed to prepare one to teach English at the secondary level to students grades 9-12. Requirements Credits Core Curriculum - Must include: 41-42 ENG 110: University Writing & Research* 3 MATH 115: Precalculus (or higher level course) 4 Choose one course: HIST 110: United States History I 3 HIST 111: United States History II 3 HIST 312: Women in American History 3 PSCI 201: American Government 3 Professional Core Courses* 37 COMM 101: Public Speaking 3 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 322: Content Literacy Elementary/Middle Grad 3 ED 335: Classroom Strategies for the Secondary 2 Teacher Grades 9-12 ED 400: Student Teaching Seminar 3 ED 465A: (9-12) English Student Teaching: 4 Instructional Preparation ED 465B: (9-12) English Student Teaching: 4 Instructional Presentation ED 465C: (9-12) English Student Teaching: Classroom 4 Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 324FE: Field Experience: English Methods for Secondary Teachers
Requirements Credits ED 327FE: Field Experience: Literature for Children and Young Adults ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher Specialty Studies* 36 ED 324: English Methods for the Secondary Teacher 3 ED 327: Literature for Children & Young Adults 3 ENG 203: Early American Literature 3 ENG 204: Modern American Literature 3 ENG 210: Major Brit Authors I 3 ENG 211: Major Brit Author II 3 ENG 255: Prof. and Technical Writing 3 or ENG 256: Desktop Publishing or ENG 360: Advanced Composition ENG 307: Jewish-American Literature 3 or ENG 308: African-American Lit: A Survey or ENG 403: Contemporary American Literature ENG 320: Linguistics 3 ENG 420: Shakespeare 3 ENG 430: Literary Theory 3 One 400-level English elective 3 Restricted Electives* (Choose one) 3 COMM 202: Introduction to Theater 3 COMM 250: Visual Communication 3 COMM 405: News Editing 3 ENG 330: Poetry and Creative Writing 3 ENG 340: Literature and Film 3 Electives 3 Exit Exam 0 Total Minimum Hours 120-121 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. HEALTH AND PHY SICAL EDUCATION Bachelor of Science Program Coordinator: Daniel McLaughlin The Health and Physical Education Program is a double major designed to prepare one to teach health and physical education to all students in Grades K-12. In addition to requirements for entrance to the School of Education, students must pass Biology 120 and Exercise Science 210 with a minimum of a C-. Requirements Credits Core Curriculum 47 Must include: BIO 120: Human Biology* 4 or BIO 101: Introductory Cell Biology* ENG 110: University Writing & Research* 3 EXSC 210: Human Structure and Function* 4 EXSC 310: Exercise Physiology w/LAB 4 PSYC 101: General Psychology 3 WELL 101: Personal Fitness and Wellness 2 Professional Core Courses* 30 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 400: Student Teaching Seminar 3 ED 490A: Health and Physical Education Student 4 Teaching: Instructional Preparation ED 490B: Health and Physical Education Student 4 Teaching: Instructional Presentation ED 490C: Health and Physical Education Student 4 Teaching: Classroom Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction
Wingate University Academic Catalog 2026-2027
82 Requirements Credits ED 320FE: Field Experience: Methods of Health Instruction ED 326FE: Field Experience: Content Area Literacy ED 380FE: Field Experience: Elementary Physical Education Methods ED 385FE: Field Experience Middle/Secondary PE Methods Specialty Studies* 38 COMM 101: Public Speaking 3 EXSC 205: Principles of Resistance Training 2 EXSC 230: Fitness Promotion and Assessment 2 EXSC 255: Applied Nutrition 3 EXSC 303: Motor Control & Motor Learning 3 HETH 101: Personal & Community Health 3 HPE 201: Introduction to Health & Physical Ed 3 HPE 220: Teaching Educ Dance, Gymnastics, Rhythms 2 HPE 221: Teaching Individual and Dual Sports 2 HPE 222: Teaching Team Sports 2 HPE 320: Methods of Health Instruction 3 HPE 380: Elementary Physical Education Methods 3 HPE 385: Middle/Secondary PE Methods 3 PE 145: CPR/AED Training 1 SRMT 410: Adaptive Sport & Recreation 3 Electives 5 Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *A minimum grade of “C-“ is required. HISTORY AND EDUCATION Bachelor of Arts/Bachelor of Science
Requirements Credits U.S. History* 9 HIST 110: United States History I 3 HIST 111: United States History II 3 HIST 311: History of North Carolina 3 World History* 12 Asia (Choose one) HIST 215: Modern East Asia 3 HIST 321: Culture and History of Japan 3 HIST 394: Special Topics: Asian & Pacific History 3 Europe (Choose one) HIST 213: Modern European History I 3 HIST 214: Modern European History II 3 Latin America (Choose one) HIST 116: Colonial Latin America 3 HIST 117: Modern Latin America 3 Middle East/Africa (Choose one) HIST 124: Modern African History 3 HIST 126: Middle East 3 Social Science Required Courses 12 ECON 221: Principles of Microeconomics 3 or ECON 222: Principles of Macroeconomics GEOG 201: Intro to Cultural/Human Geography 3 PSCI 201: American Government 3 SOC 101: Introduction to Sociology 3 Electives (must be upper level) 2-5 W’International recommended Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of “C-“ is required. MATHEMATICS AND EDUCATION
Program Coordinator: Tarra Ellis The History and Education Program is designed to prepare one to teach the social sciences at the secondary level to students in grades 9-12. Requirements Credits Core Curriculum BA Must include: 41-43 ENG 110: University Writing & Research* MATH 115: Precalculus (or higher level course) BS PSYC 309: Adolescent Psychology 42-44 Professional Core Courses* 35 COMM 101: Public Speaking 3 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 335: Classroom Strategies for the Secondary 2 Teacher Grades 9-12 ED 400: Student Teaching Seminar 3 ED 443A: (9-12) History Student Teaching: 4 Instructional Preparation ED 443B: (9-12) History Student Teaching: 4 Instructional Presentation ED 443C: (9-12) History Student Teaching: Classroom 4 Organization/Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 326FE: Field Experience: Content Area Literacy ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher ED 390FE: Field Exp: Teaching Citizenship and Global Issues Grades 9-12 General Historical Studies* 6 HIST 300: Research Methods 3 ED 390: Teaching Citizenship/Global Issues (9-12) 3
Bachelor of Science Program Coordinator: Janet Jenkins The Mathematics and Education Program is a double major designed to prepare one to teach mathematics at the secondary level to students in grades 9-12. Requirements Credits Core Curriculum 47 Must include: CS 120: Introduction to Java (or higher level) 3 or CS 121: Introduction is Python ENG 110: University Writing & Research* 3 MATH 120: Calculus & Analytic Geometry I* 4 MATH 220: Calculus & Analytic Geometry II* 4 PSYC 309: Adolescent Psychology 3 Professional Core Courses* 32 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 335: Classroom Strategies for the Secondary 2 Teacher Grades 9-12 ED 400: Student Teaching Seminar 3 ED 460A: (9-12) Math Student Teaching: Instructional 4 Preparation ED 460B: (9-12) Math Student Teaching: Instructional 4 Presentation ED 460C: (9-12) Math Student Teaching: Classroom 4 Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 326FE: Field Experience: Content Area Literacy ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher
Wingate University Academic Catalog 2026-2027
83 Requirements Credits ED 357FE: Field Experience: Middle Grades and Secondary Mathematics Teaching Methods Specialty Studies* 29 COMM 101: Public Speaking 3 ED 357: Middle Grades & Secondary Math Teaching 3 Methods MATH 242: Discrete Mathematics 3 MATH 300: College Geometry 3 MATH 301: Technology in the Mathematics Classroom 1 MATH 305: Calculus & Analytic Geometry III 4 MATH 308: Linear Algebra 3 MATH 330: Statistics I 3 MATH 405: History of Mathematics 3 Advanced Math course (Choose one): MATH 310: Differential Equations 3 MATH 331: Statistics II 3 MATH 400: Abstract Algebra I 3 MATH 401: Abstract Algebra II 3 MATH 410: Introduction to Analysis 3 MATH 450: Special Topics 3 MATH 451: Mathematics Research Project 3 Restricted Math Electives* (Choose 2) 6 MATH 400: Abstract Algebra I 3 MATH 401: Abstract Algebra II 3 MATH 410: Introduction to Analysis 3 MATH 450: Special Topics 3 Electives 6 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. MIDDLE GRADES EDUCATION
Requirements Credits ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 327FE: Field Experience: Literature for Children and Young Adults ED 331FE: Field Experience: Middle Grades Curriculum and Instruction ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8 ED 411FE: Field Experience: Reading Assessment & Intervention Specialty Studies* 39 COMM 101: Public Speaking 3 ED 308: Reading Foundation K-8 3 ED 327: Literature for Children & Young Adults 3 ED 331: Middle Grades Curriculum & Instruction 3 ED 410: Teaching Writing and Communication 3 ED 411: Reading Assessment and Intervention 3 ENG 203: Early American Literature 3 or ENG 204: Modern American Literature or ENG 206: Contemporary Southern Fiction ENG 210: Major British Authors I 3 or ENG 211: Major British Author II ENG 320: Linguistics 3 ENG 360: Advanced Composition 3 ENG 430: Literary Theory 3 One English Elective 3 Two Advanced English Electives 6 Electives 1-3 Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *One English Literature course counted Core Curriculum *A minimum grade of “C-“ is required.
Bachelor of Arts/Bachelor of Science
MATHEMATICS CONCENTRATION
Program Coordinator: Tarra Ellis The Middle Grades Education Program is designed to prepare one to teach a subject to students in grades 6-9. The concentration of study is chosen from Language Arts, Mathematics, Science, or Social Studies. Note: A student may choose to pursue a BA degree in Middle Grades Education. The student will be expected to meet the additional requirements through summer school or an extra semester. Choices made in the advising recommendation will be dependent on the concentration a student has chosen. The student should work closely with the advisor to outline an appropriate sequence of courses. LANGUAGE ARTS CONCENTRATION Requirements Core Curriculum* Must include: ENG 110: University Writing & Research* PSYC 309: Adolescent Psychology Professional Core Courses* ED 300: Education: The Profession ED 301: Foundations of Education ED 303: Educational Psychology ED 304: Exploring Diversity in Education ED 305: Intro Differentiated Learning ED 306: Curriculum and Instruction ED 322: Content Literacy Elementary/Middle Grade ED 400: Student Teaching Seminar ED 444A: Middle Grades Student Teaching: Instructional Preparation ED 444B: Middle Grades Student Teaching: Instructional Presentation ED 444C: Middle Grades Student Teaching: Classroom Organization and Management Co-requisite Education Field Experience (FE) ED 306FE: Field Experience: Curriculum & Instruct. ED 308FE: Field Experience: Reading Foundation K-8
Credits 46-48 3 3 1 3 3 1 3 3 3 3 4
32
4 4 0
Requirements Core Curriculum Must include: CS 120: Introduction to Java (or higher level) or CS 121: Introduction is Python ENG 110: University Writing & Research* MATH 118: Math for Elementary Education I MATH 119: Math for Elementary Education II PSYC 309: Adolescent Psychology Professional Core Courses* ED 300: Education: The Profession ED 301: Foundations of Education ED 303: Educational Psychology ED 304: Exploring Diversity in Education ED 305: Intro Differentiated Learning ED 306: Curriculum and Instruction ED 322: Content Literacy Elementary/Middle Grade ED 331: Middle Grade Curriculum & Instruction ED 400: Student Teaching Seminar ED 444A: Middle Grades Student Teaching: Instructional Preparation ED 444B: Middle Grades Student Teaching: Instructional Presentation ED 444C: Middle Grades Student Teaching: Classroom Organization and Management Co-requisite Education Field Experience (FE) ED 306FE: Field Experience: Curriculum & Instruct ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 331FE: Field Experience: Middle Grades Curriculum and Instruction ED 357FE: Field Experience: Middle Grades and Secondary Mathematics Teaching Methods Specialty Studies* COMM 101: Public Speaking
Wingate University Academic Catalog 2026-2027
Credits 45 3 3 3 3 3 1 3 3 1 3 3 3 3 3 4
35
4 4 0
3
30
84 Requirements Credits ED 357: Middle Grades & Secondary Math Teaching 3 Methods MATH 120: Calculus & Analytic Geometry I 4 MATH 209: Inferential Statistics 3 MATH 220: Calculus & Analytic Geometry II 4 MATH 242: Discrete Mathematics 3 MATH 300: College Geometry 3 MATH 301: Technology in the Mathematics Classroom 1 MATH 308: Linear Algebra 3 MATH 405: History of Mathematics 3 Electives 10 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of “C-“ is required. SCIENCE CONCENTRATION Requirements Credits Core Curriculum 46-48 Must include: BIO 101: Introductory Cellular Biology 4 BIO 103: Introductory Ecology & Evolutionary Bio 4 BIO 200: Zoology 4 ENG 110: University Writing & Research* 3 MATH 115: Precalculus 4 PSYC 309: Adolescent Psychology 3 Professional Core Courses* 35 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 322: Content Literacy Elementary/Middle Grade 3 ED 331: Middle Grades Curriculum & Instruction 3 ED 400: Student Teaching Seminar 3 ED 444A: Middle Grades Student Teaching: 4 Instructional Preparation ED 444B: Middle Grades Student Teaching: 4 Instructional Presentation ED 444C: Middle Grades Student Teaching: Classroom 4 Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruct ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 331FE: Field Experience: Middle Grades Curriculum and Instruction ED 354FE: Field Experience: Middle Grades and Secondary Science Methods Specialty Studies* 31 COMM 101: Public Speaking 3 BIO 115: Environmental Biology 3 BIO 120: Human Biology 4 BIO 405: Biology Seminar 3 CHEM 100: Fundamentals of Chemistry 4 ED 354: Middle Grades and Secondary Science Methods 3 PHYS 101: General Physics I 4 PHYS 102: General Physics II 4 SCI 101: Earth Science 3 Advanced Science Electives* 6-8 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of “C-“ is required.
SOCIAL STUDIES CONCENTRATION Requirements Credits Core Curriculum 46-48 Must include: ENG 110: University Writing & Research* 3 PSYC 309: Adolescent Psychology 3 Professional Core Courses* 41 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 322: Content Literacy Elementary/Middle Grade 3 ED 331: Middle Grades Curriculum & Instruction 3 ED 395: Teaching Citizenship/Global Issues (6-9) 3 ED 400: Student Teaching Seminar 3 ED 410: Teaching Writing and Communication 3 ED 444A: Middle Grades Student Teaching: 4 Instructional Preparation ED 444B: Middle Grades Student Teaching: 4 Instructional Presentation ED 444C: Middle Grades Student Teaching: Classroom 4 Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 331FE: Field Experience: Middle Grades Curriculum and Instruction ED 395FE: Field Experience: Teaching Citizenship/Global Issues (6-9) ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8 Specialty Studies* 30 COMM 101: Public Speaking 3 GEOG 201: Intro to Cultural/Human Geography 3 HIST 110: United States History I 3 or HIST 111: United States History II HIST 300: Research Methods 3 HIST 308: International Relations 3 HIST 311: History of North Carolina 3 PSCI 201: American Government 3 Choose 3 courses: HIST 116: Colonial Latin America 3 HIST 117: Modern Latin America 3 HIST 124: Modern African History 3 HIST 126: Middle East 3 HIST 213: Modern European History I 3 HIST 214: Modern European History II 3 HIST 215: Modern East Asia 3 Choose one course: ECON 309: Found./Capitalism in US Econ Hist. 3 HIST 312: Women in American History 3 HIST 390: Special Topics in Global 3 PSCI 331: US Foreign Policy History 3 Electives 1-3 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of “C-“ is required. MUSIC EDUCATION Bachelor of Music Education Program Coordinator: Kody Wallace Requirements Core Curriculum Must include: ENG 110: University Writing & Research*
Wingate University Academic Catalog 2026-2027
Credits 30-32 3
85 Requirements Credits Professional Core Courses* 30 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 400: Student Teaching Seminar 3 ED 442A: Music Student Teaching: Instructional 4 Preparation ED 442B: Music Student Teaching: Instructional 4 Presentation ED 442C: Music Student Teaching: Classroom 4 Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruct ED 326FE: Field Experience: Content Area Literacy ED 371FE: Field Experience: Elementary Music Methods ED 374FE: Field Experience: Middle School Choral Methods or ED 376FE: Field Experience: Middle School Instrumental Methods ED 384FE: Field Experience: High School Choral Methods or ED 386FE: Field Experience: High School Instrumental Methods Music Studies* 65-66 MUS 217: Theory I 3 MUS 218: Theory II 3 MUS 238: Ear Training I 1 MUS 239: Ear Training II 1 MUS 317: Theory III 3 MUS 318: Theory IV 3 MUS 338: Ear Training III 1 MUS 339: Ear Training IV 1 Vocal Majors MUS 329: Instrumental Methods Instrumental Majors MUS 323: Class Woodwinds MUS 324: Class Brass MUS 328: Class Percussion
3 1 1 1
MUS 327: Class Strings MUS 343: Choral Conducting/Arrange/Composition or MUS 344: Inst Conducting/Arranging/ Composition MUS 353: Choral Conducting II or MUS 354: Instrumental Conducting II MUS 356: Music History & Literature I MUS 357: Music History & Literature II MUS 358: Music History & Literature III MUS 401: Choral Techniques or MUS 403: Instrumental Techniques MUS 125, 126, 225, 226, 325, 326, 425: Recital and Concert Lab Music Education* MUS 371: Elementary Music Methods MUS 374: Middle School Choral Methods or MUS 376: Middle School Instrumental Methods MUS 384: High School Choral Methods or MUS 386: High School Instrumental Methods Performance Studies – Principal Instrument MUS 162, 262, 362: Primary Performance Study (each taken twice) MUS 462: Primary Performance Study Performance Studies – Secondary Instrument MUS 136: Class Piano I MUS 137: Class Piano II MUS 236: Class Piano III MUS 237: Class Piano IV Performance Studies – Ensemble – seven semesters, chosen based on principal instrument:
1 2 2 2 2 2 3 0 2 2 2 12 2 1 1 1 1
Requirements Credits MUS 103, 303: University Singers 1 MUS 107, 307: University Wind Ensemble 1 MUS 108, 308: University Athletic Bands 1 MUS 109, 309: Soulful Sounds Gospel Choir 1 MUS 113, 313: Chamber Ensemble 1 MUS 119, 319: Cantar 1 MUS 140, 340: Viva Voce 1 Diction, Accompanying, Chamber Ensemble, or Class Voice (Dependent on principal instrument) MUS 205, 206: Lyric Diction for Singers I and II 2 MUS 215, 216: Collaborative Piano I and II 2 MUS 113, 313: Chamber Ensemble 2 MUS 130: Voice Methods 1 MUS 420B: Senior Recital-Music Education* 0 Total Minimum Hours 125-128 NOTE: 33 hours of degree total must be 300/400 level courses. *A minimum grade of “C-“ is required. S P A N I S H E D U C A T I O N (K-12 ) Bachelor of Arts Program Coordinator: Mark Schuhl Requirements Credits Core Curriculum 45-46 Must include: ENG 110: University Writing & Research* 3 Hispanic literature course 3 HIST 117: Modern Latin America* 3 or HIST 210: Latinos in the United States* SPAN 101: Elementary Spanish I* 3 SPAN 102: Elementary Spanish II* 3 SPAN 201: Intermediate Spanish I* 3 SPAN 202: Intermediate Spanish II* 3 MATH 115: Precalculus (or higher) 4 PSYC 308: Child Psychology* 3 or PSYC 309: Adolescent Psychology* Professional Core Courses* 38 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 331: Middle Grades Curriculum and Instruction 3 ED 335: Classroom Strategies for the Secondary 2 Teacher Grades 9-12 ED 343: Methods for Teaching Spanish K-12 3 ED 400: Student Teaching Seminar 3 ED 466A: (K-12) Spanish Education Student Teaching: 4 Instructional Preparation ED 466B: (K-12) Spanish Education Student Teaching: 4 Instructional Presentation ED 466C: (K-12) Spanish Education Student Teaching: 4 Classroom Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 326FE: Field Experience: Content Area Literacy ED 331FE: Field Experience: Middles Grades Curriculum and Instruction ED 335FE: Field Experience: Classroom Strategies for the Secondary Teacher ED 343FE: Field Experience: Methods for Teaching Spanish K-12 ED 357FE: Field Experience: Middle Grades and Secondary Mathematics Teaching Methods Specialty Studies* 21 COMM 101: Public Speaking 3 Spanish Composition course (choose one): 3 SPAN 304: Conversation and Composition
Wingate University Academic Catalog 2026-2027
86 Requirements Credits SPAN 415: Advanced Grammar, Composition, and Linguistics Hispanic Literature course (choose one): 3 SPAN 310: Introduction to Literature SPAN 340: Studies in Spanish Literature SPAN 401: Literature of Spain SPAN 402: Latin American Literature Hispanic Culture course: 3 SPAN 320: Culture and Civilization of Spain SPAN 330: Culture and Civilization of Latin America Advanced Spanish Elective course (choose three): 9 SPAN 304: Conversation and Composition SPAN 310: Introduction of Literature SPAN 320: Culture and Civilization of Spain SPAN 340: Studies in Spanish Literature SPAN 350: Spanish Phonetics & Phonology/Convo SPAN 401: Literature of Spain SPAN 402: Latin American Literature SPAN 415: Advanced Grammar, Composition, and Linguistics Electives 15-16 Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. M A S T E R O F A R T S I N E D U C A T I O N (K-6) D U A L D E G R E E PROGRAM Bachelor of Science/Master of Arts in Education Program Coordinator: Brianne Johnson The dual degree program offers Elementary Education majors an opportunity to complete their Master of Arts in Education (MAED) Degree within one year of having completed their bachelor’s degree. Applications are made during the spring semester of the junior year and are available in Neu 130. MAED program details are available in the Wingate University Graduate Education Catalog. After being fully admitted to the dual-degree program, undergraduate students take up to six (6) credit hours in the MASM program during their senior year. Typically, the course sequence will consist of one course in the fall and one course in the spring of their senior year. Up to six (6) credit hours of graduate level courses will be counted as degreeapplicable even if the student has no electives left in the undergraduate program of study. For students with remaining elective hours, up to six (6) credit hours of graduate level courses can be counted as part of their undergraduate degree. B.S. in Elementary Education majors are eligible to apply during the spring semester of their junior year and must meet the following requirements: o o o o
3.0 or higher GPA Complete an essay of intent Recommendations from 2 Thayer School of Education faculty An interview with the Dean of the School of Education
Final Year of Undergraduate Education: • •
A D D -O N L I C E N S U R E P R O G R A M
3 0
15
Candidates must attempt all state mandated licensure test requirements, including edTPA, in order to successfully complete the program and be eligible for recommendation for licensure. Candidates must maintain a 2.7 GPA or higher and be employed full time in a North Carolina public school to continue in the program. Note: Effective June 30, 2019, North Carolina began phasing out the Lateral Entry Program for initial teaching licensure. Replacing the Lateral Entry Program is the Residency Model, which requires participants to associate with an Educator Preparation Program (EPP). ADMISSIONS REQUIREMENTS • • •
•
Hold a bachelor’s degree from an accredited college or university. Be employed by a North Carolina public school in the area of residency. Have successfully completed 24 hours of content courses in the area of employment as evaluated by the employer. Submit an application for the Post-Baccalaureate Licensure Program. Successfully complete 12 hours of field experience prior to entering the program (2 days) in a school/classroom, completed as part of the hiring orientation unless fulfilled otherwise.
PROGRAM GUIDELINES •
•
Each candidate’s transcript will be evaluated and assessed based on a list of courses/competencies needed for initial licensure in the selected content area. Each candidate must successfully complete all designated courses with a grade of C or better. Each candidate must successfully complete all state-required licensure tests prior to beginning the practicum. Each candidate must attempt the edTPA assessment during the practicum and submit his/her portfolio for official scoring by Pearson.
ELEMENTARY EDUCATION (K-6)
SPECIAL EDUCATION Requirements Education Courses ED 305: Intro Differentiated Learning
6
Candidates in a Post-Baccalaureate Residency Program must maintain continuous enrollment until all requirements are met. They may do so by enrolling in either ED 496: Critical Thinking Licensure Test Preparation or ED 596: Critical Thinking Licensure Test Preparation for up to six semesters until all program requirements are met.
•
Fall – ED 531: Research in Educational Trends, Issues, and Best Practice Spring – ED 532: Curriculum Decision Making
3
The Post-Baccalaureate Residency Program is an alternative pathway to initial teacher licensure.
•
COURSE SCHEDULE
Credits 3 3
P O S T -B A C C A L A U R E A T E R E S I D E N C Y P R O G R A M
•
ADMISSIONS REQUIREMENTS: •
Requirements ED 308: Reading Foundations Grades K-8 ED 357: Middle Grades and Secondary Math Methods or ED 358: Teaching Prob Solving/Quantitative Reasoning Special Education Courses SPED 360: Assessment, Collaboration, and IEP Development in Special Education SPED 370: Behavioral & Instructional Strategies for Diverse Learners Co-requisite Education Field Experience (FE) ED 308FE: Field Experience: Reading Foundation K-8 ED 357FE: Middle Grades and Secondary Mathematics Teaching Methods or ED 358FE: Field Experience: Problem Solving SPED 360FE: Assessment, Collaboration, and IEP Development in Special Education SPED 370FE: Behavioral & Instructional Strategies for Diverse Learners Total Minimum Hours
Credits 9 3
The program offers coursework leading to the initial licensure in Elementary Education (K-6). Candidates for the Elementary Education (K-6) Residency Model will complete 18 semester credit hours (or
Wingate University Academic Catalog 2026-2027
87 approved equivalents) of courses in The Master of Arts in Teaching (MAT) that are currently required for initial licensure: ED 502: Literacy in the 21st Century ED 540: Communication/Literacy Across Curriculum ED 542: Teaching Prob Solving/Quant Reasoning ED 544: Teaching Inquiry/Sci Literacy/Health ED 546: Integrating Social Studies & Humanities ED 595: Practicum Total Minimum Hours
Credits 3 3 3 3 3 3 18
MIDDLE GRADES EDUCATION (6-9) Candidates for the Middle Grades 6-9 license will successfully complete each of the following courses or approved equivalents. Content areas include Language Arts, Mathematics, Science, and Social Studies. ED 303: Educational Psychology ED 305: Introduction to Differentiated Instruction for All Learners ED 306: Curriculum and Instruction ED 331: Middle Grades Curriculum and Instruction Content Appropriate Methods Course ED 327: Literature for Children & Young Adults or ED 354: Middle Grades & Secondary Sci. Methods or ED 359: Middle Grades & Secondary Math Methods or ED 395: Teaching Citizenship & Global Issues 6-9 Student Teaching Course ED 444b: Middle Grades Student Teaching: Instructional Presentation Total Minimum Hours
Credits 3 3 3 3
3
3 18
SECONDARY EDUCATION (9-12) Candidates for the Secondary Education 9-12 licensure will successfully complete each of the following courses or approved equivalents. Content areas include English, History, Mathematics, and Science. ED 303: Educational Psychology ED 305: Intro to Differentiated Instruction for All Learners ED 306: Curriculum and Instruction ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12 Content Appropriate Methods Course ED 327: Literature for Children & Young Adults or ED 354: Middle Grades & Secondary Sci. Methods or ED 357: Middle Grades & Secondary Math Methods or ED 390: Teaching Citizenship & Global Issues 9-12 Content Appropriate Student Teaching Course ED 443b: History Student Teaching: Instructional Presentation or ED 460b: Mathematics Student Teaching: Instructional Presentation or ED 465b: English Student Teaching: Instructional Presentation or ED 470b: Science Student Teaching: Instructional Presentation Total Minimum Hours
Credits 3 3 3 3 3
3
18
Candidates for the Spanish Education K-12 licensure will successfully complete each of the following courses or approved equivalents. Students must demonstrate Spanish language competency by completing twenty-four (24) course credit hours in Spanish or passing the Spanish licensure test prior to admission to the program. Credits 3 3 3 3
3 3-4 18-19
N O N -L I C E N S U R E P R O G R A M EDUCATIONAL STUDIES Bachelor of Science Program Coordinator: Brianne Johnson The Educational Studies major is non-licensure interdisciplinary major with an emphasis on educational foundations and liberal arts. It offers students an opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several concentrations (Health and Physical Activity, Humanities, Language and Literacy, Mathematics and Science), The major requires a minimum of 120 semester hours and includes 51-54 credits in the University Core Curriculum, 24 credits in the Professional Core, and 47-50 credits in Specialty Studies. Students who earn this non-licensure degree will have the option of obtaining licensure post-baccalaureate through a Master of Arts in Teaching (MAT) degree or alternative process, working with students in a setting that does not require teacher licensure (e.g., private or religious schools, non-profit organizations, educational support services), or pursuing graduate work in a non-teaching field. Students in the non-licensure, educational studies program may switch to a licensure program provided they have met all requirements for admission to Teacher Education prior to enrolling in ED 306— Curriculum and Instruction. Students in licensure programs (Elementary Education, K-12 programs, Middle Grades Education, or Secondary Education) may change to Educational Studies at any point. HEALTH AND PHYSICAL ACTIVITY
SPANISH EDUCATION (K-12)
ED 303: Educational Psychology ED 305: Intro to Differentiated Instruction for All Learners ED 306: Curriculum and Instruction
Credits ED 335: Classroom Strategies for the Secondary Teacher Grades 9-12 or ED 331: Middle Grades Curriculum and Instruction Content Appropriate Methods Course ED 343: Methods for Teaching Spanish K-12 Content Appropriate Student Teaching Course ED 466b: Spanish Education Student Teaching: Instructional Presentation Total Minimum Hours
Requirements Core Curriculum Must include: BIO 120: Human Biology* or BIO 101: Introductory Cell Biology* EXSC 210: Human Structure and Function* PSYC 101: General Psychology WELL 101: Personal Fitness and Wellness Professional Core Courses ED 300: Education: The Profession ED 301: Foundations of Education ED 303: Educational Psychology ED 304: Exploring Diversity in Education ED 305: Intro Differentiated Learning ED 306: Curriculum and Instruction ED 326: Content Area Literacy ED 495: Pre Internship Seminar ED 499: Educational Studies Internship Specialty Studies COMM 101: Public Speaking EXSC 205: Principles of Resistance Training EXSC 230: Fitness Promotion and Assessment EXSC 255: Applied Nutrition EXSC 303: Motor Control & Motor Learning HETH 101: Personal & Community Health HPE 201: Introduction to Health & Physical Ed HPE 220: Teaching Educ Dance, Gymnastics, Rhythms HPE 221: Teaching Individual and Dual Sports HPE 222: Teaching Team Sports HPE 320: Methods of Health Instruction
Wingate University Academic Catalog 2026-2027
Credits 46-47 4 4 3 2 1 3 3 1 3 3 1 1 3 3 2 2 3 3 3 3 2 2 2 3
19
38
88 Requirements Credits HPE 380: Elementary Physical Education Methods 3 HPE 385: Middle/Secondary PE Methods 3 PE 145: CPR/AED Training 1 SRMT 410: Adapted Sport & Physical Education 3 Unrestricted Electives 16-17 Capstone Project/Presentation 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *Minimum grade of “C-“ required. HUMANITIES Requirements Credits Core Curriculum 47-50 Professional Core Courses 25 COMM 101: Public Speaking 3 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 495: Pre Internship Seminar 1 ED 499: Educational Studies Internship 3 PSYC 250: Developmental Psychology 3 or PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology or PSYC 311: Adulthood and Aging Restricted Electives 18 Choose 12 credit hours from one or more of the following areas: 1. Art, Music, and Theater Arts 2. Communications and English 3. Second Languages (Spanish or French) 4. History, Geography, Political Science, Women and Gender Studies 5. Philosophy, Religion 6. Psychology, Human Services, Criminal Justice, and Sociology Choose 6 credit hours from: ED 324: English Meth for Secondary Teacher 3 ED 327: Literature for Children and Young Adults 3 ED 390: Teaching Citizenship/Global Issues (9-12) 3 ED 392: Teaching Citizenship/Global Issues (K-6) 3 ED 395: Teaching Citizenship/Global Issues (6-9) 3 HON 205: HONORS: Ideas in Fine Arts 2 HON 210: HONORS: Mathematical Masterpieces 3 HON 300: HONORS: The Making of the Modern Mind 3 W’Engage or W’International 2-4 Unrestricted Electives 29-32 Capstone Project/Presentation 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. LANGUAGE AND LITERACY Requirements Core Curriculum Professional Core Courses COMM 101: Public Speaking ED 300: Education: The Profession ED 301: Foundations of Education ED 303: Educational Psychology ED 304: Exploring Diversity in Education ED 305: Intro Differentiated Learning ED 306: Curriculum and Instruction ED 326: Content Area Literacy ED 495: Pre Internship Seminar ED 499: Educational Studies Internship PSYC 250: Developmental Psychology or PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology
Credits 47-50 25 3 1 3 3 1 3 3 1 1 3 3
Requirements Credits or PSYC 311: Adulthood and Aging Restricted Electives 6 Two Courses in Communication, English, or Second Language Education Electives (Choose 4) 12 ED 308: Reading Foundation K-8 3 ED 324: English Meth for Secondary Teacher 3 ED 327: Literature for Children & Young Adults 3 ED 410: Teaching Writing and Communication 3 ED 411: Reading Assessment and Intervention 3 Advanced Electives 6 Unrestricted Electives 23-26 Capstone Project/Presentation 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. MATHEMATICS AND SCIENCE Requirements Credits Core Curriculum 47-50 Must include: MATH 120: Calculus & Analytic Geometry I 4 MATH 220: Calculus & Analytic Geometry II 4 Laboratory Science Courses (8 hours) 8 Professional Core Courses 25 COMM 101: Public Speaking 3 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 326: Content Area Literacy 1 ED 495: Pre Internship Seminar 1 ED 499: Educational Studies Internship 3 PSYC 250: Developmental Psychology 3 or PSYC 308: Child Psychology or PSYC 309: Adolescent Psychology or PSYC 311: Adulthood and Aging Education Required Courses 11 ED 331: Middle Grades Curriculum & Instruction 3 ED 335: Classroom Strat. for Secondary (9-12) Teachers 2 ED 353: Developing Scientific Inquiry in the Elementary 3 Grades ED 357: Middle Grades & Secondary Mathematics 3 Teaching Methods Mathematics Required Courses 6 MATH 209: Inferential Statistics 3 MATH 242: Discrete Mathematics 3 Advanced Mathematics Electives (300 level or above) 6-8 Science Electives 14-16 Unrestricted Electives 7-11 Capstone Project/Presentation 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. GRADUATION REQUIREMENTS • • • •
Must meet a minimum of 120 credit hours, including 33 credit hours at 300 level or above. Must maintain a minimum of a 2.0 GPA in the major and cumulative. Must complete the last 30 credit hours of the degree at Wingate University. Must fulfill the Lyceum requirement.
MINOR EDUCATIONAL STUDIES Requirements ED 303: Educational Psychology ED 305: Intro Differentiated Learning
Wingate University Academic Catalog 2026-2027
Credits 3 3
89 Requirements ED 306: Curriculum and Instruction ED 324: English Methods for Secondary Teachers or ED 327: Literature for Children and Young Adults or ED 354: Middles Grades and Sec. Science Methods or ED 357: Middle Grades and Sec. Math Methods or ED 390: Teaching Citizenship and Global Issues K-6 or ED 395: Teaching Citizenship and Global Issues 6-9 or ED 410: Teaching Writing and Communication ED 495: Pre-Internship Seminar Choose one: ED 331: Middle Grades Curriculum and Instruction and ED 499: Educational Studies Internship ED 335: Classroom Strategies for the Sec. Teacher and ED 499: Educational Studies Internship Total Minimum Hours
Credits 3 3
3 2 2 3
1 5
18
SCHOOL OF SPORT SCIENCES Dean:
Brandy Clemmer
Professors: Associate Professors:
John Acquaviva, Jennifer Bond Brandy Clemmer, Christi DeWaele, Christopher Harrist, Daniel McLaughlin, Traci Napolitano, William Steffen Heather DeLangie, Nicholas DeLangie, Sean Krysak Callie Phillips
Assistant Professors: Instructor:
D E P A RT ME N T O F E X E RC I S E S C I E N C E Department Chair:
Traci Napolitano
DEGREE REQUIREMENTS: EXERCISE SCIENCE MAJOR Students completing a major in Exercise Science must meet the following criteria: • • •
A grade of “B-” or higher in EXSC 101: Introduction to Exercise Science A grade of “C-” or higher in all other Exercise Science Core courses For Pre-Professional Track, a cumulative GPA of 2.5 and a grade of “C-” or higher in Biology 101, 211 and 212
Any student receiving a grade lower than a “B-” in Exercise Science 101 must repeat the course. Any student receiving a grade lower than a “C-” in any other Exercise Science core class must repeat the course. If the particular course is a prerequisite for another course, the other course may not be taken until the required passing grade is achieved (“B-” for EXSC 101 and “C-” for all other courses). FITNESS PROFESSIONAL TRACK Bachelor of Science Requirements Core Curriculum Must include: BIO 101: Introductory Cellular Biology or BIO 120: Human Biology CHEM 100: Fundamentals of Chemistry or CHEM 101: Principles of Chemistry I MATH 209: Inferential Statistics PSYC 101: General Psychology Recommended: WELL 101: Personal Fitness and Wellness Exercise Science Core* EXSC 101: Introduction to Exercise Science** EXSC 205: Principles of Resistance Training EXSC 230: Fitness Promotion and Assessment EXSC 255: Applied Nutrition EXSC 303: Motor Control & Motor Learning EXSC 305: Care & Prevention of Injuries
Credits 43 4 4 3 3 2 3 2 2 3 3 3
45
Requirements Credits EXSC 306: Psychology of Sport and Exercise 3 EXSC 310: Exercise Physiology w/LAB 4 EXSC 315: Anatomical Kinesiology 3 EXSC 325: Strength and Conditioning 3 EXSC 410: Exercise Prescription: Special Population 3 EXSC 415: Current Topics in Exercise Science 3 EXSC 477: Pre-Internship Seminar 3 EXSC 479: Internship 3 HETH 101: Personal & Community Health 3 PE 145: CPR/AED Training 1 Fitness Professional Core* 10 EXSC 210: Human Structure and Function 4 PSYC 321: Social Psychology 3 or PSYC 330: Physiological Psychology or PSYC 335: Health Psychology or PSYC 404: Performance Psychology SRMT 330: Facility Design & Management 3 General/Advanced Electives 22 Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. **A minimum grade of B- is required. PRE-PROFESSIONAL TRACK Bachelor of Science Students in the Pre-Professional track must repeat Biology 101, 211, or 212 if they earn grades lower than a “C-.” Students in the PreProfessional track are required to maintain a minimum 2.5 cumulative GPA to remain in the program. Failure to maintain a 2.5 cumulative GPA will result in a one-semester probation and may also result in the loss of financial aid. Failure to improve to the minimum 2.5 cumulative GPA by the end of the probation period will result in removal from the program, and the student will be advised into a suitable major. In addition, any student who falls below a 2.5 cumulative GPA after earning 72 credit hours, including transfer hours, will be removed from the program and will be advised into a suitable major. Requirements Core Curriculum Must include: BIO 101: Introductory Cellular Biology* CHEM 101: Principles of Chemistry I MATH 209: Inferential Statistics PSYC 101: General Psychology Recommended: WELL 101: Personal Fitness and Wellness Exercise Science Core* EXSC 101: Introduction to Exercise Science** EXSC 205: Principles of Resistance Training EXSC 230: Fitness Promotion and Assessment EXSC 255: Applied Nutrition EXSC 303: Motor Control & Motor Learning EXSC 305: Care & Prevention of Injuries EXSC 306: Psychology of Sport and Exercise EXSC 310: Exercise Physiology w/LAB EXSC 315: Anatomical Kinesiology EXSC 325: Strength and Conditioning EXSC 410: Exercise Prescription: Special Population EXSC 415: Current Topics in Exercise Science EXSC 477: Pre-Internship Seminar EXSC 479: Internship HETH 101: Personal & Community Health PE 145: CPR/AED Training Pre-Professional Core BIO 211: Principles of Anatomy & Physiology I* BIO 212: Principles of Anatomy & Physiology II* CHEM 102: Principles of Chemistry II MATH 115: Precalculus or MATH 120: Calculus & Analytic Geometry I
Wingate University Academic Catalog 2026-2027
Credits 43 4 4 3 3 2 3 2 2 3 3 3 3 4 3 3 3 3 3 3 3 1 4 4 4 4
45
24
90 Requirements PHYS 101: General Physics I PHYS 102: General Physics II General/Advanced Electives Exit Exam
Credits 4 4 8 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *A minimum grade of C- is required. **A minimum grade of B- is required.
EARLY ACCEPTANCE AGREEMENT To be eligible for this early acceptance program the applicant must have completed the first two years of undergraduate study in Exercise Science at Wingate and meet the following criteria: • • • •
E X E R C I S E S C I E N C E (3.5+3 BS/DPT C O M B I N E D PROGRAM) Bachelor of Science – Doctor of Physical Therapy This is a 3.5+3 competitive program available to qualified applicants. Upon successful completion of the first 3.5 years of study in exercise science, students who have achieved established benchmarks will be admitted seamlessly into the professional phase of the DPT program. Wingate’s Exercise Science curriculum offers students an excellent foundation in coursework applicable to their future career aspirations. Admissions pathways will be two-fold, offering exceptional high school students, who know they ultimately desire to be a physical therapist, the opportunity to apply as freshman, and a second track, for those less certain at that early juncture, to be admitted after their sophomore year in Exercise Science. Students admitted to this program will have opportunities for leadership, early socialization into their lives as future healthcare professionals, and enhanced research opportunities, among other offerings and activities. ADMISSIONS REQUIREMENTS EARLY ASSURANCE PROGRAM To be eligible for the combined freshman-entry ExSc/DPT program, the student must have the following: • • •
An overall unweighted GPA of 3.4 or weighted of 3.6 Science and math grades of 90 or higher in high school SAT of 1150 or ACT of 23 (can be waived if both weighted and unweighted GPA meet criteria)
In addition, to continue enrollment in the program and be accepted to the professional phase of the WU DPT program, the student must meet the following criteria: • • •
•
• •
• • •
Maintain an overall GPA of 3.5 and science grade point average of 3.25 in the undergraduate exercise science phase Maintain all science and math grades at a B or better A total of two retakes will be allowed for all math, science and Exercise Science courses combined to achieve the required minimum grade Students will complete the following after the Spring semester of their Sophomore year: o Successfully complete an interview with DPT faculty o Complete a required essay o Show evidence of completing at least 20 of the required 50 hours of volunteer/paid experience with PT supervision Perform a total of at least 50 hours of volunteer/paid experience with PT supervision Formally apply to the program through PTCAS (centralized application service) when in the third year of undergraduate studies Complete a criminal background check Successful participation in the Leadership Academy Make seat deposits by the below due dates o A partial seat deposit of $750 by September 1st the third year of undergraduate studies o Final seat deposit of an additional $750 by April 1st of the third year of undergraduate studies o Refunds: If a student is dismissed from the early assurance pathway due to failure to meet the above expectations such as GPA and
volunteer hours, then their seat deposit will be refunded If a student simply elects not to attend Wingate’s DPT program then their seat deposit will not be refunded.
• •
An overall grade point average of 3.5 No science or math grades below a grade of B No grade of C- or below in any course Show evidence of completing at least 20 of the required 50 hours of volunteer/paid experience with PT supervision A favorable recommendation by the Exercise Science faculty at Wingate. Passing a personal interview by Wingate DPT faculty
In addition, to continue enrollment in the program and be accepted to the professional phase of the WU DPT program, the student must meet the following criteria: •
Maintain the overall GPA at 3.5 and science GPA of 3.25 in the undergraduate phase • Maintain all science and math grades at a B or better • A total of two retakes will be allowed for all math, science and Exercise Science courses combined to achieve the required minimum grade • No grade of C- or below in any course • Perform a total of at least 50 hours of volunteer/paid experience with PT supervision • Formally apply to the program through PTCAS (centralized application service) when in the third year of undergraduate studies • Complete a criminal background check • Make seat deposits by the below due dates o A partial seat deposit of $750 by September 1st the third year of undergraduate studies. o Final seat deposit of an additional $750 by April 1st of the third year of undergraduate studies o Refunds: If a student is dismissed from the early assurance pathway due to failure to meet the above expectations such as GPA and volunteer hours, then their seat deposit will be refunded If a student simply elects not to attend Wingate’s DPT program then their seat deposit will not be refunded. Application Procedures • Complete an application to the WU ExSc/DPT program by May 1 of your second year of undergraduate studies • Submit a sealed and confidential written recommendation from the Department of Exercise Science at Wingate by May 1 • Submit a letter of recommendation from a physical therapist which will also serve as documentation of at least 50 hours under the direct supervision of a licensed physical therapist • Include a copy of your unofficial transcript of all college coursework • Submit an essay addressing the topic, “Why are you pursuing the field of physical therapy and why are you selecting Wingate’s program?” Policy on Transfer Credit for Traditional High School Applicants The following criteria will govern the acceptance of transfer credit as an early assurance student: •
Only 12 credits of specific science and math prerequisite AP or IB coursework can be applied towards the professional phase prerequisites if you enroll as an EA student. A student will be awarded credit for both Biology 101 and 103 with a minimum AP score of 4. A student will be awarded credit for only Biology 101
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•
•
with an AP score of 3. An IB score of 5 is required to receive transfer credit towards Biology 101. For college credits taken while in high school, only 12 credits of specific science and math prerequisite coursework, earned at a grade of B or higher, can be applied towards the professional phase requirements. General education coursework which would normally satisfy University core requirements or electives will be accepted as per normal transfer requirements.
When a student is accepted into the early assurance program, they are accepted into a professional phase cohort with the undergraduate phase lasting 3.5 years. Once accepted into a cohort, a student cannot further accelerate to gain admission to the professional DPT phase earlier than the stated cohort. In those circumstances where a student may complete the undergraduate phase early, we recommend taking a minor, a second major, or taking time off from their studies to pursue meaningful employment while they wait for the January start of their original cohort. Alternatively, if a student is seeking to transfer a large number of credits into Wingate University, or will enter Wingate with an Associate’s degree or higher, which would enable them to complete their undergraduate studies in 2.5 years or less, they are advised to forego this program and enter the university as a typically matriculating undergraduate student and apply to DPT through the normal PTCAS postgraduate mechanism. Wingate undergraduate students, who meet the minimum requirements for their chosen pathway for applying, are guaranteed an interview for the professional phase. Questions about this policy should be directed to Maeghan Edwards, Director of Health Professions Pathways, at m.edwards@wingate.edu. MINOR
HEALTH AND PHY SICAL EDUCATION (SEE THAYER SCHOOL OF EDUCATION)
EXERCISE SCIENCE Requirements Credits EXSC 205: Principles of Resistance Training 2 EXSC 230: Fitness Promotion and Assessment 2 EXSC 255: Applied Nutrition 3 EXSC 310: Exercise Physiology w/LAB* 4 EXSC 315: Anatomical Kinesiology* 3 EXSC 325: Strength and Conditioning* 3 Total Minimum Hours 17 *These courses require EXSC 210: Human Structure and Function or BIO 211: Principles of Anatomy & Physiology I as prerequisites, which can also satisfy the core curriculum in math/science.
D E P A RT ME N T O F S P O RT A N D R E C R E A T I O N M A N A G E ME N T Department Chair:
Requirements Credits SRMT 479: Internship Experience 3 SRMT 495: Current Issues in Sport & Recreation 3 BUS 111: Business Applications 3 or CS 110: Computing for the 21st Century COMM 101: Public Speaking 3 Area of Concentration (choose one): 21 Sport Management ACCT 253: Principles of Financial Accounting 3 ECON 221: Principles of Microeconomics 3 MGMT 302: Principles of Management 3 SRMT 210: Sport Governance 3 SRMT 370: Globalization of Sport in 21st Century 3 SRMT 415: Sport Sponsorship & Sales 3 SRMT 435: Sport Analytics 3 Community and Commercial Recreation HPE 220: Teaching Educational Dance, 2 Gymnastics, & Rhythms HPS 221: Teaching Individual & Dual Sports 2 HPE 222: Teaching Team Sports 2 SRMT 214: Outdoor Recreation 3 SRMT 306: Youth Development in Sport & Rec 3 SRMT 350: Foundations of Coaching 3 SRMT 410: Adaptive Sport & Recreation 3 SRMT 465: Research, Evaluation, & Grant Writing 3 General/Advanced Electives 13-16 Electives or a declared minor in Sport Management, Exercise Science, or any other concentration of interest Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
Christopher Harrist
SPORT AND REC REATION MANAG EMENT Bachelor of Science Requirements Core Curriculum Must include: PSYC 101: General Psychology Recommended: SRMT 200: Wellness Through Leisure or WELL 101: Personal Fitness and Wellness Sport and Recreation Management Core SRMT 111: Sport and Recreation in Modern Society SRMT 212: Program Planning & Organization SRMT 220: Inclusion in Sport & Recreation SRMT 242: Leadership in Sport & Recreation SRMT 300: Marketing in Sport & Recreation SRMT 301: Sport Finance SRMT 330: Facility Design & Management SRMT 404: Legal Aspects of Sport & Recreation SRMT 477: Pre-Internship Experience
Credits 45-47 3 2 3 3 3 3 3 3 3 3 3
33
Bachelor of Science Program Coordinator: Daniel McLaughlin MINORS COACHING Requirements Sport & Recreation Management Courses SRMT 242: Leadership in Sport and Recreation SRMT 350: Foundations of Coaching INT 499: Internship Choose 3 courses: EXSC 230: Fitness Promotion and Assessment or PE 145: CPR/AED Training EXSC 255: Applied Nutrition EXSC 306: Psychology of Sport and Exercise PSYC 309: Adolescent Psychology SRMT 306: Youth Development in Recreation & Sport Other advisor approved course Total Minimum Hours
Credits 9 3 3 3 9 2 1 3 3 3 3 18
COMMUNITY AND COMMERCIAL RECREATION Requirements Sport & Recreation Management Courses SRMT 111: Sport and Recreation in Modern Society SRMT 212: Program Planning & Organization Choose 4 courses: SRMT 214: Outdoor Recreation SRMT 242: Leadership in Sport & Recreation SRMT 306: Youth Development in Recreation & Sport SRMT 330: Facility and Design Management SRMT 350: Foundations of Coaching SRMT 404: Legal Aspects Sport & Recreation SRMT 410: Adaptive Sport & Recreation SRMT 465: Research, Evaluation, & Grant Writing SRMT 490: Special Topics Total Minimum Hours
Wingate University Academic Catalog 2026-2027
Credits 6 3 3 12 3 3 3 3 3 3 3 3 3 18
92 COMMUNITY YOUTH DEVELOPMENT
BADGES AND CERTIFICATES
Requirements Required Courses SRMT 306: Youth Development in Sport & Recreation SRMT 212: Program Planning & Organization INT 499: Internship Choose 2 courses: SOC 305: Urban Experience SOC 330: Social Inequalities SOC 335: Race in Society Choose one course: SRMT 350: Foundations of Coaching SRMT 410: Adaptive Sport & Recreation Total Minimum Hours
Credits 9 3 3 3 6 3 3 3 3 3 3 18
ADVANCED LEADERSHIP RESEARCH BADGE For information regarding the badge in advanced leadership research, see Non-Degree Programs in Part II of the catalog. PROFESSIONAL INTERNSHIP BADGE For information regarding the professional internship badge, see NonDegree Programs in Part II of the catalog. LEADERSHIP CERTIFICATE For information regarding the certificate in leadership, see Non-Degree Programs in Part II of the catalog.
WINGATE ONLINE
SPORT MANAGEMENT Requirements Sport & Recreation Management Courses SRMT 111: Sport and Recreation in Modern Society SRMT 210: Sport Governance Choose 4 courses: SRMT 220: Inclusion in Sport & Recreation SRMT 242: Leadership in Sport & Recreation SRMT 300: Marketing in Sport & Recreation SRMT 301: Sport Finance SRMT 306: Youth Development in Sport & Recreation SRMT 330: Facility Design & Management SRMT 370: Globalization of Sport in 21st Century SRMT 404: Legal Aspects of Sport & Recreation SRMT 405: Sport in Film SRMT 410: Adaptive Sport & Recreation SRMT 415: Sport Sponsorship & Sales SRMT 435: Sport Analytics SRMT 479: Internship Experience SRMT 490: Special Topics SRMT 495: Current Issues in Sport & Recreation Total Minimum Hours
Credits 6 3 3 12 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 18
Dean: Charlesa Hann This program offers baccalaureate degrees especially designed for adult students who are interested in a personal curriculum and for individuals whose college careers may have been interrupted. For many students who attended one or more institutions in the past, this allows for the application of previously-earned college credits toward a Wingate degree without having to start over in a different major. Wingate Online offers the following degree programs: Bachelor of Liberal Studies – students can earn a BLS degree in four majors: 1. Human Services, 2. Organizational Communication and Management, 3. Educational Studies, and 4. Criminal Justice and Human Behavior Bachelor of Science – students can earn a BS degree in two majors: 1. Elementary Education (K-6) 2. General Studies Wingate Online also offers the following certificate program:
LEADERSHIP
Addiction Specialist
Entry into the Leadership Distinction Pathway leading to the Leadership Minor and Distinction in Leadership is competitive and requires a formal commitment.
A D MI S S I O N T O W I N G A T E O N L I N E
Formal Application and Academic Requirements: • • •
Eligibility for Application: Completion of SSLD 101 Minimum GPA: Must possess a 3.3 cumulative GPA Formal Application: Students must submit a formal application to the School of Sport Sciences Leadership Program before moving into their sophomore year to secure their spot • GPA Maintenance: Admitted students must maintain a 3.0 cumulative GPA throughout the remainder of the program to remain in good standing Requirements Credits Leadership Courses 12 SSLD 101: Introduction to Sport Leadership 1 SSLD 425: Applied Leadership 2 SSLD 426: Strategic Teams & Organizations 2 SSLD 427: Professionalism & Ethical Application 2 SSLD 428: Advanced Leadership Research & Applied 2 Practice SRMT 242: Leadership in Sport & Recreation 3 Internship Courses 6 SRMT 477: Pre-Internship Experience 3 or EXSC 477: Pre-Internship Seminar SRMT 479: Internship Experience 3 or EXSC 479: Internship Experience Service 100 Completion of 100 documented hours of meaningful community or campus service. Total Minimum Hours 18
Admission to Wingate Online is rolling; there are six times throughout the year that new students may begin. To be admitted to Wingate Online, applicants should complete the application on the Wingate website: https://www.wingate.edu/academics/adult-bachelor-degree
B A C H E L O R O F L I B E RA L S T U DI E S (BLS) An application is considered complete after receipt of the following: • • • •
•
Completed online application form Official high school transcript or GED certification (if applicable) Official transcripts from all institutions previously attended SAT or ACT scores for transfer students with fewer than 24 credit hours (SAT or ACT scores are not required for students who have been out of high school for five or more years) A completed application for admission must be submitted. Official transcripts from all institutions previously attended along with official high school transcript or GED certification must be received prior to the first day of classes
B A C H E L O R O F S C I E N C E (BS) BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION Students applying for the Bachelor of Science in Elementary Education must either: (a) hold an Associate in Applied Arts, an Associate in Applied Science, an Associate in Arts, or an Associate in Science degree from a regionally-accredited two-year institution, (b) have completed a minimum of 45 credit hours with at least a 2.0 Grade Point Average, or (c) been out of high school for five or more years.
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93 All students are admitted to Wingate Online programs after receipt of the following: • • • •
•
Completed online application form Official high school transcript or GED certification (if applicable) Official transcripts from all institutions previously attended SAT or ACT scores for transfer students with fewer than 24 credit hours (SAT or ACT scores are not required for students who have been out of high school for five or more years) A completed application for admission must be submitted. Official transcripts from all institutions previously attended along with official high school transcript or GED certification must be received prior to the first day of classes
As is policy with the traditional undergraduate Teacher Education Program, all students enter all education programs as an Educational Studies major. Upon completion/transfer of 45 semester hours, a student must submit a formal application to the Teacher Education Program. A student who does not meet the entrance criteria will remain an Educational Studies major. In the case of current Teacher Assistants, those not admitted to the teacher education licensure program, will complete the BLS in Educational Studies and then seek a residency license and the post-baccalaureate residency program as their license and the post-baccalaureate residency program as their pathway to licensure.
withdrawal, if applicable) must meet the catalog requirements for graduation in effect at the time of readmission. Students who have been academically suspended and wish to apply for reinstatement to the University should submit the application for readmission found on the WU Admissions webpage. Upon completion of the admissions application the student will be directed to complete and submit the Readmit Academic Appeal form. Once the form is received it will be reviewed by the Academic Appeals Committee and the student will be notified of their decision via email.
C RE DI T F O R P R I O R L E A R N I N G P O L I C Y (CPL) Students who are working in the criminal justice field may be eligible for credit for prior learning (CPL) for certain courses in the Criminal Justice and Human Behavior major. Eligibility is determined in the following three ways:
ELIGIBILITY FOR TEACHER EDUCATION ADMISSION The student must meet all eligibility requirements below: • Have completed at least 45 semester credit hours • Cumulative GPA of 2.7 • Meet the minimum PRAXIS Core score requirements (cumulative score of 468) or SAT (cumulative score of 1170 from Math and Verbal) or ACT (cumulative score of 24) tests • Have passed at least one education course • Earned no lower than a “C-“ in ENG 110, MATH 118, and MATH 119
1.
Credit for prior learning will be granted for any ACE approved programs/courses. Any criminal law course will transfer as WU’s CRJ 301 Criminal Law.
2.
A maximum of 18 elective transfer credit hours will be granted for the completion of the NC Basic Law Enforcement Training (NCBLET).
3.
Credit can be awarded for years of service and/or police academy training. Eligibility is determined by the position/duties one has held, the number of years of service, and approval of the Criminal Justice department. Documentation of experience and training is required.
C E RT I F I E D L A W E N F O RC E ME N T O F F I C E RS Law enforcement officers who have completed Basic Law Enforcement Training (CJC 100) and are certified as a law enforcement officer by a local, state, or federal agency or a branch of the military will receive credit for the following Wingate University course: •
CRJ 201 Introduction to Criminal Justice
BACHELOR OF SCIENCE IN GENERAL STUDIES
S E R VI C E -R E L A T E D E X P E R I E N C E A N D T R A I N I N G
Students applying for the Bachelor of Science in General Studies must either: (a) hold an Associate in Applied Arts, an Associate in Applied Science, an Associate in Arts, or an Associate in Science degree from a regionally-accredited two-year institution, (b) have completed a minimum of 45 credit hours with at least a 2.0 Grade Point Average, or (c) been out of high school for five or more years.
Students who have been employed as a full-time certified law enforcement, correctional, or detention offer for a local, state, or federal agency or branch of military for a minimum of three years may be considered for transfer credit for these specific courses if the student meets the following criteria:
If a current Wingate University student, must have earned 45 credit hours OR be approved by the Dean of Online Education through an appeals process. All students are admitted to Wingate Online programs after receipt of the following: • Completed online application form • Official high school transcript or GED certification (if applicable) • Official transcripts from all institutions previously attended • SAT or ACT scores for transfer students with fewer than 24 credit hours (SAT or ACT scores are not required for students who have been out of high school for five or more years) • A completed application for admission must be submitted. Official transcripts from all institutions previously attended along with official high school transcript or GED certification must be received prior to the first day of classes
R E A D MI S S I O N A student who wishes to be readmitted to Wingate University must complete a Readmission Application which is available on the WU Admissions webpage. If the student has attended other colleges after leaving Wingate University, official transcripts must be forwarded to the Admissions Office to complete the application. A student who has been absent for two consecutive semesters (including the semester of
CRJ 205: J U V E N I L E J U S T I C E At least three years assigned as a School Resource Officer (SRO), three years assigned as a detective with a primary responsibility for juvenile/youth crimes, juvenile detention or correctional counselor, and documentation of a minimum of 40 hours of specialized training from a college or certified training academy in juvenile crime and delinquency issues. DOCUMENTATION REQUIRED: •
•
A letter on agency letterhead from a supervisor stating the number of years assigned full-time to one of the abovedescribed juvenile positions, AND Documentation of at least 40 hours of juvenile-related specialized training.
CRJ 305: C O R R E C T I O N S At least three years assigned as a corrections officer, three years assigned as a probation or parole office, and documentation of completion of the Basic Correctional Offices Training Course. Detention officers who have completed the Detention Offer Certification Course and have three years of experience in a detention officer position are also eligible for this credit. DOCUMENTATION REQUIRED: •
A letter on agency letterhead from a supervisor stating the number of years assigned full-time to one of the abovedescribed correction positions, AND
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Documentation of the completed training in the form of an official transcript or certified training record.
Others, per department approval.
D E G R E E R E Q U I R E ME N T S B A C H E L O R O F L I B E RA L S T U DI E S (BLS) The Bachelor of Liberal Studies, consists of four parts: Core Curriculum
Major – Choose one:
• Global Perspectives (15 credits) • University Foundations (17-19 credits minimum) • Organizational Communication and Management (30 credits) • Human Services (36 credits) • Educational Studies o Language and Literacy concentration (39 credits) • Criminal Justice and Human Behavior (37 credits)
Electives (credits vary based on major/concentration)
Students must choose a combination of general (100/200) level and advanced (300/400) level electives to ensure that a minimum of 33 hours of the BLS total are at the 300/400 level.
Exit Exams
Students must pass Major Exit Exams
MAJOR CURRICULUM ORGANIZATIONAL COMMUNICATION AND MANAGEMENT Requirements Credits BLS Core Curriculum (located on page 51) 32 Communication (Choose five courses): 15 COMM 205: Principles of Public Relations 3 COMM 225: Interpersonal Communication 3 COMM 302: Group Communication 3 COMM 315: Cases in Public Relations 3 COMM 320: Writing for the Media 3 COMM 340: Intercultural Communication 3 COMM 375: Organizational Communication 3 COMM 410: Persuasion 3 Marketing/Management (Choose five courses): 15 MARK 301: Principles of Marketing 3 MGMT 302: Principles of Management 3 MGMT 306: Managerial Communication 3 MGMT 313: Human Resource Management 3 MGMT 315: Small Business Mgmt/Entrepreneurship 3 MARK 323: Marketing Communications Strategy 3 MARK 341: Consumer Behavior 3 MARK 411: Special Topics in Marketing 3 MGMT 416: Organization Theory and Behavior 3 General/Advanced Elective Courses 58 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. HUMAN SERVICES Requirements BLS Core Curriculum (located on page 51) Must include: MATH 209: Inferential Statistics Human Services Core HS 221: Intro. To Human Services PSYC 101: General Psychology SOC 101: Introduction to Sociology SOC 206: Critical Thinking/Research Design Individual/Family Development (Choose 3 courses) PSYC 308: Child Psychology
Credits 32 3 3 3 3 3 3
12
9
Requirements Credits PSYC 309: Adolescent Psychology 3 PSYC 311: Adulthood and Aging 3 SOC 204: Marriage and the Family 3 Clinical/Deviance (Choose 3 courses) 9 PSYC 315: Psychopathologies 3 PSYC 322: Introduction to Counseling 3 PSYC 407: Psychotherapy: Theory/Method 3 SOC 301: Deviant Behavior 3 Cultural Diversity (Choose 2 courses) 6 SOC 305: Urban Sociology 3 SOC 330: Social Inequalities 3 SOC 335: Race in Society 3 General/Advanced Elective Courses 49 HS 498: Human Services Capstone Course 3 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. CRIMINAL JUSTICE AND HUMAN BEHAVIOR Requirements Credits BLS Core Curriculum (located on page 51) 32-33 Criminal Justice Core 22 CRJ 201: Introduction to Criminal Justice 3 CRJ 205: Juvenile Justice 3 CRJ 301: Criminal Law 3 CRJ 305: Corrections 3 CRJ 390: Research Methods in Criminal Justice 3 or PSYC 206: Intro to Critical Thinking & Research Des CRJ 495: Internship in Criminal Justice 4 or equivalent work experience SOC 101: Introduction to Sociology 3 Human Behavior Electives (choose two) 6 PSYC 250: Developmental Psychology 3 PSYC 315: Psychopathologies 3 SOC 301: Deviant Behavior 3 Cultural Diversity Electives (choose two) 6 SOC 305: Urban Sociology 3 SOC 330: Social Inequalities 3 SOC 335: Race in Society 3 General/Advanced Elective Courses 53-54 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. EDUCATIONAL STUDIES Any student currently enrolled in the Wingate Online program, with a major in Educational Studies, who is currently working as a teacher/instructional assistant, may be eligible for a departmental exam for the following four courses: • • • •
COMM 101: Public Speaking (3 credit hours) ED 300: Education – The Profession (1 credit hour) ED 301: Foundations of Education (3 credit hours) ED 304: Exploring Diversity (1 credit hour)
The departmental exam allows the student the opportunity to receive credit for demonstrating competency and learning based on their experience in the classroom while serving as a teacher/instructional assistant. Successful completion of the departmental exam demonstrates mastery of the same learning outcomes as if a student attended, participated and was assessed in the course. To be registered for a departmental exam, the student must contact the office of the Wingate Online program to complete a request for administration of an exam. If the request is approved, the student will pay an $89 fee prior to being registered for the exam. Upon successfully passing the exam, credit hours earned for the course will be indicated on the transcript, but no grade points will be awarded. Failure on the exam will not incur a grade point penalty or hours attempted but will require the student to register for the course and complete all coursework. There is a limit of 6 credits of departmental exams per semester. All departmental exams
Wingate University Academic Catalog 2026-2027
95 must be completed prior to the last 30 credit hours of the degree program. LANGUAGE AND LITERACY CONCENTRATION • •
Emphasis on Grades K-6 Specialty Studies/Restricted Electives
Requirements Credits BLS Core Curriculum (located on page 51) 32 Educational Studies Professional Core 22 ED 300: Teaching: The Profession 1 ED 301 Foundations of Education 3 ED 303 Educational Psychology 3 ED 304 Exploring Diversity 1 ED 305 Intro to Differentiated Instruction for All 3 Learners ED 306 Curriculum and Instruction 3 ED 326 Content Area Literacy 1 ED 495 Pre-Internship Seminar 1 ED 499 Educational Studies Internship 3 Psychology (Choose one course): PSYC 250: Developmental Psychology 3 PSYC 308: Child Psychology 3 PSYC 309: Adolescent Psychology 3 PSYC 311: Adulthood and Aging 3 Language and Literacy Concentration (Choose 4) 12 ED 308: Reading Foundation K-8 3 ED 322: Content Literacy Elementary/Middle Grade 3 ED 324: English Methods for Secondary Teachers 3 ED 327: Literature for Children & Young Adults 3 ED 410: Teaching Writing and Communication 3 ED 411: Reading Assessment and Intervention 3 Language and Literacy Electives 6 Choose 6 hours of coursework from: Communication, English, or Modern Languages General/Advanced Elective Courses 48 Exit Exam 0 Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses.
Requirements Credits ED 322FE: Field Experience: Content Literacy for Elementary and Middle Grades ED 327FE: Field Experience: Literature for Children and Young Adults ED 353FE: Field Experience: Science Inquiry in the Elementary Grades ED 358FE: Field Experience: Problem Solving ED 361FE: Field Experience: Promoting Healthy Lifestyles ED 362FE: Field Experience: Integrating Fine Arts in the Elementary Curriculum. ED 392FE: Field Experience: Teaching Citizenship K-6 ED 410FE: Field Experience: Teaching Writing and Communication Grades K-8 ED 411FE: Field Experience: Reading Assessment & Intervention Specialty Area Content Requirements 9 COMM 101: Public Speaking 3 GEOG 201: Intro to Cultural/Human Geography 3 PSYC 308: Child Psychology 3 Specialty Studies 29 ED 308: Reading Foundation K-8 3 ED 322: Content Literacy Elementary/Middle Grade 3 ED 327: Literature for Children & Young Adults 3 ED 353: Developing Scientific Inquiry Elem Grade 3 ED 358: Teaching Prob Solving/Quantitative Reasoning 3 ED 361: Promoting Healthy Lifestyles Elem Grades 2 ED 362: Integrating Fine Arts Elem. Curriculum 3 ED 392: Teaching Citizenship/Global Issues (K-6) 3 ED 410: Teaching Writing and Communication 3 ED 411: Reading Assessment and Intervention 3 Electives 6-9 Exit Exam 0 Lyceum* Total Minimum Hours 120 NOTE: 33 hours of degree total must be 300/400 level courses. *See Lyceum Requirement for Wingate Online BS Degrees. GENERAL STUDIES MAJOR CURRICULUM
B A C H E L O R O F S C I E N C E (BS) E L E M E N T A R Y E D U C A T I O N ( K-6) M A J O R C U R R I C U L U M Requirements Credits BS Core Curriculum 45-48 Must include: 3 MATH 118: Math for Elementary Education I 3 MATH 119: Math for Elementary Education II 3 SCI 201: Integrated Science I and Lab 4 SCI 202: Integrated Science II and Lab One course chosen from: 3 HIST 110: United States History I 3 HIST 111: United States History II 3 HIST 312: Women in American History PSCI 201: American Government 3 Professional Core Courses 29 ED 300: Education: The Profession 1 ED 301: Foundations of Education 3 ED 303: Educational Psychology 3 ED 304: Exploring Diversity in Education 1 ED 305: Intro Differentiated Learning 3 ED 306: Curriculum and Instruction 3 ED 400: Student Teaching Seminar 3 ED 440A: (K-6) Elementary Education Student 4 Teaching: Instructional Prep ED 440B: (K-6) Elementary Education Student 4 Teaching: Instructional Presentation ED 440C: (K-6) Elementary Education Student 4 Teaching: Classroom Organization and Management Co-requisite Education Field Experience (FE) 0 ED 306FE: Field Experience: Curriculum & Instruction ED 308FE: Field Experience: Reading Foundation K-8
Students majoring in General Studies must select at least two (2) minor areas from: 1. Community Youth Development 2. Criminal Justice, 3. Educational Studies, 4. Human Services, 5. Public Health, 6. Reading Studies, and 7. Management Requirements Credits BS Core Curriculum 36-39 Alternative Core Requirement GATE 301: Gateway to Professional Life* 1 Minor Areas (select two or three)* 36 Community Youth Development 18 SRMT 306: Youth Development in Sport and Recreation 3 SRMT 212: Program Planning and Organization 3 INT 499: Internship 3 Choose two (6 credits): SOC 305: Urban Experience 3 SOC 330: Social Inequalities 3 SOC 335: Race in Society 3 Choose one (3 credits): SRMT 220: Inclusion in Sport and Recreation 3 SRMT 350: Foundations of Coaching 3 SRMT 410: Adaptive Sport and Recreation 3 Criminal Justice 18 CRJ 201: Introduction to Criminal Justice 3 CRJ 205: Juvenile Justice 3 CRJ 301: Criminal Law 3 CRJ 305: Corrections 3
Wingate University Academic Catalog 2026-2027
96 Requirements Credits CRJ 307: Criminology 3 CRJ 390: Research Methods in Criminal Justice 3 Educational Studies 18 ED 303: Educational Psychology 3 ED 305: Introduction to Differentiated Instruction 3 ED 306: Curriculum and Instruction 3 ED 495: Pre-Internship Seminar 1 Choose one (3 credits): ED 324: English Methods for Secondary Teachers 3 ED 327: Literature for Children and Young Adults 3 ED 354: Middle Grades & Secondary Science Methods 3 ED 357: Middle Grades & Secondary Math Methods 3 ED 392: Teaching Citizenship & Global Issues K-6 3 ED 395: Teaching Citizenship & Global Issues 6-9 3 ED 410: Teaching Writing & Communication 3 Choose one (5 credits): ED 331: Middle Grades Curriculum & Instruction 3 and ED 499: Educational Studies Internship 2 ED 335: Classroom Strategies for Secondary Teachers 3 and ED 499: Educational Studies Internship 2 Human Services 18 HS 321: Introduction to Human Services 3 PSYC 322: Introduction to Counseling 3 SOC 330: Social Inequalities 3 Choose three (9 credits): PSYC 308: Child Psychology 3 PSYC 309: Adolescent Psychology 3 PSYC 311: Adulthood and Aging 3 PSYC 315: Psychopathologies 3 SOC 301: Deviant Behavior 3 SOC 335: Race in Society 3 Public Health 18 PH 101: Introduction to Public & Community Health 3 PH 200: Biological Foundations of Public Health 3 PH 300: Fund. of Environmental & Societal Health 3 Choose three (9 credits): PH 303: Fund. of Healthcare Management & Policy 3 PH 304: Health Communication 3 PH 330: Fundamentals of Public Health Leadership 3 PH 342: Social Epidemiology 3 Reading Studies 18 ED 308: Reading Foundations Grades K-8 3 ED 322: Content Literacy for Elem. & Middle Grades 3 ED 410: Teaching Writing & Comm. Grades K-8 3 ED 411: Reading Assessment and Intervention 3 ED 412: Orton Gillingham 3 ENG 320: Linguistics 3 Management 18 MGMT 302: Principles of Management 3 MGMT 306: Managerial Communication 3 MGMT 313: Human Resource Management 3 MGMT 315: Small Business Mgmt/Entrepreneurship 3 MGMT 416: Organization Theory and Behavior 3 COMM 375: Organizational Communication 3 General/Advanced Elective Courses 45 Lyceum** Exit Exam 0 Total Minimum Hours 120 NOTES: 33 hours of degree total must be 300/400 level courses. *Students can complete GATE 301 instead of GATE 101 that is listed in the Bachelor of Science core requirements. **See Lyceum Requirement for Wingate Online BS Degrees.
L YC E U M R E Q UI RE M E N T F O R W I N G A T E O N L I N E BS DEGREES Students majoring in the Bachelor of Science degree in Elementary Education or General Studies are given a Lyceum requirement based on the number of approved transfer hours. This Lyceum requirement ranges from 6-15 credits, depending on the assigned Lyceum requirement. If a traditional undergraduate student moves to the BS in Elementary Education or General Studies in the Wingate Online
Program, they can carry over their previously completed Lyceum credits. Lyceum credits may come from any Lecture, Faith, Arts, or Growth event. Offerings for the Wingate Online program will be provided through a virtual on-demand format, and students will also have the option to participate in any of the in-person Lyceum offerings. # of Transfer Hours # of Events 41-56 15 57-71 12 72-86 9 87+ 6
W I N G A T E O N L I N E G R A DU A T I O N R E Q UI RE ME N T S B A C H E L O R O F L I B E RA L S T U DI E S D E G RE E (BLS) To receive the Bachelor of Liberal Studies degree, a student must: • Completion of the BLS Core Curriculum • Completion of a minimum of 120 semester hours for the BLS • Completion of a major • Completion of a minimum of 33 semester hours of courses 300 level or above (including transfer courses) • Maintenance of a 2.00 cumulative GPA on all college-level work and a 2.00 cumulative GPA on all courses in the major (departments may specify grade requirements for some courses) • No more than 90 semester hours transferred from other accredited four-year institutions, no more than 60 credits transferred from a two-year institution, or a maximum number of 90 semester hours combined. • No grade below “C-” transferred to Wingate University • Repeated course at Wingate only applies to degree once • Minimum of 30 hours at Wingate University; the last 30 hours must be taken at Wingate University • Passing grade(s) on exit examination(s) • Complete a graduation application with the Office of the Registrar Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student.
B A C H E L O R O F S C I E N C E (BS) BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION To receive the Bachelor of Science in Elementary Education degree, a student must: • Complete a minimum of 120 semester hours of coursework • Complete the requirements of the core curriculum including the Lyceum Series • Complete at least 33 semester hours numbered 300 or above* • Maintain a 2.70 cumulative GPA (grade point average) on all university-level work • Complete the last 30 hours of course work before graduation at Wingate University • Successfully complete field experience and student teaching requirements • Complete a graduation application with the Office of the Registrar Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student. BACHELOR OF SCIENCE IN GENERAL STUDIES To receive the Bachelor of Science in General Studies degree, a student must: • Completion of the BS Core Curriculum • Completion of a minimum of 120 semester hours for the BS • Completion of at least two minor areas as part of the major • Completion of a minimum of 33 semester hours of courses 300 level or above (including transfer courses) • Maintenance of a 2.00 cumulative GPA on all college-level work and a 2.00 cumulative GPA on all courses in the major • No more than 90 semester hours transferred from other accredited four-year institutions, no more than 60 credits
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• • • • •
transferred from a two-year institution, or a maximum number of 90 semester hours combined No grade below “C-” transferred to Wingate University Repeated course at Wingate only applies to degree once Minimum of 30 hours at Wingate University; the last 30 hours must be taken at Wingate University Passing grade(s) on final assessment or portfolio Complete a graduation application with the Office of the Registrar
Note: All financial obligations to Wingate University must be met before the diploma and/or final transcript is released to the student.
C E RT I F I C A T E R E Q U I R E ME N T S
C E RT I F I C A T E S ADDICTION SPECIALIST The addiction specialist certificate is a post-baccalaureate credential offered to graduate students and working professionals. ADMISSIONS •
• •
A D DI C T I O N S P E C I A L I S T For information regarding the addiction specialist certificate, see NonDegree Programs in Part II of the catalog.
NON-DEGREE PROGRAMS BADGES A D VA N C E D L E A DE RS H I P R E S E A RC H The badge in advanced leadership research is offered to undergraduate students who have been admitted into the School of Sport Sciences Leadership Distinction Program. This badge certifies mastery in strategic planning, ethical reasoning, organizational dynamics, and applied scholarly research.
•
Must possess a bachelor’s or master’s degree from an accredited college/university or be currently enrolled in a Wingate University graduate program Must provide official college transcripts documenting completion of at least a bachelor’s degree One-page personal statement expressing interest in the addiction counseling field No test scores or graduate entrance exams required
CURRICULUM Requirements Credits Required Courses PSYC 315: Psychopathologies 3 PSYC 322: Introduction to Counseling 3 ADCO 401: Foundations of Addiction 3 ADCO 410: Evidence-Based Practice in the Assessment 3 and Intervention in Substance Addiction ADCO 415: Diverse Populations in Addiction Treatment 3 Total Minimum Hours 15 *The certificate is different from certification. However, through the certificate program, participants will learn about the steps in the alcohol and drug counselor certification process.
C A RE E R A N D C O M M UN I T Y S T U DI E S
CURRICULUM Requirements Leadership Courses SSLD 426: Strategic Teams & Organizations SSLD 427: Professionalism & Ethical Application SSLD 428: Advanced Leadership Research & Applied Practice Service Completion of 25 documented hours of meaningful community or campus service.
Credits 6 2 2 2 25
P RO F E S S I O N A L I N T E RN S H I P The badge in professional internship is offered to undergraduate students who have been admitted into the School of Sport Sciences Leadership Distinction Program. This badge certifies demonstrated competence in career readiness, professional documentation, and the successful application of all NACE Career Readiness Competencies. CURRICULUM Requirements Internship Courses SRMT 477: Pre-Internship Experience or EXSC 477: Pre-Internship Seminar SRMT 479: Internship Experience or EXSC 479: Internship Experience Service Completion of 25 documented hours of meaningful community or campus service.
Credits 6 3 3 25
E N T R E P RE N E U RS H I P The badge in entrepreneurship is offered to undergraduate students. CURRICULUM Requirements ENTR 315: Small Business Mgmt/Entrepreneurship ENTR 410: New Venture Entrepreneurship Total Minimum Hours
Credits 3 3 6
A comprehensive transition & postsecondary (CTP) program for individuals with intellectual or developmental disabilities. CURRICULUM Students work toward earning a two-year certificate by completing courses in the CCS curriculum as well as inclusive traditional undergraduate courses. In addition to the courses below, students will enroll in at least two inclusive courses per semester. Requirements Credits First Semester 8 GATE 101: OneDog 101 1 CAR 101: Exploration and Foundation I 3 FIT 101: Fitness I 1 CCS 101: Life Skills and Self Care I 1 CCS 103: Skills and Strategies for Independence* 1 LIV 101L: Independent Living Lab 1 Second Semester 7 CAR 102: Exploration and Foundation II 3 FIT 102: Fitness II 1 CCS 102: Life Skills and Self Care II 1 CCS 104: Skills and Strategies for Independence II* 1 LIV 101L: Independent Living Lab 1 Third Semester 7-8 CAR 201: Supported Campus Employment I 3 FIT 201: Fitness III 1 CCS 105: Life Skills and Self Care III 1 CCS 201: Digital Literacy 1 CCS 205: Cooking** 1 LIV 101L: Independent Living Lab 1 Fourth Semester 6-8 CAR 202: Supported Campus Employment II 3 FIT 202: Fitness IV 1 CCS 104: Skills and Strategies for Independence II* 1 CCS 106: Life Skills and Self Care IV 1 CCS 107: Money Management** 1 LIV 101L: Independent Living Lab 1 Total Minimum Hours 28 *Repeatable in second year if student is staying a third year. **Offered in the second year if student is not staying a third year.
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C H RI S T I A N M I N I S T RY
LEADERSHIP
The Christian ministry certificate is a credential offered to undergraduate students.
The leadership certificate is a credential offered to undergraduate students who have been admitted into the School of Sport Sciences Leadership Distinction Program. This certificate signifies foundational and advanced mastery in the principles of sports leadership.
CURRICULUM Requirements Religion Courses REL 110: Bible Beyond Borders REL 225: Multicultural Ministry REL 330: Systematic Theology REL 399: Ministry Internship Elective Any course that is not a Religion/Philosophy course Total Minimum Hours
Credits 12 3 3 3 3 3 15
E N T R E P RE N E U RS H I P The certificate in entrepreneurship is a credential offered to undergraduate students. CURRICULUM Requirements ENTR 315: Small Business Mgmt/Entrepreneurship ENTR 340: Social Entrepreneurship ENTR 410: New Venture Entrepreneurship MGMT 302: Principles of Management Total Minimum Hours
Credits 3 3 3 3 12
CURRICULUM Requirements Leadership Courses SSLD 101: Introduction to Sport Leadership SSLD 425: Applied Leadership SSLD 426: Strategic Teams & Organizations SSLD 427: Professionalism & Ethical Application SSLD 428: Advanced Leadership Research & Applied Practice SRMT 242: Leadership in Sport & Recreation Service Completion of 25 documented hours of meaningful community or campus service.
Credits 12 1 2 2 2 2 3
25
P UB L I C H E A L T H – G E N E R A L I S T C E RT I F I C A T E For information regarding the graduate certificate in public health, see the Department of Public Health in Part III of the catalog.
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DESCRIPTION OF UNDERGRADUATE COURSES A C C O UN T I N G (ACCT) Accounting 253. Principles of Financial Accounting Accounting as an information development and communication function that supports business decision making. Overview of the accounting cycle; impact of decisions on the financial statements, and introduction to financial reporting including preparation and analysis of financial statements. Prerequisite: Sophomore standing or permission of the Dean of the School of Business Credit: 3 hours (Fall, Spring) Accounting 254. Principles of Managerial Accounting Use of accounting information in management planning, controlling, evaluating, and decision making. Specific topics include cost classification, behavior, allocation and accumulation; planning and control systems; budgeting; cost/volume/profit analysis; relevant costs; and responsibility accounting. Prerequisite: ACCT 253 Credit: 3 hours (Fall, Spring) Accounting 313. Intermediate Accounting I Overview of financial accounting and accounting standards. Specific topics include: conceptual framework of accounting, overview of accounting information systems, balance sheet, income statement, retained earnings statement, statement of cash flows, time-value of money, cash and receivables, inventories, and basic financial statement analysis. Includes an interactive financial accounting lab covering the mechanics of the accounting cycle and preparation of financial statements. Prerequisite: ACCT 253 with grade of “C-” or higher Credit: 3 hours (Fall) Accounting 314. Intermediate Accounting II Continuation of Accounting 313. In-depth study of the accounting for property, plant and equipment, intangible assets, liabilities, stockholders’ equity, dilutive securities and earnings per share, investments, revenue recognition, and financial statement disclosures. Prerequisite: ACCT 313 Credit: 3 hours (Spring) Accounting 325. Cost Accounting Review of cost terminology and behaviors. In depth study of overhead rates and allocations, budgeting including flexible and cash budgets, and absorption/variable costing. Topics covered include job order, process, and standard costing including variance, break-even and relevant cost analyses, responsibility accounting, performance measurement, and other emerging cost/management practices/topics. Prerequisite: ACCT 254 & (ACCT 313 or ACCT 330) Credit: 3 hours (Spring) Accounting 330. Accounting Information Systems Students will receive considerable hands on experience implementing, configuring, securing, and using accounting software. Course topics include – creating a chart of accounts, recording of: banking, accounts receivable, accounts payable, revenue, expenses and inventory transactions, as well as generating periodic financial statements. Prerequisite: ACCT 253 & BUS 111 Credit: 3 hours. (Fall)
Accounting 421. Advanced Accounting Topics and Financial Statement Analysis Financial statements and financial accounting from a user’s perspective. Introduction to selected advanced accounting topics such as fair value accounting while focusing on financial statement reading and analysis. Business valuation concepts are central to the analysis and spreadsheet modeling is used throughout the course. Prerequisite: ACCT 313 or permission of the Dean of the School of Business Credit: 3 hours (Fall) Accounting 426. Volunteer Income Tax Assistance Program This course will focus on providing students with practical experience serving in a Volunteer Income Tax Assistance (VITA) program. Students will schedule time at an external location and come together once a week to share experiences and key learnings. Students will also complete weekly discussion forums that will relate to timely topics. Students will complete other activities (such as maintaining a weekly journal and creating a portfolio of key learnings) to assist with documenting their experiences. A reflective assignment will be completed by students that can then be shared with Wingate University’s Collaborative for the Common Good in order to help share with others our work for the community. Finally, feedback will be collected from VITA program representatives (both internal and external), shared with students as appropriate, and documented/reviewed to help with continuous improvement of the course. Prerequisites: ACCT 253 & permission of professor Credit: 3 hours (Spring) Accounting 427. Federal Income Tax I An introduction to federal income taxation of individuals and business entities from a planning perspective. Tax concepts related to common individual and business decisions are emphasized. Prerequisite: ACCT 253 Credit: 3 hours (Spring) Accounting 431. Auditing Auditing theory and practice. Topics include reports of financial statements; auditing concepts; risk assessment, materiality, and evidential matters; planning the audit and understanding internal controls; auditing business cycles; fraud; test of controls; substantive tests; evaluating audit documentation; and completing the audit. Prerequisite: ACCT 314 or permission of Dean of the School of Business Credit: 3 hours (Spring) Accounting 498. Independent Study Requires consent by the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours Accounting 499. Internship Internship in accounting. Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3/6 hours+
Accounting 411. Special Topics in Accounting Special topics relating to financial accounting, managerial accounting, auditing, or income tax. May be taken at the junior or senior level and up to three times as topics will vary. Prerequisite: Permission of the Dean of the School of Business Credit: 3 hours
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A D DI C T I O N C O UN S E L I N G (ADCO) Addiction Counseling 401. Foundations of Addiction Provides students with the essential knowledge base required for entrylevel practice in substance use disorder counseling. This course examines the biological, psychological, emotional, and developmental dimensions of alcohol and drug addiction, including a comprehensive study of the physiology and pharmacology of alcohol, licit and illicit drugs, inhalants, and nicotine. Students will explore how substance use affects the body and mind across the lifespan, with attention to the psychological and emotional factors that contribute to the onset, progression, and treatment of addiction. The course also addresses the ethical responsibilities of the addiction counselor, including applicable legal issues and confidentiality requirements governing professional practice. Consistent with North Carolina statute, this course establishes the foundational competencies necessary for effective, ethical, and legally compliant addiction counseling practice. Credit: 3 hours Addiction Counseling 410. Evidence-Based Practice in Assessment and Intervention in Addiction Counseling Provides students with the applied clinical skills essential for competent addiction counseling practice. This course guides students through the continuum of care beginning with screening, intake, and comprehensive assessment, to evidence-based models of individual, group, and family counseling and intervention techniques. With emphasis on networking and the effective utilization of community resources to support client recovery, this course prepares students to deliver coordinated, ethical, and comprehensive care across the full scope of addiction counseling practice. Credit: 3 hours Addiction Counseling 415. Diverse Populations in Addiction Treatment Addresses the specialized knowledge and skills required when providing substance use disorder treatment to populations identified in North Carolina statute. These populations include individuals of varying ethnic and cultural backgrounds, sexual orientations, and gender identities, as well as those living with HIV, co-occurring mental health disorders, criminal justice involvement, and perinatal substance use concerns. Consistent with SAMHSA's culturally responsive care framework and NAADAC ethical standards, this course prepares students to deliver individualized, evidence-based treatment that is responsive to the unique treatment, social, and systemic factors affecting each population. Competency in working with these groups is essential for addiction counselors practicing in today's diverse landscape. Credit: 3 hours
A G RI C U L T UR A L F O O D S YS T E M S (AGR) Agricultural Food Systems 108. Exploring the Food System Our food system touches nearly every aspect of our daily lives, from the food we eat to the environmental, economic, and social impacts it creates. In this course, we will explore the complex journey of food— from production and distribution to consumption and waste—while examining how our choices as individuals and consumers influence the broader system. Students will gain an understanding of key issues such as food security, sustainability, nutrition, and food justice. By the end of the course, students will be empowered to make informed decisions about their food and understand the profound connections between what we eat, where it comes from, and how it shapes the world around us. Credit: 3 hours Agricultural Food Systems 116. Introduction to Agroecology A multi-disciplinary approach of applying ecological principles to the analysis and management of agricultural systems. Field trips to farms will be included. Three hours lecture, three hours lab. Credit: 4 hours
Agricultural Food Systems 203. Animal Science (BIO 203) This course will introduce the principles of animal agriculture and management. Focus will include the biological fundamentals of animal development, inheritance, animal breeds, animal physiology, and reproduction as it relates to the animal industry and products. Three hours lecture, three hours lab. Credit: 4 hours Agricultural Food Systems 235. Scientific Literacy & Communication Explores the basics of scientific literacy including the use of searchable databases, experimental design, methods, and introductory biological statistical analysis. This course will include developing skills to think critically, or “think like a scientist” and utilize all aspects of the scientific method. Involves learning to read scientific literature and communicating findings in various formats such as, but not limited to layman’s abstracts, formal scientific abstracts, and oral and poster presentations using current topics in agriculture. Discussion on the importance of scientific research data and communication of research findings along with its role in social media and scientific literacy is emphasized. Credit: 2 hours Agricultural Food Systems 335. Contemporary Issues in Agriculture (BIO 335) This course is designed to educate students about major issues in the food, agricultural, and natural resource sciences and to expose students to a variety of methods used to critically evaluate contentious issues and effectively communicate, inform, and influence decisions made about these issues. Credit: 3 hours Agricultural Food Systems 435. Community Food Systems This course relies on a project-based approach to explore a particular field within food systems. Students will develop a service learning or community engagement project based on their interests in food systems. Credit: 3 hours Agricultural Food Systems 499. Food Systems Internship This course will introduce students with experiential opportunities to learn more about the different aspects of food systems. Student will be placed in three to four-week rotations with various community partners to better understand how each partner is involved in the process of providing food to the community. Credit: 4 hours
A ME RI C A N S I G N L A N G UA G E (ASL) American Sign Language 101. Elementary American Sign Language I The first elementary course in the two-semester course sequence for American Sign Language. The sequence satisfies the University’s second language requirement for B.S. degree programs. ASL is taught using a communicative approach with the majority of class time spent using the language to develop the necessary skills to communicate effectively at an elementary level. Study of deaf culture plays an integral role. Credit: 3 hours American Sign Language 102. Elementary American Sign Language II The second elementary course in the two-semester course sequence for American Sign Language. The sequence satisfies the University’s second language requirement for B.S. degree programs. ASL is taught using a communicative approach with the majority of class time spent using the language to develop the necessary skills to communicate effectively at an elementary level. Study of deaf culture plays an integral role. Prerequisite: ASL 101 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
101 American Sign Language 201. Intermediate American Sign Language I Reinforcement and progressive oral and expressive/receptive skills and practice of American Sign Language through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues studied through guided and unguided compositions. Prerequisite: ASL 102 Credit: 3 hours
Art 203. Ceramics (Fine Arts) Exploration of hand building with clay. This class explores the creative possibilities of using stoneware clay and working at the studio table, to design a number of interesting projects. A variety of techniques such as slab work, pinch pot and coil pot methods are part of the syllabus. Wheel throwing concepts introduced. Glaze experimentation make final projects unique. Credit: 4 hours
American Sign Language 202. Intermediate American Sign Language II This course continues to build on an extensive vocabulary and usage focus, as used to communicate on formal and informal registers. It compares and contrasts American mainstream and the world of deaf culture, including nuisances and sociological behaviors. There will be practice telling and analyzing short stories. It provides reinforcement and progressive oral and expressive/receptive skills and practice of American Sign Language through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues will be studied through guided and unguided compositions. Prerequisite: ASL 201 Credit: 3 hours
Art 206. Watercolor (Fine Arts) Exploration of uses and techniques of watercolor painting. Exercises using wash, wet-in-wet, color overlay, and special effects. Painting projects will range from figurative to abstract compositions. Portfolio of watercolor compositions required. Course is repeatable for credit up to 6 hours. Credit: 2 hours (Spring)
A RT (ART) ART 103. Art Appreciation Lecture introduction to the visual arts, covering visual elements, principles of design, traditional arts, crafts, and historical survey of art. Includes limited hands-on experience with selected art media. Credit: 3 hours Art 105. Drawing Fundamentals (Fine Arts) Introduction to drawing media and techniques with an emphasis on drawing as a process of intense visual observation. Elements of line, value, scale, proportion and composition studied and practiced. Credit: 4 hours Art 108. Studio Art for Non-Majors-2D (Fine Arts) Introduction to elements and principles of two-dimensional design. Projects will explore the elements of line, shape, value, texture, color and methods of organizing elements into a unified composition. A variety of media will be used. Credit: 2 hours Art 109. Studio Art for Non-Majors- Clay (Fine Arts) Introduction to basic hand building techniques with clay. Students practice and become familiar with fundamental hand building techniques. such as coil building, surface design, and various finishing techniques. The course will also cover best studio practices. Projects encourage thinking individually and creatively. Credit: 2 hours Art 110. Focus on Visual Arts (Fine Arts) Introduction to the visual arts, including creative processes in both two and three dimensional media. Students will also gain an appreciation of the role art plays in their lives, and its importance to societies past and present. Lecture format. Credit: 2 hours Art 115. Basic Photographic Techniques (Fine Arts) Fundamentals of making better photographs. Practical experience includes photographic principles, camera operation, camera handling techniques, and composition. Students will explore creative approaches to their own personal photography through a series of projects under the professor’s guidance. A digital point-and-shoot camera is required. More advanced cameras also qualify. No darkroom work. Credit: 2 hours Art 202. Painting (Fine Arts) Exploration of materials, techniques, and problems of painting using either oil or acrylic media. Emphasis on representational subject matter including still life and landscape. Credit: 4 hours (Fall)
Art 207. Surface Design: Dyes & Pigments (Fine Arts) Fundamentals of surface design through the use of direct and immersion dyes, batik, stamping and stenciling tools, marbling, and shibori. Experimentation with dyes and pigments on natural fibers. Course is repeatable for credit up to 6 hours. Credit: 2 hours (Fall) Art 225. Photography: Process and Practice Exploration of photographic theory, techniques and equipment. Emphasizes the use of the 35-millimeter camera as a creative and expressive tool. Studio work includes darkroom experience in developing and printing black and white film. Student must have 35mm manually adjustable camera. Some cameras are available for loan via application to professor. Lab fee. Credit: 4 hours Art 230. Graphics/Digital Design (Fine Arts) Introduction to the use of the computer as a tool for fine and graphic arts applications. Computer design concepts, terminology and processes explored. Foundations of Adobe Photoshop practiced to compose, edit and retouch images. Visual problem solving in combining image and type. Prerequisite: ART 108 or portfolio showing previous experience in graphic art recommended Credit: 4 hours Art 302. Advanced Painting (Fine Arts) Advanced study of painting techniques in oils or acrylics. Emphasis on individual and creative approaches to medium, composition, subject matter and personal expression. Thematic painting series required. Course is repeatable for credit up to 6 hours. Prerequisite: ART 202 recommended Credit: 2 hours (Spring, odd years) Art 303. Ceramics: Wheel (Fine Arts) Exploration of potter’s wheel techniques. Wheel throwing fundamentals such as: Centering, making handles, making lids, and plates are practiced. Glaze application and the mixing of glaze ingredients learned. Firing kilns give students the opportunity to know the total process of making pottery from start to finish. Course is repeatable for credit up to 6 hours. Prerequisite: ART 109 or ART 203 recommended Credit: 2 hours Art 309. Mixed Media (Fine Arts) Exploration of mixed media techniques with an emphasis on development of individual creative process and expression. Students work with a combination of papermaking, drawing, painting, wood, and collage. Both representational and non-objective subject matter encouraged. Course is repeatable for credit up to 6 hours Credit: 2 hours (Fall, odd years)
Wingate University Academic Catalog 2026-2027
102 Art 315. Advanced Sculpture (Fine Arts) Advanced explorations of sculpture technique focusing on one major sculptural method. Emphasis on craftsmanship and development of personal expression. Course is repeatable for credit up to 6 hours. Prerequisite: ART 109 or ART 203 recommended Credit: 2 hours (Fall, odd years) Art 326. Digital Photography (Fine Arts) Advanced photographic work emphasizing the use of digital technologies in the photographic process. Includes aspects of digital capture, editing, and output, using Photoshop techniques in the production of finished images for creative and commercial purposes. Studio course. Students provide 6 MP digital camera. For exceptions to prerequisites, consult with professor. Prerequisite: ART 115 recommended Credit: 4 hours (Spring) Art 331. Logos & Letterforms (Fine Arts) A digital studio course in the study of logos, letterforms and typographic concepts as elements of graphic communication. Design processes practiced to develop vector graphic logos and symbols using Adobe Illustrator. Course is repeatable for credit up to 6 hours. Prerequisite: ART 230 recommended Credit: 2 hours (Fall, even years) Art 332. Page Design (Fine Arts) Page design concepts explored for the creation of single and multiple page graphic documents. Integration of type, images and other design elements practiced. Computer skills in industry standard Adobe InDesign will be developed. Professional file preparation procedures for print and web practiced. Course is repeatable for credit up to 6 hours. Prerequisite: ART 230 recommended Credit: 2 hours (Fall, odd years) Art 341. Relief Printmaking (Fine Arts) Exploration of relief printmaking processes including linoleum cuts, wood cuts and monoprints. Image development and printing of small editions required. Lab fee. Course is repeatable for credit up to 6 hours. Prerequisites: ART 105 & ART 111 recommended Credit: 2 hours (Fall) Art 370. Art Internship A program of work/study, academic and/or studio, off campus at an established art facility or professional artist’s studio. Choices will include area museums, galleries, photography studios, graphic design establishments, fashion design, interior design business, etc. The internship will be tailored to area of specialization of each individual student. Course is repeatable for credit up to 12 hours. Credit: 2 hours Art 404. The Creative Process-Research Methods for Artists (Fine Arts) Research methods appropriate to the development of individual visual expression explored. Topics include idea generation, sketchbook explorations, media research, and practice with collecting, processing & filtering content. Credit: 2 hours (Spring) Art 470. Independent Study (Fine Arts) Specialized research or studio work selected by student with approval and supervision by art faculty member. Credit: 1-4 hours Art 491. Special Topics in Studio Art (Fine Arts) Variable course designed to offer students experiences with art media & techniques which are outside of established curriculum. Specific course description to be announced as course is offered. Repeatable with different topics. Credit: 2 hours
A RT (ARTT) Art 204. Art Therapy Methods (Fine Arts) This course will explore methods and techniques that will be useful in the studio work of art therapists. Projects are designed to heighten perception and sensory awareness. Combining an open studio and thematic approach, experientials will be used to explore personal and artistic identity, and facilitate an understanding of the art-making processes that art therapists employ. Credit: 1 hour
B I O L O G Y (BIO) Biology 101. Introductory Cell Biology The course will provide introductory coverage of the basic cellular concepts with emphasis placed on cellular structure and function, basic chemistry as it relates to biological organisms, scientific method, cellular membranes and transport, cellular replication, inheritance, cellular energetics, biomolecules, and cellular diversity. Laboratory will consist of a course undergraduate research experience, with students participating a project-based laboratory. Three hours lecture, three hours lab. Credit: 4 hours Biology 103. Introductory Ecology and Evolutionary Biology An Introduction to the foundational concepts of ecology and evolution of organisms and how ecology and evolution impact daily life. Topics covered include Biodiversity, Population Ecology, Speciation, Population Genetics, Community Ecology, Natural Selection and Evolution, Animal Behavior, Conservation Biology and Climate Change are covered. Paired with field and inquiry-based laboratory activities. Discovery based learning as a 100-level science course intended for Biology majors, minors, and non-majors. Three hours lecture, three hours lab. Credit: 4 hours Biology 105. Microbe Hunters – Antibiotic Discovery Covers an introduction to basic biological concepts (central dogma, biological chemistry, cell structure and function) taught through the lens of microbes and antibiotic resistance. Broader concepts include the meaning of disease, how that meaning has changed over time, and the implications of widespread antibiotic resistance for society. This is a research-based discovery course in which students participate as part of an international consortium of undergraduates at other colleges. Students will isolate and characterize antibiotic-producing bacteria from the environment using modern molecular biological techniques and submit their data to a global database. Credit: 4 hours Biology 110. Bugs and Us: Exploring the Fascinating World of Insects Welcome to Bugs and Us, where we'll take a magnifying glass to the tiny critters that share our planet and, often, our homes! In this course, we'll embark on a thrilling journey through the captivating world of insects as food (entomophagy), pollinators, public health pests, structural and agronomical pests, insects in history, and the art of analyzing and communicating scientific data. Get ready for an adventure filled with discovery, intrigue, and a newfound appreciation for the incredible creatures that share our world. For non-majors only. Credit: 3 hours Biology 115. Environmental Biology (ENV 115) Basic concepts of ecosystem structure and function, and varieties of interactions in the environment. Problems of energy and energy flow, resources, disruptive influences, and man’s response and responsibility. Three hours lecture with lab. Credit: 3 hours Biology 120. Human Biology Study of the physiology of living organisms, with emphasis on human physiology. Includes an overview of growth and development, physiological control, reproduction and genetics. Three hours lecture, three hours lab. For non-Biology majors only. Credit: 4 hours
Wingate University Academic Catalog 2026-2027
103 Biology 126. What is Stress? From the Savana to the Scantron Why does missing an assignment deadline trigger the same physiological "alarm" as a prehistoric predator? This course investigates biological responses regarding stress and its implications across human society. In this seminar-style course, we will investigate the stress response through an interdisciplinary lens, focusing on its evolutionary origins in the savanna to its modern manifestation on the college scantron. By bridging neurobiology and ecology with sociology and pop culture, students will deconstruct why we feel 'fried', explore the physiological mechanisms that regulate stress responses and its downstream effects, and learn how to manage stress levels. Credit: 3 hours Biology 197. Biology Assessment (ENV 197) Assessment survey required of majors during their first semester. Graded on a Pass/Fail basis. Credit: 0 hours Biology 200. Zoology Survey of the biology of the major groups of animals. Phylogenetic relationship is basis for examination of major patterns of structure, physiology, behavior, and natural history. Laboratory includes field work. Three hours lecture, three hours lab. Prerequisites: (BIO 101 & BIO 103) OR (BIO 101 & BIO/ENV 115) with grade of “C-”or higher Credit: 4 hours Biology 201. Molecular Foundations of Genetics Flow of genetic information across generations, including central dogma of genetics—DNA replication, RNA transcription, protein translation— cellular response to stimuli, mitosis, meiosis, and genetic disorders. Genetic techniques such as genetic screens, molecular cloning, and CRISPR. Laboratory will include a course undergraduate research experience, with students gaining skills in both bioinformatic analysis and wet laboratory techniques. Prerequisites: (BIO 101 & BIO 103) OR (BIO 101 & BIO/ENV 115) with grade of “C-” or higher; OR permission of professor Credit: 4 hours Biology 203. Animal Science (AGR 203) This course will introduce the principles of animal agriculture and management. Focus will include the biological fundamentals of animal development, inheritance, animal breeds, animal physiology, and reproduction as it relates to the animal industry and products. Three hours lecture, three hours lab. Credit: 4 hours Biology 205. Plant Biology Evolution of the plant kingdom and related organisms with a focus on life cycles; ecology and adaptation; structure and function; growth and development; medical and economic significance. Three hours lecture, three hours lab. Prerequisites: (BIO 101 & BIO 103) OR (BIO 101 & BIO/ENV 115) OR (AGR 116) with grade of “C-” or higher Credit: 4 hours Biology 211. Principles of Anatomy and Physiology I Fundamental principles of human anatomy and physiology with emphasis on gross and microscopic anatomy and physiology of the human integumentary, skeletal, muscular, nervous, endocrine system. May serve as a prerequisite for Allied Health programs such as Nursing. Three hours lecture, three hours lab. May not be counted towards the major or minor in Biology. Prerequisite: BIO 101 with grade of “C-” or higher Credit: 4 hours
Biology 212. Principles of Anatomy and Physiology II Fundamental principles of human anatomy and physiology with emphasis on gross and microscopic anatomy and physiology of human circulatory, lymphatic, immune, respiratory, digestive, urinary, and reproductive systems and fundamentals of metabolism, nutrition, and acid-base and fluid / electrolyte balance. May serve as a prerequisite for Allied Health programs such as Nursing. Three hours lecture, three hours lab. May not be counted towards the major or minor in Biology. Prerequisite: BIO 101 & BIO 211 with grade of “C-” or higher Credit: 4 hours Biology 230. Principles of Microbiology General biology of microbial cell structure, physiology, metabolism, genetics, basic virology, microbe-human interactions, disease pathogenesis, and fundamental immunology will be explored. Laboratory includes the use of classical microbiological techniques including culturing, microscopy, staining, and aseptic technique; evaluation and identification of pure microbial cultures, and investigation of the human microbiome. Appropriate for students in allied health fields, such as nursing or occupational therapy. Three hours lecture, three hours lab. May not be used towards major or minor in Biology. Prerequisite: BIO 101 & (CHEM 101 or CHEM 102) with grade of “C-” or higher; OR permission of professor Credit: 4 hours Biology 235. Scientific Literacy and Communication Explores the basics of scientific literacy including the use of searchable databases, experimental design, methods, writing and presenting science, and introductory biological statistical analysis. This course will include developing skills to think critically, or “think like a scientist” and utilize all aspects of the scientific method. Involves learning to read scientific literature and communicating findings in various formats such as, but not limited to layman’s abstracts, formal scientific abstracts, and oral and poster presentations using current topics in medicine, biological, and environmental sciences. Discussion on the importance of scientific research data and communication of research findings along with its role in social media and scientific literacy is emphasized. Prerequisites: Sophomore standing. (BIO 101 and/or BIO 103 with grade of “C-” or higher) Credit: 2 hours Biology 297. Assessment (ENV 297) All biology majors will complete this assessment survey at sophomore standing. Graded on a Pass/Fail basis. Prerequisite: Sophomore standing Credit: 0 hours Biology 300. Ornithology Integrated lecture/laboratory/field study examining the anatomy, physiology, identification, and natural history of birds. Students are expected to supply their own binoculars. Three and one-half hours per week of lecture/laboratory/field study. Prerequisite: Junior or Senior standing. BIO 101 & (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 3 hours Biology 302. Invertebrate Biology This course will provide the student with an evolutionary progression of taxonomic characteristics of invertebrates, a basic understanding of the anatomy, natural history, and ecology of selected invertebrates. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 3 hours
Wingate University Academic Catalog 2026-2027
104 Biology 311. Integrated Anatomy and Physiology I This course is the first half of a two-course sequence that focuses on the intricate physiological mechanisms that govern development and growth, integration and coordination, and the maintenance and regulation of homeostasis. Special emphases will be given to control systems, compartmentation, membrane dynamics, structural design, muscle mechanics, and the integration of function. Laboratory sessions will focus on the relationship between structure and function, through histological examination of animal tissues and detailed dissections of mammalian organs, systems, and whole organisms. In addition, students will investigate the underlying physiological processes of major body systems through inquiry-based physiological experiments and analysis of scientific literature. BIO 311 and BIO 311L are corequisites and must be taken in the same semester. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; OR permission of professor Credit: 4 hours Biology 312. Integrated Anatomy and Physiology II This course is the second of a two-semester sequence that builds on principles from Biology 311. It focuses on cellular communication and feedback mechanisms associated with the endocrine system used by cells, tissues, organs and interactions between multiple body systems to maintain homeostasis. Special emphasis will be placed on water, ion, nutrient, and metabolic balance, blood and hemodynamics, immune responses, respiration and gas exchange, chemical and physical digestion, waste excretion, and reproduction. The laboratory session will focus on how structure relates to physiological function through histological identification and detailed dissection of mammalian organs and tissues. In addition, students will investigate the underlying physiological processes of major body systems through inquiry-based physiological experimentation and analysis of scientific literature. BIO 312 and BIO 312L are corequisites and must be taken in the same semester. Prerequisites: BIO 311 with grade of “C-” or higher Credit: 4 hours Biology 320. Microbiology Biology of microorganisms with emphasis on microbial cell structure, physiology, metabolism, genetics, medical and ecological importance, basic virology and immunology. Laboratory includes the use of classical techniques including culturing, microscopy, staining, and aseptic technique; evaluation of microbial samples – pure, and environmental. Three hours lecture, three hours lab. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; OR permission of professor Credit: 4 hours Biology 330. Marine Biology and Oceanography (ENV 330) Study of the Earth’s marine life and ocean ecosystems; ecological relationships among different forms of sea life and their interactions with the physical environment of the world’s oceans. Prerequisite: Junior or Senior standing. BIO/ENV 115 OR (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 3 hours Biology 335. Contemporary Issues in Agriculture (AGR 335) This course is designed to educate students about major issues in the food, agricultural, and natural resource sciences and to expose students to a variety of methods used to critically evaluate contentious issues and effectively communicate, inform, and influence decisions made about these issues. Credit: 3 hours
Biology 340. Advanced Molecular Biology This course delves into the intricacies of genetic information flow, cellular processes, and the molecular basis of life. Topics include the structure and function of nucleic acids, maintenance of the genome, regulation of gene expression in prokaryotic and eukaryotic organisms, and how these processes govern cellular activity. The course features discussions of primary literature with an emphasis on data analysis and experimental design. The laboratory consists of a course undergraduate research component where students utilize recombinant DNA technology to answer basic scientific questions. Prerequisite: BIO 201, (BIO 200 or BIO 205), & CHEM 102 with grade of “C-” or higher; CHEM 201 recommended Credit: 4 hours Biology 355. Animal Behavior Animal communication, development of behavior, animal-plant interactions, adaptations, and other fundamental topics in ethology will be explored. Standard lecture and student participation in scientific article discussions in the field of animal behavior. Designing, conducting, analyzing, and presenting group research projects involving animal behavior and presenting results to class in various formats. This course is designed for upper level advanced biology majors and will both introduce many new aspects of animal behavior while reinforcing major topics from other Biology courses. Active participation and attendance in class meetings, discussions, and lectures is essential and mandatory. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 3 hours Biology 360. Parasitology Principles of veterinary and medical parasitology. Diagnosis and treatment of parasitic infection. Taxonomy and anatomy of parasitic organisms. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; Microbiology strongly recommended Credit: 3 hours Biology 365. Herpetology Introduction to the study of amphibian and reptile diversity, life history, ecology, and evolution using a phylogenetic approach, with an emphasis on North Carolina herpetofauna. This course will include required local and regional field excursions and short-term research studies. In addition, this course will include scientific journal discussions relevant to the field of herpetology. Three hours lecture. For Biology/ Environmental Biology majors only. Prerequisites: Junior or Senior standing. BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; OR permission of professor Credit: 3 hours Biology 370. Field Botany Focus on plant family characteristics using a phylogenetic approach, nomenclature, structural characteristics, and identification of species using a dichotomous key. Laboratory emphasizes identification of regional flora focusing on gymnosperms and angiosperms. Three hours lecture, three hours lab. Prerequisites: Junior or Senior standing. BIO 201 & BIO 205 with grade of “C-” or higher Credit: 4 hours Biology 380. Advanced Cell Biology Study of advanced cell structure and mechanisms that regulate cell function. Topics include protein trafficking, signal transduction, and cellular migration, cell cycle control and apoptosis, & stem cells, differentiation and gene regulation with an emphasis in health and disease. Laboratory will utilize current methodologies for the manipulation, purification, identification, and functional analysis of cellular components. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 4 hours
Wingate University Academic Catalog 2026-2027
105 Biology 390. Applied Environmental Microbiology Theory and application of environmental microbiology. Basic principles of microbiology are applied to the study of microbial ecology in aquatic and terrestrial ecosystems, and microbial interactions within organismal populations. Laboratory course explores current techniques in studying microbial ecology. Three hours lecture, three hours lab. Prerequisites: BIO 320, CHEM 101, & CHEM 102 with grade of “C-” or higher; OR permission of professor Credit: 4 hours Biology 401. Ecology Patterns of distribution and abundance of organisms, stressing quantitative evaluation of population dynamics, community structure, and ecosystem relations. Energetics and reproductive success are unifying principles. Three hours lecture, three hours lab. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 4 hours Biology 402. Virology Introduction to basic principles of virology, including virus-host interactions (in particular bacterial and eukaryotic hosts), viral diseases, oncoviruses, methods of studying viruses and impact of viruses on human society. Prerequisite: BIO 201 & (BIO 320 or BIO 340) with grade of “C-” or higher Credit: 3 hours Biology 405. Biology Seminar Selected topics in biology involving student presentations and discussions. Capstone course in the major. Two hours lecture. Prerequisite: Junior or Senior standing Credit: 3 hours Biology 410. General Entomology Focus on the evolution, diversity, behavior and physiology of insects. The laboratory component focuses on identification of insects to the ordinal and family level, and will include a collection of at least 75 specimens, prepared and mounted via professional methods. Prerequisite: BIO 201 & (BIO 200 or BIO 205) with grade of “C-” or higher; or permission of professor Credit: 4 hours Biology 412. Physiology of Reproduction Functional and anatomical processes that control reproduction in mammals and avian species. Laboratory will include gross anatomical dissection and microscopic study of the male and female reproductive system, studies of endocrinology associated with embryonic development and pregnancy, palpation and ultrasonography of pregnancy, and reproductive management of mammals. Three hours lecture, three hours lab. Prerequisite: BIO 312 with grade of “C-” or higher; OR permission of professor Credit: 4 hours Biology 413. Pathophysiology A conceptual course focusing on underlying principles of pathophysiology. Course topics will include cell injury, inflammatory processes, neoplasia, metabolic disturbances, pain, degenerative processes, and general dysfunction of organ systems. Prerequisite: BIO 312 & (BIO 320 or BIO 340) with grade of “C-” or higher Credit: 3 hours Biology 414. Animal Physiology Comparative study of the diverse functional characteristics of invertebrate and vertebrate organisms; special emphasis given to physiological adaptations to aquatic and terrestrial environments. Topics include temperature acclimation, osmoregulation, excretion, circulation and respiration. Laboratory includes computer assisted analysis of physiological mechanisms using animal models’ systems. Three hours lecture, three hours lab. Prerequisite: BIO 312 with grade of “C-” or higher or permission of professor Credit: 4 hours
Biology 415. Histology Microscopic anatomy and identification of cells, tissues, and organs; introduction to histological techniques and preparation. Three hours lecture, three hours lab. Prerequisite: BIO 312 with grade of “C-” or higher Credit: 4 hours Biology 420. Immunology Integrated study of the immune system including the molecules, cells, and tissues that coordinate the development, activation, effector functions, and regulation of an immune response. Connections to disease models and applications of immunological techniques will be emphasized. Three hours lecture. Prerequisites: BIO 320 or BIO 340 or BIO 380 with grade of “C-” or higher Credit: 3 hours Biology 424. Biochemistry (CHEM424) Structure and function of proteins, carbohydrates, and lipids. Pathways of intermediary metabolism; thermodynamics, and regulation of ratelimiting enzymes. Signal transduction across membranes, and integration and regulation of metabolism. Three hours lecture. Prerequisites: BIO 101 & CHEM 201 with grade of “C-” or higher; BIO 340 highly recommended Credit: 3 hours Biology 430. Wildlife Management (ENV 430) Basic principles of wildlife management; study of how wildlife populations are maintained in natural and disturbed communities. Prerequisite: (BIO/ENV 115 or BIO 101) & (BIO 200 or BIO 205) Credit: 3 hours Biology 441-444. Directed Research Individual study of a topic of interest and concern to the student. May involve directed reading and/or experimental work in consultation with and supervision by a biology faculty member. May be repeated for credit (with approval of biology faculty). Offered on demand. Prerequisites: 2.0 GPA & approval of Biology Chair and Dean of the College of Arts and Sciences 30 days prior to study Credit: 1-4 hours Biology 445. Teaching Assistantship in Biology The course is designed to encourage Biology majors to enroll as a Supplemental Instructor or Laboratory Assistant to gain teaching assistant experience. Students must have made an A or B in the course of interest. May be repeated for a maximum of 6 credit hours. Prerequisite: Overall 3.0 GPA & permission of professor Credit: 1-2 hours Biology 450. Evolutionary Biology Principles of modern evolutionary thought; an investigation of the molecular mechanisms, patterns, and consequences of genetic change at the cellular, organismic, and population level. Prerequisite: BIO 201 & BIO 235 with grade of “C-” or higher Credit: 3 hours Biology 460. Neurobiology The study of core operational principles of the nervous system with special emphasis on the cellular and molecular mechanisms in the organization and functions of the nervous system. Topics include membrane potentials, neuronal circuits, synaptic structure and transmission, signal transduction, sensory systems, development and plasticity, learning and memory, and neurological diseases. Laboratory component examines the gross anatomy and microscopic study of the central nervous system, computer-assisted neurophysiology experimentation and a semester long behavior project. Three hours lecture, three hours lab. Prerequisite: BIO 312 with grade of “C-” or higher OR permission of professor Credit: 4 hours
Wingate University Academic Catalog 2026-2027
106 Biology 491-494. Special Topics in Biology Special topics of interest in Biology. Prerequisites: Junior or Senior standing & permission of professor Credit: 1-4 hours Biology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours Biology 499. Biology Internship Field experience in biology through internship or volunteer opportunity. An acknowledged learning agenda between the supervisor and student is recognized; the student and supervisor will set goals to be met during the internship. Prerequisites: 2.0 GPA & approval of Biology Chair and Dean of the College of Arts & Sciences Credit: 4 hours
B US I N E S S (BUS) Business 105. Business, Society, and Sustainability This course considers the role of business in society from a JudeoChristian, capitalistic and free market perspective, educating women and men in service to others. This class is comprised three areas: faith exploring the vocation of a business leader and a philosophical and ethical framework incorporating virtues, fairness, and equity; knowledge studying the functional areas of business, accounting, finance, economics, management, marketing, strategy, and sustainability; and service incorporating an experiential learning project and reflections. Credit: 3 hours Business 111. Business Applications This course introduces students to the core of business software applications and technologies used to enhance productivity and solve business problems. Through hands-on training and practical projectbased activities student will develop proficiency in the integration of business applications.. Credit: 3 hours (Fall, Spring) Business 209. Business Ethics This course aims to cultivate a robust moral imagination and engage with issues facing our world today. Students will identify sources for personal and communal values, appreciate the ways individuals and multinational corporations decide what is ethical, and engage with current ethical dilemmas in business across the globe. Students will develop abilities to recognize and appreciate the strengths and limitations of different ethical perspectives and their application to real life situations encountered in the business world. Credit: 3 hours (Fall, Spring) Business 305. Legal Environment of Business General principles of law applicable to the business setting and how they are integrated into the business environment by way of problem solving and decision making. Course only available to junior and senior business majors. Credit: 3 hours (Fall, Spring) Business 308. Business Statistics This course introduces practical tools to make smarter decisions with real data, analyze information and draw meaningful conclusions in a business setting. It covers topics such as descriptive statistics, graphical techniques, probability theory and distributions, sampling and estimation, hypotheses testing, analysis of variance, and linear regression to promote mathematical literacy in business applications and decision making. Prerequisite: BUS 111 & (MATH 117 or MATH 120) Credit: 3 hours (Fall, Spring)
Business 323. Data Analytics This course equips business students with the essential tools and mindset to harness the power of data in real business scenarios. Through a hands-on, practical approach, students will learn how to collect, manage, analyze, and visualize data to drive strategic decisions, improve operations, and create business value. The topics covered include database management and SQL querying, data visualization principles, answering real business questions with Tableau, preprocessing and cleaning datasets, key concepts in data mining, introduction to machine learning algorithms, and model evaluation metrics. Prerequisite: BUS 308 & MGMT 302 Credit: 3 hours (Fall, Spring) Business 405. Global Business Introduction to managing and marketing in a global economy. Emphasis on the impact of political, legal, economic, and cultural variables due to government’s policies; consumer values, attitudes and lifestyles; variations in product and technology life cycle; and resource availability. Prerequisite: MGMT 302 & MARK 301 Credit: 3 hours (Fall, Spring) Business 413. Special Topics in Business Special topics relating to management science or other specialized topics in business. May be taken at the junior or senior level and up to three times as topics will vary. Prerequisite: Permission of the Dean of the School of Business Credit: 3 hours Business 417. Business Strategy Capstone course for knowledge of the various functional areas of business from a top management viewpoint of company operations. Focus on top management’s role in strategy formulation and long-range planning in a dynamic environment. Capstone course for Accounting, Finance, Management, and Marketing majors. Prerequisite: Senior standing. ACCT 254, ECON 222, FINA 318, MGMT 302, & MARK 301 Credit: 3 hours (Fall, Spring) Business 490. Applied Research This class introduces students to research methods. The course expectations are that each student develop a research proposal, undertake a literature review, formulate hypotheses, collect relevant qualitative or quantitative data, analyze the data, and make a public presentation at the Wellspring Symposium. The research project builds on knowledge gained in other upper-level courses and may be an expansion of prior projects. Work will be conducted with guidance from the student’s Honors committee. The course fulfills the capstone requirement for graduation with University Honors. Prerequisite: Admission to the Honors College or permission of professor Credit: 2 hours (Fall) Business 491. Thesis This class is a continuation of Business 490. The emphasis is on each student conducting an expanded literature review, deepening the analysis of data, and writing the results in a formal manuscript appropriate for the academic discipline. Each student will present research findings at the Wellspring Symposium. Students will also have an opportunity to present their work at a regional or national conference. Prerequisite: BUS 490 & Admission to the Honors College Credit: 1 hour (Spring) Business 497. Exit Examination Required of majors in the last semester before graduation. Graded on Pass/Fail basis. Credit: 0 hours Business 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
107 Business 499. Internship in Business Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
C A P S T O N E (CAP) Capstone 210. Career and Community Studies Capstone This course is the culmination of the living skills courses students have taken during their time in the program. Students will be assessed on their independence skills. Based on student assessment, they will receive targeted instruction on those specific needs. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour
C A RE E R (CAR) Career 101. Exploration and Foundation I Focus is on career awareness and workplace readiness. Structured career exploration will occur through the career curriculum. Two rotational volunteer placements on campus will occur during the semester. In addition, workplace behavior fundamentals, self-awareness and the identification of job strengths will be explored. By the end of this course students should be able to articulate their interests, strengths, and basic workplace expectations.. Only open to students enrolled in the Career and Community Studies certificate. Credit: 3 hours Career 102. Exploration and Foundation II Focus is on the development of continued career awareness and workplace readiness. Structured career exploration will continue through the career curriculum. Two rotational volunteer placements on campus will occur during this semester. In addition, workplace behavior fundamentals, self-awareness and the identification of job strengths will be explored. An introduction to resume development will also be a part of this course. By the end of this course students should be able to articulate their interests, strengths, and basic workplace expectations.. Only open to students enrolled in the Career and Community Studies certificate. Credit: 3 hours Career 201. Supported Campus Employment I Focus in this course is on skill development in structured settings. Students will engage in on-campus employment for a minimum of five hours/week. Also incorporated into the course is a structured supervisor relationship to allow for both a mid-semester and end of semester performance evaluation. Course expectations include students demonstrating consistent attendance, task completion, and appropriate workplace communication with moderate support. Only open to students enrolled in the Career and Community Studies certificate. Credit: 3 hours Career 202. Supported Campus Employment II Focus in this course is on skill development in structured settings. Students will engage in on-campus employment for a minimum of five hours/week. Also incorporated into the course is a structured supervisor relationship to allow for both a mid-semester and end of semester performance evaluation. Course expectations include students demonstrating consistent attendance, task completion, and appropriate workplace communication with moderate support. Only open to students enrolled in the Career and Community Studies certificate. Credit: 3 hours Career 210. Career Portfolio This course is the culmination of employment experiences students had both on and off campus. The course also will incorporate students preparing a portfolio of their choosing (online/hard copy) to take with them as they begin their interviews and pursue employment after college. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour
C A RE E R A N D C O M M UN I T Y S T U DI E S (CCS) Career and Community Studies 101. Life Skills and Self Care This course will teach students the essentials of daily hygiene, physical activity, and mental wellness. We will explore how to establish healthy routines, manage stress, and understand the importance of sleep. By the end of the term, students will have a personalized "Wellness Toolkit" to help them feel their best every day. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 102. Life Skills and Self Care II This course explores the different types of relationships in our lives— from friends and roommates to coworkers and family. Students will practice communication skills, learn how to set and respect personal boundaries, and identify the qualities of a healthy friendship. The goal is to help students feel confident and safe in their social world. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 103. Skills and Strategies for Independence This course provides the foundational concepts for managing a personal schedule, setting meaningful goals, and building confidence in decisionmaking and problem-solving. Students will explore practical strategies for daily organization, including the safe and effective use of digital tools to support their independence. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 104. Skills and Strategies for Independence II This course provides the foundational concepts for students as they learn how to be active participants in their community, engaging in maintaining safety protocol within their community, and other essential skills for self-reliant living. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 105. Life Skills and Self Care III This course will provide a focus on independent living skills in the area of sexuality. Learning to access sex education and talk openly and honestly about sexual health is an important part of independence. Students will become familiar with skills to stay healthy in relationships and prevent abuse. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 106. Life Skills and Self Care IV This course will provide content in the area of nutrition and maintaining a balanced diet. Students will learn about the importance of how healthy living impacts overall well-being. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 107. Money Management This course provides students with basic money management skills so students can learn how to manage their money while living independently. Students will learn how to open a checking account, balance their checkbook, and other money management skills. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour
Wingate University Academic Catalog 2026-2027
108 Career and Community Studies 190. Special Topics This course is focused on a special topic that can change over semesters. Topics may include areas such as health and wellness, digital skills, community engagement, creative arts, career exploration, or transportation. Through interactive activities, group discussions, handson projects, and real-world applications, students will build skills in communication, problem-solving, and self-advocacy. The course encourages personal growth, independence, and active participation in both the classroom and the broader community. May be repeated with different topics. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 201. Digital Literacy This course will provide students with the necessary skills for general computer use including, but not limited to using the internet, being a consumer of information on the internet, email, and other common computer programs essential for day-to-day living and employment purposes. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 205. Cooking This course will provide students with the opportunity to learn basic cooking skills. Students will also learn about grocery shopping, meal planning, and following a recipe. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 207. Household Maintenance This course will provide content in the areas of maintaining a living space including cleaning, general upkeep, and minor household issues. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour Career and Community Studies 290. Special Topics This course is focused on a special topic that can change over semesters. Topics may include areas such as health and wellness, digital skills, community engagement, creative arts, career exploration, or transportation. Through interactive activities, group discussions, handson projects, and real-world applications, students will build skills in communication, problem-solving, and self-advocacy. The course encourages personal growth, independence, and active participation in both the classroom and the broader community. May be repeated with different topics. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour
C H E MI S T R Y (CHEM) Chemistry 100. Fundamentals of Chemistry Major concepts of general chemistry. Atomic and molecular structure, bonding, types of reactions, acid-base chemistry, solution chemistry, equilibrium, oxidation-reduction and an introduction to organic chemistry. Three hours lecture and three hours lab per week. Does not count toward Chemistry major or minor. Credit: 4 hours Chemistry 101. Principles of Chemistry I The first half of an integrated two-semester sequence. Coverage includes the nature of matter, chemical equations and stoichiometry, gases, and chemical equilibrium. Three hours lecture and three hours lab per week. Credit: 4 hours (Fall) Chemistry 102. Principles of Chemistry II Second of a two-part integrated sequence. Thermochemistry and equilibria, electrochemistry and oxidation-reduction, chemical kinetics, atomic structure (quantum mechanics), chemical bonding, and spectroscopy. Three lecture and three hours lab per week. Prerequisite: CHEM 101 with grade of “C-“ or higher Credit: 4 hours (Spring)
Chemistry 125. Kitchen Chemistry The aim of this course is to scientifically explore the chemistry of food through lecture, discussion, hands-on-activities and laboratory experiments. Students will be introduced to the Scientific Method, basic chemical concepts involving unit conversions, matter, and energy, and to the basic food categories (carbohydrates, fats, proteins, minerals and water). Students will explore taste and flavor and the use of various cooking methods. Students will conduct a research project based on information learned in the lecture and laboratory work. Three hours lecture, three hours lab. Intended for non-science majors. Credit: 4 hours Chemistry 130. Forensic Science This course is designed to introduce some of the fundamental principles in scientific analysis and to apply them to a number of specialized fields of forensic science. Because forensic science is a multidisciplinary science, the course will cover concepts from physics, chemistry, biology, geology, mathematics, criminal justice, and history. The course will compare/contrast the process of doing real science investigations to that used in various aspects of criminalistics, such as the scope of forensic investigation, the matter of expert qualifications, and the admissibility of evidence in court. Three hours lecture and three hours laboratory per week. Intended for non-science majors. Credit: 4 hours (Fall) Chemistry 201. Organic Chemistry I Chemical bonding; introduction to stereochemistry and spectroscopy; survey of common functional groups. Three hours lecture, three hours lab. Prerequisite: CHEM 102 with grade of “C-” or higher Credit: 4 hours (Fall) Chemistry 202. Organic Chemistry II Continuation of functional group survey with emphasis on selected topics of biological importance. Three hours lecture, three hours lab. Prerequisite: CHEM 201 with grade of “C-” or higher Credit: 4 hours (Spring) Chemistry 291. Introduction to Chemical Research I An introduction to the development, methodologies, management, and presentation of chemical ideas, proposals, and research. The topics will also include current awareness methods, the laboratory notebook, ethics in research, library and Internet resources, and the use of Chemical Abstracts, and presentations by students and faculty. Student affiliation in the American Chemical Society is required. One lecture per week. Prerequisite: CHEM 101 & CHEM 102 with a grade of C- or higher Credit: 1 hour Chemistry 292. Introduction to Chemical Research II A continuation of CHEM 291 and includes further introduction to the development, methodologies, management, and presentation of chemical ideas, proposals, and research. The topics will also include current awareness methods, the laboratory notebook, ethics in research, library and Internet resources, and the use of Chemical Abstracts, and presentations by students and faculty. Student affiliation in the American Chemical Society is required. One lecture per week. Prerequisite: CHEM 291 with a grade of C- or higher Credit: 1 hour Chemistry 311. Physical Chemistry I A detailed study of gas laws, general thermodynamics, chemical thermodynamics, and equilibrium. Three hours lecture, three hours lab. Capstone course in the major. Prerequisites: CHEM 202, MATH 220, & (PHYS 202 OR PHYS 205 OR (PHYS 102 & PHYS 206)) with grade of “C-“ or higher Co-requisite: MATH 305 Credit: 4 hours Chemistry 312. Physical Chemistry II A detailed study of kinetics, quantum mechanics, spectroscopy, and solid-state properties. Three hours lecture, three hours lab. Capstone course in the major. Prerequisite: CHEM 311 Credit: 4 hours
Wingate University Academic Catalog 2026-2027
109 Chemistry 331. Analytical Chemistry I A study of the methods, techniques, and problems in chemical analysis. Includes error analysis; equilibrium analysis focusing on acid-base, complexation, precipitation, and oxidation-reduction reactions; introductory spectroscopy; and chromatography covering both gas and liquid techniques. Three hours lecture, three hours lab. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 4 hours (Fall) Chemistry 332. Analytical Chemistry II Basic instrumental analysis featuring electronic, electrochemistry, atomic spectroscopy, molecular spectroscopy, and NMR. Three hours lecture, three hours lab. Prerequisite: CHEM 331 with grade of “C-” or higher Credit: 4 hours (Spring, odd years) Chemistry 391. Junior Research I The active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 291,292 Introduction to Chemical Research Course. One lecture and one lab per week. Prerequisite: CHEM 291 & CHEM 292 with a grade of C- or higher Credit: 2 hours Chemistry 392. Junior Research II The active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 292 Introduction to Chemical Research Course. One lecture and one lab per week. Prerequisite: CHEM 291 & CHEM 292 with a grade of C- or higher Credit: 2 hours Chemistry 413. Inorganic Chemistry A unified study of the non-carbon elements with an emphasis on properties, periodic trends, and reactions. Three hours lecture and three hours lab. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 4 hours Chemistry 424. Principles of Biochemistry (BIO 424) Structure and function of proteins, carbohydrates, and lipids. Pathways of intermediary metabolism emphasizing cellular location, thermodynamics, and regulation of rate-limiting enzymes. Signal transduction across membranes, and integration and hormonal regulation of metabolism. Three hours lecture. Prerequisite: CHEM 202 & BIO 101 with grade of “C-” or higher Credit: 3 hours (Fall) Chemistry 426. Biological Chemistry This course will explore the organic chemistry behind polymers and biological macromolecules. Structure, synthesis, and mechanism of action will be discussed from an organic standpoint including reaction mechanisms. Topics will include DNA, proteins, lipids, and carbohydrates as well as the chemical mechanisms and kinetics of enzyme action. Laboratory work will include polymer synthesis, solid phase peptide synthesis, DNA “click” chemistry, PCR, and enzyme kinetics. Three hours lecture and three hours laboratory per week. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 4 hours (Spring) Chemistry 430. Modern Synthesis and Analysis A unified approach to the development and implementation of a multistep organic reaction synthesis involving the disciplines of organic and analytical chemistry. During the semester, the student will present their progress both as informal class discussions and as formal oral/poster presentations to showcase their results. Two hours lecture, six hours of laboratory per week. Prerequisite: CHEM 331 with grade of “C-” or higher Credit: 4 hours
Chemistry 450. Hazardous Materials and Chemical Safety Properties and reactions of hazardous materials. Fire prevention and control, chemical storage and labeling, safety procedures, and transportation regulations. Three hours lecture/demonstration. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 3 hours (or 4 hours if lab component is included) Chemistry 460. Introduction to Commercial Chemistry Problems and challenges of moving chemical reactions and processes from the laboratory scale to the commercial scale. Combines the chemical engineering aspects of large-scale operations with the economics and business aspects of producing and marketing a product. In labs, students move from beaker chemistry to bucket and barrel chemistry. Production, packaging, labeling, and selling of the product. Three hours lecture and three hours lab. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 4 hours Chemistry 470. Current Topics in Chemistry Investigation of chemical topics of current interest. The choice of topics will be based on the students’ backgrounds and interests, the topics of current interest in the chemical literature, and those topics that would supplement the students’ other chemistry courses. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 3 hours Chemistry 471. Current Topics and Experimental Chemistry Investigation of chemical topics of current interest. The choice of topics will be based on the students’ background and interest, the topics of current interest in the chemical literature, and those topics that would supplement the students’ other chemistry courses. Three hours lecture and three hours lab per week. Prerequisite: CHEM 202 with grade of “C-” or higher Credit: 3 hours Chemistry 491. Senior Research I The active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 291,292 Introduction to Chemical Research Course. One lecture and two labs per week. Prerequisite: CHEM 291 & CHEM 292 with a grade of C- or higher Credit: 3 hours Chemistry 492. Senior Research II The active investigation of a chemical research problem under the direct supervision of the chemistry faculty. Includes participation in the CHEM 292 Introduction to Chemical Research Course. One lecture and two labs per week. Prerequisite: CHEM 291 & CHEM 292 with a grade of C- or higher Credit: 3 hours Chemistry 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
C O M M UN I C A T I O N (COMM) Communication 101. Public Speaking Fundamental techniques and basic principles essential to effective public speaking. Credit: 3 hours Communication 110. Introduction to Communication Role of mass media in American society. Emphasis on the impact of technological, economic, social, and governmental factors. Credit: 3 hours Communication 202. Introduction to Theatre (Fine Arts) Basic understanding of and experience in the art of theatre with emphasis on drama appreciation and production. Fulfills fine arts general education requirement. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
110 Communication 203. Technical Theater The course will introduce the fundamentals and various jobs associated with theatrical scenery, stage lighting, and sound technology. Credit: 3 hours Communication 205. Principles of Public Relations Definition of public relations, identification of publics and overview of public relations practice in for profit and non-profit settings. Media relations, crisis communications. Credit: 3 hours Communication 220. Newswriting Fundamental principles of news gathering and newswriting; study of news and news values. Credit: 3 hours Communication 225. Interpersonal Communication Principles and techniques of effective dyadic and interpersonal communication. Credit: 3 hours Communication 250. Visual Communication The study of visual theory and practices of visual communication. Involves production of short video programs and editing. Students typically create a news package and/or photography, video or web-based projects. May involve initial exposure to principles of film-making. Credit: 3 hours Communication 251. Video Production Explores the use of multi-camera video production (in a studio setting) for the creation of television and/or online programming. While primarily a hands-on laboratory course to teach basic studio operation and production skills, including directing, lighting, crewing, and production planning, the emphasis is on developing an understanding of how to translate communications principles and techniques into productions that accomplish the goals of the producer. Students will mostly produce programming in a variety of nonfiction formats, but some attention will be given to drama/comedy production. Prerequisite: COMM 110 recommended Credit: 3 hours Communication 280. Mass Media Law Laws and regulations concerning the mass media, to include privacy, libel, broadcast, and advertising regulations. Ethical considerations in gathering and presentation of news. Credit: 3 hours Communication 302. Group Communication Exploration of communication processes in groups. Emphasis on techniques of group decision making and problem solving. Credit: 3 hours Communication 304. Health Communication (PH 304) This course provides students with an introductory overview of health and science communication in research, industry, and practice. Students will explore the role communication plays in health care delivery, health promotion, disease prevention, environmental and risk communication, media and mass communication, and technology. A key aspect of this course will be evaluating how community and organizational dynamics affect communication strategies. Credit: 3 hours Communication 305. Communication Theory This course explores the role of theory in the practice and delivery of healthcare. Students will explore the role of communication theory in the design and implementation of healthcare policy and health education. Students will understand how research informs theory and how health communication professionals use research and theory to understand how best to serve different health populations and fight health disparities. They also explore theoretical solutions to healthrelated challenges including food deserts, patient advocacy, health literacy, and patient-provider communication. Credit: 3 hours
Communication 307. Digital Health This course explores in depth the various ways technology and media influence health and wellness at the individual, societal, and global levels. This course will offer students hands-on skills in the design, implementation, and evaluation of health messages such as public service announcements, social media campaigns, infographics, and other health messages. Students will learn to create video and print materials utilizing good technology practices that help inform the population about health threats and healthy behaviors. The course will examine how technology both contributes to and helps solve health disparities and the influence technology has on culture, healthcare practice, and wellness. Credit: 3 hours Communication 308. Cases in Health Communication This course explores in depth the various areas of healthcare that are influenced and changed by the communication process. The course will offer students the opportunity to evaluate message design, social media campaigns, and public service announcements in areas such as body image, reproductive health, patient advocacy, mental health, health disparities, and various other areas of healthcare. Students will learn how campaigns are created for various populations and how the creation process changes for different health topics. Current trends in health communication and new research will be reviewed for each topic. Credit: 3 hours Communication 315. Cases in Public Relations Use of the case study methods to devise solutions to public relations problems, design and execution of public relations campaigns. (Even number Spring semesters or as needed). Prerequisite: COMM 205 Credit: 3 hours Communication 320. Writing for the Media Writing messages targeted for distribution through channels such as Radio, Television, and the Internet. Emphasis on unity, economy, and appropriateness to medium. Offered in the Wingate Online Degree Program only. Prerequisite: ENG 110, permission of professor Credits: 3 hours Communication 330. Nonverbal Communication Analysis of nonverbal human communication and its significance in various settings. Credit: 3 hours Communication 340. Intercultural Communication Examination of the influence of cultural difference on communication. Credit: 3 hours (Spring, even years) Communication 346. Social Media Students will survey and analyze online media offerings, in terms of purpose, placement, intended audience, effectiveness and technical/creative accomplishment. Students will produce a variety of media based on assigned topics/formats and personal interests. Course open to all students. Credit: 3 hours Communication 350. Dramatic Performance of Literature (Fine Arts) Introduction to selection, analysis, and presentation of literature through performance. Prerequisite: Six (6) credit hours of literature Credit: 3 hours Communication 351. Theatrical Improvisation (Fine Arts) Students will study history, elements, benefits, and applications of theatrical improvisation. Students will research and review improvisational concepts and principles. Students will actively engage in theatre exercises designed to develop creativity, communication, and collaboration. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
111 Communication 352. Acting The class is an introduction to the craft of acting. Students will develop personalized creative processes through monologues, scene work, and a wide variety of theatre exercises. The course will provide opportunities to develop stagecraft, voice, focus, listening, movement, concentration, imagination, and trust. A rubric will be provided for subjective grading. Prerequisite: COMM 202 Credit: 3 hours Communication 365. Crisis Communication Role of public communication in crisis situations; types of crisis; preand post-crisis planning; crisis communication management; risk communication; crisis narratives and rhetoric; ethical obligations of crisis communication; dealing with media; image restoration. Prerequisite: COMM 205 (may be taken concurrently) Credit: 3 hours Communication 375. Organizational Communication This course provides a review and analysis of the major theories of organizational communication and their application in real-world settings. Students will gain knowledge about how communication functions as an integral part of any organizational experience. Topics will include different perspectives on organizations and communication, varying approaches to studying organizational communication, relationships with teams within organizations, managing organizational change, and organizational ethics. Student will complete projects which require engagement with real organizations on a pragmatic basis. Credit: 3 hours
Communication 440. Documentary Examination of important non-fiction films and video programs from Lumiere to the present. Emphasis is on structure, argument, and individual style. In-class viewing and discussion; out-of-class analysis of selected programs. Research and writing of a feature length documentary script. Credit: 3 hours Communication 447. Communication Research This survey course will introduce students to data analytics commonly used by media professionals to examine quantitative and qualitative data for planning, programming and evaluating effective communication programs and strategies. Students will learn to use techniques such as background searches, data collection methods, database information input, retrieval and analysis, writing style guide, and copy-testing. Credit: 3 hours Communication 449. Independent Study Pursuit of a special project in communications. Requires consent of professor and Dean. May be repeated for a total of six credit hours. Credit: 3 hours Communication 460. Special Topics in Communication Special topics relating to journalism, media arts, public relations, theater, or speech communication. May be taken up to three times as topics vary. Credit: 3 hours
Communication 390. Sports Broadcasting Overview of the sports broadcasting industry in the U.S., with emphasis on understanding the role of the sportscaster in creating the content seen and heard by millions every day via TV, radio and online outlets. Explores key issues that drive the sports broadcasting industry as they relate to the current state of sports broadcasting. Surveys all aspects of on-air sports broadcasting including anchoring, reporting, play-by-play announcing, and color commentary. Prerequisite: COMM 101; COMM 250 recommended Credit: 3 hours
Communication 495. Career Pathways in Communication This course explores the process of finding employment after graduation and seeks to prepare students for entrance into their professional lives. The course will explore possible career paths a communication major will take and will instruct students on essential employment skills such as resume writing, interviewing networking, and corporate culture. Students will have the opportunity to speak with guest speakers, learn about internship opportunities, and map out a plan for after graduation. Credit: 3 hours
Communication 405. News Editing Copy editing, mark-up, headline writing, picture editing, typography, and mass media law. Prerequisite: COMM 220 Credit: 3 hours
Communication 498. Senior Capstone This is the capstone course for Communication majors. Students devise, conduct and complete a challenging communication project. Students will also learn about career development and prepare for life after graduation. This course is required for all Communication majors. Prerequisite: Senior standing Credit: 3 hours
Communication 406. Digital Journalism An increasing number of people are turning to online sources for news, resulting in a re-thinking of methods of news gathering and presentation. This course is designed to give students a hands-on introduction to the use of “Web 2.0” applications as both reporting tools and platforms for storytelling. Prerequisite: COMM 220 Credit: 3 hours Communication 410. Persuasion Theories and techniques of persuasive communication in contemporary society. Offered in the Wingate Online Degree Program only. Prerequisite: ENG 110, permission of professor Credits: 3 hours Communication 420. Internship in Communication Directed field experience in selected areas of communication. Requires approval of the chair of the Communication Department. Students are under the supervision of Wingate University faculty. May be repeated for a total of six credit hours. Credit: 3 hours Communication 425. Sports Reporting Application of the principles of news reporting and writing to sportsrelated topics. Prerequisite: COMM 220 Credit: 3 hours
C O MP UT E R S C I E N C E (CS) Computer Science 110. Computing for the 21st Century Introduces computers as tools for communicating in the information age. Topics to be covered include introductions to computer hardware, the operating system, the Internet, and number of applications which can be used to communicate information and ideas. For lower level elective credit only. Does not meet science or math requirements. Not a substitution for BUS 111. Credit: 3 hours Computer Science 119. Web Page Development Design to familiarize students with back-end and front-end web page development, with emphasis on scripting languages, database connectivity, and software development. Students must complete a major project designing a website. Programs will be written using web page development languages such as HTML5, CSS3, JavaScript, and SQL. Credit: 3 hours (Spring, odd years) Computer Science 120. Introduction to Java Introduces the student to computer programming, with an emphasis on object-oriented programming and design concepts, including classes, inheritance, function overloading and overriding, etc. Programs will be written using Java. Credit: 3 hours (Fall, odd years)
Wingate University Academic Catalog 2026-2027
112 Computer Science 121. Introduction to Python Introduces the student to the basic concepts of the discipline of computing, emphasizing elementary facts concerning programming languages, software methodology, and algorithms. Considerable time is devoted to learning how to solve problems. Basic principles of program design and implementation are introduced. Abstract data types, sorting and searching are treated at an elementary level. Programs will be written using a high-level language such as Python. Credit: 3 hours (Fall, even years) Computer Science 498. Independent Study Designed for students who wish to undertake an in-depth examination of a computer science related topic. The project will be carried out under the direction of a faculty sponsor. Prerequisite: Junior or Senior standing. CS 120 or CS 121 Credit: 1-3 hours
C RI MI N A L J US T I C E (CRJ) Criminal Justice 102. Social Problems (HS 102, SOC 102) Analysis of major social problems of contemporary American society; emphasis upon the individual and the community and the conditions which have produced problems. Credit: 3 hours
Criminal Justice 275. Criminal Justice Special Topics Offers students an opportunity to study criminal justice topics which may be of interest to the general student body and are beyond the scope of the current curriculum. Since the content varies, the course may be taken for a maximum of six credits. Credit: 3 hours Criminal Justice 301. Criminal Law Presents the nature and development of criminal law including the concepts of criminal liability, responsibility, and capacity; comprehensive analysis of the various crimes against persons, property, and morality. Prerequisite: CRJ 201 Credit: 3 hours Criminal Justice 305. Corrections Covers the history, major philosophies, components, and current practices and problems of the field of corrections. Topics include historical evolution, functions of the various components, alternatives to incarceration, treatment programs, inmate control, and other related topics. Upon completion, students should be able to explain the various components, processes, and functions of the correctional system. Prerequisite: CRJ 201 Credit: 3 hours
Criminal Justice 201. Introduction to Criminal Justice Introduction to the components and processes of the criminal justice system. Topics include history, structure, functions, and philosophy of the criminal justice system and their relationship to life in our society. Upon completion, students should be able to define and describe the major system components and their interrelationships and evaluate career options. Prerequisite: SOC 101 & PSYC 101 Credit: 3 hours
Criminal Justice 307. Criminology (SOC 307) Topics include theories of crime causation; crime data; statistical analysis of criminal behavior; past, present, and future social control initiatives; and other related topics. Upon completion, students should be able to explain, discuss, and apply various theories of crime causation and societal response. Prerequisite: SOC 101 & PSYC 101 Credit: 3 hours
Criminal Justice 205. Juvenile Justice Covers the juvenile justice system and related juvenile issues. Topics include an overview of the juvenile justice system, treatment and prevention programs, special areas and laws unique to juveniles, and other related topics. Upon completion, students should be able to identify/discuss juvenile court structure/procedures, function and jurisdiction of juvenile agencies, processing/detention of juveniles, and case disposition. Prerequisite: SOC 101 & PSYC 101 Credit: 3 hours
Criminal Justice 308. Victimology Criminal justice professionals, regardless of their specific role, will always come in contact with victims of crime. This course provides an introductory examination of criminal victimization in the United States via an overview of current theory, research, and trends within the context of specific victimization types. The class will examine specific crimes types, the impact of crime on victims and society, the role of victims within the criminal justice system, specific remedies, and victim rights and services. Students will engage in many of these topics within a context of current events and local models of crime victim services. Prerequisite: CRJ 201 Credit: 3 hours
Criminal Justice 206. Terrorism This course will provide a theoretical and empirical understanding and explanation of terrorism. It will identify various analytical approaches to the study of terrorism: identify terrorist groups, reviewing terrorist attacks, and examining police and governmental response to reduce or control the incidence of terrorism. Credit: 3 hours Criminal Justice 207. Drugs and Crime This course will examine the social factors related to alcohol and drug use, abuse, and addiction. There will be emphasis on the legal and social elements of substance abuse and their relationship to the criminal justice system. Additionally, the course will examine medical aspects of addiction including short- and long-term effects of repeated use and treatment programs and efficacy. Credit: 3 hours Criminal Justice 208. Race, Gender, and Crime This course is designed to provide a systematic introduction to the study of race and gender in criminology and criminal justice. This course provides an in‐depth survey of changing social values about race and gender, changing criminal codes, changing law enforcement policies and procedures in prosecuting offenders, and emerging trends in response to gender or race equality in the criminal justice system. Credit: 3 hours
Criminal Justice 310. Community Corrections This course will examine community-based corrections and its various components. Community corrections typically includes probation and parole, as well as, pretrial diversion, and emerging alternatives to traditional incarceration. In addition, this class will explore the role of community corrections within the larger correctional context. Such contextual issues include offenders returning to the community, critical issues facing jails, and the management of offenders in community settings. Prerequisite: CRJ 201 Credit: 3 hours Criminal Justice 404. Global Crime Many crimes in the modern age are transnational crimes. This course seeks to strengthen an understanding of crime and its causes from a comparative, transnational standpoint. Particular focus will be placed on those crimes that transcend country boundaries. Course content includes an introduction to transnational crime, a discussion of the “problem” of transnational crime, a review of a range of illicit transnational crimes and the various transnational criminal organizations. Prerequisite: CRJ 201 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
113 Criminal Justice 475. Special Topics in Criminal Justice Offers students an opportunity to study emergent topics which are beyond the scope of the current curriculum. Since the content varies, the course may be taken for a maximum of six credits. Prerequisite: CRJ 201 or Junior standing Credit: 1-3 hours Criminal Justice 495. Internship in Criminal Justice Provides an opportunity to develop professional skills in a law enforcement setting. Requires a minimum of 100 hours of field work for the semester. Scheduled seminars with a faculty member provide guidance and evaluation of the learning experience. Prerequisite: CRJ 201 Credit: 4 hours Criminal Justice 497. Exit Exam Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
E C O N O MI C S (ECON) Economics 221. Principles of Microeconomics An introduction to price theory and forms of market organization. This includes the theory of demand and supply for goods and services and an analysis of how markets operate to produce and allocate those goods and services. Credit: 3 hours (Fall, Spring) Economics 222. Principles of Macroeconomics An introduction to the macro-economy including economic growth and national income, money and inflation, employment and business cycles. Current topics may be included. Prerequisite: ECON 221 or permission of the Dean of the School of Business Credit: 3 hours (Fall, Spring) Economics 309. The Foundations of Capitalism in U.S. Economic History Investigate the foundations and origins of capitalism beginning with the early writings of economic thought and the evolution of the market system. Seeks to understand why markets have flourished in the U.S. economy and what are the nature and causes of market disruptions, while also examining the historical significance American political freedom has played in the capitalist system. Credit: 3 hours (Fall, Spring) Economics 321. Intermediate Microeconomics Intermediate level treatment of the theory of price. Topics include consumer demand, production theory, factor pricing, and market structures. Prerequisite: ECON 221 & ECON 222 with grade of “C-” or higher Credit: 3 hours (Fall) Economics 322. Intermediate Macroeconomics Intermediate level treatment of theories of national income determination and growth, business cycles and employment, inflation and the general price level. Prerequisite: ECON 221 & ECON 222 with grade of “C-” or higher Credit: 3 hours (Spring) Economics 350. Money and Financial Institutions (FINA350) A study of financial markets, money, and banking. Topics include financial intermediation, information asymmetries, interest rate determination, securities and the markets in which they trade, risk, monetary policy, and the role and structure of the Federal Reserve. Financial markets are described and evaluated from the perspective of individual investors and financial intermediaries. Students who are Finance majors or minors must enroll in FINA 350, not ECON 350. Prerequisites: ECON 222 & FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall, Spring)
Economics 412. Economic Impact Analysis The course begins with a review of fundamental economic concepts and terminology and an introduction to theories of economic growth. It then explores community economic development, factors that generate local economic development and factors that account for different economic outcomes across regions. Students will investigate data and methods to analyze local industries and sector interconnectedness, and gain handson experience using IMPLAN software. Students will prepare quantitative estimates of changes resulting from business expansion opportunities, business closures or from local government incentives. As service learning, a research project will be conducted for a community organization; students will prepare and present an economic impact analysis of the client’s operations. Prerequisites: ECON 221 & BUS 308 with grade of “B-“ or higher Credits: 3 hours (Spring) Economics 413. Special Topics in Economics Special topics relating to labor markets, public policy, industrial organization, sports economics, or other applied micro or macro topics. May be taken at the junior or senior level and up to three times as topics will vary. Prerequisite: ECON 221 & ECON 222 OR permission of professor Credit: 3 hours Economics 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours Economics 499. Internship in Economics Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
E D UC A T I O N (ED) Education 299. Special Topics in Education Special topics related to public education in the U.S., comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request. This course cannot be used as a substitute for any other education course. Prerequisite: Variable by topic Credit: 1-3 hours Education 300. Education: The Profession For students planning or considering a major in education; Education 300 is an overview of the education profession. This one-hour course will allow students the opportunity to familiarize themselves with governance and licensure, issues in education and in specialty areas, as well as provide an opportunity to visit at least 2 of the 3 types of public schools. Credit: 1 hour Education 301. Foundations of Education Historical, philosophical, and social foundations of education; the governance of education; patterns of school organization; trends in education; and professionalism. Intended to assist in the decision to pursue a career in education. Field experience required. Prerequisite: ED 300 Credit: 3 hours Education 303. Educational Psychology Theories of learning; maximizing learning and retention; motivation; classroom management and control; working with disadvantaged and gifted learners; fostering creativity; testing and evaluation. Field experience required. Projects focused at licensure level. Prerequisite: ED 300 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
114 Education 304. Exploring Diversity The purpose of the course is to introduce students to the diverse nature of classrooms in America and to assist in their understanding of the system of schooling in the United States. It will address issues related to how race, gender, language, socioeconomic status, ethnicity and other traits impact this system. Major topics in the course include, among others, immigration, educational and socioeconomic inequality, family structure, and social policy initiatives. The readings for the course bring a range of perspectives to these issues, including sociological, historical, cultural, legal, and economic. It will serve as the foundation for further discussions of diversity in upper level education courses. Field experience required. Credit: 1 hour Education 305. Introduction to Differentiated Instruction for All Learners Building on the exploration of diversity in ED 304, this course focuses attention on how teachers serve students of different backgrounds, abilities and exceptionalities in the classroom. “Differentiated Instruction” or Universal Design for Learning (UDL) identifies students of varying abilities and prior experiences as benefiting from classroom practices that engage them “where they are.” UDL, furthermore, is an attempt to embrace the diversity within the classroom and serve each student as most benefits them. This course is designed to present a general introduction and knowledge of DI. This includes accounting for the trends in the educational programming and the needs of a diverse student population including those with special needs. Projects focused at certification level. Field experience required. Prerequisite: ED 303 Credit: 3 hours Education 306. Curriculum and Instruction Concepts of curriculum theory, curricular design, curriculum planning, assessment, classroom organization and management, addressing the needs of all children. Audio-visual component. Field experience or content specific project required. Projects focused at certification level. For all teacher education majors. Prerequisite: ED 301 or ED 303 Credit: 3 hours Education 306FE. Curriculum and Instruction Field Experience Field Experience component for ED 306. Prerequisite: Admission to Teacher Education Co-requisite: ED 306 Credit: 0 hours Education 308. Reading Foundations Grades K-8 Emphasis will be placed on the reading process, readiness for reading instruction, methods of teaching reading, attitudes regarding reading, cultural diversity as it affects learning to read and the teaching of reading, essential skills related to word processing and comprehension, and the interrelatedness of all modes of communication. Different types of reading materials will be evaluated and current literature on the teaching of reading, as well as current public school practices will be discussed. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall)
Education 320FE. Methods of Health Instruction (HPE 320) Field Experience Field Experience component for ED 320. Prerequisite for ED 320FE: Admission to Teacher Education Co-requisite: ED 320 Credit: 0 hours Education 322. Content Literacy for Elementary and Middle Grades Strategies for teaching pertinent reading skills including word analysis and work-study skills in major content areas; techniques for assessing readability and other characteristics of textbooks as well as determining the reading levels of students; non-reading alternatives for helping nonreading students. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall) Education 322FE. Content Literacy for Elementary and Middle Grades Field Experience Field experience connected to ED 322. Prerequisite: Admission to Teacher Education Co-requisite: ED 322 Credit: 0 hours Education 324. English Methods for Secondary Teachers Methods, materials, techniques, and content for teaching English on the secondary level. Sources and uses for supplementary materials, activities, and devices. Includes component on the writing process. Simulated or real field experience. Open only to English majors seeking secondary education licensure. Capstone course in English and Education major Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall) Education 324FE. English Methods for Secondary Teachers Field Experience Field experience connected to ED 324. Prerequisite: Admission to Teacher Education Co-requisite: ED 324 Credit: 0 hours Education 326. Content Area Literacy Strategies for teaching pertinent reading skills, including vocabulary and work-study skills in major content areas; characteristics of trade books/text sets; strategies for English Language Learners (ELL); and use of technology. Field experience or content specific project required. Prerequisite: ED 306 Credit: 1 hour (spring) Education 326FE. Content Area Literacy Field Experience Field experience connected to ED 326. Prerequisite: Admission to Teacher Education Co-requisite: ED 326 Credit: 0 hours
Education 308FE. Reading Foundations Grades K-8 Field Experience Field Experience component for ED 308. Prerequisite: Admission to Teacher Education Co-requisite: ED 308 Credit: 0 hours
Education 327. Literature for Children and Young Adults Study of literature for children and young adults including preferences and needs. Includes methods and techniques for presenting and responding to literature including read aloud, creative dramatics, and other types of reader response. Graphic novels and current trends in literature will be explored. Includes the development of a resource of titles and descriptions for use in teaching. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (spring)
Education 320. Methods of Health Instruction (HPE 320) This course develops the ability to plan, manage, and instruct a health education program at the middle and high school levels. Field experience or content specific project required. Corequisite or Prerequisite: ED 306 Credit: 3 hours (Spring)
Education 327FE. Literature for Children and Young Adults Field Experience Field experience connected to ED 327. Prerequisite: Admission to Teacher Education Co-requisite: ED 327 Credit: 0 hours
Wingate University Academic Catalog 2026-2027
115 Education 331. Middle Grades Curriculum and Instruction Uniqueness of Middle Grades; curriculum content and structure, instruction, motivation, general teaching methodologies, remediation, enrichment strategies, appropriate test and evaluation strategies. Field experience or content specific project required. For all Middle Grades education majors. Prerequisite: ED 306 Credit: 3 hours (Spring) Education 331FE. Middle Grades Curriculum and Instruction Field Experience Field experience connected to ED 331. Prerequisite: Admission to Teacher Education Co-requisite: ED 331 Credit: 0 hours Education 335. Classroom Strategies for the Secondary Teacher Grades 9-12 This course will provide an introduction to teaching methods that are common to all subjects at the secondary level. Topics will include cooperative learning, discovery learning, direct instruction, questioning techniques, differentiation of instruction for diversity, appropriate use of technology, and basic issues of assessment. Field experience or content specific project required. Prerequisite: ED 306 Credit: 2 hours (Spring, alternate years) Education 335FE. Classroom Strategies for the Secondary Teacher Grades 9-12 Field Experience Field experience connected to ED 335. Prerequisite: Admission to Teacher Education Co-requisite: ED 335 Credit: 0 hours Education 343. Methods for Teaching Spanish K-12 This course provides an introduction to theories and approaches to second language acquisition as they apply to teaching Spanish in K-12 settings in the United States. The course starts with a history of approaches to teaching world languages and continues with a focus on current pedagogical trends. The course instructor will also facilitate an overview of how to teach Spanish in a world where translation tools and AI are easy to access. The course format will include lecture, discussion, role-play, and other practical applications to promote meaningful teaching and learning. Discussion of class readings will happen in English when the assigned reading is in English. Students are expected to use Spanish when the assigned reading is in Spanish and when they are role-playing a learning sequence. A field experience is required to complete this course. Prerequisite: ED 306 Credit: 2 hours (Spring, alternate years) Education 343FE. Methods for Teaching Spanish K-12 Field Experience Field experience connected to ED 343. Prerequisite: Admission to Teacher Education Co-requisite: ED 343 Credit: 0 hours Education 353. Developing Scientific Inquiry in the Elementary Grades Content, material and strategies for teaching science in grades K-6. Simulated and classroom science teaching experience appropriate for student goals. Development of lesson plans, a unit, discovery-oriented activities, technology resources for instruction, and long-term observational experiments. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall)
Education 353FE. Developing Scientific Inquiry in the Elementary Grades Field Experience Field experience connected to ED 353. Prerequisite: Admission to Teacher Education Co-requisite: ED 353 Credit: 0 hours Education 354. Middle Grades and Secondary Science Methods Methods, materials, techniques and relevant content for teaching science on the Middle Grades (6-9) and secondary (9-12) levels. Development of lesson plans, a unit, demonstrations, labs, long term experimentation, and technology resources for instruction along with simulated and field experiences. Two hours lecture, three hours lab. Prerequisite: ED 306 Credit: 3 hours (Fall) Education 354FE. Middle Grades and Secondary Science Methods Field experience connected to ED 354. Prerequisite: Admission to Teacher Education Co-requisite: ED 354 Credit: 0 hours Education 357. Middle Grades and Secondary Mathematics Teaching Methods This course will focus on curricula, instructional methods, and assessment strategies appropriate for effective teaching and learning in middle school and high school level mathematics classes. The emphasis of the course will be on lesson design, effective instructional methods, and the nature of learning mathematics with conceptual understanding. An overview of digital learning methods appropriate for middle grades and high school mathematics classes will be included. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours Education 357FE. Middle Grades and Secondary Mathematics Teaching Methods Field Experience Field experience connected to ED 357. Prerequisite: Admission to Teacher Education Co-requisite: ED 357 Credit: 0 hours Education 358. Teaching Problem Solving and Quantitative Reasoning in the Elementary Grades An overview of the essential components basic in mathematics; methods and techniques for teaching mathematics in the elementary grades; diagnosis and correction techniques; integration within mathematics and with other subjects; techniques for working with the special child; selection and use of technology in the teaching of mathematics; design and use of lesson plans. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall) Education 358FE. Teaching Problem Solving and Quantitative Reasoning in the Elementary Grades Field Experience Field Experience component for ED 358 Prerequisite: Admission to Teacher Education Co-requisite: ED 358 Credit: 0 hours Education 361. Promoting Healthy Lifestyles in the Elementary Grades This course develops the abilities to teach health and manage both classroom physical activity and recess at the elementary school level. Prerequisite: ED 306 Credit: 2 hours (Fall)
Wingate University Academic Catalog 2026-2027
116 Education 361FE. Promoting Healthy Lifestyles in the Elementary Grades Field Experience Field experience connected to ED 361. Prerequisite: Admission to Teacher Education Co-requisite: ED 361 Credit: 0 hours Education 362. Integrating Fine Arts in the Elementary Curriculum. Designed to develop knowledge and to integrate the basic elements, concepts and skills of fine arts. Specific projects are assigned to promote integration of the arts through current and historical themes, appropriate for the K-6 curriculum. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours Education 362FE. Promoting Healthy Lifestyles in the Elementary Grades Field Experience Field experience connected to ED 362. Prerequisite: Admission to Teacher Education Co-requisite: ED 362 Credit: 0 hours Education 371. Elementary Music Methods (MUS 371) Music teaching methods and materials for the elementary music classroom (K-5). Philosophy of music in the education of children. Introduction to music lesson planning including scope and sequence, assessment methods, standards-based music education, and crosscurricular planning. Field experience or content specific project required. Prerequisite: ED 306 Credit: 2 hours Education 371FE. Elementary Music Methods (MUS 371) Field Experience Field experience connected to ED 371. Prerequisite: Admission to Teacher Education Co-requisite: ED 371 Credit: 0 hours Education 374. Middle School Choral Methods (MUS 374) Music teaching methods and materials for middle school chorus (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for vocal ensembles and general music classes. Three class hours per week. Field experience or content specific project required. Prerequisite: ED 306 Credit: 2 hours (Spring) Education 374 FE. Middle School Choral Methods (MUS 374) Field Experience Field experience connected to ED 374. Prerequisite: Admission to Teacher Education Co-requisite: ED 374 Credit: 0 hours Education 376. Middle School Instrumental Methods (MUS 376) Music teaching methods and materials for middle school band (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for instrumental ensembles. Three class hours per week. Field experience or content specific project required. Prerequisite: ED 306 Credit: 2 hours (Spring) Education 376FE. Middle School Instrumental Methods (MUS 376) Field Experience Field experience connected to ED 376. Prerequisite: Admission to Teacher Education Co-requisite: ED 376 Credit: 0 hours
Education 380. Elementary Physical Education Methods (HPE 380) Develops the ability to plan, manage, and teach physical education at the elementary school level. Field experience or content specific project required. Corequisite or Prerequisite: ED 306 Credit: 3 hours (Spring) Education 380FE. Elementary Physical Education Methods (HPE 380) Field Experience Field experience connected to ED 380. Prerequisite: Admission to Teacher Education Co-requisite: ED 380 Credit: 0 hours Education 384. High School Choral Methods (MUS 384) Music teaching methods and materials for high school chorus (9-12). Topics focused on teaching the choral ensemble and include parental support, discipline, voice building, repertoire, rehearsal techniques, and assessment. Three class hours per week. Field experience or content specific project required. Prerequisite: ED 306 Credit: 2 hours (Fall) Education 384FE. High School Choral Methods (MUS 384) Field Experience. Field experience connected to ED 384. Prerequisite: Admission to Teacher Education Co-requisite: ED 384 Credit: 0 hours Education 385. Middle and Secondary Physical Education Methods (HPE 385) This course develops the ability to plan, manage, and instruct a physical education program at the middle and high school levels. Field experience or content specific project required. Corequisite or Prerequisite: ED 306 Credit: 3 hours (Fall) Education 385FE. Middle and Secondary Physical Education Methods (HPE 385) Field Experience Field experience connected to ED 385 Prerequisite: Admission to Teacher Education Co-requisite: ED 385 Credit: 0 hours Education 386. High School Instrumental Methods (MUS 386) Music teaching methods and materials for high school (9-12). Topics focused on teaching the instrumental ensemble and include parental support, discipline, tone building, repertoire, and assessment. Three class hours per week. Field experience or content specific project required. Prerequisite: ED 306 Credit: 2 hours (Fall) Education 386FE. High School Instrumental Methods (MUS 386) Field Experience Field experience connected to ED 386. Prerequisite: Admission to Teacher Education Co-requisite: ED 386 Credit: 0 hours Education 390. Teaching Citizenship and Global Issues Grades 9-12 Role of the social studies in a spiral curriculum. Methodologies derived from learning theories and the nature of the social sciences are considered as sources for instruction strategies. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall)
Wingate University Academic Catalog 2026-2027
117 Education 390FE. Teaching Citizenship and Global Issues Grades 9-12 Field Experience Field experience connected to ED 390. Prerequisite: Admission to Teacher Education Co-requisite: ED 390 Credit: 0 hours Education 392. Teaching Citizenship and Global Issues Grades K-6 An overview of the rationale and goals of social studies instruction in 21st century elementary schools; planning, implementing, and assessing social studies instruction for global awareness and effective citizenship; and the integration of social studies skills and concepts across the curriculum. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours Education 392FE. Teaching Citizenship and Global Issues Grades K-6 Field Experience Field experience connected to ED 392. Prerequisite: Admission to Teacher Education Co-requisite: ED 392 Credit: 0 hours Education 395. Teaching Citizenship and Global Issues Grades 6-9 An overview of and methods and techniques for teaching social studies in grades 6-9; integration with other subjects; techniques for teaching the special child; preparation and use of lesson plans. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Fall) Education 395FE. Teaching Citizenship and Global Issues Grades 6-9 Field Experience Field experience connected to ED 395. Prerequisite: Admission to Teacher Education Co-requisite: ED 395 Credit: 0 hours Education 399. Special Topics in Education Special topics related to public education in the U.S., comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request. This course cannot be used as a substitute for any other education course. Field experience or content specific project required. Credit: 1-3 hours Education 399FE. Special Topics in Education Field Experience Field experience connected to ED 399. Prerequisite: Admission to Teacher Education Co-requisite: ED 399 Credit: 0 hours Education 400. Student Teaching Seminar The student teaching seminar is a required course that is concurrent with the student teaching semester. Its purpose is to provide opportunities for the student teacher to process the experiences that are occurring in the classroom and to strengthen professional growth. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Co-requisite: Enrollment in student teaching or practicum courses Credit: 3 hours
Education 410. Teaching Writing and Communication Grades K-8 An overview of language development and methods and techniques for teaching writing and communication skills in the 21st Century Elementary and Middle grades classroom; principles and processes for the planning, implementation, and assessment of authentic, differentiated language arts instruction for both native and non-native language learners; aligning language arts instruction with learning standards and learner needs; integration of writing, speaking, listening, viewing, and visually representing within the total literacy program and across the curriculum. Field experience or content specific project required. Prerequisite: ED 306 Credit: 3 hours (Spring) Education 410 FE. Teaching Writing and Communication Grades K-8 Field Experience Field experience connected to ED 410. Prerequisite: Admission to Teacher Education Co-requisite: ED 410 Credit: 0 hours Education 411. Reading Assessment and Intervention Strategies for diagnosing difficulties in reading and other subject areas, writing individual educational prescriptions, implementing individualized programs of instruction, conferring with parents, and utilization of other professional resources. Field experience or content specific project required. Prerequisite: ED 308 Credit: 3 hours (Fall) Education 411FE. Reading Assessment and Intervention Field Experience Field experience connected to ED 411. Prerequisite: Admission to Teacher Education Co-requisite: ED 411 Credit: 0 hours Education 412. Orton Gillingham Students participate in the Orton-Gillingham method which goes deeper into phonemic awareness, phonics, and the science of reading while incorporating multisensory learning going beyond what is taught in traditional foundational reading courses. The Orton Gillingham approach is currently used in many Union County public schools as well as schools across North Carolina. Credit: 3 hours Education 440a (K-6) Elementary Education Student Teaching: Instructional Prep.; 440b (K-6) Elementary Education Student Teaching: Instructional Presentation; 440c (K-6) Elementary Education Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching the elementary grades K-6. Involves observation, participation, and structuring an educational environment. Three grades given: 440a-, 440b-, 440c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours Education 442a Music Student Teaching: Instructional Preparation; 442b Music Student Teaching: Instructional Presentation; 442c Music Student Teaching: Classroom Organization and Management Supervised internship in music education. Involves observation, participation, and structuring an educational environment. Prerequisite: Completion of all other University requirements, permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Wingate University Academic Catalog 2026-2027
118 Education 443a (9-12) History Student Teaching: Instructional Preparation; 443b (9-12) History Student Teaching: Instructional Presentation; 443c (9-12) History Student Teaching: Classroom Organization/Management Supervised 16-week internship in teaching secondary (9-12) social studies. Involves observation, participation, and structuring an educational environment. Three grades given: 443a-, 443b-, 443c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Education 470a (9-12) Science Student Teaching: Instructional Preparation; 470b (9-12) Science Student Teaching: Instructional Presentation; 470c (9-12) Science Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching secondary (9-12) Biology and Chemistry. Involves observation, participation, and structuring an educational environment. Three grades given: 470a-, 470b-, and 470c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Education 444a Middle Grades Student Teaching: Instructional Preparation; 444b Middle Grades Student Teaching: Instructional Presentation; 444c Middle Grades Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching the Middle Grades (6-9) in appropriate areas of concentration. Involves observation, participation, and structuring an educational environment. Three grades given: 444a, 444b-, 444c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Education 486a (K-12) Reading/Elem. Ed. Student Teaching: Instructional Prep.; 486b (K-12) Reading/Elem. Ed. Student Teaching: Instructional Presentation; 486c (K-12) Reading/Elem. Ed. Student Teaching: Class. Organization/Management Supervised 16-week internship in teaching to be divided between placements in elementary grades K-6 and a remedial reading lab. Involves observation, participation, and structuring an educational environment. Three grades given for 486a, 486b, 486c. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Education 460a (9-12) Mathematics Student Teaching: Instructional Preparation 460b (9-12) Mathematics Student Teaching: Instructional Presentation 460c (9-12) Mathematics Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching secondary (9-12) mathematics. Involves observation, participation, and structuring an educational environment. Three grades given: 460a-, 460b-, 460c-. Capstone course for the major. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Education 487a Student Teaching: Instructional Preparation; 487b Student Teaching: Instructional Presentation; 487c Student Teaching: Classroom Organization and Management Supervised 10-week internship in teaching in one of the Education majors offered. Involves observing, participating, and structuring an educational environment. Three grades given for 487a, 487b, 487c. Offered under special circumstances and may be taken only through special permission of the Teacher Education Committee and Dean. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 6 hours Prerequisite: ED 306 and full admission to the Teacher Education Program, or permission of the Dean of School of Education
Education 465a (9-12) English Student Teaching: Instructional Preparation 465b (9-12) English Student Teaching: Instructional Presentation 465c (9-12) English Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching secondary (9-12) English. Involves observation, participation, and structuring an educational environment. Three grades given: 465a-, 465b-, 465c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours Education 466a (K-12) Spanish Education Student Teaching: Instructional Preparation 466b (K-12) Spanish Education Student Teaching: Instructional Presentation 466c (K-12) Spanish Education Student Teaching: Classroom Organization and Management Supervised 16-week internship in teaching Spanish (K-12). Involves observation, participation, and structuring an educational environment. Three grades given: 465a-, 465b-, 465c-. Prerequisite: Completion of all other University and program requirements and/or permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours
Education 490a Health and Physical Education Student Teaching: Instructional Prep.; 490b Health and Physical Education Student Teaching: Instructional Presentation; 490c Health and Physical Education Student Teaching: Classroom Org/Management Supervised internship in teaching health and physical education. Involves observation, participation, and structuring an educational environment for physical education. Prerequisite: Completion of program requirements and permission of the Dean of the School of Education with approval from the Teacher Education faculty Credit: 12 hours Education 495. Pre-Internship Seminar This course equips Education Studies majors and minors to set professional goals and to secure and prepare for placement for the Education Studies Internship. Prerequisite: Permission of the instructor Credit: 1 hour
Wingate University Academic Catalog 2026-2027
119 Education 496. Critical Thinking Licensure Test Preparation This course is designed to prepare students for success on the state required licensure tests. Test overview, test-taking strategies, content review resources, and test registration will be highlighted. The course may be repeated, as needed, up to 6 times. Score reports indicating student strengths and needs will be used to develop an independent plan of action for students repeating the course. Graded on P/F basis. Credit: 1 hour Education 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours Education 499. Educational Studies Internship This course provides expertise and experience working in noninstructional settings within K-12 schools in a partner school system, within education-related agencies, or in other agencies which provide education-related services. Activities include observation/participation in appropriate activities in the field setting and reflection on the activities with the site supervisor and others as appropriate. Prerequisites: ED 495 and permission of the instructor Credit: 2-4 hours
E N G L I S H (ENG) English 110. University Writing and Research Emphasis on writing expository essays, conducting research, and reading discursive prose. Credit: 3 hours English 111. Writing Studio This writing studio provides support in reading and writing for students enrolled in English 110. Topics will parallel those being studied in English 110 and the essential reading and writing skills needed to be successful in English 110. Taken with English 110, this is a workshop focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. Credit: 1 hour English 203. Early American Literature Representative American writers from the Colonial through the Romantic period. Prerequisite: ENG 110 Credit: 3 hours English 204. Modern American Literature Representative American writers from the Civil War period to the present. Prerequisite: ENG 110 Credit: 3 hours English 205. Global Perspectives in Literature (Global Perspectives) This course is an intersection of global literature, culture, and writing to enrich students' self-understanding through comparative inquiry. Readings will include texts from a variety of genres, periods, and cultures across the globe. Course themes will vary depending on the instructor's expertise and interest and will be published prior to registration each semester. Repeatable up to 6 credits if sections have different themes. Prerequisite: ENG 110 Credits: 3 hours English 206. Contemporary Southern Fiction An introduction to contemporary Southern novel and short stories through the exploration of established themes. Prerequisite: ENG 110 Credit: 3 hours
English 210. Major British Authors I Representative British texts from Beowulf through the Restoration. Prerequisite: ENG 110 Credit: 3 hours English 211. Major British Authors II Representative British authors from the Romantic movement through the contemporary period. Prerequisite: ENG 110 Credit: 3 hours English 220. Health in Literature (PH 220) Survey of literature about health to promote inquiry into medical and public health concerns that impact communities and individuals. Readings will include prose, poetry, drama and film and analysis of cultural contexts and works that help students explore narratives about diversity, equity, and inclusion. Prerequisite: ENG 110 Credit: 3 hours English 255. Professional and Technical Writing Study of practical writing projects. Emphasis on 1) the process of completing on-the-job writing assignments, 2) commonly used formats, and 3) related communication tasks such as oral presentations and graphics. Not for Core or literature credit. Prerequisite: ENG 110 Credit: 3 hours English 256. Desktop Publishing An introduction to desktop publishing and fundamentals of design, including layout, formatting, imaging, and publishing. Assignments will include letterhead design, brochures, manuals, newsletters, and web pages using desktop publishing software and equipment. Not for Core or literature credit. Prerequisite: ENG 110 Credit: 3 hours English 301. Religious Thought in Literature (REL 301) Study literary works that address a variety of theological issues, such as forgiveness, the nature of Christ, the status of the church, and the relationship of faith to doubt. Analyze how literature becomes a conduit for exploring spiritual and moral inquiries, challenging perspectives, and fostering a nuanced understanding of faith. Uncover the profound connections between storytelling, theology, and the human experience. Prerequisite: ENG 110 Credit: 3 hours English 305. Autobiography as Literature Study of major literary autobiographies from antiquity to the present. Research in autobiographical theory and analysis of the types of literary autobiography. Final project will be the composition of an original autobiographical narrative. Prerequisite: ENG 110 Credit: 3 hours English 306. Irish Literature 1880-1949, From Renaissance to Revolution Survey of Irish writing, including fictional prose, poetry, and drama; from British-controlled Victorian Ireland, through the establishment of the Irish Free State, to the independence of the 26 counties of the Irish Republic. Its aim is to familiarize students with aspects of Irish literature in English, including the influence of politics and history on Ireland’s literature. Prerequisite: ENG 110 Credit: 3 hours English 307. Jewish-American Literature Fiction, autobiography, poetry, cultural theory, and literary criticism related to Jews in America. Prerequisite: ENG 110 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
120 English 308. African-American Literature: A Survey African-American literature, including prose, poetry, and drama, from the 18th century to the present. Emphasis on movements and developments in writing by black Americans, from slave narratives to the novels of Toni Morrison. Prerequisite: ENG 110 Credit: 3 hours English 310. Studies in Fiction Novels and short stories from various periods with emphasis on forms, ideas, and techniques. Prerequisite: ENG 110 Credit: 3 hours English 311. American Renaissance Literature Examination of American literature and culture from 1840 to 1880. Prerequisite: ENG 110 Credit: 3 hours English 312. Literature of the British Enlightenment Survey of literature written in the British Isles from 1660 to 1800 with emphasis on European Neoclassical influences, scientific discovery, and the Industrial Revolution. Prerequisite: ENG 110 Credit: 3 hours English 315. Women in Literature (WS 315) Extensive exploration of such topics as images, roles, and life stages of women in literature. Discussion and application of feminist perspective. Prerequisite: ENG 110 Credit: 3 hours English 320. Linguistics English phonology, morphology, syntax, semantics, sociolinguistics, historical linguistics, language acquisition, neurolinguistics, and the history of writing. Not for Core literature credit. Prerequisite: ENG 110 Credit: 3 hours English 330. Poetry and Creative Writing Poetry from various periods and countries with emphasis on structure and meaning combined with creative writing techniques. Fulfills literature general education requirement. Prerequisite: ENG 110 Credit: 3 hours English 335. Fiction-Writing (Fine Arts) The study of the craft of fiction (structure, scene, setting, characterization, dialogue, atmosphere, point of view, theme) in published models and in the production/revision of student work. Student writing examined in class and in conference with professor. Cannot be used for English major or English minor credit or for Core or literature credit. Prerequisite: ENG 110 Credit: 3 hours English 340. Literature and Film Selected literary genres and their film adaptations with emphasis on verbal and visual language, aesthetic effectiveness, and critical judgment. Prerequisite: ENG 110 Credit: 3 hours English 342. Shakespeare in Film and Fiction A study of reinterpretations of Shakespearean plays in film, dramas, novels, and other genres of contemporary culture. Exploration of how changing the medium changes the message. Emphasis on issues such as power, justice, love, hatred, and loyalty. Prerequisite: ENG 110 Credit: 3 hours
English 350. Studies in Drama Drama from various periods with emphasis on forms, ideas, and techniques. Prerequisite: ENG 110 Credit: 3 hours English 355. Advanced Studies in Professional and Technical Writing Advanced exploration of the interrelation between written, oral, and graphic communication. Emphasis on research, editing, and producing camera-ready documents. Not for Core or literature credit. Prerequisite: ENG 255 or permission of professor Credit: 3 hours English 360. Advanced Composition Advanced instruction in the various types of composition. Not for Core or literature credit. Prerequisite: ENG 110 Credit: 3 hours English 370. Middle English Literature Study of prominent works of Middle English literature, including Chaucer, Langland, the Pearl Poet, and Julian of Norwich. Prerequisite: ENG 110 Credit: 3 hours English 371. Old English Literature Study of the form of English used prior to the Norman Invasion (1066), including its grammar and lexicon, in the service of appreciating and analyzing its literature. Prerequisite: ENG 110 Credit: 3 hours English 401. Twentieth Century British Literature Poetry, drama, fiction, and the essay from 1900 to the present. Prerequisite: ENG 110 Credit: 3 hours English 402. Advanced Studies in Literature An intensive study of a special topic, individual author, or literary movement. Attention to be given to current critical and theoretical issues relevant to the area of study. May be repeated for credit as topics vary. Prerequisite: Junior standing or permission of department chair Credit: 3 hours English 403. Contemporary American Literature Genres of recent American literature, focusing on the issues and themes confronting Americans; contributions by modern ethnic writers. Prerequisite: ENG 110 Credit: 3 hours English 404. Renaissance Studies Selections from all major genres of the English Renaissance (15001650), including writers such as Spenser, Sidney, Shakespeare, Donne, and Milton. Prerequisites: ENG 110 & ENG 210 Credit: 3 hours English 406. Studies in Romantic British Literature Studies in poetry and prose of selected English Romantic writers with emphasis on the creation and characteristics of the English Romantic Movement. Prerequisite: ENG 110 Credit: 3 hours English 407. Studies in Victorian British Literature An overview of British prose and poetry written between 1830 and 1901 with an emphasis on dominant ideological Preoccupations of the period. Prerequisite: ENG 110 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
121 English 408. Scottish Literature An overview of Scottish literature from its beginnings to the present with emphasis on the relationship between history and literature. Prerequisite: ENG 110 Credit: 3 hours English 411. Southern Literature Significant Southern writers from Colonial to Modern with emphasis on 20th Century works. Prerequisite: ENG 110 Credit: 3 hours English 420. Shakespeare Representative comedies, histories, and tragedies showing the development of his thought and style. Shakespeare’s world and theatre examined. Prerequisite: ENG 210 or permission of professor Credit: 3 hours English 430. Literary Theory A survey of theoretical reflection upon literature and its interpretation from Plato to the present. Capstone course in the major. Not for Core literature credit. Prerequisite: ENG 110 OR six (6) hours of literature & permission of professor Credit: 3 hours English 449. Independent Study Selected topic under faculty supervision. Prerequisite: Permission of department chair and Dean of the College of Arts and Sciences Credit: 3 hours English 455. Internship in Professional and Technical Writing Intensive study and work at a nearby business or other organization that produces technical writing. A total of 100 contact hours is required. Consent of the English Department is required, and the Department will oversee the internship. Cannot be used for English major or English minor credit, or for Core or literature credit. Prerequisite: ENG 355 or permission of professor Credit: 3 hours English 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
E N T R E P RE N E U RS H I P (ENTR) Entrepreneurship 315. Small Business Management/ Entrepreneurship (MGMT 315) Study of the small business sector within a free enterprise system; examines the startup process; and reinforces managerial techniques for the continuing success of small firms. Prerequisite: MGMT 302 & MARK 301 Credit: 3 hours (Fall) Entrepreneurship 340. Social Entrepreneurship Designed to expose students to the field of social entrepreneurship, this course will develop innovation skills, and social awareness required for success in the field. Topics include development of a sustainable business model capable of providing a positive long-term social impact. Credit: 3 hours (Fall) Entrepreneurship 410. New Venture Entrepreneurship By the completion of this course, students will be able to integrate multiple innovative and entrepreneurial factors into a complete enterprise strategy. Included in the topics will be market evaluation, business modeling, business strategies, financial structures and early and late stage funding sources to ensure sustainable growth. Prerequisites: Senior standing. ENTR/MGMT 315 or permission of the Dean of the School of Business Credit: 3 hours (Spring)
Entrepreneurship 499. Internship in Entrepreneurship For students who are interested in being entrepreneurial within a small business or non-profit organization. Requires the consent of the Dean of the School of Business. Must be approved by the entrepreneurship minor coordinator and supervised by a faculty member. Credit: 3 hours
E N V I RO N ME N T A L B I O L O G Y (ENV) Environmental Biology 115. Environmental Biology (BIO 115) Basic concepts of ecosystem structure and function, and varieties of interactions in the environment. Problems of energy and energy flow, resources, disruptive influences, and man's response and responsibility. Three hours lecture. Credit: 3 hours (Fall) Environmental Biology 197. Biology Assessment (BIO 197) Assessment survey required of majors during their first semester. Graded on a Pass/Fail basis. Credit: 0 hours Environmental Biology 297. Assessment (BIO 297) All biology majors will complete this assessment survey at sophomore standing. Graded on a Pass/Fail basis. Prerequisite: Sophomore standing Credit: 0 hours Environmental Biology 330. Marine Biology and Oceanography (BIO 330) Study of the Earth’s marine life and ocean ecosystems; ecological relationships among different forms of sea life and their interactions with the physical environment of the world’s oceans. Prerequisite: Junior or Senior standing. BIO/ENV 115 OR (BIO 200 or BIO 205) with grade of “C-” or higher Credit: 3 hours Environmental Biology 430. Wildlife Management (BIO 430) Basic principles of wildlife management; study of how wildlife populations are maintained in natural and disturbed communities. Prerequisite: (ENV/BIO 115 or BIO 101) & (BIO 200 or BIO 205) Credit: 3 hours Environmental Biology 442-444. Independent Study Individual study of a topic of interest and concern to the student. May involve directed reading and/or experimental work in consultation with and supervision by a biology faculty member. May be repeated for credit (with approval of biology faculty.) Offered on demand. Prerequisite: 2.0 GPA & approval of Biology Chairperson and Dean of College of Arts and Sciences 30 days prior to study Credit: 2-4 hours Environmental Biology 491-493. Special Topics in Environmental Biology Special topics of interest in environmental biology. May be repeated for a maximum of six hours. Prerequisite: Junior or Senior standing & permission of professor Credit: 1-3 hours Environmental Biology 495. Environmental Biology Internship Field experience in environmental biology through paid internship or volunteer opportunity. An acknowledged learning agenda between the supervisor and student is recognized; the student and supervisor will set goals to be met during the internship. Prerequisite: Completion of junior year & permission of faculty advisor Credit: 4 hours Environmental Biology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
Wingate University Academic Catalog 2026-2027
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E T H N I C S T U DI E S (ETHN) Ethnic Studies 200. Introduction to Race and Ethnic Studies The course will expose students to both past and current perspectives related to race and ethnicity in the United States. We will take a look at how past Americans invented notions of race and ethnic identity, and how these identities intersect and overlap in meaningful ways. We will learn about stereotypes, prejudice, and racial ideologies. We will examine why race and ethnicity is still relevant decades after the peak of the civil rights movement, and how public policies relate to citizenship, diversity, and inequality. Credit: 3 hours Ethnic Studies 300. Race and Ethnic Studies Independent Study This course serves as an original research project that minors must undertake with the consent and guidance of a faculty member teaching in the minor. Research projects will build on knowledge gained in minor field of study. Research projects will include the development of an original research question and in-depth research into relevant secondary and primary sources, culminating in a 15-25 page long essay, with reference notes and annotated bibliography. Student will meet with instructor 1 hour per week for the duration of the semester in which the course is undertaken. *Student and faculty mentor must meet and complete a Directed Study form prior to the beginning of the semester. Prerequisite: ETHN 200 Credit: 1 hour
E X E RC I S E S C I E N C E (EXSC) Exercise Science 101. Introduction to Exercise Science Includes an overview of the profession of exercise science, the characteristics of an exercise science professional, the various career opportunities, history of exercise science, and the role of organizations such as ACSM and NSCA. Requires a grade of “B-” or higher to pass. Open only to Exercise Science majors and minors, or students with departmental permission. Credit: 3 hours Exercise Science 205. Principles of Resistance Training Focus on executing proper form and becoming familiar with various resistance training programs for improvement in sports performance, rehabilitation, and general health. Methods of developing muscular hypertrophy, strength, and endurance are covered in practical laboratories. Open only to Exercise Science majors and minors, Health & Physical Education majors, Educational Studies with a concentration in HPA majors, or students with departmental permission. Prerequisites: WELL 101 & EXSC 101 with grade of “B-” or higher OR HPE 201 OR students with departmental permission Credit: 2 hours Exercise Science 210. Human Structure & Function Study of the major anatomical and physiological aspects of the human body. Three hours lecture and three hours lab. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission. Prerequisite: BIO 101 or BIO 120 with grade of “C-” or higher Credit: 4 hours Exercise Science 230. Fitness Promotion and Assessment Develops understanding and skill to promote and assess fitness. Only open to HPE or EXSC majors or students with departmental permission. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission. Prerequisites: WELL 101 & EXSC 101 with grade of “B-” or higher OR HPE 201 OR students with departmental permission Credit: 2 hours
Exercise Science 255. Applied Nutrition Basic concepts of nutrition including meal balancing, food grouping, and weight gain/loss coupled with the relationship between nutrition and the human physiological processes. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission. Prerequisite: EXSC 101 or HPE 201 Credit: 3 hours Exercise Science 303. Motor Control and Motor Learning This course could also be titled the “science of practice.” Develops understanding of how we learn and perform motor (physical) skills and how to improve them through practice and instruction. Credit: 3 hours Exercise Science 305. Care and Prevention of Athletic Injuries General introduction to athletic training. Exposure of the student to the recognition of athletic injuries/illnesses and their care and the prevention of future injuries/illnesses. Credit: 3 hours Exercise Science 306. Psychology of Sport and Exercise Examines psychological theories and research related to sport and exercise psychology by providing a broad overview of the major topics in the area. Prerequisite: Junior standing Credit: 3 hours Exercise Science 310. Exercise Physiology Study of the physiological effects of exercise on the human body; includes instruction in designing and implementing exercise and conditioning techniques as well as the study of all human biologic systems and how they are influenced/altered by exercise and movement. Three hours lecture and three hours lab. Open only to Exercise Science majors and minors, Health & Physical Education majors, or students with departmental permission. Prerequisites: (EXSC 101 or HPE 201 with grade of “C-” or higher) & (EXSC 210 or BIO 211 with grade of “C-” or higher) Credit: 4 hours Exercise Science 315. Anatomical Kinesiology Study of the human body; specifically, the musculoskeletal system will be studied in great depth. Students will learn the basic principles of the body in motion in terms of muscles and joints and will apply the knowledge gained to improve performance in motor skills. Open only to Exercise Science majors and minors or students with departmental permission. Prerequisites: EXSC 101 with grade of “B-” or higher & (EXSC 210 or BIO 211 with grade of “C-”or higher) Credit: 3 hours Exercise Science 325. Principles of Strength and Conditioning A study of the fundamentals of history and applications of physical training and fitness testing, including the various forms of aerobic and anaerobic exercise, resistance and weight training, all as they apply to an individual or to a group/team. Open only to Exercise Science majors and minors or students with departmental permission. Prerequisite: EXSC 101 with grade of “B-” or higher, EXSC 205, & (EXSC 210 or BIO 211 with grade of “C-” or higher) Credit: 3 hours Exercise Science 410. Exercise Prescription for Special Populations Provides the study of common diseases and conditions with a concentration in the design and implementation of exercise programs. Open only to Exercise Science majors or students with departmental permission. Prerequisite: EXSC 101 with grade of “B-” or higher, (EXSC 210 or BIO 211 with grade of “C-” or higher), & EXSC 325 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
123 Exercise Science 415. Current Topics in Exercise Science Designed as a culminating course to integrate the academic and internship experiences in the Exercise Science program. Recent issues, trends, theories, problems, and research will be examined. Additional content will include career skills, employment strategies, and marketplace needs. Open only to Exercise Science majors or students with departmental permission. Prerequisites: Senior standing. EXSC 101 with grade of “B-” or higher, (EXSC 210 or BIO 211 with grade of “C-“ or higher), & EXSC 310 with grade of “C-” or higher Credit: 3 hours Exercise Science 477. Pre-Internship Seminar This course is a career counseling seminar for Exercise Science majors. It provides the student with the skills for preparing a resume, writing cover letters, interviewing techniques, professional networking, and obtaining an internship. The course is taken during the junior year. Prerequisites: EXSC 101 with grade of “B-”or higher Credit: 3 hours Exercise Science 479. Internship Experience An experiential learning opportunity with the focus on implementing exercise program design in the college community, health/fitness clubs, professional sports teams, or in clinical settings. 3 to 6 credit hours. Open only to Exercise Science majors or students with departmental permission. Prerequisites: EXSC 325 & EXSC 477 with grade of “C-” or higher Credit: 3 hours Exercise Science 490. Special Topics This course will examine current topics in interest in the field of Exercise Science. The course will serve as an advanced elective for student majors in the Exercise Science program. Prerequisites: Exercise Science major or permission of professor Credit: 3 hours Exercise Science 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours Exercise Science 499. Independent Study Designed to give the candidate individually structured study and experience in allied areas such as exercise physiology, cardiac rehabilitation, pre-physical therapy, fitness and recreation, or others approved by Exercise Science faculty. Open only to Exercise Science majors or students with departmental permission. Credit: 3 hours
Finance 411. Special Topics in Finance Special topics relating to investments, derivatives, portfolio management, or other advanced topics in finance. May be taken at the junior or senior level and up to three times as topics will vary. Prerequisite: Permission of professor Credit: 3 hours Finance 414. Equity Investing and Portfolio Management Equity securities and related markets are described from the perspectives of equity investing and portfolio management. Topics include equity valuation methods, mean variance theory, efficient markets, portfolio management, and return measurement. Prerequisite: FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall) Finance 418. Corporate Finance Firm’s investment, financing, and dividend decisions are studied. Theories of value are considered under certainty and uncertainty. Recent developments and applications are included as needed. Prerequisite: FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall) Finance 420. International Finance The goal of this course is to study and understand issues facing firms in the global marketplace. Advanced course topics include exchange rate management through derivative instruments, understanding global financial markets, and investment evaluation and selection for multinational firms. Prerequisite: FINA 318 with grade of “C-” or higher Credit: 3 hours (Spring) Finance 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours Finance 499. Internship in Finance Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
F I T N E S S (FIT) Fitness 101/102/201/202. Fitness I, II, III, and IV Students will engage in physical activity learning basic skills associated with lifelong health and wellness. Topics will vary by semester. Only open to students enrolled in the Career and Community Studies certificate. Credit: 1 hour
F I N A N C E (FINA)
F R E N C H (FREN)
Finance 318. Financial Management Introduction to the finance function of organizations and the long run decisions faced by firms. The general institutional environment facing firms and other entities will be covered. Valuation principles and present value techniques are developed and applied to securities prices and firm’s investment decision. An understanding of basic principles of accounting, economics, and elementary algebra are needed to succeed in this course. Prerequisite: ACCT 253, (ECON 221 or ECON 222), & (MATH 117 or MATH 120) Credit: 3 hours
French 101. Elementary French I Basic French with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. No previous preparation in French required. Credit: 3 hours (Fall)
Finance 350. Money and Financial Institutions (ECON350) A study of financial markets, money, and banking. Topics include financial intermediation, information asymmetries, interest rate determination, securities and the markets in which they trade, risk, monetary policy, and the role and structure of the Federal Reserve. Financial markets are described and evaluated from the perspective of individual investors and financial intermediaries. Students who are Finance majors or minors must enroll in FINA 350, not ECON 350. Prerequisite: ECON 222 & FINA 318 with grade of “C-” or higher Credit: 3 hours (Fall, Spring)
French 102. Elementary French II Basic French with emphasis on communication skills. Aural/reading comprehension. Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication. Prerequisite: FREN 101 Credit: 3 hours (Spring) French 201. Intermediate French I Reinforcement and expansion of skills developed in elementary courses (French 101, 102) using grammar review, composition, conversation, and selected readings. Prerequisite: FREN 102 Credit: 3 hours (Fall)
Wingate University Academic Catalog 2026-2027
124 French 202. Intermediate French II Progressive practice in oral and written communication with analysis of selected readings. Prerequisite: FREN 201 Credit: 3 hours (Spring) French 304. Conversation and Composition Advanced practice of oral and written skills in French. Review of selected grammatical topics. Prerequisite: FREN 202 or permission of professor Credit: 3 hours French 340. Introduction to French and Francophone Civilization (Global Perspectives) An introductory overview of the culture and civilization of Francophone nations through readings, films, and other materials. Prerequisite: FREN 202 or permission of professor Credit: 3 hours French 401. Introduction to French Literature I: from Classicism to Enlightenment In this course we will read, situate, and analyze French authors from classicism to enlightenment representing different literary genres. Reading a variety of literary works of the time will help students reach a better understanding of French people, culture, history, society, and politics under the “Ancient Régime.” French is the language of instruction. Prerequisite: FREN 202 or permission of professor Credit: 3 hours French 402. Introduction to French Literature II: 19th Century to Present This course focuses on providing students with an introduction to major literary movements in 19th century. Students are supposed to become familiar with romanticism, realism, and naturalism that Sartre called the “bourgeois literary tradition”; they are also expected to be able to examine today’s French literature evolving around continuity or rupture of this “bourgeois literary tradition”. French is the language of instruction. Prerequisite: FREN 202 or permission of professor Credit: 3 hours French 440. Advanced Francophone Studies (Global Perspectives) Advanced study of a specific topic in French or Francophone literature or culture. Topic will be announced at the beginning of the preceding semester. May be repeated for credit as topics vary. Credit: 3 hours French 410. Independent Study in French In depth study of special interest area. By permission only. Credit: 3 hours
G E O G R A P H Y (GEOG) Geography 201. Introduction to Cultural/Human Geography An introductory course including physical geography, environmental studies, regional geography, and cultural geography. Credit: 3 hours
G E R MA N (GERM) German 101. Elementary German I Basic German with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical communication. No previous preparation in German required. Not recommended for BA degree. Intermediate German may not be offered. Credit: 3 hours (Fall)
German 102. Elementary German II Basic German with emphasis on communication skills. Aural/reading comprehension. Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication. Prerequisite: GERM 101 Credit: 3 hours (Spring) German 201. Intermediate German I Intensive aural/reading comprehension. Structure of contemporary German with emphasis on grammatical and syntactical accuracy. Vocabulary for written communication. Prerequisite: GERM 102 Credit: 3 hours (Fall) German 202. Intermediate German II Progressively intensive aural and reading comprehension. Emphasis on grammatical and syntactical accuracy and communication skills in conversation and writing. Extensive reading. Three class hours and one laboratory hour per week. Prerequisite: GERM 201 Credit: 3 hours (Spring)
G RE E K (GREK) Greek 101. Elementary Ancient Greek I Essentials of Ancient Greek with emphasis on grammatical forms, syntax, and vocabulary. Course will cover the basics of Ancient Greek including Attic and Koine Greek so that the students will be prepared to translate in a variety of disciplines including Classics, History, Philosophy, and Biblical Studies. Credit: 3 hours (Fall, odd years)
H E A L T H (HETH) Health 101. Personal and Community Health Principles and practices of personal and community health. Open only to Exercise Science majors and minors, Health and Physical Education majors, Educational Studies with a concentration in HPA majors, or students with departmental permission. Credit: 3 hours Health 105. Medical Terminology Offers a comprehensive overview of medical terminology, including prefixes, suffixes, and root words used in the language of medicine. Topics include medical vocabulary and the terms that relate to the anatomy, physiology, pathological conditions, and the treatment of selected systems. Upon completion, students should be able to spell and define medical terms as related to selected body systems and their pathological disorders. Credit: 2 hours Health 210. Introduction to Holistic Care Concepts (Wellness) A non-clinical three-hour sophomore course which introduces the student to selected basic concepts in the holistic delivery of healthcare. Purpose of the course is to introduce holistic care concepts to health science majors. The course focuses on the caring professions; professionalism (behavior, communication, etc.); healthcare team member’s roles and functions; holistic caring core values; health promotion and disease prevention; legal and ethical aspects, health care delivery systems; standards of practice; and clinical judgment. Prerequisite: CHEM 101 & (BIO 211 or BIO 311) with grade of “C-”or higher Credit: 3 hours
H E A L T H A N D P H YS I C A L E D UC A T I O N (HPE) Health and Physical Education 201. Introduction to Health and Physical Education Introductory course for students in or interested in the Health and Physical Education major. Examination of the purposes of health and physical education and appropriate teaching behaviors. Credit: 3 hours (Fall)
Wingate University Academic Catalog 2026-2027
125 Health and Physical Education 220. Teaching Educational Gymnastics, Dance, and Rhythms Develops skill and understanding of educational gymnastics and various dance and rhythm activities, along with an understanding of activityspecific teaching issues, including safety, task design, instruction, and assessment. Only open to majors in Educational Studies with a concentration in HPA, HPE, and SRMT with a concentration in CCR OR students with departmental permission. Credit: 2 hours (Fall) Health and Physical Education 221. Teaching Individual and Dual Sports Develops skill and an understanding of strategy and rules of various individual and dual sports, along with an understanding of sportspecific teaching issues, including safety, task design, and instruction. Only open to majors in Educational Studies with a concentration in HPA, HPE, and SRMT with a concentration in CCR OR students with departmental permission. Credit: 2 hours (Spring) Health and Physical Education 222. Teaching Team Sports Develops skill and an understanding of strategy and rules of various team sports, along with an understanding of sport-specific teaching issues, including safety, task design, and instruction. Only open to majors in Educational Studies with a concentration in HPA, HPE, and SRMT with a concentration in CCR OR students with departmental permission. Credit: 2 hours (Spring) Health and Physical Education 320. Methods of Health Instruction (ED 320) Develops the ability to plan, manage, and instruct a health education program at the middle and high school levels. Includes field experience. Corequisite or Prerequisite: ED 306, ED 320FE Credit: 3 hours (Spring) Health and Physical Education 380. Elementary Physical Education Methods (ED 380) Develops the ability to plan, manage, and teach physical education at the elementary school level. Includes field experience. Corequisite or Prerequisite: ED 306, ED 380FE Credit: 3 hours (Spring) Health and Physical Education 385. Middle and Secondary Physical Education Methods (ED 385) Develops the ability to plan, manage, and instruct a physical education program at the middle and high school levels. Includes field experience. Corequisite or Prerequisite: ED 306, ED 385FE Credit: 3 hours (Fall) Health and Physical Education 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
H I S T O R Y (HIST) History 110. United States History I (formerly History 201) Major political, social, and economic trends in the history of the United States from the First Peoples through the Civil War. Credit: 3 hours (Fall) History 111. United States History II (formerly History 202) Major political, social, and economic trends in the history of the United States from the Civil War through the 21st century. Credit: 3 hours (Spring)
History 114. The South in Black and White: History, Culture, and Change (Global Perspectives) In an attempt to make sense of this hard-to-understand region, this class will take a historical look at how Southerners have developed and identified with their region. In particular, we will examine if the South is really different from other regions, what does it mean to identify as a Southerner, and how the outside world has shaped the region. Students will make use of personal experience and historical analysis to answer questions posed by our readings and class discussions. Credit: 3 hours History 116. Colonial Latin America (Global Perspectives) (formerly History 316) Latin American societies under Spanish and Portuguese rule; contemporary legacies of colonialism; emphasis on social conflict and interplay of gender, race, and class. Credit: 3 hours History 117. Modern Latin America (Global Perspectives) (formerly History 317) Latin American history from the Wars of Independence through the 20th Century. Credit: 3 hours History 124. Modern African History (Global Perspectives) (formerly History 324) Modern sub-Saharan Africa from 1800; precolonial, colonial and postcolonial political and social structures; emphasis on political, economic and social transformation. Credit: 3 hours History 126. Middle East (Global Perspectives) (formerly History 326) History of the Middle East from the rise of Islam to the present. Creation and institutionalization of Islamic institutions and law; political expansion and disintegration; focus on modern Middle Eastern conflicts. Credit: 3 hours History 130. Ancient and Early World History (Global Perspectives) A survey of ancient and early modern world history and its contributions to global culture up to 1500. Credit: 3 hours History 131. A Survey of the Modern World (Global Perspectives) Surveys world history from early modern times to the present. The course examines themes, events, trends, institutions, and ideas with a focus on global connections and interactions. It presumes no prior knowledge and has no prerequisites. Credit: 3 hours History 210. Latinos in the United States (Global Perspectives) This course examines the history of peoples and communities from Latin American and Caribbean societies have been integrated into the United States since independence to the present. Prerequisites: None required but HIST 101, HIST 102, & HIST 117 are recommended Credit: 3 hours History 213. Modern European History I Major European powers from conclusion of the Hundred Years War to the beginning of the French Revolution, emphasizing significant political, cultural and religious developments. Credit: 3 hours (Fall, alternate years) History 214. Modern European History II Major European powers in their global setting from the French Revolution to the present, emphasizing political, cultural and religious developments. Credit: 3 hours (Fall, alternate years)
Wingate University Academic Catalog 2026-2027
126 History 215. Modern East Asia (Global Perspectives) (formerly History 315) A comparative study of China, Japan, Korea and Taiwan from the 18th century to the present, with special emphasis on the 19th century encounter with Western powers; on Communist China and the Cultural Revolution; and on the “economic miracles” that have transformed these East Asian nations in recent decades. Credit: 3 hours History 300. Research Methods (formerly History 200) Research methods in history. Credit: 3 hours History 308. International Relations (PSCI 308) The politics of international conflict and cooperation. We will study different perspectives on international relations and apply them in contexts central to global politics: war and peace, the international economy, international law, and related issues. Our aim is to understand the patterns of conflict and cooperation in a world with both incredible opportunities and substantial dangers for all members of the international community. Credit: 3 hours (Spring) History 309. African-American History This course introduces students to the major themes, issues, and debates in African-American history. Students will develop an appreciation of how African Americans shaped their own history and how the AfricanAmerican experience has become a part of the broader American experience. Credit: 3 hours History 311. History of North Carolina (formerly History 211) History of North Carolina within the context of growth of the United States; colonial role and participation in Revolutionary War; growth of a sectional outlook and participation in Civil War; emergence of national perspective. Credit: 3 hours (Fall) History 312. Women in American History (WS 312) History of American Women from the colonial era to the present. Topics include changes in the household and women’s work, rise of female public activism and feminism, and debates over “ideal” womanhood and female sexuality. Credit: 3 hours (Spring) History 319. Latin America in the Cold War This course explores the history of Latin America during the Cold War (1945-1991), focusing on themes such as politics, gender and sexuality, and social movements. Students will critically evaluate historical arguments and primary sources, develop critical thinking skills, and make historical arguments through writing. Credit: 3 hours (Spring; every other year) History 320. Historical Roots of Contemporary Issues (Global Perspectives) This course investigates the historical forces that have shaped some of today's most vexing international issues. Through in-depth exploration of multiple case studies, this course will allow students to understand the root causes of contemporary international issues, and use this historical background to think through possible solutions. Credit: 3 hours History 321. Culture and History of Japan (Global Perspectives) Origins of Japanese society with focus on national identity and the development of art, literature and religion from earliest times to today. Influence of China and creation of a distinctive Japanese culture; rise of the samurai; Japan’s encounter with the West; 20th-century militarism; pop culture icons such as Godzilla and Hello Kitty. Credit: 3 hours
History 330. Introduction to Public History Investigate how communities remember and commemorate history. Learn how public historians interpret and present history outside of the classroom. Develop the skills and perspectives useful in public history careers. Credits: 3 hours History 338. The Vietnam War in Film (Global Perspectives) Most young Americans have heard of the Vietnam War and may even have a sense of some of the controversies surrounding it. Learn about these controversies as well as the origins and outcomes of the war and attitudes about it as depicted in popular films from the 1960’s through 2019. This is a writing intensive course. Credit: 3 hours History 342. Religion in American History (REL 342) Explore the role of religion in the development of the United States and in shaping an American identity. Investigate how Americans practiced and expressed spirituality and consider how religion was influenced by immigration, politics, technology, and broader social trends. Discover how Americans of different faiths and nationalities interacted, argued, clashed, and cooperated with one another, and appreciate how the nation’s diverse religious landscape contributed to our understanding of religious freedom. Credit: 3 hours History 365. The Holocaust A study of the Holocaust, beginning with the conditions that made it possible to establish the Third Reich, and covering the Nazi racial ideology, measures to create a racially “pure” society, the war against the Jews, the role of German allies, participation and resistance, other persecuted groups, the last days, and the postwar legacy. Upper level seminar with intensive reading and writing workload. Credit: 3 hours (Spring) History 390. Special Topics in Global History Special topics related to in-depth research of themes in global or comparative history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level. Credit: 3 hours History 391. Special Topics in U.S. History Special topics related to in-depth research of themes in United States history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level. Credit: 3 hours History 392. Special Topics in European History S special topics related to in-depth research of themes in European history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level. Credit: 3 hours History 394. Special Topics in Asian and Pacific History Special topics related to in-depth research of themes in Asian and Pacific history, including a basic research project at the junior level, and a longer, in-depth research paper at the senior level. Credit: 3 hours History 400. Internship in Historical Studies Students will complete an internship involving the use of historical skills or methods, including but not limited to, the study of the past, researching, writing, speaking, and thinking critically about the past. Students will complete a university learning contract with a supervising faculty and on-site supervisor, and will work/learn onsite 6 hours per week for 3 credits, 4 hours per week for 2 credits, and 2 hours per week for 1 credit, completing a variety of assessments, including for example, written and verbal reports, to demonstrate student learning. Prerequisite: HIST 300 Credit: 1-3 hours
Wingate University Academic Catalog 2026-2027
127 History 460. Independent Study in History By permission only. Credit: 3 hours
H U MA N S E R VI C E S (HS)
History 499. Senior Thesis in History Involves a major research project that history majors undertake with the consent and guidance of a full-time history instructor in their junior or senior year. Research project will build on knowledge gained in earlier courses and may be an expansion of earlier research. Based on primary and secondary sources, the project culminates in an essay with references, notes, and annotated bibliography, as well as a formal research presentation to students and faculty. Students will meet with their thesis advisor one hour per week during the semester. Credit: 1 hour
H O N O RS (HON) Honors 101. Leadership and Engagement in Honors Honors 101 is a one-hour seminar that will provide opportunities for new honors students to engage with and learn from leaders on campus and in the community. In HON 101, new honors students will also make connections with honors peer mentors/guides and each other. Topics covered in the class will include leadership, campus and community engagement, career advising, and other professional development opportunities. A new honors student will take Honors 101 in their first semester in the Honors College. Prerequisite: Admission to the Honors College Credit: 1 hour Honors 205. Ideas in Fine Arts Examines interrelationships among art, music, and philosophical ideals from pre-Christian times to the present. Meets Core Fine Arts requirement. Prerequisite: Admission to the Honors College Credit: 2 hours Honors 210. Mathematical Masterpieces An introduction to some of the greatest theorems of mathematics. Proofs and consequences of these theorems are discussed in historical context. The artistic and humanistic aspects of the mathematics are addressed. Meets Core in math. Prerequisite: Admission to the Honors College Credit: 3 hours (Spring) Honors 220. Honors Seminar An interdisciplinary examination of a timely, controversial, or perennially favorite topic. Students will do short readings and written responses on the seminar topic. May be repeated as topics vary for a maximum of three times with from one to three credits earned. Graded on a P/F basis. Prerequisite: Admission to the Honors College Credit: 1 hour Honors 300. The Making of the Modern Mind An interdisciplinary seminar in the ideas that make the present age distinctive. Prerequisite: Admission to the Honors College Credit: 3 hours Honors 315. Special Topics An interdisciplinary and in-depth study of a significant academic topic proposed by a faculty pair (or an individual with several guest lecturers). This course could include a field trip or off-campus excursion to reinforce concepts stressed in the class. These special topics will be approved by the Honors Committee. Prerequisite: Admission to the Honors College Credit: 3 hours Honors 451. University Honors Research Project Honors 451 or another upper-level honors capstone choice is required to graduate with University Honors. See Honors College Curriculum requirements for honors capstone or thesis options. Credit: 1 hour
Human Services 102. Social Problems (CRJ 102, SOC 102) Analysis of major social problems of contemporary American society; emphasis upon the individual and the community and the conditions which have produced problems. Credit: 3 hours Human Services 221. Introduction to Human Services Exploration of human service delivery systems. Survey of the field and clarification of vocational choice. Prerequisites: PSYC 101 & SOC 101 Credit: 3 hours (Fall only) Human Services 323. Professional Counseling and Case Management Skills This course is designed to strengthen students’ understanding of applicable behavioral theories and foundational skills to successfully work as human services professionals in a broad range of settings. Students will examine various theories useful in professional interactions with clients. Students will then apply these theories while practicing foundational skills through case studies, simulations, and role play. Prerequisites: HS 221 & Junior standing OR permission of professor Credit: 3 hours Human Services 330. Social Inequalities (SOC 330) Analysis of social stratification and social inequality empirically, theoretically, historically, and comparatively. Examination of dimensions of inequality such as class, status, and power as both causes and consequences of social structure. Specific attention to inequality based on race, class, gender, and age. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours Human Services 407. Community Mental Health and Group Work This course integrates principles of community mental health and group work to equip students with the knowledge and skills necessary for supporting mental wellness in diverse communities. Students will learn about the intersection of mental health and community dynamics and effective strategies for facilitating group interventions. The course includes national certification in Adult and Youth Mental Health First Aid and opportunities for hands-on practice and skill development. Prerequisite: PSYC 101 or SOC 101 Credit: 3 hours Human Services 409. Independent Study Under the supervision of a faculty member, students develop a topic relevant to their program and vocational goals. Topics focus explicitly and in depth on methods of human services. Restricted to seniors who have a 3.00 cumulative GPA. Credit: 3 hours Human Services 411. Practicum Field experience under supervision of experienced practitioners. Assessment and development of skill strengths. Departmental screening required prior to registration. Capstone course for the major. Students under supervision of Wingate University faculty member. Prerequisite: HS 221 & Senior standing OR permission of professor Credit: 4 hours Human Services 415. Field Experience in Human Services Directed field experience in selected human services settings. Prerequisite: HS 411 Credit: 3 hours (Spring) Human Services 475. Special Topics Human Services perspective on subjects or issues beyond the scope of the current curriculum. Since the content varies, the course may be taken two times. Prerequisite: PSYC 101 or SOC 101 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
128 Human Services 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours Human Services 498. Human Services Capstone Course Required of majors in the last semester before graduation. Graded on P/F basis. Open only to students enrolled in the Bachelor of Liberal Studies degree program. Prerequisite: Successful completion of all coursework in the Human Services major Credit: 3 hours
I N T E RP RO F E S S I O N A L E D U C A T I O N ( IPE) Interprofessional Education 100. Foundations of Health and Wellness (Wellness) This course will introduce students to concepts of personal well-being, health literacy and advocacy, and community health. As all individuals in the United States of America engage with the healthcare system when making decisions around their health the nature, scope, and organization of it will be discussed. Additionally, components of personal well-being, health literacy and advocacy will be discussed from various health care professional perspectives. Ultimately, students will gain an appreciation for health and wellness standards along with other influences that affect the health of individuals and communities. A key part of this course utilizes self-reflection which allows students the opportunity to incorporate techniques and tools to promote a healthenhancing lifestyle while also acting as an advocate for themselves and others when engaging with the healthcare system. Credit: 1 hour Interprofessional Education 101. Introduction to Health Professions This course is designed to introduce the learner to the health professions of physical therapy, occupational therapy, nursing, physician assistant studies and pharmacy, as well as exercise science as a major. It will provide participants with an overview of practice areas, educational requirements, and career options within each profession. This course will incorporate extensive and immersive active learning experiences to engage the learner in activities performed by each of the professions, and additionally, will introduce the student to ancillary health services such as CPR, EMS, service animals, and mental health considerations. Students will acquire certification in basic CPR. Credit: 1 hour Interprofessional Education 102. Introduction to Health Professions To provide an introduction to the interprofessional education competencies where health science students will learn about, from, and with each other regarding roles and responsibilities, communication, teamwork, and values and ethics. Credit: 0 hours
I N DE P E N DE N T L I VI N G (LIV) Independent Living 101L. Independent Living Lab Focus in this course is on the experiential component related to student courses. Depending on each student and their Checklist of Adaptive Living Skills in addition to their person centered plan students will take at least one independent living lab each semester, but can register for three based on their personal needs. This course is repeatable. Only open to students enrolled in the Career and Community Studies certificate. Credit: o hours
M A N A G E ME N T (MGMT) Management 302. Principles of Management Principles underlying the organization, management, and operation of business activities. Emphasis on the creation and maintenance of the administrative organization, the definition of goals, and the diagnosis and solution of problems which may result from changing conditions. Prerequisite: Sophomore standing or permission of professor Credit: 3 hours Management 306. Managerial Communication Practice in frequently prepared written communications, media, memoranda, letters, instructions, procedures, proposals, and guidelines. Integration with oral dimensions; interpersonal and technological considerations. Prerequisite: MGMT 302 Credit: 3 hours (Fall, Spring) Management 313. Human Resource Management Procurement, development, utilization, and maintenance of an effective work force. Prerequisite: MGMT 302 Credit: 3 hours (Fall, Spring) Management 315. Small Business Management/ Entrepreneurship (ENTR315) Study of the small business sector within a free enterprise system; examines the startup process; and reinforces managerial techniques for the continuing success of small firms. Prerequisites: MGMT 302 & MARK 301 Credit: 3 hours (Fall) Management 330. Management Information Systems An examination of the role of managed information technology in supporting the internal and external mission components of an organization. Focus upon issues and procedures associated with the commercially-oriented facilitation of technology architectures to enable efficient, effective, and flexible actions at the strategic, tactical, and operational levels. Prerequisite: BUS 111 Credit: 3 hours (Fall, Spring) Management 411. Special Topics in Management Special topics relating to distribution/transportation, industrial purchasing, corporate restructuring, emerging technologies, or other special management topics. May be taken at the junior or senior level and up to three times as topics will vary. Prerequisite: Permission of the Dean of the School of Business Credit: 3 hours Management 416. Organization Theory and Behavior Impact of different types of markets, technologies, and other factors on the design of organizational structures and the behavior of organization members. Leadership in the goal-directed organization including conflict management, motivation, communications, and decisionmaking. Prerequisite: MGMT 302 Credit: 3 hours (Fall) Management 419. Project Program Management Fundamentals The course will focus on the role of the project manager and the specific processes required for successful outcomes in managing projects. In today’s competitive and global environment, the ability to successfully complete projects within the constraints of time, scope, quality, and cost is absolutely vital to any organization. Prerequisites: ACCT 253, FINA 318, & MGMT 302 Credit: 3 hours (Fall, Spring)
Wingate University Academic Catalog 2026-2027
129 Management 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
Marketing 498. Independent Study Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
Management 499. Internship in Management Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
Marketing 499. Internship in Marketing All marketing majors are expected to complete an internship in marketing before graduation, although students are not required to complete the internship for credit. Requires consent of the Dean of the School of Business. Must be approved and supervised by a faculty member. Credit: 3 hours
M A R KE T I N G (MARK) Marketing 301. Principles of Marketing: The Customer Experience Aligning organizations with strong customer engagement and focus, this course provides a conceptual framework for marketing decision making focusing on principles, techniques, and practices necessary to communicate with various target audiences. Prerequisite: Sophomore standing or permission of the Dean of the School of Business Credit: 3 hours Marketing 323. Integrated Marketing Communications: Client Solutions Placing customers at the center of business decisions, students develop integrated marketing solutions to solve real world client problems. Utilizing the active learning classroom, students develop integrated marketing solutions and implement marketing deliverables. Prerequisite: MARK 301 & Junior standing Credit: 3 hours (Fall, Spring) Marketing 341. Consumer Behavior: Insights into the Customer Experience Explores the psychology of the consumer and decision process including the cultural, social, and individual factors affecting consumer decision methods. Prerequisite: MARK 301 Credit: 3 hours (Fall, Spring) Marketing 355. Digital Marketing This course introduces the student to the general theories of digital marketing and its relevance and importance as a marketing tool. The student will learn how to create campaigns and the strategies and tactics in the most popular social media platforms, and generate reports and actions based on social media analytics. Prerequisite: MARK 301 Credit: 3 hours (Fall, Spring; odd years) Marketing 411. Special Topics in Marketing Current special topics related to marketing from innovative marketing that utilizes customer insights to drive innovative solutions to serve customers desires; digital analytics and strategy examines how organizational leaders should think about digital marketing, social media marketing; and others. Majors are encouraged to take two special topics courses. Prerequisite: MARK 301 Credit: 3 hours Marketing 464. Market Research: Customer Analytics Leveraging data to shape the marketing strategy and solve business problems. Students will learn both qualitative and quantitative research methods to understand customer decision making. Prerequisites: Senior standing, BUS 308, MARK 301, & MARK 341 with a grade of C- or higher Credit: 3 hours (Fall) Marketing 486. Strategic Marketing The capstone marketing course integrates knowledge from previous marketing courses and the overall business core including how to make strategic long-term decisions for a business. The capstone course includes an integrated strategic marketing simulation. Prerequisite: Senior standing. MARK 301, MARK 323, MARK 341, & MARK 464 Credit: 3 hours (Spring)
M A T H E M A T I C S (MATH) Mathematics 100. Intermediate Algebra An introduction to basic algebraic operations as applied to polynomial, linear, and quadratic functions. Selected topics in analytic geometry are introduced. Restricted to incoming freshman. Credit: 3 hours Mathematics 112. College Algebra Algebraic operations as applied to polynomial, rational, logarithmic, and exponential functions. Students should be able to solve equations, inequalities, and as time permits, systems of equations. Restricted to students who do not have credit for Math 115, 117, or Math 120. Prerequisite: MATH 100 or appropriate score on placement test Credit: 3 hours Mathematics 112R. College Algebra Recitation An algebra lab that is taken together with a section of Math 112. This lab delves deeper into topics of algebraic operations as applied to linear, polynomial, radical, and as time permits, logarithmic and exponential functions. Restricted to students who do not have credit for MATH 115, MATH 117, or MATH 120. This course is only open to students who are selected based on their placement test score. Credit: 1 hour Mathematics 115. Precalculus Linear and quadratic functions, polynomial and rational functions, exponential and logarithmic functions, trigonometric identities. This course requires the minimum of a TI-83 calculator. Restricted to students who do not have at least a C in Math 120. Prerequisite: MATH 112 is recommended if an appropriate math placement test score was not achieved Credit: 4 hours Mathematics 116. Quantitative Reasoning Quantitative literacy and the development of problem-solving skills through an introduction to probability, statistics, and personal finance. Topics to be covered include, but are not limited to, financial fundamentals including loans, credit cards and mortgages, survey of statistical studies and the development of criteria necessary to establish causality and correlation. Credit: 3 hours Mathematics 117. Calculus for Business Majors An applied introduction to calculus. Topics include limits, derivatives of algebraic and exponential functions, an introduction to integration, and applications of derivatives to fields of business and economics. Restricted to students who do not have credit for Math 120. Prerequisite: MATH 112 is recommended if an appropriate math placement test score was not achieved Credit: 3 hours Mathematics 118. Mathematics for Elementary Education I An in-depth study of the real number system, with an emphasis on problem solving. Topics include an introduction to ancient enumeration systems, bases, modular arithmetic, statistics, and algebra. Restricted to majors in elementary and middle-grades education. Credit: 3 hours (Fall)
Wingate University Academic Catalog 2026-2027
130 Mathematics 119. Mathematics for Elementary Education II An introduction to geometry and mathematical reasoning, with computer applications. Activities include conjecturing, inventing, and problem solving with activities reinforced by using technology. Also investigate how mathematics is connected to other fields of study. Restricted to majors in elementary education and middle-grades education. Credit: 3 hours (Spring) Mathematics 120. Calculus and Analytic Geometry I Rectangular coordinates in the plane, functions, limits, continuity, differentiation of algebraic, trigonometric functions, and transcendental functions, applications of derivatives and differentials and antiderivatives. The first of three semesters of a united course in analytic geometry and calculus. Prerequisite: MATH 115 is recommended if an appropriate math placement test score was not achieved Credit: 4 hours Mathematics 209. Inferential Statistics Introduction to methods of inferential statistics, stressing applications. Topics include introduction to probability, discrete distributions, binomial distributions, normal distributions, confidence intervals, hypothesis testing, and linear regression. Credit: 3 hours Mathematics 220. Calculus and Analytic Geometry II The second of three semesters of a unified course in analytic geometry and calculus. Definite and indefinite integrals of algebraic, trigonometric and transcendental functions, hyperbolic functions, methods of integration, applications of integrals, and convergence and divergence of sequences and series. Prerequisite: MATH 120 with grade of “C-“ or higher Credit: 4 hours (Spring) Mathematics 242. Discrete Mathematics Introduction to combinatorial analysis and graph theory. Topics include combinations, permutations and other counting methods, binomial and multinomial theorems, basic probability theory, equivalence relations, graph theory, generating functions, and difference equations. Prerequisite: MATH 120 with grade of “C-“ or higher Credit: 3 hours (Fall) Mathematics 300. College Geometry Selected topics from Euclidean, non-Euclidean and solid geometry. Ideas and methods of geometry. Prerequisite: MATH 242 Credit: 3 hours (Spring, even years) Mathematics 301. Technology in the Mathematics Classroom Introduction to the capabilities of the graphing calculator and Geometer’s Sketchpad. Emphasis on techniques that the middle grades and secondary mathematics pre-service teachers will need to know and teach to their students upon completion of their degree. Restricted to majors in middle-grades and secondary mathematics education. Prerequisite: Junior or Senior standing Credit: 1 hour (Spring, even years) Mathematics 305. Calculus and Analytic Geometry III The third of three semesters of a unified course in analytic geometry and calculus. Emphasis is on functions of more than one variable. Topics include vector functions and their derivatives, partial differentiation, multiple integration, and vector analysis. Prerequisite: MATH 220 with grade of “C-“ or higher Credit: 4 hours (Fall) Mathematics 308. Linear Algebra Introduction to algebra involving matrices and vector spaces. Topics include systems of equations, matrices and matrix algebra, determinants, linear transformations, vector spaces, eigenvectors and eigenvalues. Prerequisite: MATH 242 Credit: 3 hours (Spring)
Mathematics 310. Differential Equations First order equations with variables separable; Euler’s method of approximate solutions; physical and geometric applications. Linear equations of the first order; applications. Solutions of linear equations with constant coefficients; methods of undetermined coefficients; operators. Application to network and dynamic systems. Introduction to series-solutions. Prerequisite: MATH 305 Credit: 3 hours (Spring) Mathematics 330. Statistics I An introduction to continuous and discrete probability distributions. Topics include Bayes Theorem, binomial, Poisson, uniform, normal and other distributions, random variables, moment generating functions, multivariate distributions, and limit theorems. Prerequisite: MATH 220 & MATH 242 Credit: 3 hours (Fall) Mathematics 331. Statistics II An introduction to Statistical methods. Topics include Central Limit Theorem, estimation, hypothesis testing using z, t and chi squared and other methods, and linear models with least squares. Prerequisite: MATH 330 Credit: 3 hours (Spring) Mathematics 400. Abstract Algebra I An introduction to abstract algebra. Topics include groups, abelian groups, symmetric groups, rings, integral domains, fields, homomorphisms and isomorphisms. Emphasis on proof writing. Prerequisite: MATH 308 Credit: 3 hours (Fall, even years) Mathematics 401. Abstract Algebra II A continuation of the introduction to Abstract Algebra. Topics include polynomial rings, ideals, quotient rings, finite abelian groups, and lattices. Emphasis on proof writing. Prerequisite: MATH 400 Credit: 3 hours (Spring, odd years) Mathematics 405. History of Mathematics Study of early numeral systems, Egyptian and Babylonian Mathematics, Greek Mathematics, Chinese and Hindu Mathematics, Arabian Mathematics, Descartes, Pascal, Fermat, the development of Calculus, and an overview of mathematics since 1700 including abstract algebra and non-Euclidean geometry. Prerequisite: MATH 242 Credit: 3 hours (Fall, even years) Mathematics 410. Introduction to Analysis An introduction to single-variable real analysis. Topics include sequences and series, the topology of the real line, limits, continuity, differentiation, and the Riemann integral. Emphasis on proof writing. Prerequisite: MATH 308 Credit: 3 hours (Fall, odd years) Mathematics 450. Special Topics Topics selected from advanced calculus, topology, advanced modern algebra, combinatorics, number theory, or foundations. May be taken up to three times. Taught on demand. Prerequisite: Permission of professor Credit: 3 hours Mathematics 451. Mathematics Research Project The course will require completion of the student’s research paper and the student will make an oral presentation. Prerequisite: Junior or Senior standing Credit: 3 hours Mathematics 460. Independent Study Study of a student-selected topic under faculty supervision. Taught on demand. Credit: 1-3 hours
Wingate University Academic Catalog 2026-2027
131 Mathematics 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
M O DE RN L A N G UA G E S (MLAN) Modern Languages 496. Internship An internship is designed to connect coursework with a supervised experience that is complimentary to a student’s study of one or more of the modern languages. Students must write a proposal to be approved by a professor and the Wingate Internship Supervisor the preceding semester. May be repeated for credit up to six hours. Prerequisite: 2.0 cumulative GPA. Students must obtain a Wingate Internship Supervisor to supervise internship, must submit a Learning Contract, and must secure all signatures prior to registering. Credit: 1-3 hours
M US I C (MUS) Music 103, 303. University Singers (Fine Arts) Open to all students by audition. Sacred and secular music from the Renaissance to the present. This organization represents the University on and off campus. Five hours of rehearsal per week. May be repeated for credit. Credit: 1 hour Music 107, 307. University Wind Ensemble (Fine Arts) Open to all students by audition. Study and performance of a variety of wind and percussion literature. Performs regularly during the academic year. Concert attire is the responsibility of the student. Four rehearsal hours per week. May be repeated for credit. Credit: 1 hour Music 108, 308. University Athletic Bands (Fine Arts) Open to all students. Performance of popular music styles for athletic games and other university events. This organization represents the university on and off campus. Four rehearsal hours per week in the fall. Two rehearsal hours per week in the spring. May be repeated for credit. Credit: 1 hour Music 109, 309. Soulful Sounds Gospel Choir (Fine Arts) This choral ensemble looks to the voices of the Black music tradition, past and present, for their sound. Soulful Sounds places particular emphasis on hymns, traditional and contemporary gospel and sacred music. As a member of this choir, you will get the opportunity to learn and perfect singing in the gospel style. Meets two times per week for one credit hour. May be repeated for credit. Credit: 1 hour Music 113, 313. Chamber Ensemble (Fine Arts) Rehearsal and performance of selected chamber works. For elective credit only. By permission of instructor. One hour per week. May be repeated for credit. Credit: 1 hour Music 119, 319. Cantar (Fine Arts) Open to all tenor and bass voiced students by placement hearing. This ensemble studies and performs a wide range of tenor-bass voiced repertoire representing musical styles of both the Western and nonWestern musical traditions. May be repeated for credit. Credit: 1 hour Music 125, 126; 225, 226; 325, 326; 425, 426. Recital and Concert Lab This course is to acquaint the student with composers and performance practices through recitals and concerts. Attendance is required at 75% of all recitals and concerts as posted by the music faculty. Exceptions are at the discretion of the professor. Eight semesters, BA; seven semesters, BME. Graded on Pass/Fail basis. Credit: 0 hours
Music 130. Voice Methods – Vocal Techniques for Instrumental Music Education Majors Introduction to techniques for singing and teaching singing in the choral setting, intended for instrumental music education majors. Two class hours per week. Credit: 1 hour Music 131. Class Voice Position and poise of the body, strengthening exercises for the development of vocal freedom. Simple songs. Open to secondary voice students and all students who wish to learn basic vocal techniques. May be repeated for credit. Credit: 1 hour Music 136. Class Piano I Basic music terminology, concepts, and keyboard skills. Two class hours per week. Credit: 1 hour Music 137. Class Piano II An extension of Music 136 with more emphasis on improvisation, harmonization, and transposition. Two class hours per week. Prerequisite: MUS 136 Credit: 1 hour Music 138. Class Guitar I Group instruction in beginning guitar. Basic chords and music reading. Students must furnish guitar. Two class hours per week. Credit: 1 hour Music 140, 340. Viva Voce (Fine Arts) Open to all treble voiced students (sopranos and altos) by placement hearing. This ensemble studies and performs treble voiced repertoire representing musical styles of both the Western and non-Western musical traditions. May be repeated for credit. Credit: 1 hour Music 155. Hands-On Music (Fine Arts) Hands-On Music is a course designed for students outside of the Music Major. No previous musical experience is required. Through hands-on music-making, both individually and in groups, students will increase their raw musicianship skills and the physical coordination and stamina of their bodies; widen their capacity for expression and make connections between the realm of music and other subject areas; gain appreciation of a wide range of musical styles, and gain expertise in songwriting and text-setting, which will culminate in a “capstone project” consisting of an original composition, arrangement, or performance. Credit: 2 hours Music 156. Global Influences on Music in the U.S.A. (Fine Arts) Introduces students to the musical influences of countries and cultures from around the world on music created in the United States by American composers. Focus will be placed on classical music, jazz, music for cinema, music for theatre, and popular music. Credit: 2 hours MUS 161, 361. Secondary Performance Study Instruction for non-majors or majors on secondary instrument or voice. May be repeated for credit. Credit: 1-2 hour(s) Music 162, 262, 362, 462. Primary Performance Study Instruction on principal instrument or voice. For Music and Music Education majors only. Prerequisite: Acceptance into the Music Department or the Music Education Department Credit: 2 hours
Wingate University Academic Catalog 2026-2027
132 Music 182, 382. Opera Workshop Opera Workshop is an interactive course designed to introduce and develop the skills that are necessary to be a viable performer in today’s operatic world. Areas of concentration will include: stage movement, general stage vocabulary, the audition process, role preparation and coaching, and operatic literature. These techniques will be addressed and studied through the context of preparing and performing staged scenes to be selected from operas, operettas, and musicals. The semester will culminate in a public presentation of these Opera Scenes and or a full production. This presentation will involve all members of the class. The course will be for elective credit only. May be repeated for credit. Credit: 0-1 hour Music 205. Lyric Diction for Singers I International Phonetic Alphabet; application to pronunciation of Italian and German. Techniques in singing these languages. Two class hours per week. Credit: 1 hour (Fall) Music 206. Lyric Diction for Singers II International Phonetic Alphabet; its application to pronunciation of German and French. Techniques in singing these languages. Two class hours per week. Prerequisite: MUS 205 Credit: 1 hour (Spring) Music 215. Collaborative Piano I Study and practice of collaborative techniques for pianists. Two class hours per week. May be repeated for credit. Credit: 1 hour (Fall) Music 216. Collaborative Piano II A continuation of Music 215. The study and practice of collaborative techniques for pianists. Two class hours per week. May be repeated for credit. Credit: 1 hour (Spring) Music 217. Theory I Entry level course for music majors. Study of scales, intervals, triads and their inversions, basic part-writing principles. Credit: 3 hours (Fall) Music 218. Theory II Continuation of study of tonal harmony with emphasis on seventh chords, nonharmonic tones, modulation, harmonic analysis and partwriting. Prerequisite: MUS 217 Credit: 3 hours (Spring) Music 236. Class Piano III Emphasis on practical keyboard skills and solo literature. Two class hours per week. Prerequisite: MUS 137 or equivalent Credit: 1 hour Music 237. Class Piano IV Emphasis on keyboard skills; major and minor scales, sight reading (hymns, open choral score), melody harmonization, transposition, solo and ensemble literature. Two class hours per week. Prerequisite: MUS 236 or equivalent Credit: 1 hour Music 238. Ear Training, I Foundations in sight singing and ear training utilizing computerassisted instruction. Practice of harmonic and melodic intervals to the octave. Rhythmic dictation in simple and compound meters. Reading of all clefs using moveable Do solfège. Credit: 1 hour (Fall)
Music 239. Ear Training II Continuation of sight singing and dictation in all major and minor keys. Singing of triads and dominant sevenths in all inversions. Further rhythmic study. Prerequisite: MUS 238 Credit: 1 hour (Spring) Music 285. Introduction to Alexander Technique (Wellness) This class explores the application of the principles employed by F.M. Alexander in finding easier use of self in activity. The Alexander Technique is about improving performance in life by finding the most intelligent means to do what you want to do through attention to process. While performing artists find it useful, this technique is also valuable in everyday activities. May be repeated for credit. Credit: 2 hours Music 317. Theory III Study of chromatic harmony, with emphasis on harmonic and formal analysis of Classical and Romantic works. Prerequisite: MUS 218 Credit: 3 hours (Fall) Music 318. Theory IV Study of musical forms. Introduction compositional elements and styles. Prerequisite: MUS 317 Credit: 3 hours (Spring)
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Music 320. Junior Recital – Music Performance Emphasis Formal, public performance of at least 30 minutes. Required of performance emphasis students. Credit: 0 hours Music 323. Class Woodwinds Introduction to techniques for playing and teaching woodwind instruments. Two class hours per week. Credit: 1 hour Music 324. Class Brass Introduction to techniques for playing and teaching brass instruments. Two class hours per week. Credit: 1 hour Music 327. Class Strings Introduction to techniques for playing and teaching string instruments. Two class hours per week. Credit: 1 hour Music 328. Class Percussion Introduction to techniques for playing and teaching percussion, including mallet instruments. Two class hours per week. Credit: 1 hour Music 329. Instrumental Methods Introduction to techniques for playing and teaching woodwind, brass, and percussion instruments and is intended for vocal, keyboard, and guitar music education majors. This course is in lieu of Music 323, 324, and 328. Credit: 3 hours Music 338. Ear Training III Continuation of sight singing in all clefs, using moveable Do solfège. Singing, playing, and identification of seventh chords. Harmonic, melodic, and rhythmic dictation. Prerequisite: MUS 218 & MUS 239 Credit: 1 hour (Fall) Music 339. Ear Training IV Continuation of previous material to a more advanced level. Prerequisite: MUS 317 & MUS 338 Credit: 1 hour (Spring)
Wingate University Academic Catalog 2026-2027
133 Music 343. Choral Conducting/ Arranging and Composition Basic conducting techniques applied to rehearsal and performance. Application of music theory in adapting music for various types of choral ensembles. Three class hours per week. Prerequisite: MUS 318 or permission of professor Credit: 2 hours (Fall) Music 344. Instrumental Conducting/Arranging and Composition Study and application of basic conducting theories and methods for various instrumental ensembles. Basic techniques for arranging music for various instrumental ensembles (Brass, woodwinds, percussion, and strings). Three class hours per week. Prerequisite: MUS 318 or permission of professor Credit: 2 hours (Spring) Music 346. Conducting Lab Open to all students by audition. Study and performance of various styles of choral music. Two class hours per week. Co-requisite: MUS 343 or MUS 344 Credit: 0 hours (Fall) Music 353. Choral Conducting II Intermediate choral conducting techniques applied to rehearsal and performance. Three class hours per week. Prerequisite: MUS 343 Credit: 2 hours (Spring) Music 354. Instrumental Conducting II Intermediate instrumental conducting techniques applied to rehearsal and performance. Three class hours per week. Prerequisite: MUS 344 Credit: 2 hours (Spring) Music 355. Applied Coaching for Voice Performance Majors This course will focus on applied private musical coaching. Students will receive 30-minute individual coaching once a week. Students will bring recital or opera repertoire with notes and rhythms learned, and foreign language text translated. Students will work their repertoire with piano in great detail, focusing on text, poetry, style, musical details, and collaboration. Course may be repeated for credit. Credit: 1 hour Music 356. Music History and Literature I An introduction to historical studies music designed to familiarize students to the study of music in a historical context. Emphasis will be on listening, writing, and speaking about music from a historical and analytical perspective. Music studied will be drawn from the Western fine art tradition from ancient time to the present. This course is intended for music majors and minors who have successfully completed at least one semester of music theory study. Prerequisites: MUS 217 or permission of professor Credit: 2 hours (Spring) Music 357. Music History and Literature II A survey of Western music and musicians ca. 1500-1800. focus will be on music of the Western fine art tradition and its historical significance to the development of musical trends and ideas. This course is designed form music majors and minors who have successfully completed at least two semesters of music theory study. Prerequisites: (MUS 217 & MUS 218) OR permission of professor Credit: 2 hours (Fall) Music 358. Music History and Literature III A survey of Western music ca. 1800-present. Focus will be on music of the Western fine art tradition and its historical significance to the development of music trends and ideas. This course is designed for music majors and minors who have successfully completed at least 2 semesters in music theory study. Prerequisites: (MUS 217 & MUS 218) OR permission of professor Credit: 2 hours (Spring)
Music 371. Elementary Music Methods (Education 371) Music teaching methods and materials for the elementary music classroom (K-5). Philosophy of music in the education of children. Introduction to music lesson planning including scope and sequence, assessment methods, standards-based music education, and crosscurricular planning. Includes 10 hours of observation/participation. Credit: 2 hours (Fall) Music 374. Middle School Choral Methods (Education 374) Music teaching methods and materials for middle school chorus (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for vocal ensembles and general music classes. Three class hours per week. Includes 10 hours of observation/participation. Prerequisite: MUS 371 Credit: 2 hours (Spring) Music 376. Middle School Instrumental Methods (Education 376) Music teaching methods and materials for middle school band (6-8). Topics include philosophy, curriculum, discipline, assessment, and techniques for instrumental ensembles. Three class hours per week. Includes 10 hours of observation/participation. Prerequisite: MUS 371 Credit: 2 hours (Spring) Music 384. High School Choral Methods (Education 384) Music teaching methods and materials for high school chorus (9-12). Topics focused on teaching the choral ensemble and include parental support, discipline, voice building, repertoire, rehearsal techniques, and assessment. Three class hours per week. Includes 10 hours of observation/participation. Prerequisite: MUS 374 Credit: 2 hours (Fall) Music 386. High School Instrumental Methods (Education 386) Music teaching methods and materials for high school (9-12). Topics focused on teaching the instrumental ensemble and include parental support, discipline, tone building, repertoire, and assessment. Three class hours per week. Includes 10 hours of observation/participation. Prerequisite: MUS 376 Credit: 2 hours (Fall) Music 389. Music of Latin America and the Caribbean (Fine Arts) This course explores the diverse musical traditions of Latin America and the Caribbean, tracing their historical roots, cultural contexts, and contemporary expressions. Students will study indigenous, African, and European influences, colonial and post-colonial identities, and modern popular genres. Through listening, readings, discussions, and projects, students will gain an understanding of how music reflects and shapes cultural identity, politics, and globalization in the region. Credit: 2 hours Music 401. Choral Techniques Conducting techniques and procedures for choral conductors; score reading; rehearsal preparation and techniques, programming, application of vocal techniques. Three class hours per week. Prerequisite: MUS 343 Credit: 3 hours (Fall) Music 403. Instrumental Techniques Conducting techniques and procedures for instrumental directors; score analysis, rehearsal preparation and techniques adequate to communicate the understanding of musical interpretation. Various instrumental ensembles will serve as laboratory groups. Three class hours per week. Prerequisite: MUS 344 Credit: 3 hours (Fall)
Wingate University Academic Catalog 2026-2027
134 Music 405. Marching Band Techniques Study of the basic techniques of planning, charting, and rehearsing marching band shows and administering public school marching bands. Three class hours per week. Credit: 1 hour (Fall)
Music 490. Selected Topics in Music Explores topics in music not available in the music core. May be taken more than once as content varies. Prerequisite: Permission of professor Credit: 3 hours
Music 406. Congregational Song An overview and analysis of congregational song in the context of worship, with special attention to the history of congregational song, historical and modern worship trends, the practice of leading congregational song, and the use of a hymnal. Two class hours per week. Credit: 2 hours
N U RS I N G (NURS)
Music 410. Worship in the Modern Church A study of the planning and structure of organized congregational worship. Two class hours per week. Credit: 2 hours Music 413. Silenced Voices in North America This course will introduce students to various music of minoritized populations and the voices historically silenced in North America, including Black music, music by women composers, LGBTQ+ musical ensembles, traditional music of indigenous populations and more. Students will also be introduced to the field of ethnomusicology by exploring the intersections of culture, sociology, and music history. Opportunities for research of additional music by minoritized populations will be an important feature in this course. Credit: 2 hours Music 420A. Senior Recital – Music Performance Emphasis Formal, public performance of at least 50 minutes in length. Required of performance emphasis students; optional for music students in other emphases, by invitation. Capstone course for the performance major. Credit: 0 hours Music 420B. Senior Recital – Music Education Formal, public performance of at least 30 minutes in length. Required of music education students. Credit: 0 hours Music 420C. Senior Project – General Music or Church Music Emphasis A culminating project under the advisement of the applied instructor. Project will be a formal, public performance of at least 20 minutes of music, a lecture/recital of at least 20 minutes, or a final academic project. Required of Bachelor of Arts in Music and Bachelor of Arts with an emphasis in Church Music. Credit: 0 hours Music 455. Applied Coaching for Voice Performance Majors This course will focus on advanced applied music performance coaching, and is intended for serious voice students who plan to continue on to a master’s degree program after graduating. Students will receive 1-hour individual coachings once a week. Students will bring recital or opera repertoire with notes and rhythms learned and foreign language texts translated. Students will work their repertoire with piano in great detail, focus on text, poetry, style, musical details, and collaboration. Course may be repeated for credit. Credit: 2 hours Music 470. Independent Study Must follow guidelines for Independent Study in Chapter 4. Credit: Up to 3 hours Music 471. Literature/Pedagogy Musical literature of the principal instrument representing pre-Baroque through contemporary periods. Pedagogical materials and methodologies will be explored. Taught on demand. Prerequisite: Principal level of study at the 300 level Credit: 3 hours
Nursing 308. Fundamentals of Nursing and Assessment Prepares students to care for others, using nursing concepts and holistic assessment methods, while providing a foundation for subsequent nursing courses. Students will learn how to identify normal & abnormal assessment data, and document and communicate patient conditions. Prerequisite: Admission into the Upper Division BSN Nursing Program Co-requisite: NURS 308L, NURS 310, & NURS 312 Credit: 2 hours Nursing 308L. Fundamentals of Nursing and Assessment Lab section for NURS 308. Co-requisite: NURS 308 Credit: 2 hours Nursing 310. Nursing Process I: Adult I Clinical course emphasizing providing nursing care to adults and the elderly. Geriatric considerations for disease processes will be discussed. Focus will be on various body systems, disease processes, and the associated nursing care. Prerequisite: Admission into the Upper Division BSN Nursing Program Co-requisite: NURS 308, NURS 310L, & NURS 312 Credit: 4 hours (4 classroom hours) Nursing 310L. Nursing Process I: Adult I Lab section for NURS 310. Co-requisite: NURS 310 Credit: 2 hours (6 clinical hours) Nursing 312. Nursing Information Management: Safe Management of Health Information in an Electronic, Global Society Focuses on increasing ability to describe and implement traditional and electronic data management and record keeping safely for patients, healthcare staff and self. Accuracy, communication, ethical, moral, and legal documentation standards will be stressed. Prerequisite: Admission into the Upper Division BSN Nursing Program Co-requisite: NURS 310 & NURS 308 Credit: 3 hours Nursing 320. Nursing Process II: Care of Families and Children Clinical course focusing on providing nursing care to people of all ages, both individual and families, who are experiencing childbirth, trauma, illnesses, and the ensuing health alterations. Emphasis is placed on the different responses to these conditions as well as the necessity of altering nursing care based on age and growth and developmental changes. Prerequisite: NURS 308, NURS 310, & NURS 312 Co-requisite: NURS 320L, NURS 335, NURS 340, & NURS 355 Credit: 4 hours (4 classroom hours) Nursing 320L. Nursing Process II: Care of Families and Children Lab section for NURS 320. Co-requisite: NURS 320 Credit: 2 hours (6 clinical hours) Nursing 325. Science-Based Nursing Emphasizes how to critique and analyze research studies that provide the evidence upon which nursing actions are based. Various nursing theoretical frameworks will be discussed. The process of utilizing evidence-based nursing in order to implement scientifically-based decisions for best practice will be highlighted. Prerequisite: NURS 320, NURS 335, NURS 340, & NURS 355 Co-requisite: NURS 430 & NURS 435 Credit: 3 hours (3 classroom hours)
Wingate University Academic Catalog 2026-2027
135 Nursing 335. Pharmacology for Nursing Examines pharmacotherapeutic agents used in the treatment of illness and the promotion, maintenance and restoration of wellness in diverse individuals across the lifespan. Emphasis is on the principles of pharmacokinetics and pharmacodynamics in the treatment of selected illnesses. The focus is on concepts of safe administration and monitoring the effects of pharmacotherapeutic agents. Prerequisite: NURS 308, NURS 310, & NURS 312 Co-requisite: NURS 320, NURS 340, & NURS 355 Credit: 3 hours (3 classroom hours) Nursing 340. Nursing Process III: Caring for Communities Clinical course that emphasizes caring for various groups in local, regional, national and international communities. Principles of community health and health policy from local to global perspectives will be addressed. Prerequisite: NURS 308, NURS 310, & NURS 312 Co-requisite: NURS 320, NURS 335, NURS 340L, & NURS 355 Credit: 2 hours (2 classroom hours) Nursing 340L. Nursing Process III: Caring for Communities Lab section for NURS 340. Co-requisite: NURS 340 Credit: 2 hours (6 clinical hours) Nursing 355. Nutrition for Nurses This course will cover the science and fundamentals of human nutrition. Topics covered include evidence-based nutritional requirements related to changing individual and family needs, food choices, health behaviors, nutritional prevention/management of chronic disease, and nutritionrelated public health in the United States and globally. Prerequisite: NURS 308, NURS 310, & NURS 312 Credits: 2 hours (2 classroom hours) Nursing 390. Special Topics Special Topics in Nursing. May be repeated as content differs. Credit: 2 hours Nursing 430. Nursing Process IV. Psychiatric/Mental Health Nursing Clinical course that emphasizes caring for adult individuals experiencing emotional and mental illnesses. Clinical experiences will involve both inpatient and outpatient settings within the community. Prerequisite: NURS 320, NURS 335, NURS 340, & NURS 355 Co-requisite: NURS 325, NURS 430L, & NURS 435 Credit: 3 hours (3 classroom hours) Nursing 430L. Nursing Process IV. Psychiatric/Mental Health Nursing Lab section for NURS 340. Co-requisite: NURS 430 Credit: 1 hour (3 clinical hours) Nursing 435. Nursing Process V: Adult II Clinical course emphasizing providing nursing care to adults. Geriatric considerations for disease processes will be discussed. Focus will be on the remaining body systems and disease processes not covered in NURS 310 and the associated nursing care. Prerequisite: NURS 320, NURS 335, NURS 340, & NURS 355 Co-requisite: NURS 325, NURS 430, NURS 435L Credit: 4 hours (4 classroom hours) Nursing 435L. Nursing Process V: Adult II Lab section for NURS 435. Co-requisite: NURS 435 Credit: 2 hours (6 clinical hours)
Nursing 442. Nursing Leadership Emphasizes time management, people management, and delegation skills as well as decision making, change theory, planning and working with interdisciplinary teams and within multiple settings to ensure optimal healthcare delivery. Prerequisite: NURS 325 Co-requisite: NURS 450, NURS 460, & NURS 465 Credit: 2 hours (2 classroom hours) Nursing 450. Nursing Process VI: Caring for Adults with Complex Illness Clinical course focusing on care for individuals who are ill with complex illnesses involving multiple body systems. Prerequisite: NURS 325, NURS 430, & NURS 435 Co-requisite: NURS 442, NURS 450L, NURS 460, & NURS 465 Credit: 3 hours (3 classroom hours) Nursing 450L. Nursing Process VI: Caring for Adults with Complex Illness Lab section for NURS 450. Co-requisite: NURS 450 Credit: 3 hours (9 clinical hours) Nursing 460. Nursing Process VII: Nursing Practicum Concentrated clinical course that prepares students to care for individuals or groups of various ages when functioning as a new graduate nurse. The student will simulate the roles of an employed graduate nurse by working under the guidance of a selected Registered Nurse Preceptor and faculty. Because this course requires flexible scheduling, students should severely limit activities not directly related to this course during the months of March and April. Prerequisite: NURS 325, NURS 430, & NURS 435 Co-requisite: NURS 442, NURS 450, NURS 460L, & NURS 465 Credit: 2 hours (2 classroom hours) Nursing 460L. Nursing Process VII: Nursing Practicum Lab section for NURS 460. Co-requisite: NURS 460 Credit: 3 hours (9 clinical hours) Nursing 465. Critical Thinking NCLEX-RN Preparation Prepares the student for success on the National Council Licensure Examination for Registered Nurses. Processes involving NCLEX-RN exam application, Board of Nursing application, and sitting for the NCLEX-RN exam will be highlighted. The ATI capstone course will be implemented to assess NCLEX-RN readiness. Prerequisite: NURS 325, NURS 430, & NURS 435 Co-requisite: NURS 442, NURS 450, & NURS 460 Credit: 2 hours (2 classroom hours) Nursing 499. Senior Honors Project Students in the Nursing Honors Program will complete this course in lieu of taking Honors 451 in the traditional honors track. After completing in-course honors in Nursing 325, students will enroll in NURS 499 in the spring semester. The Nursing Honors student will work with a faculty mentor to write an integrated review paper identifying best practices for a clinical nursing or nursing research topic of his/her choice. The student may have the option of working with the faculty mentor in completing parts of an actual research study. The student will present this research publicly to the nursing faculty/students and has the option to submit the research for presentation at a regional or higher conference and/or for publication in a professional nursing journal. Prerequisite: Permission of the Director of the Nursing Department & NURS 325 Honors Credit: 3 hours
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O RG A N I Z A T I O N A L C O M M U N I C A T I O N A N D M A N A G E ME N T (ORG) Organizational Communication and Management 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
P H A R MA C Y (PHAR) Pharmacy 100. Introduction to the Pharmacy Profession Aids pre-pharmacy students in preparing for pharmacy school by developing a realistic understanding of pharmacy education and the pharmacy profession through a survey of pharmacy including its history, the scope of practice, ethical foundations, and educational and career opportunities. Graded on P/F basis. Credit: 1 hour
P H I L O S O P H Y (PHIL) Philosophy 110. The Good Life (Global Perspectives – Religion or Philosophy) Investigate a variety of influential ways of thinking about the nature of the good life—a life worth living. Consider topics such as self-knowledge and intellectual virtue, inner peace and emotional well-being, freedom and mastery over our actions and character, and effective dealing with suffering and death. Learn also about a multiplicity of practical strategies for attaining a good life and develop intellectual capacities for assessing the extent to which different visions of the good life can inform our own search for a life worth living. Credit: 3 hours Philosophy 205. Logic and Critical Thinking Equip yourself with the power of discernment in a world brimming with ideas designed to persuade and influence you. Develop a rigorous and systematic approach to dissect the motives behind every argument, news byte, social media post, or sales pitch. Hone the art of questioning and refine your critical thinking skills to decipher what’s worth embracing and what’s not. Credit: 3 hours Philosophy 209. Morals and Meaning (Global Perspectives – Religion or Philosophy) (REL 209) Analyze the variety of human values and ethical frameworks through real-world dilemmas. Scrutinize the issues in medical, environmental, and/or business ethics. Engage in thought-provoking discussions, case studies, and ethical analyses, fostering a deeper understanding of the complexities underlying moral decision-making in contemporary society. Credit: 3 hours Philosophy 215. Latin American Philosophy Examine the texts and philosophical ideas that have influenced the Latin American mind. Begin with one of the main civilizations before European colonization, Aztec philosophy, and follow the subsequent development of different philosophies to see how they emerged out of and drove historical developments. Explore ideas such as freedom, oppression, and liberation; coloniality, globalism, and culture; and social identity, ethnicity, and gender. Credit: 3 hours Philosophy 301. Ancient and Medieval Philosophy Explore the foundational thoughts of major schools of philosophy from ancient Greece through the Renaissance. Probe the minds of Aristotle, Plato, Augustine, and Aquinas, examining their inquiries into the nature of reality and the human condition. Unravel the complexities of metaphysics and epistemology with religious thinkers and Renaissance humanists, tracing the evolution of ideas that shaped our understanding of the world. Credit: 3 hours
Philosophy 302. Modern and Contemporary Philosophy Journey through philosophy’s evolution from the dawn of modern science to our dynamic present. Navigate the contrasting realms of rationalism’s focus on formal reasoning and empiricism’s reliance on observation. Embark on an exploration through the Enlightenment’s quest for liberty and progress to the current landscapes of existentialism, utilitarianism, pragmatism, and language analytics. Credit: 3 hours Philosophy 360. Philosophy of Religion Grapple with timeless challenges within the theistic tradition. Wrestle with the complex nature of religious language, diverse depictions of God, and the interplay between faith and doubt. Reflect on the problem of evil and ponder the foundational underpinnings shaping moral decisions, sparking thought-provoking discussions on ethics and spirituality. Credit: 3 hours Philosophy 380. Philosophy of Law Dissect the competing theories governing legal reasoning and the intricate ties between morality and law. Navigate the intellectual landscape encompassing natural law theory, legal formalism, legal positivism, legal realism, and critical legal studies. Engage in a thoughtprovoking analysis that scrutinizes the foundations of law, morality’s influence, and the dynamic interplay shaping our legal frameworks. Credit: 3 hours
P H YS I C A L E D UC A T I O N (PE) Physical Education 122. Backpacking and Hiking Students will learn the various techniques of backpacking and hiking preparations, field participation, and ecologically safe practices in the outdoors. Students will also become familiar with the various state and federal trail systems in the United States. Credit: 1 hour Physical Education 123. Mountain Biking Basic knowledge and skills of mountain biking. Emphasis will be placed on the safe operation and maintenance of the bike for recreational purposes. Students will learn to be comfortable and confident while riding their mountain bike off-road. Included in this course is an introduction to equipment selection and fit and a primer on roadside repairs that covers basic maintenance repair procedures. Taught at the campus lake. Credit: 1 hour Physical Education 126. Yoga This class will explore the various techniques utilized in yoga. Students will learn basic poses and practices so they might use this activity for lifetime fitness. Credit: 1 hour Physical Education 131. PE Skills Special Topics Special topics in Physical Education skills. Can be repeated for up to six hours as topics vary. Credit: 1-3 hours Physical Education 145. CPR/AED Training This course focuses on American Red Cross certifications for first aid and CPR for infants, children and adults, and the use of automatic external defibrillator (AED). Prerequisite: (HPE 201 & Junior standing) or (EXSC 101 & Senior standing) or students with departmental permission Credit: 1 hour
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P H YS I C S (PHYS) Physics 101. General Physics I The first semester of a two-semester introductory course in college physics. The topics in this algebra-based course include linear motion, forces, energy, angular motion, mechanical properties, and sound. This is the first course for all students who need either an algebra-based or a calculus-based physics course. Those students who need the algebrabased course will continue with Physics 102. Those students who need the calculus-based course will continue with Physics 205. Three hours lecture, three hours of laboratory and recitation. Credit: 4 hours (Fall) Physics 102. General Physics II The second semester of a two-semester introductory course in college physics. The topics in this algebra-based course include atomic/nuclear physics, thermodynamics, electricity, magnetism, and optics. Three hours lecture, three hours of laboratory and recitation. Prerequisite: PHYS 101 with grade of “C-” or higher Credit: 4 hours (Spring) Physics 120. Introduction to Astronomy A broad survey of astronomy. Topics include the structure and formation of the solar system, the birth and death of stars, galaxy formation, and the evolution of the universe. The topics of gravity, motion, energy, and the properties of light and matter are examined to provide a context for astronomy. Credit: 4 hours (Spring) Physics 201. Principles of Physics I The first semester of a two-semester course in the fundamentals of physics. The topics in this calculus-based course include linear motion, forces, energy, angular motion, and mechanical properties. Three hours lecture, three hours of laboratory and problem drill. Prerequisite: MATH 120 with grade of “C-“ or higher Credit: 4 hours (Fall) Physics 202. Principles of Physics II The second semester of a two-semester course in the fundamentals of physics. The topics in this calculus-based course include thermodynamics, electricity, magnetism, and optics. Three hours lecture, three hours of laboratory and problem drill. Prerequisite: PHYS 201 with a grade of “C-“ or higher OR (PHYS 101 and permission of the professor) Co-requisite: MATH 220 Credit: 4 hours (Spring) Physics 205. Calculus Applications in Physics A calculus-based second semester of a two-semester course sequence in the fundamentals of classical physics. The first part of this course will cover the calculus applications in kinematics, mechanics, and sound that were not covered in the first semester of Physics 101. The second part will include the calculus-based study of thermodynamics, electricity, magnetism, and optics. Four hours lecture, three hours of laboratory and problem drill. Prerequisite: PHYS 101 or PHYS 201 with grade of “C-” or higher Co-requisite: MATH 220 Credit: 5 hours (Spring) Physics 206. Calculus Extension for General Physics This course includes the calculus applications in physics that are covered in PHYS 201 (but not covered in PHYS 101) and the thermodynamic sections from PHYS 202 (that is not covered in PHYS 102). This course plus PHYS 102 are the equivalent of PHYS 205. It is required of majors (such as chemistry, physics, and pre-engineering) who take the PHYS 101-102 algebra-based physics courses but require a 200-level calculusbased physics course. Prerequisites: PHYS 101 & MATH 120 Credit: 1 hour
Physics 311. Modern Physics Introduction to the major discoveries in physics since the 19th century. Topics include special relativity, general relativity, the development of quantum theory, atomic structure, nuclear physics, and particle physics. Three hours lecture. Prerequisite: PHYS 202 OR PHYS 205 OR (PHYS 102 & PHYS 206) with grade of “C-” or higher Credit: 3 hours (Spring, odd years) Physics 320. Astrophysics Introduction to the principles of modern astrophysics. Topics include celestial mechanics, stellar observations, structure of stars and galaxies, and modern cosmology. Three hours lecture. Prerequisite: PHYS 120 & (PHYS 202 or PHYS 205 or (PHYS 102 & PHYS 206)) with grade of “C-“ or higher Credit: 3 hours (Spring, even years)
P O L I T I C A L S C I E N C E (PSCI) Political Science 101. Introduction to Political Science This course introduces students to the core concepts of political science, as well as the significance of politics for citizens. Topics covered include methods of social scientific reasoning, political philosophy and ideologies, varieties of political institutions, and patterns in political behavior. Recommended for any student wishing to learn more about the relationships between ideas, government, and society. Credit: 3 hours Political Science 201. American Government This course will provide an introduction to essential information about the American government system. We will by examining what has shaped the political system that is present today – American culture, political thought, and important historical transformations of the system. We will then move on to learn about the institutions that exist in the present-day system in this context of this history. Next, we will learn about how the people are connected to this system – what do they think about politics, and what do groups like parties, special interests, and the media do? Finally, we will tie each of these together in learning about how they shape contemporary public policy debates in American politics. Credit: 3 hours Political Science 210. Political Ideologies Introduces students to the varied ways individuals and groups “think” about politics. An ideology is a belief system that shapes our worldview about such things as politics, economics and culture. Topics include the history of ideology, understanding liberalism and conservatism historically, and ideological developments of the 20th century. Credit: 3 hours Political Science 220. Comparative Politics (Global Perspectives) The course provides students with a background and understanding of politics using the comparative method and case studies. Students will learn about government institutions and domestic politics of several countries. The course combines foundational knowledge with coverage of current issues affecting these countries. Credit: 3 hours Political Science 300. Model United Nations (Global Perspectives) Delve into the world of international diplomacy in Model United Nations. This 1-credit course immerses students in the dynamic realm of the United Nations through engaging in Model UN simulations. Acquire a foundational understanding of the UN's structure, functions, and the workings of international relations. Through active participation, students will hone diplomacy, negotiation, and public speaking skills, while developing a nuanced global outlook. This course will help students appreciate the complex interplay of global actors and issues, fostering informed and active global citizenship. May be repeated for credit up to 3 hours. Students who successfully complete the course three times will receive Global Perspectives credit. Students who do not complete the three credit hours will receive elective credit. Credit: 1 hour
Wingate University Academic Catalog 2026-2027
138 Political Science 302. Research Methods in Political Science Introduction to the logic of inference and the use of the scientific method to study politics. Students will develop applied research skills, including basic quantitative research methods and case study methods. Prerequisite: MATH 209 Credit: 3 hours
Political Science 324. International Human Rights This course explores international human rights from multiple perspectives: theoretical, legal, political, and practical. Learn about the origins of human rights in philosophy and law, the political realities of human rights enforcement, and strategies of human rights advocacy. Credit: 3 hours
Political Science 303. Public Opinion What do people think about politics and why? Where do they develop these beliefs? How do these beliefs translate into election outcomes and public policies? And how exactly do we know what these opinions are? This course will introduce students to the nature and development of political opinions; political socialization; voting behavior; and the relation between opinions and public policy. Additionally, this course will teach students to design, conduct, and interpret public opinion polls. Credit: 3 hours
Political Science 325. Constitutional Law This course studies the jurisprudence of the U.S. Supreme Court in interpreting the U.S. constitution. Through the study of pivotal cases, students will learn how power is distributed in American government, and about different approaches to interpreting and applying the US constitution. Recommended for students considering law school, or anyone that wants to understand how the American Constitution works. Credit: 3 hours
Political Science 308. International Relations (HIST308) The politics of international conflict and cooperation. We will study different perspectives on international relations and apply them in contexts central to global politics: war and peace, the international economy, international law, and related issues. Our aim is to understand the patterns of conflict and cooperation in a world with both incredible opportunities and substantial dangers for all members of the international community. Credit: 3 hours (Spring) Political Science 310. Contemporary Policy Issues Public policy is the formation of policies by government bodies. This includes, but is not limited to, policies such as health policy, immigration policy, tax policy, and so on. Students will explore contemporary issues in public policy, how it is developed, agreed upon, and becomes part of law. Credit: 3 hours Political Science 320. Campaigns and Elections Campaigns are central to the modern political landscape, and the role played by citizens, the media and politicians in these campaigns are crucial to understanding democracy. Students will learn the basic features of campaigning, redistricting, and electioneering, with a focus primarily on American elections. Credit: 3 hours Political Science 321. Western Industrial Democracies The course focuses on the politics of the United Kingdom, Germany, and the United States. The course builds on the knowledge students gained in PSCI 220: Comparative Politics. Students will advance their understanding of government institutions and domestic politics of these countries and study current issues affecting these countries. We will explore electoral politics and political leaders, the economy, history, culture, the media, social class, and homeland security, terrorism, and immigration. Credit: 3 hours Political Science 322. Politics of the Global South This course investigates politics in countries with developing, transitioning, or autocratic political institutions. Topics covered include historical influences on the politics of countries in the Global South, democratic and autocratic institutions and transitions, state capacity and corruption, and political violence. Credit: 3 hours Political Science 323. The US Presidency What exactly does the president of the United States do? What is their purpose within the US political system - and within a democracy in general? And how have these roles and responsibilities changed over time? This course will explore the roles and responsibilities of the President of the United States. Attention will also be given to the relationships between the president, the executive branch, Congress, and the public. Students will learn about both then history and evolution of this institution within the United States government. Credit: 3 hours
Political Science 330. Terrorism and Counterterrorism This course studies the strategies and motivations of terrorism, as well as strategies of counterterrorism. Topics covered include the history of terrorism, the motivations and psychology of terrorists, terrorist strategies, and varying approaches to counterterrorism. Credit: 3 hours Political Science 331. US Foreign Policy This course studies the history and politics of U.S. foreign policy. Students will learn the major departments, agencies, and branches of the U.S. federal government that participate in making and executing foreign policy, and learn how political disagreements over these issues are resolved. Throughout the course students will learn of different perspectives on how the United States should relate to the world, and see how those different views shaped our policies in the past and continue to do so today. Credit: 3 hours Political Science 340. Global Issues in Race, Ethnicity and Gender (Global Perspectives) This course will explore the role of racial, ethnic, and gender identities in political, social, and economic issues facing the world today. Students will learn about how these identities are defined, how they interact with each other and how they shape global politics. The course will explore not only how perspectives on these issues may vary on the basis of one’s racial, ethnic, or gender identities but also how societal understandings of race, ethnicity, and gender shape our political institutions and public policies. Credit: 3 hours Political Science 341. Music and Politics (Fine Arts) This course will examine how popular music has paralleled political and social issues in society, with special attention played to the role of popular music in the United States. Several themes in popular music will be discussed, including, but not limited to: war, drugs, race, religion, inequality, sexuality and gender, among others. Credit: 3 hours Political Science 390. Special Topics Offers political science perspectives on subjects or issues beyond the scope of the current curriculum. Since content varies, the course may be taken for credit up to three times. Credit: 3 hours Political Science 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
P S YC H O L O G Y (PSYC) Psychology 101. General Psychology Psychology is defined as the science of behavior and mental processes. This course is designed to introduce students to the types of behavior and mental processes that psychologists deal with. Students will be introduced to both clinical and nonclinical topics. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
139 Psychology 206. Introduction to Critical Thinking and Research Design (SOC 206) Introduction to the scientific method as it applies to psychology and sociology. Techniques of reading, writing, and thinking like a social scientist. Introduction to experimental and correlational design; reading peer-reviewed journal articles in the social sciences; development of an APA- or ASA-style research proposal. Prerequisite: (PSYC 101 or SOC 101) & MATH 209 Credit: 3 hours Psychology 210. Psychological Statistics Introduction to basic descriptive and inferential statistical procedures and concepts, tailored specifically to the needs of students majoring in psychology. Specific topics include measures of central tendency and variability, probability, null hypothesis testing, correlation, regression, chi square, z scores, t-tests, and analysis of variance (ANOVA). Prerequisite: MATH 209, PSYC 101, & enrolled in Psychology major or minor Credit: 3 hours (Spring) Psychology 250. Developmental Psychology Principles of growth and development, prenatal development, birth process, infancy through aging process. Emphasis on intellectual, physical, social and religious dimensions; transitional life tasks and faulty biologic, psychologic and sociologic development. This course is for pre-nursing majors only and does not count toward the psychology major or minor. Prerequisite: PSYC 101 & major in Pre-Nursing or Human Services Credit: 3 hours Psychology 260. Psychology of Film This course is designed to help students understand how psychological themes and theories are portrayed in film. The goal of this course is to utilize critical thinking in the evaluation of the depiction of various psychological themes, such as memory, emotions, social psychological topics, personality disorders, trauma, and the stigma and treatment of mental illness among others, in modern film. Prerequisite: PSYC 101 Credit: 3 hours Psychology 275. Psychology Special Topics Offers students the opportunity to study psychology topics which might be of interest to the general student body and are beyond the scope of the current curriculum. Prerequisite: PSYC 101 Credit: 3 hours Psychology 303. Learning and Memory Our ability to adapt to people and conditions in the surrounding world depend critically on learning through experience and observation and remembering. In this course, students will be exposed to the scientific study of these interrelated and fundamental psychological processes. Students will learn about early and contemporary research in the field of human memory, as well as some of the tools and methods that psychological scientists employ to try to understand these very important aspects of human behavior. Prerequisite: PSYC 101 Credit: 3 hours (Fall) Psychology 305. Sensation and Perception Perception is a fundamental psychological process. We rely on our sensory and perceptual process every moment of every day in order to interact with other people and objects in the world. In this course, students will be exposed to the scientific study of the major sensory and perceptual systems – vision, hearing, olfaction, taste, and touch. Students will learn about the distinction between basic sensory stimulation and higher-level perception. Students will also learn about the various tools, theories and techniques that psychological scientists use to study perceptual phenomena. Prerequisite: PSYC 101 Credit: 3 hours (Fall)
Psychology 307. Research Methods This course provides students with a comprehensive understanding of the research methodologies employed in the field of psychology. Through a combination of theoretical instruction, practical exercises, and experiential learning, students will develop the foundational skills necessary to engage in empirical research. Topics covered include experimental design, non-experimental methods, data collection and measurement, statistical analysis, and ethical considerations in psychological research. Emphasis will be placed on critical thinking, data interpretation, and effective communication of research findings. Prerequisite: PSYC 101, PSYC 210, & MATH 209 Credit: 4 hours Psychology 308. Child Psychology Provides an overview of the major theories and concepts of child development and psychology. Developmental models and contemporary research are presented addressing the physical, cognitive, emotional, and social changes that occur from prenatal development to late childhood. Emphasis is placed on issues influencing children such as culture, gender, parents, peers, and education. Prerequisite: PSYC 101 or ED 303 Credit: 3 hours (Fall) Psychology 309. Adolescent Psychology Involves the theoretical and empirical study of adolescence. The development of youth from pre-adolescence to late adolescence and emerging adulthood is examined. Attention is given to the developmental tasks of adolescence including puberty, cognitive maturity, identity formation, and relationships with parents, peers, and teachers. Prerequisite: PSYC 101 or ED 303 Credit: 3 hours (Spring) Psychology 311. Adulthood and Aging Explores theory and research on physical, cognitive, social, and personal development from early through late adulthood. Topics addressed include issues related to work, family, friendships, grief, and death. Models of successful aging will be highlighted. Prerequisite: PSYC 101 or Junior standing Credit: 3 hours (Fall) Psychology 315. Psychopathologies Dynamics of abnormal behavior with an emphasis on the social/environmental etiology. Issues involved in the definition, classification, treatment and prevention of disturbed patterns of behavior. Prerequisite: PSYC 101 & Junior standing Credit: 3 hours (Fall) Psychology 321. Social Psychology Scientific study of the power of the situation in understanding and predicting human behavior. Many times, we fail to realize how strongly the social setting, including the established societal norms and the behavior of others, affects our own individual thoughts and behaviors. In this course the student will be introduced to the psychological theory and research informing the scientific community of this ubiquitous effect. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal interactions. Prerequisite: PSYC 101 Credit: 3 hours (Spring) Psychology 322. Introduction to Counseling Examination of principles and techniques of counseling emphasizing the development of skills in verbal and nonverbal communication. Prerequisite: PSYC 101 & Junior standing Credit: 3 hours (Spring)
Wingate University Academic Catalog 2026-2027
140 Psychology 330. Physiological Psychology This course is designed to provide students with comprehensive exposure to the nervous system and how it governs sensory experiences, behaviors, thoughts, and emotions. This course will cover relevant anatomical, behavioral, psychological, cellular, imaging, and neurophysiological approaches used to study human and non-human behavior. Upon completion of this course, students will have a solid foundation regarding the biological basis of behavior upon which to build in more advanced courses of study. Prerequisite: PSYC 101 Credit: 3 hours (Spring) Psychology 335. Health Psychology A biopsychosocial approach to understanding human health and wellbeing. The student will gain a scientific understanding of psychological theory and research regarding promotion and maintenance of health as well as prevention and treatment of illness. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal lifestyle and choices. Prerequisite: PSYC 101 Credit: 3 hours Psychology 340. Psychology of Women (WS 340) Explores the experience of being a woman from the psychological perspective. Effects of physical and mental health, family and work, religion and spirituality, rape and domestic violence, sexuality, culture, and media depictions of the lives of women will be examined as will the historical and theoretical perspectives in psychology of women. Prerequisite: PSYC 101 Credit: 3 hours Psychology 404. Performance Psychology Students learn how the principles of sport psychology can be applied by both athletes and non-athletes to improve performance. This will be accomplished by describing the principles of sport psychology and identifying how they may be applied to various domains including sport, exercise, business, academics, the medical field, tactical professions, and the performing arts among others. Emphasis will be placed on the application of sport psychology to increase performance via enhancement of one’s psychological skills (goal-setting, arousal regulation, self-talk, imagery, concentration/attentional focus, etc.) The distinction between a growth and fixed mindset will also be introduced and discussed in regards to one’s perception of behavior change, and how one’s mindset may impact performance accomplishments. Prerequisite: PSYC 101 Credit: 3 hours (Spring) Psychology 407. Psychotherapy: Theory and Method Introduction to selected therapies widely used in the treatment of individuals and the enhancement of personal well-being. Prerequisite: PSYC 101 & PSYC 315 Credit: 3 hours (Fall) Psychology 408. Psychological Testing Theories and principles of measurement and psychological testing. Assessment of intelligence, personality, abilities, and attitudes. Prerequisite: PSYC 307 Credit: 3 hours Psychology 425. Gender Identity Development This course explores psychological research and theory related to gender identity development, with particular focus on the ways in which gender impacts men’s and women’s daily lives. Attention is given to the biological, environmental, cognitive, and psychosocial changes in sex and gender across the life-span. Topics include the effects of parents, peers, school, work, and the media as they shape gender identity. Throughout the course, we will examine how gender can be studied using empirical research methods and emphasize the importance of race, culture, and social class in understanding gender. Prerequisite: PSYC 101 Credit: 3 hours (Fall semester of even years)
Psychology 426. Psychology of Intimate Relationships Includes a strong focus on the theoretical and empirical research of intimate relationships in all its forms such as romantic relationships, friendships, etc. Topics include attraction, communication, sexuality, conflict, and interdependency framework. Prerequisites: PSYC 101 Credit: 3 hours Psychology 430. Social Development Includes an in-depth theoretical and empirical analysis of social development from infancy through adolescence. In a seminar style course, students will learn how to read and evaluate original source materials, lead discussions, and engage in critical analysis of social development research. Topics covered will include the development of temperament, stereotyping and prejudice, social skills, moral reasoning, trust, and emotion. Prerequisite: PSYC 101 & PSYC 308 Credit: 3 hours Psychology 432. Personality (formerly PSYC 332) Examines individual differences in thought, emotion and behavior. Topics covered include basic theoretical perspectives, assessment techniques, research methodologies, and current topics in personality research. Prerequisite: PSYC 101 & Junior standing Credit: 3 hours (Fall) Psychology 435. Cognitive Psychology The psychology of thinking. Emphasis on scientific theory and research regarding mental processes including memory, language, problemsolving, creativity, and Artificial Intelligence. Cognitive psychology is part of a broader, interdisciplinary field of cognitive science and this interdisciplinary theme runs throughout the course. Students will gain an understanding of how cognitive psychologists attempt to understand and predict human thought and its consequences. Emphasis on critical thinking, reading original journal articles, and understanding the scientific research in the context of one’s own, personal cognitions. Prerequisite: PSYC 101 or Junior standing Credit: 3 hours (Spring, even years) Psychology 475. Selected Topics in Psychology Explores topics in psychology that are not covered in the psychology core. Courses are offered whenever sufficient numbers of students request study in a particular content area, or about a subject “in the news.” May be taken more than once as content varies. Prerequisite: PSYC 101 or permission of the professor Credit: 3 hours Psychology 490. Research Experience Completion of an empirical research study under faculty supervision. Credit: 1-3 hours Psychology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours Psychology 499. Internship in Psychology Field experience in psychology through internship or volunteer opportunity. Must be approved and supervised by a faculty member. 13 hours variable credit, may be repeated until reaching a maximum of 3 hours. Internships require a minimum 2.0 GPA to participate. Credit: 1-3 hours
Wingate University Academic Catalog 2026-2027
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P UB L I C H E A L T H (PH) Public Health 101. Introduction to Public and Community Health Introduction to public health concepts including the history, philosophy and core values of the field and profession. Students will be introduced to population health, determinants of health, and the effects of public health programming within communities and societies at a local and global level on overall health outcomes. Students will be able to describe important public health topics affecting their communities today and their origins. Credit: 3 hours Public Health 200. Biological Foundations of Public Health The purpose of this course is to specifically correlate the underlying science of human health and disease across the life course as it relates to public health matters such as chronic and infectious diseases. A key component of this course will include the analysis of such processes and identifying opportunities for health promotion, protection and education targeted specifically at behavioral health changes for varying communities and populations. Prerequisite: PH 101 Co-requisite: PH 300 (can be taken concurrently) Credit: 3 hours Public Health 220. Health in Literature (ENG 220) Survey of literature about health to promote inquiry into medical and public health concerns that impact communities and individuals. Readings will include prose, poetry, drama and film and analysis of cultural contexts and works that help students explore narratives about diversity, equity, and inclusion. Prerequisite: ENG 110 Credit: 3 hours Public Health 300. Fundamentals of Environmental & Societal Health This course will provide students an overview of the socioeconomic, behavioral, biological, environmental and other factors that impact human health and how they contribute to health disparities overall. Students will be introduced to the foundational concepts of environmental public health, such as the controlling of environmental hazards, via the exploration of practice and research materials. A key component of this course will include an overview of the ethical considerations, approaches and interventions that identify and address the major health-related needs and concerns of various populations within varying dynamic communities. Students will engage in activities which enhance their ability to advocate for improve societal health and wellness. Prerequisite: PH 101 Co-requisite: PH 200 (can be taken concurrently) Credit: 3 hours Public Health 301. Public Health Practice and Research with Lab This course provides an overview of the methods, tools, and practices carried out in public health that includes assessment, surveillance, data collection, analysis, and data utilization for program development and implementation. Students will learn about public health practices such as surveillance and evaluation. They will also learn about community practice, intervention development, and implementation. Through a lab component, students will engage in activities that promote an understanding of public health surveillance, evaluation, and intervention development and implementation. The course will promote critical thinking and students will gain an appreciation for why evidence-based approaches are an essential part of public health practice. Prerequisites: PH 101, PH 200, & PH 300 Co-requisite: PH 350 (can be taken concurrently) Credit: 4 hours
Public Health 303. Fundamentals of Healthcare Management and Policy The purpose of this course is to introduce basic concepts of legal, ethical, economic and regulatory dimensions of health care and public health policy. Additionally, the course will provide an overview of the fundamental characteristics and organizational structures of the US health system. A key focus of the course will include comparing the roles, influences and responsibilities of the different agencies and branches of government which deal with health care matters in the United States and across the globe. Students will gain an appreciation for effective management strategies within interdisciplinary health-related environments. Fall 2026 will be the last semester offered. Credit: 3 hours Public Health 304. Health Communication (COMM 304) This course provides students with an introductory overview of health and science communication in research, industry, and practice. Students will explore the role communication plays in health care delivery, health promotion, disease prevention, environmental and risk communication, media and mass communication, and technology. A key aspect of this course will be evaluating how community and organizational dynamics affect communication strategies. Credit: 3 hours Public Health 330. Fundamentals of Public Health Leadership The purpose of this course is to provide students with an introductory appreciation for leadership and professional skills as they relate to health promotion, education, advocacy, program design and collaboration. Students will gain an appreciation for how to best integrate basic concepts of public health-specific communication, including technical and professional writing and the use of mass media and electronic technology. A key focus on this course is addressing cultural contexts and organization dynamics in which public health professionals work. Additionally, students will gain an appreciation for important skills such as networking, independently work and personal work ethic within the field. Fall 2026 will be the last semester offered. Prerequisite: PH 101 Credit: 3 hours Public Health 342. Social Epidemiology (SOC 342) This course provides an introduction to social epidemiology, or the study of the description and determinants of disease frequency in human populations. The purpose of this course is to introduce students to the fundamental concepts of population health and epidemiology including the incidence, distribution, determinants and possible control of diseases and other factors relating to health. Two central questions will be addressed: (1) Which groups in society are more or less advantaged in terms of health? (2) Why are certain groups in society more or less advantaged in terms of health? The course focuses on “how we know what we know” about the causes of disease in human populations and will explore both the specific theories explaining the relation between the social phenomena and health as well as its methodological tools. Specific topics include socioeconomic status (SES); race and ethnicity; gender and sexuality; aging; family; and religiosity. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours Public Health 350. Public Health Capstone Integrative Learning Experience The public health integrative learning experience demonstrates the synthesis of all major related learned knowledge and competencies culminating in a hands-on public health project that is inquiry based and leads to a final paper. Students have an opportunity to engage with partners and stakeholders identifying a community health need. They may also conduct epidemiologic assessment to determine where health disparities exist. The experience will result in students presenting their experiences and specific projects incorporating written and oral forms of communication to fellow classmates and faculty. Ultimately, this course allows students to demonstrate their ability to integrate, synthesize and apply cumulative knowledge gained through the major. Prerequisites: PH 101, PH 200, & PH 300 Credit: 4 hours
Wingate University Academic Catalog 2026-2027
142 Public Health 356. Global Health (SOC 356) This course will explore the unequal distribution of health and disease around the world. It will focus on four major areas: global health issues, sociological perspectives on global health disparities, comparative healthcare systems, and professional approaches to national and crossnational health problems. In this course, we will begin with a crossnational focus of health issues, burdens of disease, and epidemiology. Credit: 3 hours
R E L I G I O N (REL) Religion 110. Bible Beyond Borders (Global Perspectives) Examine the variety of ways the Bible is interpreted around the world today. Discover how the diversity of perspectives on the Bible stems from the diversity of perspectives within the Bible itself. Learn about yourself, the religious views of people around the globe, and the complex collection of books that composes the world’s all-time best seller. Credit: 3 hours Religion 126. Sacred Systems (Global Perspectives) (formerly Religion 326) Discover the rich tapestry of global beliefs, delving into the diverse practices and philosophies that shape societies worldwide. Examine ancient traditions, modern faiths, and their impact on culture and ethics. Engage in lively discussions, critical analysis, and a journey of self-discovery, broadening your perspective on the spiritual mosaic of our interconnected world. Credit: 3 hours Religion 140. Food and Faith (Global Perspectives) Explore the complicated relationship people across the globe have with food and the ways in which food functions as a vehicle of human connection within and across communities. Investigate the role food plays in a variety of religious traditions. Plant, tend, harvest, cook, serve, and eat food; and reflect on how food and faith intersect. Credit: 3 hours Religion 209. Morals and Meaning (Global Perspectives) (PHIL 209) Analyze the variety of human values and ethical frameworks through real-world dilemmas. Scrutinize the issues in medical, environmental, and/or business ethics. Engage in thought-provoking discussions, case studies, and ethical analyses, fostering a deeper understanding of the complexities underlying moral decision-making in contemporary society. Credit: 3 hours Religion 216. Gender and the Bible (Global Perspectives) (WS 216) Examine the interplay of gender and sexuality within biblical narratives. Explore the nuanced roles of women in the Bible with a variety of contemporary interpreters from around the globe. Challenge preconceptions and deepen understanding of how cultural contexts shape views of gender and sexuality in the biblical world and our own. Credit: 3 hours Religion 225. Multicultural Ministry Learn how faith traditions, although they do not share common doctrinal frameworks, are capable of forging common ground through shared praxis. Explore how practical theology entails living in harmony with creation, God, and the many diverse human communities. Take advantage of opportunities for research and outreach in our local community. Credit: 3 hours Religion 301. Religious Thought in Literature (ENG 301) Study literary works that address a variety of theological issues, such as forgiveness, the nature of Christ, the status of the church, and the relationship of faith to doubt. Analyze how literature becomes a conduit for exploring spiritual and moral inquiries, challenging perspectives, and fostering a nuanced understanding of faith. Uncover the profound connections between storytelling, theology, and the human experience. Credit: 3 hours
Religion 305. Wisdom and Worship in Biblical Literature Explore the rich tapestry of wisdom literature in the Bible—from Proverbs, Job, and Ecclesiastes in the Old Testament to Jesus and James in the New Testament. Study Israel’s worship hymnal—the book of Psalms—and compare it to texts and rituals of the early Christian communities. Consider how the diversity of biblical wisdom and worship literature relates to contemporary philosophy and church practices today. Credit: 3 hours Religion 330. Systematic Theology Unpack core theological ideas in the Christian tradition such as the Trinity, the nature of Christ, the Holy Spirit, salvation, missions, and the Church. See how these beliefs developed over time, emerging from a variety of competing theologies. Deepen your understanding of the divine and connect theological insights to real-world challenges. Credit: 3 hours Religion 332. Suffering and Joy (Global Perspectives) Explore the diversity of perspectives on the universal human experiences of suffering and joy. Using a variety of case studies, examine how different understandings of suffering and joy deeply influence how we care for our planet and our neighbors. Study humanity’s stories of pain to see how they help us discover joy, hope, and purpose in a world that is both heartbreaking and exhilarating. Credit: 3 hours Religion 342. Religion in American History (HIST 342) Explore the role of religion in the development of the United States and in shaping an American identity. Investigate how Americans practiced and expressed spirituality and consider how religion was influenced by immigration, politics, technology, and broader social trends. Discover how Americans of different faiths and nationalities interacted, argued, clashed, and cooperated with one another, and appreciate how the nation’s diverse religious landscape contributed to our understanding of religious freedom. Credit: 3 hours Religion 360. Sociology of Religion (SOC 360) Examine the role of religion in society to see how religion both influences the broader culture and is influenced by it. Apply sociological theories of religion to historical and contemporary examples of religious faiths, denominations, and organizations. Debate topics such as the growth of secularization, religious socialization, and the intersection of politics and religion. Prerequisite: SOC 101; Junior standing or permission of professor Credit: 3 hours (Fall, alternate years) Religion 362. Religion and Science Examine issues such as creation and evolution, genetic engineering, the impact of cosmology on religious perspectives, and the merging realms of neuroscience and spirituality. Study the history of these debates and a variety of contemporary theories from philosophers and scientists. Forge a path towards understanding how faith intersects with scientific inquiry and how these pivotal topics shape our comprehension of the universe, life, and consciousness. Credit: 3 hours Religion 399. Ministry Internship Gain practical experience working with a religious or non-profit organization. Train for a future career with hands-on learning. Work under the supervision of a faculty advisor and field director. See Department Chair for guidelines. Credit: 3 hours Religion 420. Special Topics in Biblical Studies Special topics in biblical studies. Credit: 3 hours Religion 449. Independent Study Special topic under faculty supervision. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
143 Sociology 204. Marriage and the Family (WS 204) Application of the sociological imagination to the study of marriage and family in a social historical context, encouraging the student to see the connection between family experiences and social change in the larger society. Credit: 3 hours
Religion 450. Special Topics in Theology Special Topics in theology. Credit: 3 hours Religion 460. Special Topics in Religion Special topics in religion. Credit: 1-9 hours Religion 497. Exit Exam/Senior Portfolio See Department Chair for guidelines. Credit: 0 hours
R US S I A N (RUSS) Russian 101. Beginning Russian I This course introduces the fundamental elements of the Russian language within a cultural context. Emphasis is placed on the development of basic listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond comprehensibly to spoken and written Russian at the Novice-Low/Midlevel on the ACTFL scale and to demonstrate cultural awareness. Credit: 3 hours Russian 102. Beginning Russian II This course is a continuation of RUSS 101, focusing on the fundamental elements of the Russian language within a cultural context. Emphasis is placed on the progressive development of listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond in writing and speech at the Novice-High level on the ACTFL scale and to demonstrate further cultural awareness. Prerequisite: RUSS 101 Credit: 3 hours
S C I E N C E (SCI) Science 101. Earth Science Surface configurations and internal structure of the earth and processes modifying its form. Consideration of time, universe, and space probing as they relate to planet Earth. Three hours lecture. Credit: 3 hours Science 201. Integrated Science I and Lab A survey of the core concepts of chemistry and physics. Emphasis is placed on the integration of content with other areas of science content. Taught in three-hour blocks integrating scientific inquiry, experimentation, and technological design with traditional lecture. Enrollment priority given to education majors. Three hours lecture with lab. Credit: 3 hours (Fall) Science 202. Integrated Science II and Lab A survey of the core concepts of life science and earth science. Emphasis is placed on the integration of content with other areas of science content, scientific inquiry, experimentation, and technological design. Enrollment priority given to education majors. Three hours lecture, three hours lab. Credit: 4 hours (Spring)
S O C I O L O G Y (SOC) Sociology 101. Introduction to Sociology Basic sociological concepts, issues, and methods of analysis. Examination of the impact of social structure on individual behavior. Credit: 3 hours Sociology 102. Social Problems (CRJ 102, HS 102) Analysis of major social problems of contemporary American society; emphasis upon the individual and the community and the conditions which have produced problems. Credit: 3 hours
Sociology 205. Gender Roles in Society (WS 205) Examination of the contemporary roles and images of women and men in the US and the socio-historical foundations for these roles and images. Theory and research on intersection of gender with other social constructs such as social class, race, age, ethnicity, religion, and sexuality. Credit: 3 hours (Spring) Sociology 206. Introduction to Critical Thinking and Research Design (PSYC 206) Introduction to the scientific method as it applies to psychology and sociology. Techniques of reading, writing, and thinking like a social scientist. Introduction to experimental and correlational design; reading peer-reviewed journal articles in the social sciences; development of an APA- or ASA-style research proposal. Prerequisite: (PSYC 101 or SOC 101 or SOC 102) & MATH 209 Credit: 3 hours Sociology 301. Deviant Behavior Examination of sociological theories of the cause and consequences of deviant behavior. Focuses specifically on aspects of non-conformity (including various kinds of non-criminal violations of social norms), crime (property crime, violent crime, victimless crime, and whitecollar/corporate crime), and social aspects or dynamics of mental illness. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours (Fall) Sociology 305. Urban Sociology Effects of globalization on cities; role of cities in the global economy; patterns of urban development in the less-developed and moredeveloped regions of the world; social psychological processes used to adapt to urban life; theories of urban development; major urban social problems. Prerequisite: ((SOC 101 or SOC 102) & Junior standing) OR permission of professor Credit: 3 hours Sociology 306. Advanced Research Methods in Sociology Scientific methodology as it applies in sociological research. Emphasis on reading journal literature and completing a substantive empirical research project. Focus on quantitative and qualitative research design, measurement, and research applications. Capstone course for the major. Prerequisite: MATH 209 & SOC 206 Credit: 3 hours (Fall) Sociology 307. Criminology (CRJ 307) Topics include theories of crime causation; crime data; statistical analysis of criminal behavior; past, present, and future social control initiatives; and other related topics. Upon completion, students should be able to explain, discuss, and apply various theories of crime causation and societal response. Prerequisite: (SOC 101 or SOC 102) & PSYC 101 Credit: 3 hours Sociology 330. Social Inequalities (HS 330) Analysis of social stratification and social inequality empirically, theoretically, historically, and comparatively. Examination of dimensions of inequality such as class, status, and power as both causes and consequences of social structure. Specific attention to inequality based on race, class, gender, and age. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
144 Sociology 335. Race in Society Examination of the concept of race, including its historical origins and contemporary consequences, specifically in terms of racially motivated prejudice and discrimination (including both individual and institutional discrimination). Various sociological theories on the causes and consequences of racism are considered, along with contemporary empirical research and examples. Credit: 3 hours (Spring) Sociology 341. Introduction to Medical Sociology This course is designed to introduce students to some central topics within medical sociology, the study of health and illness through a sociological lens. These topics include, but are not limited to, health and illness behaviors, social factors affecting health, the social construction of health and illness, the social roles of health institutions and health providers, and comparative healthcare systems. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours (Fall) Sociology 342. Social Epidemiology (PH 342) This course provides an introduction to social epidemiology, or the study of the description and determinants of disease frequency in human populations. The purpose of this course is to introduce students to the fundamental concepts of population health and epidemiology including the incidence, distribution, determinants and possible control of diseases and other factors relating to health. Two central questions will be addressed: (1) Which groups in society are more or less advantaged in terms of health? (2) Why are certain groups in society more or less advantaged in terms of health? The course focuses on “how we know what we know” about the causes of disease in human populations and will explore both the specific theories explaining the relation between the social phenomena and health as well as its methodological tools. Specific topics include socioeconomic status (SES); race and ethnicity; gender and sexuality; aging; family; and religiosity. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours (Spring) Sociology 351. Gender and Health (WS 351) The purpose of this course is to introduce students to various ways in which the social construction of health and illness, gender assumptions, and social inequalities impact an individual’s health. A key focus is on the difference between the “disease” (biological factors) and the “illness” (the social interpretation and experience of sickness) and how these intersect to form a complete illness experience. Among the topics discussed will be the social construction of health and illness, social epidemiology, the gendering of health issues, gendered hierarchies in healthcare, and issues of inequality and empowerment in health and medicine. This course is taught from a critical feminist perspective. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours (Fall) Sociology 352. Sociology of Death and Dying Sociology of Death and Dying is the study of the structure of the human response to death, dying, and bereavement in their socio-cultural, interpersonal, and personal context. Formation of children’s perception of death; bereavement and grief over the life course; functions of the funeral; euthanasia and death-related ethical debates; and suicide are among the topics to be discussed. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours Sociology 355. Sociology of Mental Health and Illness This course examines sociological theories and research pertaining to the definition, experience, and treatment of mental disorders. Sociological research on mental health and illness has a very wide scope; therefore, this course will focus on three primary areas within sociological research: the definition and measurement of mental illness, the social origins of mental health and mental illness, and personal, community, and societal responses to mental illness. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours (Spring)
Sociology 356. Global Health (PH 356) This course will explore the unequal distribution of health and disease around the world. It will focus on four major areas: global health issues, sociological perspectives on global health disparities, comparative healthcare systems, and professional approaches to national and crossnational health problems. In this course, we will begin with a crossnational focus of health issues, burdens of disease, and epidemiology. Prerequisite: SOC 101 or SOC 102 Credit: 3 hours Sociology 357. Sociology of Sexuality (WS 357) This course will teach students how sexuality, often considered a private matter, is actually a social, cultural, economic, and political creation that is important to everyday life. Beginning with an understanding of sex and gender, we move into sexualities, showing that sexuality comes in many shapes and forms. The course includes theoretical and methodological approaches to the sociological study of sexuality and focuses on the role of major social institutions – such as the family, education, medicine, and religion – on our understandings of sexuality. Credit: 3 hours Sociology 360. Sociology of Religion (REL 360) Examine the role of religion in society to see how religion both influences the broader culture and is influenced by it. Apply sociological theories of religion to historical and contemporary examples of religious faiths, denominations, and organizations. Debate topics such as the growth of secularization, religious socialization, and the intersection of politics and religion. Prerequisite: ((SOC 101 or SOC 102) & Junior standing) OR permission of professor Credit: 3 hours (Fall, alternate years) Sociology 405. History of Social Thought Examination of the ideas of classical social theorists from the 19th and early 20th century, including Comte, Durkheim, Marx, and Weber; includes reading, discussion and analysis of original texts by those theorists. Impact of each theorist’s ideas on contemporary sociological theories and research is also examined. Not recommended as a general elective for students outside of sociology, history, political science or philosophy. Prerequisite: ((SOC 101 or SOC 102) & Junior standing) OR permission of professor Credit: 3 hours (Spring) Sociology 423. Assistantship in Sociology Teaching internship experience. Prerequisite: Students are to have previously taken the course for which they will be assisting, having earned an A or B; must have overall GPA of 3.0 or higher; and must have the consent of the professor. Credit: 1-3 hours variable credit per semester up to a maximum of six hours Sociology 441-444. Directed Research Experience Individual or small group study of a topic of interest and concern to the student(s). May involve directed reading and/or experimental work in consultation with and supervision by a sociology faculty member. May be repeated for credit (with departmental approval). Offered on demand. Prerequisites: 2.5 GPA & approval of Sociology Chairperson and Dean of the College of Arts and Sciences Credit: Variable, 1-4 hours Sociology 475. Special Topics Sociological perspective on subjects or issues beyond the scope of the current curriculum. Since the content varies, the course may be taken two times. Prerequisite: (SOC 101 or SOC 102) & Junior standing Credit: Variable, 1-3 hours Sociology 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours
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S P A N I S H (SPAN) Spanish 101. Elementary Spanish I Basic Spanish with emphasis on communication skills. Introduction to aural comprehension, pronunciation, structure of the language, and essential vocabulary for practical structure of the language, and essential vocabulary for practical communication. No previous preparation in Spanish required. Credit: 3 hours Spanish 102. Elementary Spanish II Basic Spanish with emphasis on communication skills. Aural/reading comprehension. Pronunciation, grammar, and structure. Progressive vocabulary for written and oral communication. Prerequisite: SPAN 101 Credit: 3 hours Spanish 107. Individual Student Beginning Language Immersion Individual immersion study abroad to meet the needs of students at the one-hundred level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages. Prerequisite: 2.5 GPA & permission of professor and department Credit: 1-3 hours Spanish 201. Intermediate Spanish I Reinforcement and expansion of skills developed in elementary courses (Spanish 101-102) using grammar review, composition, conversation, and selected readings. Prerequisite: SPAN 102 Credit: 3 hours (Fall) Spanish 202. Intermediate Spanish II Progressive practice in oral and written communication with analysis of selected readings. Prerequisite: SPAN 201 Credit: 3 hours (Spring) Spanish 203. Intermediate Spanish for Health Care Professions I An intermediate course for students who are interested in working in the medical fields. This course focuses on language and vocabulary required in the fields of medicine and the health sciences. Cultural competence is also present and assessed throughout multiple medical learning scenarios. Prerequisite: SPAN 102 Credit: 3 hours (Fall) Spanish 204. Intermediate Spanish for Health Care Professions II This course is a continuation of Intermediate Spanish for Health Professions I. This course focuses on the intermediate Spanish language and vocabulary required in the fields of medicine and the health sciences. Cultural competence is also present and assessed throughout with multiple medical learning scenarios. A service learning component augments classroom instruction and practice by providing students with real scenarios to apply the content and skills learned in class. Prerequisite: SPAN 203 Credit: 3 hours (Spring)
Spanish 207. Individual Student Intermediate Language Immersion Individual immersion study abroad to meet the needs of students at the two-hundred level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages. Prerequisite: 2.5 GPA & permission of professor and department Credit: 1-3 hours Spanish 304. Conversation and Composition Reinforcement and progressive oral and written practice of Spanish through discussions of contemporary issues pertinent to students’ lives. Application of ideas and issues studied through guided and unguided compositions. Prerequisite: SPAN 202 or SPAN 204 or permission of the department Credit: 3 hours (Fall) Spanish 306. Spanish for Heritage Speakers Development of the linguistic, literary, and academic skills of heritage Spanish/bilingual English-Spanish speakers to prepare for academic study and professional use. Consideration of topics relevant to Spanishspeaking communities in the United States. This course is for heritage speakers of Spanish only. Prerequisite: Placement by examination Credit: 3 hours (Fall) Spanish 307. Individual Student Advanced Language Immersion Individual immersion study abroad to meet the needs of students at the three-hundred and above level of study. May include language skills, literature, culture or other educational activities. The course of study would include a regular schedule of courses and other activities in an approved program. It may include home stay to maximize the immersion experience. Credits would be variable on approval by application to the Department of Modern Languages. Prerequisite: 2.5 GPA & permission of professor and department Credit: 1-3 hours Spanish 308. Medical Interpreting and Terminology Advanced Spanish course focusing on learning medical terminology in Spanish and studying the basics of medical interpreting. Includes 20 hours of service learning in the community. Prerequisite: SPAN 202 or SPAN 204 with grade of “C-” or higher Credit: 3 hours Spanish 309. Medical Interpreting Modes and Techniques Advanced Spanish course that furthers study in medical interpretation and prepares students for oral and written national certification exams. Includes 20 hours of service learning in the community. Prerequisite: SPAN 308 with grade of “B-” or higher Credit: 3 hours Spanish 310. Introduction to Literature (Global Perspectives) Selected readings in 20th century Spanish literature, both Peninsular and Latin American. Includes the study of literary terms and reading strategies for literary analysis. Intensive practice of oral and written Spanish. Prerequisite: SPAN 202 or SPAN 204 Credit: 3 hours (Spring) Spanish 312. Business Spanish I (Global Perspectives) Business Spanish I is a course for developing communication skills in Spanish for business purposes. Emphasis is on language skills for the global marketplace. It includes specialized terminology, business writing, and comprehension of cultural nuances in the Spanish-speaking business world. Prerequisite: SPAN 202 or SPAN 204 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
146 Spanish 313. Business Spanish II (Global Perspectives) Business Spanish II is the second in the course sequence that has a prerequisite Business Spanish I. It is designed to offer the student a perspective of the Hispanic business world with emphasis on advanced vocabulary, concepts of economics, finance, marketing, and intercultural aspects. It aims to enhance linguistic skills and cultural awareness to be able to function and excel in the world of Spanishspeaking businesses. Prerequisite: SPAN 312 Credit: 3 hours Spanish 320. Culture and Civilization of Spain An overview, through readings and other media, of the culture and people of Spain. Intensive practice of oral and written Spanish. Prerequisite: SPAN 202 or SPAN 204 Credit: 3 hours (Fall, even years) Spanish 330. Culture and Civilization of Latin America (Global Perspectives) An overview, through readings and other media, of the culture and people of Hispanic America. Intensive practice of oral and written Spanish. Prerequisite: SPAN 202 or SPAN 204 Credit: 3 hours (Fall, odd years) Spanish 340. Studies in Spanish Literature Study of a specific topic in literature related to the Peninsular or Latin American world. Topic will be announced at the beginning of the preceding semester. May be repeated for credit as the topics vary. Prerequisite: SPAN 304 or permission of the department Credit: 3 hours (Spring, even years) Spanish 350. Spanish Phonetics and Phonology/ Conversation A study of Spanish pronunciation, intonation, oral proficiency, dialectology, and production of sounds. Practice with tapes, individually and in the language laboratory. Application of principles through regular conversation periods. Prerequisite: SPAN 202 or SPAN 204 or permission of professor and department Credit: 3 hours (Spring, odd years) Spanish 401. Literature of Spain Selected readings from among the most important works in Peninsular literature. Emphasis is on literary analysis and on the literature as reflection of Spanish history and culture. Prerequisite: SPAN 310 or permission of professor and department Credit: 3 hours (Fall, odd years) Spanish 402. Latin American Literature Selected readings from among the most important works in Latin American literature from the conquest to the present. Emphasis is on literary analysis and on the literature as reflection of Latin American history and culture. Prerequisite: SPAN 310 or permission of professor and department Credit: 3 hours (Spring, odd years) Spanish 415. Advanced Grammar, Composition, and Linguistics An intensive study of syntax and semantics. Contrastive linguistic analysis of English and Spanish. History of the Spanish language. Intensive practice in written Spanish. Prerequisite: At least six (6) hours of Spanish 300 level or above & permission of professor and department Credit: 3 hours (Fall, even years) Spanish 430. Senior Seminar Introduction to journals and research methods in the areas of Spanish literature and culture. Research for a topic of special interest to the student, culminating in a final written project and an oral defense. Prerequisite: At least fifteen (15) hours of Spanish 300 level or above Credit: 3 hours (Spring)
S P E C I A L E D UC A T I O N (SPED) Special Education 360. Assessment, Collaboration, and Special Education Foundations This course integrates foundational knowledge of special education law and ethics with practical skills in assessment and IEP development. Candidates will learn to collect and interpret formal and informal assessment data, write measurable IEP goals, and collaborate with families and professionals to support students with disabilities. Emphasis is placed on IDEA, Section 504, and culturally responsive advocacy. Credit: 3 hours Special Education 370. Behavioral and Instructional Strategies for Diverse Learners This course prepares candidates to create safe, positive, and productive learning environments for students with disabilities. Candidates will learn behavioral and instructional strategies based on evidence-based practices, Positive Behavioral Interventions and Supports (PBIS), and social-emotional learning principles. The course emphasizes functional behavior assessment, culturally responsive discipline, and traumainformed care. Credit: 3 hours
SPECIAL STUDIES Applied Learning Strategies 101 (ALS) The Applied Learning Strategies course is designed to help students develop and refine their learning strategies. Students will learn about themselves in their roles as learners and how to select and apply learning strategies to meet their individual needs. Prerequisite: Permission of the professor Credit: 1 hour Applied Learning Strategies 201 (ALS) This course introduces students to writing instruction through one-toone conference sessions and develops skills in the areas of research and Information Literacy. Students will be able to apply these skills in support roles as writing tutors, assisting reference librarians. Prerequisite: Permission of the professor Credit: 2 hours Gateway 101. OneDog101 (GATE) Orients the student to the academic, social, intellectual, emotional, physical, and spiritual aspects of University life. Required of all entering students. Credit: 1 hour Gateway 201. Gateway to Leadership (GATE) Develops student leadership through supervised service as peer mentors, helping to orient new students enrolled in Gateway 101 to the challenges of University life. Peer mentors are trained in advance by the Faculty Director of the Gateway 101 program and then work with the instructor of a Gateway 101 class. May be repeated for credit up to 3 hours. Prerequisite: GATE 101, approval of an instructor of a GATE 101 section, & approval by the Director of Gateway 101 Credit: 1 hour Gateway 301. OneDog Connection: A Seminar for Transfers (GATE) A seminar for transfer students joining Wingate University. Building on existing college skills, this course provides a focused guide to the academic and cultural life at Wingate University. Topics include mastering university-specific systems (course registration, Lyceum, WUSync), connecting with campus traditions, and leveraging career resources. Credit: 1 hour
Wingate University Academic Catalog 2026-2027
147 Gateway 302. Gateway to Professional Life (GATE) Examines strategies for the successful transition into workplace/graduate study; instruction in resume/cover letter preparation, interviewing techniques, job search strategies, graduate school admissions, and other career-related topics. Prerequisite: Junior standing or permission of instructor. Open to all majors Credit: 1 hour Internship 499. Internship (INT) Connects coursework with a supervised experience that is complementary to a student’s major or intended career path; academic assignments are chosen and graded by the faculty internship supervisor who sets additional requirements. Prerequisite: 2.00 cumulative GPA & submitted learning contract Credit: Variable. May be repeated for credit up to 6 hours. Leadership Fellows 101. Leadership Fellows I (LDEV) Students are selected by application and evaluate themselves, their strengths and weaknesses, their belief system, their own styles of working with and relating to others, and their perception of their leadership styles. Graded on P/F basis. Prerequisite: Sophomore standing Credit: 1 hour (Fall) Leadership Fellows 102. Leadership Fellows II (LDEV) Students are selected by application and discuss the theoretical approaches to leadership, leadership styles, and techniques of group leadership. Through an awareness of their leadership styles, students will begin to experiment with modifications to their personal leadership practices. Graded on P/F basis. Prerequisite: Sophomore standing Credit: 0 hours (Spring) W’Engage (WENGAGE) A community engagement seminar with a domestic travel experience for sophomores. Seminars focus on a specific topic or issue and have three basic elements: Students will (1) gain knowledge of the subject matter through weekly course meetings, (2) actively engage with local or regional community partners, and (3) explore the topic through experiential learning in another setting within the United States (i.e., the travel). Travel ranges from five to seven days. Prerequisite: Sophomore standing & 2.30 cumulative GPA Credit: 2 hours W’International (WNATSEM) The W’International Program combines a seminar with an international experiential engagement that cultivates global citizenship, intercultural understanding, and personal growth. Weekly seminars introduce key cultural themes and destination-specific content, preparing students for an immersive international experience of at least 10 days. During this period, students apply classroom learning through active engagement, community interaction, and guided reflection. Throughout the program, students develop cultural humility, global awareness, and a deeper sense of purpose as engaged global citizens. May be repeated for credit upon approval of the International Program Director. Prerequisite: 2.30 cumulative GPA & preference given to students with Junior standing Credit: 2-4 hours (based on contact hours during the international experience)
S P O RT A N D R E C RE A T I O N M A N A G E ME N T (SRMT) Sport and Recreation Management 111. Sport and Recreation in Modern Society (Global Perspectives) This course is an introduction to the nature, scope, and significance of sport and recreation management. As students in this course, you will have the opportunity to examine the role of sport and recreation in society, as well as their implications in the search for sustainable, holistic and balanced living. The course will address the benefits, problem areas, socio-cultural dimensions, evolution of the profession, institutional basis for the sport and recreation movement in a global context, governance, career opportunities, professional organizations, ethical behavior and ethical codes in the industry, and current issues and trends in sport and recreation. (Open to all; preferred to School of Sport Sciences majors) Credit: 3 hours Sport and Recreation Management 200. Wellness Through Leisure (Wellness) This course is an introduction to the concept of leisure and its use in achieving and maintaining good health and well-being of individuals, families, and societies. Emphasis is placed on using leisure resources to increase personal satisfaction, fulfillment, and quality of life. The course presents a variety of leisure, recreation, and wellness opportunities to enhance the potential for physical, mental, social, and emotional growth through lifelong leisure participation. Credit: 2 hours Sport and Recreation Management 210. Sport Governance An overview of the major components that collectively encompass sport governance, including regulatory power, structure, eligibility, sanctions, and policy. The governance models of major amateur and professional sport organizations are a main focal point of the course. Prerequisite: SRMT 111 Credit: 3 hours (Fall and Spring) Sport and Recreation Management 212. Program Planning and Organization Essential elements and basic principles involved in organization, supervision, promotion, and evaluation of various types of recreation programs. Credit: 3 hours Sport and Recreation Management 214. Outdoor Recreation History, development, and trends of outdoor recreation, conservation, and organized camping. Overnight camping trip required. Credit: 3 hours Sport and Recreation Management 220. Inclusion in Sport and Recreation This course will examine the impact of social class, ethnicity and race, gender, age, and abilities on programs and services related to recreation, events, and sport management; seek to understand the dynamics and intersectionality of individual identities; and move to embrace diversity and inclusion in professional practice. Credit: 3 hours Sport and Recreation Management 242. Leadership in Sport and Recreation Examines the role and responsibility of leadership in sport and recreation. An emphasis will be placed on leadership styles, techniques, issues, and problems in leading people. Prerequisite: Sophomore standing Credit: 3 hours (Fall and Spring)
Wingate University Academic Catalog 2026-2027
148 Sport and Recreation Management 300. Marketing in Sport and Recreation Examines the discipline of sport marketing in the 21st century and the special nature of sport marketing and all the activities designed to meet the needs and wants of sport consumers through the exchange process. The two major thrusts will be the marketing of sport products and services directly to consumers of sport and marketing of other consumer and industrial products or services through the use of sport promotion. Prerequisite: Junior standing Credit: 3 hours Sport and Recreation Management 301. Sport Finance Allows the student to understand the fundamentals of finance, budgeting, and accounting in the sport industry. Emphasizes financial principles, financial markets, as well as growth and development of revenue sources in the 21st century. Prerequisite: Junior standing & ECON 221 & ACCT 253 Credit: 3 hours Sport and Recreation Management 306. Youth Development in Sport and Recreation Examines organized sport for children today. Emphasis will be on children ages 5-18 in non-school organized sport activities. We will examine the impact of sport and competition on children. Credit: 3 hours
Sport and Recreation Management 415. Sport Sponsorship and Sales Designed to study the principles of sport marketing through industrial markets. Sales presentation, the sponsorship process, and customer service are all major themes of this course. Prerequisite: SRMT 300 Credit: 3 hours (Spring) Sport and Recreation Management 435. Sport Analytics This course explores analytics methods in sports and recent analytics trends in the sport industry including analytics in sport marketing, ticketing, facility management, customer retention, and team/athlete performance. Credit: 3 hours Sport and Recreation Management 465. Research, Evaluation and Grant Writing This course examines research methodologies and evaluation processes as applied to recreation and leisure services. The uses and limitations of research for recreation services are critically assessed. Grantmanship, the nature and professional application of research and evaluation methodology related to leisure services, and the procedures for evaluation and the research process are emphasized. Credit: 3 hours
Sport and Recreation Management 330. Facility Design and Management Identification and investigation of design characteristics and management techniques for facilities used in recreational and athletic settings. Field trips required. Prerequisite: Junior standing Credit: 3 hours
Sport and Recreation Management 477. Pre-Internship Experience This course is a career counseling seminar for Sport Management majors. It provides student with the skills for preparing a resume, writing cover letters, interviewing techniques, professional networking, and obtaining an internship. Taken in the junior year. Prerequisite: SRMT 111 Credit: 3 hours (Spring)
Sport and Recreation Management 350. Foundations of Coaching This course will develop an understanding of fundamental coaching skills/issues, including: coaching philosophies, coaching styles, character development, diverse athletes, communication, motivation, discipline, skill and strategy instruction, training, and management. Prerequisite: Junior standing Credit: 3 hours
Sport and Recreation Management 479. Internship Experience The field experience provides actual hands-on skills and the beginnings of a professional network. The course is designed to allow students to enter the workforce before graduation. This is the second part of a twopart course and is taken during the summer of the student’s senior year. Prerequisite: SRMT 477 & cumulative minimum GPA of 2.0 Credit: 3 hours
Sport and Recreation Management 370. Globalization of Sport in the 21st Century (Global Perspectives) Explores the development of sport on the international scene with a focus on the impact of sport on various cultures and how sport is viewed as an agent of social change. Examines major international events such as the Olympics, World Cup, Tour de France, and Wimbledon and the relationship to nationalism and the collective self-esteem of countries. Research focuses on the political, social and economic impact of sport on world powers and developing nations. (Open to all; preferred to School of Sport Sciences majors) Credit: 3 hours
Sport and Recreation Management 490. Special Topics (HPE 490) This course will examine current topics of interest in the field of Sport Sciences, and students will be expected to conduct a scholarly research project on the subject. The course will serve as an advanced elective for student majors in the School of Sport Sciences. Credit: 3 hours
Sport and Recreation Management 404. Legal Aspects of Sport and Recreation Concentration on legal issues related to amateur sport and recreation. Prerequisite: Senior standing & SRMT 330 Credit: 3 hours Sport and Recreation Management 410. Adaptive Sport and Recreation Covers the basic principles of identifying, teaching, programming, and evaluating individuals with disabilities. Designed to help future teachers and sport leaders understand the concept of exceptionality and effectively design special services and activities for a diverse population. Credit: 3 hours (Fall)
Sport and Recreation Management 495. Current Issues in Sport and Recreation A senior level course concentrating on the application of management principles to the sport setting. Emphasis is placed on a capstone project incorporating concepts from previous sport management coursework. The course should be taken the last semester before graduation. Credit: 3 hours (Fall) Sport and Recreation Management 497. Exit Examination Required of majors in the last semester before graduation. Graded on P/F basis. Credit: 0 hours Sport and Recreation Management 499. Independent Study Pursuit of a particular project in sport management. Supervision and guidance by a University faculty member. Credit: 3 hours
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S P O RT S C I E N C E S L E A DE R S H I P (SSLD)
T H E A T RE A RT S (THAR)
Sport Sciences Leadership 101. Introduction to Sport Leadership This foundational gateway course introduces students to core leadership theories, self-assessment practices, and the NACE Career Readiness Competencies. The primary focus is on Career & Self-Development and initial Communication skills through vocational exploration. Students complete a personal leadership self-assessment, reflection, or informational interview summary, serving as their initial portfolio artifact. Credit: 1 hour
Theatre Arts 104. Theatre Practicum Open by consent of professor. May be repeated for a total of three hours credit. Credit: 1 hour
Sport Sciences Leadership 425. Applied Leadership This practical course focuses on applying leadership in interpersonal and team-based settings. Topics include conflict de-escalation, peer coaching, and collaborative problem-solving. Students engage in practical activities to develop Teamwork and Communication skills. Course deliverables include a Team Project Leadership Log and a Solutions-Oriented Problem Analysis, which are critical portfolio artifacts. Prerequisite: SSLD 101 Credit: 2 hours Sport Sciences Leadership 426. Strategic Teams and Organizations An upper-division course focused on the strategic management of teams and organizations in the sport industry. The curriculum addresses complex decision-making, strategic planning, and organizational case analysis. Emphasis is placed on advanced Critical Thinking and Leadership in complex environments. Students develop a Strategic Team Development Plan and an Organizational Leadership Case Study for their portfolio. Prerequisite: SSLD 425 Credit: 2 hours Sport Sciences Leadership 427. Professionalism and Ethical Application This course provides frameworks for ethical decision-making, professional conduct, and stakeholder management within the sport industry. It prepares students for real-world vocational challenges, focusing heavily on Professionalism and advanced Communication strategies. Portfolio requirements include an Ethical Leadership Dilemma Analysis and a comprehensive Professional Development Plan. Prerequisite: SSLD 426 Credit: 2 hours Sport Sciences Leadership 428. Advanced Leadership Research and Applied Practice The capstone academic course for the Leadership Minor. This course requires students to synthesize all prior learning and apply scholarly research methods to a contemporary sport leadership challenge, often utilizing their SRMT/EXSC 479 internship site as the case study or research context. This course focuses on the synthesis of ALL NACE Competencies and results in a final, professional presentation and a major portfolio artifact (such as a Consulting Project Report or Original Research Project). Prerequisite: SSLD 427 Credit: 2 hours Sport Sciences Leadership 490. Foundations of Leadership Students will develop an understanding of fundamental leadership styles. Culmination of experiences will allow the student to recognize and implement different leadership skills in a variety of settings. Since the content varies, the course may be taken for a maximum of 4 credits. Prerequisites: Junior/Senior standing & permission of the instructor; minimum 3.0 cumulative GPA Credit: 1 hour
U KR A I N I A N (UKRA) Ukrainian 101. Elementary Ukrainian I This course introduces the fundamental elements of the Ukrainian language within a cultural context. Emphasis is placed on the development of basic listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond comprehensibly to spoken and written Russian at the Novice-Low/Midlevel on the ACTFL scale and to demonstrate cultural awareness. Credit: 3 hours Ukrainian 102. Elementary Ukrainian II This course is a continuation of UKR 101, focusing on the fundamental elements of the Ukrainian language within a cultural context. Emphasis is placed on the progressive development of listening, speaking, reading, and writing skills. Upon completion, students should be able to comprehend and respond in writing and speech at the Novice-High level on the ACTFL scale and to demonstrate further cultural awareness. Prerequisite: UKRA 101 Credit: 3 hours
W E L L N E S S (WELL) Wellness 100. Digital Literacy and AI Artificial Intelligence has reshaped – and will continue to reshape – how we gain knowledge in the 21st century. Additionally, it serves to potentially disrupt the future of work and knowledge creation, including education, as it creates new efficiencies in the marketplace. This course will address the role of artificial intelligence in all we do – in our labor, in our educational systems, and in our culture – seeing AI not as a trusted colleague or sworn enemy, but instead as part of society with benefits and challenges. In particular, this course will address what artificial intelligence is and is not, how it is being used in our media landscape, and how we can recognize it and use it to our advantage while also addressing the pitfalls and challenges that may occur from overreliance on AI tools. Credit: 2 hours Wellness 101. Personal Fitness and Wellness Special emphasis will be placed on cardiovascular fitness, muscular strength/endurance, flexibility, body composition, nutrition, and drug use and abuse. The format of the course will be lecture, demonstration and practical application of the areas discussed in class. Examinations will be given as needed and scheduled at the discretion of the instructor. Credit: 2 hours Wellness 105. Personal Wellness and Entrepreneurial Mindset Personal wellness is the idea of caring for yourself and maintaining an overall state of happiness and a balanced sense of well-being. There are endless factors that can support or hinder someone’s ability to properly care for and maintain their individual well-being, The course will focus on daily, weekly, monthly habits and leadership and ethical lessons to ensure students learn to manage the stressors of college life. The course will also introduce students to the concept of creating a world for the common good, a world more conscious of all stakeholders in society. Credit: 2 hours
Wingate University Academic Catalog 2026-2027
150 Wellness 118. Personal Financial Well-Being This course focuses on personal financial well-being exploring topics such as financial planning and budgeting, managing personal bank accounts (checking, savings, etc.) making decisions about personal loans to acquire a car or a home, using and understanding credit cards, making insurance-related (health, life, and property) decisions, examining investment options (stocks, bonds, and alternative assets), and planning for retirement. Credit: 3 hours Wellness 126. Lifetime Fitness and Wellness – Yoga This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each, and provide the students active experience with the principles of yoga. Students will learn basic poses and practices so they might use this activity for lifetime fitness and wellness. Credit: 2 hours Wellness 131. Lifetime Fitness and Wellness – Special Topics Special topics in Lifetime Fitness and Wellness. Can be repeated for up to six hours as topics vary. This course will discuss the importance of the five health-related components of physical fitness, methods for assessment of each, and provide the students active experience with the principles of yoga. Students will learn basic skills and principles of the specified topic. Credit: 2 hours Wellness 190. Special Topics in Wellness Includes topics related to elements of physical, mental, emotional, or spiritual well-being, either related to the individual or society. Satisfies the general education WELL requirement. Credit: 2 hours Wellness 201. Mental Health and Wellness This course offers a comprehensive, holistic approach to student mental health and wellness. Designed to support students in developing robust mental health strategies, the course combines theoretical knowledge, practical skills, and personal exploration of wellness principles. Credit: 3 hours
W O ME N ’ S A N D G E N DE R S T U DI E S (WS) Women’s and Gender Studies 204. Marriage and the Family (SOC 204) Applies the sociological imagination to the study of marriage and family in a social and historical context. Credit: 3 hours Women’s and Gender Studies 205. Gender Roles in Society: An Introduction to Women’s and Gender Studies (SOC 205) Interdisciplinary perspectives of gender roles in sociological, socialpsychological, anthropological, economic, political and historical contexts. Credit: 3 hours Women’s and Gender Studies 216. Gender and the Bible (REL 216) Examine the interplay of gender and sexuality within biblical narratives. Explore the nuanced roles of women in the Bible with a variety of contemporary interpreters from around the globe. Challenge preconceptions and deepen understanding of how cultural contexts shape views of gender and sexuality in the biblical world and our own. Credit: 3 hours
Women’s and Gender Studies 315. Women in Literature (ENG 315) Extensive exploration of such topics as images, roles, and life stages of women in literature. Discussion and application of feminist perspective. Prerequisite: ENG 110 Credit: 3 hours Women’s and Gender Studies 340. Psychology of Women (PSYC340) Explores the experience of being a woman from the psychological perspective. Effects of physical and mental health, family and work, religion and spirituality, rape and domestic violence, sexuality, culture, and media depictions of the lives of women will be examined as will the historical and theoretical perspectives in psychology of women. Prerequisite: PSYC 101 Credit: 3 hours Women’s and Gender Studies 351. Gender and Health (SOC 351) The purpose of this course is to introduce students to various ways in which the social construction of health and illness, gender assumptions, and social inequalities impact an individual’s health. A key focus is on the difference between the “disease” (biological factors) and the “illness” (the social interpretation and experience of sickness) and how these intersect to form a complete illness experience. Among the topics discussed will be the social construction of health and illness, social epidemiology, the gendering of health issues, gendered hierarchies in health care, and issues of inequality and empowerment in health and medicine. This course is taught from a critical feminist perspective. Prerequisite: SOC 101 Credit: 3 hours (Fall) Women’s and Gender Studies 357. Sociology of Sexuality (SOC 357) This course will teach students how sexuality, often considered a private matter, is actually a social, cultural, economic, and political creation that is important to everyday life. Beginning with an understanding of sex and gender, we move into sexualities, showing that sexuality comes in many shapes and forms. The course includes theoretical and methodological approaches to the sociological study of sexuality and focuses on the role of major social institutions – such as the family, education, medicine, and religion – on our understandings of sexuality. Credit: 3 hours Women’s and Gender Studies 402. Special Topics in Women’s and Gender Studies Study of a specific topic related to Women’s and Gender Studies. May be taken two times for credit as the topics vary. Credit: 3 hours Women’s and Gender Studies 403. Independent Study in Women’s and Gender Studies Individual study of a topic of interest to the student. Credit: 1-3 hours Women’s and Gender Studies 499. Internship in Women’s and Gender Studies Internship in Women’s and Gender Studies. May be repeated for a maximum of 3 credits. Credit: 1-3 hours
Women’s and Gender Studies 312. Women in American History (HIST 312) History of American women from the colonial era to the present. Topics include changes in the household and women’s work, the rise of female public activism and feminism, and debates over “ideal” womanhood and female sexuality. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
WINGATE UNIVERSITY ACADEMIC CATALOG
PART III: GRADUATE & PROFESSIONAL PROGRAMS
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152
COSTS AND FINANCIAL AID F I N A N C I A L I N F O R MA T I O N ALL TUITION PAYMENTS MUST GO TO THE MAIN CAMPUS: Attn: Business Office, P.O. Box 159, Wingate, NC 28174 Billing details are available approximately one month before the beginning of each semester. Charges for the terms are due on the following dates: Fall (August 1st), Spring (January 1st) and Summer (June 1st). If you have student loans, please have all documents completed before the first (1st) day of the month when classes begin. Payment of tuition and fees are made via the Financials Hub of Workday with a Mastercard, Visa, American Express, and Discover credit cards. A courtesy fee of 2.95% is added when a credit or debit card payment is used. A bank account or ACH, as a payment method, has no fee. Cash or Check payments ONLY are accepted in person in the Bulldog Central Suite in the Crowder Welcome Center. Payments and billing questions can be directed to 704-233-8212 or businessoffice@wingate.edu or Financial Aid questions are directed to 704-233-8209 or finaid@wingate.edu. Many financial aid programs are awarded based on need as determined by information submitted on the FAFSA form. To receive maximum consideration for all available financial aid programs, the FAFSA should be filed by May 1 prior to each academic year for which a student wishes to be considered for financial aid. All financial aid awards, including athletic, academic, and outside scholarships are coordinated through the Office of Student Financial Aid. If your employer offers a tuition reimbursement program, your tuition may be deferred to the end of the semester provided we have received a copy of your employer’s Tuition Reimbursement Policy. Payment must be received within 30 days following the end of the semester. Any student who has a balance on his/her account will not be allowed to register for the next semester or attend graduation.
TUITION AND FEES Program Add-On Licensure (tuition per credit hour) Addiction Counseling Certificate Doctor of Education (tuition per credit hour) Doctor of Medical Science (tuition per credit hour) Doctor of Occupational Therapy (tuition per semester/term; OT1 term rate) OT2 term rate OT3 term rate Part-time per credit hour rate Doctor of Pharmacy (tuition per semester/term; P1 rate) P2 term rate (tuition per semester/term) P3 term rate (tuition per semester/term) P4 term rate (tuition per trimester) Part-time per credit hour rate Doctor of Physical Therapy (tuition per semester/term; PT1 rate) PT2 term rate PT3 term rate Part-time per credit hour rate Master of Accounting (tuition per credit hour) Master of Business Administration (tuition per credit hour) Master of Clinical Mental Health Counseling (tuition per credit hour) Master of Education (tuition per credit hour) Master of Physician Assistant Studies (tuition per semester/term) Part-time per credit hour rate Master of Public Health (tuition per credit hour) Online Certification MPH/PharmD Dual Degree (tuition per semester/term)
Tuition/Fee $470 $420 $595 $930 $12,138 $11,560 $11,681 $805 $20,425 $20,425 $16,403 $15,925 $1,303 $ 14,280 $13,600 $12,950 $915 $715 $755 $670 $470 $14,884 $1,005 $820 $605 $2,460
Program Master of Social Work (tuition per credit hour) Master of Sport Management (tuition per credit hour) Fees Graduate and Professional Health and Wellness Fee (per semester) Graduate Student Activity Fee (per semester, inperson/on campus only) Graduate and Professional Technology Fee (per semester) Graduate and Professional Health Insurance (per semester, unless approved waiver) Student Parking Fee (per year; Hendersonville exempt) Doctor of Occupational Therapy Program Fee (per semester) Physician Assistant Program Fee (per semester) Physician Assistant Clinical Support Fee (per semester, students in terms 4-7 only) Pharmacy Program Fee (per semester, P1 & P2) Pharmacy Program Fee (per semester, P3 & P4) Returned Check Fee Monthly Payment Plan (per semester) Audit fee (per course if permitted) Printing fee (per semester) – Black and White Color
Tuition/Fee $690 $680
$100 $100 $25 $1,726.50 $150 $150 $290 $1,790 $230 $400 $40 $35 $465 $0.05 $0.20
GRADUATE OR PROFESSIONAL INSTITUTIONAL WITHDRAWAL AND/ OR COURSE WITHDRAWAL REFUND OF CHARGES POLICY A refund refers to university charges that are returned to the student and/or to the financial source that originally covered those charges. Refunds are processed within 30 days of the student’s official withdrawal date. For Fall and Spring terms only, students who officially withdraw from the University or from one or more courses prior to the first day of class, or within seven (7) calendar days after the instructional start date, will receive a full refund of any payments made toward charges. Withdrawals processed on the eighth (8th) calendar day or thereafter will result in full charges being assessed, and the student will be financially responsible for payment of those charges. ***Refunds DO NOT apply on a course-by-course basis after second class session. No refunds of university charges are issued for Summer terms.. For students who withdraw on or after the first day of class during a semester, the following institutional refund policy for tuition and course fees will be in effect: Degrees/Programs
Refund
Add-on Licensure, Master of Accounting, Master of Arts in 100% Education, Master of Arts in Teaching, Master of Arts in Sport Management, Master of Business Administration, Master of Public Health, Graduate Public Health Certificate, Master of Social 0% Work, Master of Clinical Mental Health Counseling Doctor of Education, Doctor of Medical Science, Doctor of Occupational Therapy, Doctor of None Pharmacy, Doctor of Physical Therapy, and Master in Physician Assistant Studies
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After
Before
First (1st) day of academic period for class(es)
Seventh (7th) calendar day of academic period for class(es)
Eighth (8th) calendar day of academic period for class(es) First (1st) day of class(es)
153
Degrees/Programs
Refund
After
ALL SUMMER SESSIONS
None
First (1st) day of class(es)
Before
The official date of withdrawal is the date the completed withdrawal form is received by the Office of the Registrar. The semester begins on the first day of scheduled classes. The following is the institutional refund policy for room and board: Degrees/Programs
Refund 100% 90%
Add-on Licensure, Master of Accounting, Master of Arts in 80% Education, Master of Arts in Teaching, Master of Arts in Sport Management, Master of 60% Business Administration, Master of Public Health, Graduate Public Health Certificate, Master of Social 40% Work, Master of Clinical Mental Health Counseling 20% 0% Doctor of Education, Doctor of Medical Science, Doctor of Occupational Therapy, Doctor of None Pharmacy, Doctor of Physical Therapy, and Master in Physician Assistant Studies
After -First week of semester Second week of semester Third week of semester Fourth week of semester Fifth week of semester Sixth week of semester
Before On or before first day of class Second week of semester Third week of semester Fourth week of semester Fifth week of semester Sixth week of semester
First class session
The date used for cancellation of room and board is the date the student has properly checked out of the residence halls removing all property and returning room keys to residence life staff. RETURN OF TITLE IV FUNDS For students receiving federal financial aid, the Higher Education Amendments of 1998 established a new formula for calculating the amount of aid a student and school can retain when the student totally withdraws from all classes. Students who withdraw from all classes prior to completing more than 60% of an enrollment term will have their eligibility for aid recalculated based on the percent of term completed. This policy shall apply to all students who withdraw, drop out, or are expelled from Wingate University, and receive financial aid from Title IV funds (federal financial aid programs authorized under the HEA of 1965, as amended). Wingate University’s responsibilities in regard to the return of Title IV funds include: • • •
Providing each student with the information given in this policy. Identifying students who are affected by this policy and completing the R2T4 calculation for those students. Returning any Title IV Funds that are due the Title IV programs.
Title IV aid is earned in a prorated manner on a per diem basis up to and including the 60% point in the semester. Title IV aid and all other aid is viewed as 100% earned after that point in time. The total number of calendar days in a term of enrollment shall exclude any scheduled breaks of more than five days. The percent of term completed shall be the percentage of Title IV aid earned by the student and is calculated as follows: % 𝒐𝒐𝒐𝒐 𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕 𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄 =
𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵 𝒐𝒐𝒐𝒐 𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅 𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄 𝒃𝒃𝒃𝒃 𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔 𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻𝑻 𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 𝒐𝒐𝒐𝒐 𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅 𝒊𝒊𝒊𝒊 𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕
Amount returned to program(s)
Total institutional charges
The percentage of Title IV aid unearned (i.e., to be returned to the appropriate program) shall be 100% minus the percent earned. Unearned aid shall be returned first by Wingate University from the student’s account calculated as follows: =
×
% of Unearned Aid
Unearned Title IV aid shall be returned in the following order: • • • • • • •
Federal Direct Unsubsidized Loan Federal Direct Subsidized Loan Federal Direct Graduate PLUS Loan Federal Direct PLUS Loan Federal Pell Grant FSEOG Other Title IV Grants
Students are responsible for any portion of their institutional charges that are left outstanding after Title IV funds are returned. MONTHLY PAYMENT PLAN The 5-month Interest Free payment plan allows families to spread the cost of tuition, fees, room, and board out across the semester. There is a $35 enrollment fee to participate in the plan each semester. The first installment of the payment plan, along with the $35 enrollment fee, is due by the main due date for each semester. The payment plans for each term start on the following dates: (Fall-August 1st; Spring-January 1st). There is no payment plan for Summer or Winter Terms. A fee of $10 will be assessed for each late payment.
S T U DE N T F UL L /P A RT -T I ME L O A D S T A T US Each graduate degree program has defined full-time and part-time status using the standards outlined below. Minimum Number of Credits for Enrolled Status Less than Three Half Full Half Quarter Time Time Degree Time Time Master of Accounting Master of Business Administration Master of Clinical Mental Health Counseling Master of Arts in Teaching Master of Arts in Education
1
3
NA
6
1
3
NA
6
1
5
NA
9
1
3
NA
6
1
3
NA
6
Doctor of Education
1
3
NA
6
The student’s responsibilities in regard to the return of Title IV funds include becoming familiar with the R2T4 policy and how complete withdrawal affects eligibility for Title IV aid.
Master of Arts in Sport Management
1
3
NA
6
Doctor of Pharmacy
1
5
NA
9
A student’s withdrawal date is defined as:
Doctor of Physical Therapy Doctor of Occupational Therapy Master in Physician Assistant Studies Doctor of Medical Science
1
5
NA
9
1
5
NA
9
1
5
NA
9
1
3
NA
6
•
• •
The date the student begins the institution’s withdrawal process (as described in the Wingate University catalog) or officially notifies the institution of intent to withdraw; or The midpoint of the period for a student who without notifying the institution; or The student’s last date of attendance at a documented academically related activity.
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Degree
Minimum Number of Credits for Enrolled Status Less than Three Half Full Half Quarter Time Time Time Time
Master of Public Health
1
3
NA
6
Master of Social Work
1
3
NA
6
FINANCIAL AID
F I N A N C I A L A I D SAP A P P E A L S Students placed on FAS who have extenuating circumstances are eligible to appeal to the Financial Aid SAP Committee. DOCUMENTATION Extenuating circumstances may include, but are not limited to, a death of an immediate family member or extreme medical emergencies / illness. The SAP appeal must include: • •
L O A N P RO G R A MS
Why the student failed to make SAP What has changed that will allow the student to make SAP at the next evaluation (end of the next semester)
Wingate University uses the William D. Ford Direct Lending Program. Federal Direct Unsubsidized and Graduate PLUS Loans are available to eligible students who complete the FAFSA form and are enrolled at least half time in an eligible program of study. More information can be obtained by contacting the Financial Aid Office at finaid@wingate.edu or visiting https://studentaid.gov/understand-aid/types/loans.
DEADLINES AND DECISIONS
S A T I S F A C T O R Y A C A D E MI C P RO G RE S S (SAP) P O L I C Y FOR FINANCIAL AID RECIPIENTS
ACADEMIC PLANS
As mandated by the HEA, institutions of higher education must establish minimum standards of SAP. WU makes these standards applicable to Federal, State and Institutional financial aid programs. The intent of this policy is to ensure that students receiving financial aid are making progress towards completion of their declared major. A student’s SAP status is determined based on all credit hours, including transfer credits, and all periods of attendance at Wingate University, including periods in which the student did not utilize financial aid. Students must meet the standards outlined below to remain in good SAP standing and maintain their eligibility for financial aid. C U M U L A T I V E GPA R E Q U I R E M E N T A student must achieve and maintain a cumulative GPA as defined for their program of study below. Degree Program Doctor of Pharmacy All Other Graduate/ Professional Degrees
Earned Hours All students All students
Minimum Cumulative GPA 2.0 3.0
Students who appeal, and subsequently have their appeals approved, will be placed on an Academic Plan. Once the Academic Plan is finalized and signed, the student will regain eligibility and be placed on Financial Aid Probation. Academic Plans are available for up to four semesters, and students placed on an Academic Plan must continually meet the terms of the plan (each semester) as outlined. If a student fails to meet the terms of the Academic Plan for any given period, the student loses financial aid eligibility and will be placed on FAS.
REGAINING ELIGIBILITY If a student has lost financial aid eligibility due to not meeting the established SAP standards, the student may regain financial aid eligibility for a subsequent term if they meet SAP standards on their own prior to the start of any given term. Students regaining SAP in this manner must request a review at the end of the term once final grades are reported. There is no official SAP check for any term other than the annual Spring checkpoint.
S P E C I A L C O N S I DE RA T I O N S SELECT AID PROGRAMS
COMPLETION RATE REQUIREMENT All students must pass (earn) at least 67% of their credits attempted. Multiple attempts of the same course will be counted (each attempt) for financial aid purposes. Standard rounding applies when calculating completion rate. MAXIMUM TIME FRAME REQUIREMENT Students must complete their degree requirements within 150% of the published length of their academic program to remain eligible for Title IV aid. This is the maximum allowable time for receipt of financial aid regardless of whether the student did or did not receive financial aid during any period of his/her enrollment.
E V A L UA T I O N P E RI O D SAP will be calculated annually at the conclusion of the Spring term for all students. Students who do not meet SAP standards will be placed on Financial Aid Suspension (FAS) and ineligible to receive financial aid for future term(s). The student will receive an email notification detailing the loss of financial aid and options for an appeal. Students are placed on FAS if any of the following are true: • • •
Appeal deadlines are provided on the SAP Suspension letter issued by the Financial Aid Office. A student must submit a completed appeal form and supporting documentation by the required deadline in order for the appeal to be considered for that term. Appeal results will be provided to the student via their WU email address.
Failure to meet minimum GPA requirement Failure to meet minimum completion rate requirement Attempted hours >= 150% of published program length
Students are notified of their SAP standing by email during the annual review period. Students are responsible for staying informed of WU’s SAP standards, to monitor their own progress, and to review their University email account frequently for updates.
Student athletes must satisfy the eligibility requirements established by WU and by the NCAA to be eligible for athletically related financial aid. Programs administered by outside agencies, or states other than North Carolina, may have their own academic standards for students (the student may be eligible if the outside agency does not require the student to meet SAP guidelines). Students are responsible for reviewing the requirements with the agency that is providing funding. SELECT GRADES & COURSES Withdrawn Courses: Courses the student has withdrawn from and has been given a grade of “W” will count as attempted but not earned credit hours and are not included in the GPA calculation. Incomplete Courses: Courses the student has not completed and has been given a grade of “I” will count as attempted but not earned credit hours. These courses are counted as a grade of “F” in the cumulative GPA calculation. Failed Courses: Courses the student failed and has been given a grade of “F” will count as attempted but not earned credit hours. These courses are included in the cumulative GPA calculation. Passed Courses: Courses that the student has passed and has been given a grade of “P” will count as earned and attempted credit hours. These courses will be calculated as a “C” in the cumulative GPA calculation. Audit Courses: Courses that the student has audited are not considered in the cumulative GPA or completion rate calculation. Students are not eligible to receive financial aid for courses that are audited. Repeated Courses: All repeated courses are considered in the cumulative GPA and completion rate calculation. Students are eligible to receive financial aid for a completed course one time after receiving a passing grade (D or higher).
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155 Transfer Credits: Credit hours from another institution that are accepted toward a student’s educational program must count as both attempted and earned hours. Attempted / earned hours also include credits earned through Advanced Placement (AP), College Level Examination Program (CLEP), or other similar testing programs. Academic Bankruptcy: Credit hours dismissed through academic bankruptcy will be considered as attempted credit hours in the completion rate calculation. ADDITIONAL CONSIDERATIONS • •
•
•
•
Students required to restart their degree program will have all prior SAP components calculated in their cumulative totals. Students who change their major are responsible for maintaining SAP in accordance with the procedures as outlined (all hours attempted and earned at WU will be counted in the SAP calculations). Students who are readmitted to WU following a period of nonenrollment must meet WU’s SAP policy in order to regain eligibility for financial aid. The SAP status will be calculated at the time of re-entry. A student may change from one degree to another during attendance at WU. Students who change from one major to another are required to maintain SAP and complete the coursework within the maximum timeframe. All attempted hours from a previous major are included in the total attempted hours. Students seeking a second degree and students with a double major may reach the maximum time frame standard at an accelerated pace. A student becomes ineligible for federal aid when they complete the degree requirements for their declared major (regardless if the student applies for graduation or accepts the degree at that time).
C O N S U ME R I N F O R M A T I O N D I S C L O S UR E S The Higher Education Opportunity Act (HEOA) requires that colleges and universities provide specific disclosures to prospective and current students. These disclosures may be found at https://www.wingate.edu/about/disclosures-and-consumerinformation.
GRADUATE AND PROFESSIONAL DEGREES Major Accounting† Business Administration Clinical Mental Health Counseling Educational Leadership† Elementary Education† Higher Education Leadership Medical Sciences Pharmacy† Physician Assistant Studies† Physical Therapy† Public Health Occupational Therapy† Social Work Sport Management
Degree MAC MBA MS
CIP Code 52.0301 52.0201 51.1508
MAEd, EdS, EdD MAEd, MAT EdS, EdD DMSc PharmD MPAS DPT MPH OTD MSW MASM
13.0401 13.1202 13.0406 51.1401 51.2001 51.0912 51.2308 51.2201 51.2306 44.0701 31.0504
OTD/MBA Combined Degrees †Licensure
PharmD/MBA PharmD/MPH DPT/MBA
See Above
GRADUATE POLICIES AND PROCEDURES S T A T E ME N T O F S T U D E N T R E S P O N S I B I L I T Y The information contained in this handbook/catalog is accurate as of the date of publication. However, Wingate University reserves the right to make changes in the graduate business programs’ academic and financial policies, in student requirements, and in regulations at any time without prior notice. The University further reserves the right to ask a student to withdraw at any time. Each student is responsible for learning and meeting the degree requirements for graduation.
D E F I N I T I O N O F A C C R E DI T E D I N S T I T UT I O N S For the purpose of transfer policy, articulation agreements, and prior higher education degrees, Wingate University defines an “accredited institution” as one accredited by any of the following institutional accreditors: Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges (ACCJC), Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE), New England Commission of Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), and WASC Senior College and University Commission (WSCUC).
A C A DE MI C H O N O RS A T C O M ME N C E ME N T At Commencement, Doctor of Occupational Therapy, Doctor of Pharmacy, and Doctor of Physical Therapy students with a cumulative GPA of 3.50 or higher are graduated with honors as follows: Summa cum laude Magna cum laude Cum laude
3.90 and above 3.70 to 3.899 3.50 to 3.699
Graduation with distinction is determined by the overall GPA on all graduate work attempted, including grades earned in repeated courses.
A T T E N DA N C E D E F I N I T I O N Attending is defined as completing an academically related activity which includes, but is not limited to: • • • • • • •
Physically attending a class where there is an opportunity for direct interaction between the instructor and students. Submitting a required academic assignment. Taking an exam or quiz. Taking a required interactive tutorial or computer-assisted instruction. Attending a study group that is assigned by the school. Participating in an online discussion about academic matters. Initiating contact with a faculty member to ask a question about the academic subject studied in the course.
REMEMBER: Any change in status (i.e., from full-time to part-time, etc.) may cause the reduction or cancellation of your financial aid award. In other words, your out-of-pocket expenses may increase.
C O M ME N C E ME N T Wingate University holds one annual commencement in May. A student who will complete all required classes by December can participate in the May ceremony only if he/she:: • • •
Meets the minimum cumulative GPA required for completion of the degree. Has no more than six (6) credit hours or two (2) classes to complete the degree requirements by the fall graduation date. Can complete all classes at Wingate University (not off-campus with the exception of internships. Students are expected to
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• •
arrange and submit all requested information for internships at least 45 days prior to the Commencement Ceremony in May.) Has registered and paid (or made payment arrangements to pay) for all required classes prior to Commencement. Has a clear financial account with the Business Office.
Ed.D. candidates must have successfully provided an oral defense of their dissertation by the preset deadline for the spring semester in order to walk in the May Commencement ceremony.
•
•
E A RL Y P A RT I C I P A T I O N P O L I C Y Automatic permission to participate in a ceremony is granted only to those students who need six (6) or fewer hours to complete degree requirements. Students who will complete all degree requirements by the end of the following fall semester may petition to walk early by submitting a request and completion plan to the Registrar’s Office by March 15 of the spring semester that they intend to walk. Any student who chooses to participate in a commencement ceremony before completing their degree must recognize they will not be eligible for awards at the ceremony.
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C O P Y RI G H T P O L I C I E S C O P Y RI G H T C O MP L I A N C E •
•
•
•
•
•
Copyright protection extends to original works of authorship, including literary, dramatic, musical, and artistic works, such as books, poetry, novels, movies, songs, photos, computer software, and architecture (as well as text, graphics, and logos). Copyright infringement occurs when a copyrighted work is reproduced, distributed, performed, displayed, or made into a derivative work without the permission of the copyright owner. Wingate complies with United States copyright law as set forth in Title 17 of the United States Code, Section 106. In the peer-to-peer file-sharing context, unauthorized downloading or uploading substantial parts of a copyrighted work, such as music, videos, books, games, software or other files, constitutes an infringement. All network users are responsible for using electronic materials in accordance with copyright and licensing restrictions. The use of university resources that violates copyright laws, including downloading or sharing copyright-protected works, is strictly prohibited. Copyright infringement, including unauthorized peer-to-peer file sharing, may subject you to civil and/or criminal liabilities, as well as personal sanctions imposed by Wingate University. Damages for copyright infringement are not limited to actual damages or lost profits. Courts can award statutory damages of up to $30,000 per infringement or up to $150,000 per infringement if the infringement was willful (in addition to attorneys’ fees). In addition to penalties imposed by the court, Wingate University can: (1) add disciplinary sanctions for violating the Wingate Honor Code as defined in the student handbook, (2) suspend Internet access, and/or (3) suspend user accounts. If you’d like more information, we invite you to review the copyright section in the Wingate University Student Handbook or visit the United States Copyright Office website. The FAQ page is especially helpful.
I N T E L L E C T U A L P RO P E RT Y P O L I C Y •
•
It is the purpose of this policy to encourage, support, and reward scientific research and scholarship, and to recognize the rights and interests of the creator, author, inventor, or innovator, the public, the sponsor, and the University. The University’s commitment to teaching and research is primary, and this policy does not diminish the right and obligation of faculty members to disseminate research results for scholarly purposes, which is considered by the University to take precedence over commercialization of technology or other works. This policy is to be consistent with the University’s commitment to academic freedom.
•
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•
•
Wingate University encourages faculty to undertake creative endeavors and to receive recognition therefor. The terms ―inventions, discoveries, and other innovations and technology include tangible or intangible inventions, in the patent sense, whether or not reduced to practice, and tangible research results whether or not patentable or copyrightable. Faculty members working with students on research projects must inform those students in advance of the terms of this policy and of any burdens of non-disclosure or confidentiality deemed necessary by the faculty member or any applicable third parties to protect resulting work product. The University owns any inventions (patentable or otherwise) that are created as part of: (1) University research; (2) activities within the scope of the inventor’s employment with the University or in official association with the University, or (3) activities involving the use of University time, facilities, staff, material, non-public information, or funds administered by the University or third-party grants obtained by the University. All faculty who engage in University-sponsored research must promptly disclose their inventions (patentable or otherwise) to the University. Any University personnel who invents or creates potentially patentable inventions should notify their Department Head and contact the Office of the General Counsel. The General Counsel shall decide if the invention should be submitted for a patent. Any invention created by a University employee on his or her own time, outside of their scope of employment, and not using University resources is the property of the inventor. Regarding copyrights or other works of authorship, the University owns any works where the work is prepared by an employee within the scope of her/his employment. Faculty members shall cooperate reasonably with the University in the procurement of any patents, copyright registrations, trademark registrations, or any other intellectual property rights. To the extent that a written assignment is needed to effectuate the ownership rights, the faculty member shall cooperate to execute any documentation reasonably necessary to effectuate the transfer of ownership. In the event the University seeks to commercialize any patentable technology, the University will negotiate in good faith with the inventor(s) concerning a royalty agreement. To the extent a faculty member has a direct or indirect financial or other interest in any intellectual property or work product that is the subject of, or will be used in connection with, any grant, the faculty member must disclose the nature of the intellectual property/work product and interest therein to the Office of the General Counsel prior to the grant request approval process and annually thereafter.
C RE DI T H O U R A N D C O U RS E D E L I V E R Y THE CARNEGIE UNIT is a unit of measurement used by secondary and post-secondary schools to assure uniformity and consistency in assigning credit for courses awarded by an institution. Thus, Wingate University uses this unit in defining a semester hour of credit as equivalent to a minimum of three hours of class per week for a 15-week semester. Courses are reported and recorded in semester hours with one semester hour covering between 650-700 minutes. A three-hour course usually contains the equivalent of 2,100 minutes of instruction. The traditional three-hour course includes between 42-45 fifty-minute sessions or 27-29 seventy-five-minute sessions. One credit hour courses contain 14-15 fifty-minute sessions; two credit courses contain 28-30 fifty-minute sessions. The application of this definition requires that all engaged in the process continually adjust for the evolving differences in the methods of delivery, the nature and scope of material, the pedagogy, and the varying ways students commit to the process of education including the pace at which they learn. It is further assumed and expected that students in traditional courses will spend at a minimum an additional two hours of preparation for every hour of instruction.
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CLINICALS AND LABS Courses with clinical, ensemble, or lab components have a different credit hour to contact hour ratio, then the 1:1 ratio described above. Typically, the ratio of credit hours to contact hours for these types of courses is 1:3; where 1 credit hour is equivalent to 3 hours of contact in the lab, studio, or clinical setting per week; however, this definition may vary by department/school. Each course with clinical, ensemble, or lab components will specify on the course syllabus the number of credit hours assigned to class (usual 1:1 credit to contact hour ratio) and the number of credit hours assigned to the experiential component, with the contact hours also specified. All proposals for new clinical/lab/ensemble courses coming forward for faculty approval will also have the credit hour to contact hour ratio (or number of contact hours) clearly specified.
N O N - T R A D I T I O N A L C O U RS E S In non-traditional courses such as Directed Independent Studies and Online Courses, the University intends that student learning per credit is the equivalent of between 42 and 45 hours of coursework for the semester or term through activities that demonstrate student competency in the learning outcomes while observing appropriate standards and design practices. If a hybrid or online class is also taught as a traditional class, then the non-traditional version of the class will be deemed to have the same number of semester hours as the traditional version of the class provided both versions require roughly the same work from the student and achieve the same objectives and outcomes regardless of the amount of face-to-face meeting time scheduled for the non-traditional version of the course. The faculty is responsible for ensuring that the expected quantity of student learning relative to credit hours is achieved. The process for approving courses for credit is a multi-stepped one which includes the formal request for a new course in which the requirements, credit value, instructional materials, budgetary issues, method of delivery, and learning outcomes are identified. This initial process provides compelling evidence of the need for the course and how that course will expand the mission of the department specifically and the University in general. Requestors file through the appropriate Department Chair who subsequently submits the request to the department for approval. Once approved by the department, the proposal must be sent to the University Academic Affairs committee and the University Faculty Senate as a notification. Courses are categorized according to the following classifications: TRADITIONAL: Courses categorized as traditional should include at least two of the following methods: • • •
traditional instruction via face-to-face classroom meetings laboratory meetings, clinical experiences, practicums, and other instructor-supervised educational activities in-classroom tests, exams, student presentations, and/or discussions
TECHNOLOGY-ENHANCEMENT: If a professor chooses to electronically enhance a traditional course, he or she is still expected to meet with students each scheduled class period. Electronic enhancement does not authorize professors to teach their course via a blended/hybrid or online platform. Enhancement allows for class continuance in cases of inclement weather, illness, professional development activities, or other circumstances. If a faculty member wishes to change a traditional course to a hybrid or online format, the approval of the department chair is needed and the Academic Affairs committee and the Faculty Senate must be notified. HYBRID: A hybrid course consists of a combination of face-to-face and online educational instructional opportunities as designed by the instructor. Online educational instructional opportunities may include lecture, independent study, visual electronic interaction and other online communication. A course is hybrid when up to 49% of the instructional minutes are delivered via an electronic platform. In the event a hybrid course exceeds more than 49% of the minutes of instruction being offered online, the hybrid course will become an online course.
ONLINE: An online course utilizes online tools and resources to deliver 50% or more of class content, discussion, quizzes, exams, etc. The online course may have physical space and meeting times during testing or other examination periods. Any required face-to-face meetings will be specified in the syllabus.
D I S A B I L I T Y S UP P O RT S E R V I C E S (DSS) Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in University programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified students with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University’s Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Students should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. The office is located on the 2nd floor of the Ethel K. Smith Library, in the Academic Resource Center (the ARC). Contact information: access@wingate.edu, 704-233-8271.
S T U DE N T D I S A B I L I T Y G RI E V A N C E P RO C E D U RE Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. The University has adopted this internal grievance procedure to provide for the prompt and equitable resolution of student complaints alleging any action prohibited by Section 504 of the Rehabilitation Act of 1973 (“Section 504”) or Title III of the Americans with Disabilities Act (“Title III”) or otherwise alleging disability-related discrimination or harassment. Section 504 prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and Title III prohibits discrimination on the basis of disability by private entities (including Universities) that provide places of public accommodation. These laws and accompanying regulations may be examined in the office of the Assistant Vice-President For Disability Support Services, whom the University has designated to coordinate its efforts to comply with Section 504 and the ADA (“the Director”). WHO MAY GRIEVE? Any student currently enrolled at the University who believes he or she has been discriminated against or harassed on the basis of disability by a University employee (e.g., administrator, faculty, staff, adjunct faculty, or other agent of the University); University student; or, in certain circumstances, by a visitor to the University, may use this process to file a grievance. WHAT MAY BE G RIEVED? An action or decision may be grieved if it involves alleged discrimination or harassment by a University employee; University student; or, in certain circumstances, by a visitor to the University against a student on the basis of that student’s disability. Such actions may include, but are not limited to, denial of accommodations or lack of physical access to University facilities or programs. CONFIDENTIALITY AND PROHIBITION AGAINST RETALIATION The University will treat all information submitted in connection with a grievance as confidential. Subject to FERPA and other applicable privacy laws, however, the University official investigating the grievance will inform individuals with a legitimate need to know of the grievance and may provide them related information as necessary to allow the University official to conduct a meaningful and thorough investigation. The University official investigating the grievance will inform all
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158 involved parties of the need to maintain the confidentiality of such information. Wingate University prohibits retaliation for submitting a grievance or participating in a grievance investigation. Retaliation includes threats, intimidation, reprisals, and adverse actions. The University official investigating the grievance will advise all involved parties of this strict prohibition against retaliation. INFORMAL GRIEVANCE PROCEDURE The Informal Grievance Procedure is designed to facilitate a satisfactory resolution of the grievance in an informal manner. The student has the option to forego the Informal Grievance Procedure and move immediately to the Formal Grievance Procedure. A student initiates the Informal Grievance Procedure by contacting the Assistant Vice President for Disability Support Services. If the Assistant Vice President is the subject of the grievance, the student initiates the Informal Grievance Procedure by contacting the Vice President of Academic Systems. The student may contact the appropriate official (the “Investigator”) by e-mail, phone, or in person. Ms. Kristin Wharton, Assistant Vice President for Disability Support Services 704-233-8366 | kwharton@wingate.edu | Office location: Ethel K. Smith Library, Academic Resource Center (second floor) Dr. Erika Niland, Vice President of Academic Systems 704-233-8323 | e.niland@wingate.edu | Office location: Stegall Administration Building, Academic Affairs’ suite (second floor) To initiate the Informal Grievance Procedure, a student is not required to submit the grievance in writing, but the Investigator may ask the student to do so or to submit other evidence, if necessary to facilitate a satisfactory resolution. The Investigator will attempt to expeditiously facilitate a satisfactory resolution. The Investigator may meet in person with the student, confer with the individual(s) against whom the grievance is filed, attempt to arrange a meeting between the student and the individual(s), or take any other steps the Investigator believes will be useful in promoting resolution. Within 21 calendar days after the student initially contacts the Investigator regarding the grievance, the Investigator will inform the student in writing of the outcome of the Informal Grievance Procedure. FORMAL GRIEVANCE PROCEDURE If the student is not satisfied with the resolution reached using the Informal Grievance Procedure, or if the student chooses not to use the Informal Grievance Procedure, the student may initiate the Formal Grievance Procedure by submitting a written complaint to the appropriate Investigator. A student who chooses to initiate the Formal Grievance Procedure after participating in the Informal Grievance Procedure must do so within 14 calendar days of receipt of the Investigator’s written notification of the outcome of the Informal Grievance Procedure. The written complaint must: • • • • • •
be dated; state the problem or action alleged to be discriminatory and the date of the alleged action; state how the action is discriminatory (or how the decision is unreasonable if it a denial of a requested accommodation); name the individual(s) against whom the grievance is filed; state the requested remedy; and be signed by the student.
Within seven calendar days of receiving the written complaint, the Investigator will provide written notification of receipt of the complaint to the grievant and to the individual(s) against whom the grievance is filed. The Investigator will also conduct a thorough investigation of the complaint, affording all relevant persons an opportunity to submit evidence regarding the allegations. Within 30 days of receipt of the written complaint, the Investigator will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the grievance. The decision will include findings of fact, a conclusion, and, if applicable, an explanation of remedies, which may
include the imposition of disciplinary sanctions and / or referral to an individual’s supervisor or another administrator for the determination and imposition of disciplinary sanctions. APPEAL The student or the individual(s) against whom the grievance is filed may appeal within fourteen calendar days of receiving the Investigator’s written decision and / or any associated disciplinary sanctions by writing to the Academic Affairs’ office. The written appeal must clearly set forth the grounds for the appeal and must include all supporting evidence. Generally, the Vice President of Academic Systems will limit his or her review of the Investigator’s decision to determine whether the Investigator considered the proper facts and whether there were any procedural irregularities. Within 21 days of receipt of the appeal, the Vice President of Academic Systems will provide the grievant and the individual(s) against whom the complaint is filed a written decision regarding the appeal. The decision of the Vice President of Academic Systems is final, and the University will disregard any subsequent appeals (in any form) to any University representative, including the University President. Dr. Erika Niland, Vice President of Academic Systems 704-233-8323 | e.niland@wingate.edu | Office location: Stegall Administration Building, Academic Affairs’ suite (second floor) ADJUSTMENT OF DEADLINES The Investigator or the Vice President of Academic Systems may change the above deadlines for good cause, such as semester or summer breaks. Likewise, if the application of time deadlines creates a hardship due to the urgency of the matter or the proximity of an event, the Investigator or the Vice President of Academic Systems, at the request of the student, will determine if an expedited procedure can be created. SUPPORT PERSONS/ADVISORS The student who initiates the grievance may have one support person/advisor present to support and assist them during any meetings. The student is not limited in their choice of support person/advisor. The student may consult privately with their respective support person/advisor during meetings provided that such consultation is not disruptive. Support person/advisors may not directly participate in any meeting. A support person/advisor may be required to leave a meeting if their presence is disruptive at the Investigator’s request. A support person must maintain confidentiality regarding any and all communications exchanged. INTERIM MEASURES If necessary while any grievance investigation is ongoing, the University may take interim measures to stop discrimination or prevent its recurrence. Such interim measures may include, but are not limited to, limiting interaction between the parties, arranging for the provision of temporary accommodations, or staying a course grade. CONFIDENTIALITY OF REC ORDS Once the Investigator or the Vice President of Academic Systems has made the final decision regarding the grievance, the records related to the grievance will be confidentially maintained in the Office of Disability Support Services for three years. DISABILITY ACCOMMODATIONS Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Director. The Director will review the supporting disability related documentation, make a decision about the request, notify the student about approved accommodations and make arrangements for the accommodations. Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for the proceedings.
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159 EXTERNAL COMPLAINTS The availability and use of this grievance procedure do not prevent a student from filing a complaint of discrimination with external agencies such as the U.S. Department of Education, Office for Civil Rights.
D I S A B I L I T Y H A RA S S ME N T P O L I C Y Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, subjected to discrimination in connection with, or denied the benefits of any University programs or activities due to his or her disability. Harassment is a form of discrimination and, therefore, harassment directed toward an individual student with a disability is a violation of the University’s anti-discrimination policy as well as state and federal laws. Disability harassment is defined as verbal (including written or electronic communication) or physical conduct that is directed at an individual because of his/her mental/physical disability that is sufficiently severe, pervasive, or persistent so as to have the purpose or effect of creating a hostile work or educational environment. A hostile environment may exist even if there are no tangible effects on the student, where the harassment is serious enough to adversely affect the student’s ability to participate in or benefit from the educational program. Disability harassment may occur in a variety of relationships, including faculty and student, supervisor and student employee, student and student, staff and student, and other relationships between students and other persons having business at or visiting the University. To file a complaint of harassment students should follow the University’s Grievance Procedure for Students with Disabilities.
EMAIL All correspondence, including news, information, and course updates, are communicated through Wingate email ONLY. To avoid any confusion the school will only use Wingate email address to communicate information. Students should check email regularly.
F A MI L Y E D UC A T I O N A L R I G H T S A N D P R I V A C Y (FERPA) The Family Educational Rights and Privacy Act of 1974, commonly known as the Buckley Amendment or FERPA, was passed and put into effect in January 1975. The law regulates the use and disclosure of personal information in educational records and permits a student to inspect what material is maintained in those records. A copy of the Family Educational Rights and Privacy Act of 1974 is on file in the Office of the Registrar in the Stegall Building. It can also be found at http://uscode.house.gov (search for 20 USC 1232g). A full statement pertaining to the University’s compliance with the Buckley Amendment printed each year in the Student Handbook and also is available on the University website on the Registrar’s Office page.
G RA DI N G A N D G R A D E P O I N T A V E R A G E Grades are assigned based on the following scale: A B C F P HP I W R
Excellent Above average Average Failure Pass (for courses offered on P/F basis) High Pass Incomplete Withdrawal Indicates the course has been repeated; the letter grade to the right of the “R” is the new grade that replaces the previous grade (see repeat course policy) NOTE: Minus (-) or plus (+) signs may be attached to each grade of “A”, “B”, and “C”, but this does not affect the quality points assigned for those grades.
Grade point average (GPA) is determined using 4.00 scale. Students may receive a “+\-” as indicators of performance, but these are not calculated into the GPA. Incompletes are only assigned in extenuating circumstances. Incomplete coursework must be completed within 30 days of the next semester. Failure to resolve an Incomplete will result in the grade being assigned as an “F.”
G RA D UA T I O N P RO C E D U RE S Graduate degree candidates must complete a graduation application at least 10 days prior to the beginning of the semester in which the student will complete degree requirements. Graduation applications can be found online at myGate or at https://www.wingate.edu/academics/theregistrar. Degrees are conferred three times per year: At the end of the fall semester (December), at the end of the spring semester (May), and at the end of the summer (August).
H O N O R C O DE Membership in the Wingate University community is a privilege conferred by demonstrated merit and sustained by a continuing commitment to high standards of performance and conduct. The University expects that all members of the community will conduct themselves in a manner reflecting respect for all other members of the community. It is the responsibility of all Wingate University students to report any suspected violations of the University Honor Code and Code of Community Standards. Wingate University students do not lie, cheat, steal, or plagiarize, nor do they tolerate in their company the presence of one who does. Effective writing, analysis, and idea curation are critical to college coursework and therefore must be completed by the student themselves. The use of generative artificial intelligence (AI) to write a paper or complete an assignment will be treated as plagiarism, unless the professor clearly states that use of AI is permitted on that assignment, project, or paper. Even then, proper and complete attribution of AI sources is required. Wingate University students conduct themselves at all times in a manner that is conducive to the maintenance of a strong environment for study and learning. Wingate University students respect the rules and regulations of the University as outlined in the Student Handbook. A student who commits such an offense will be reported to the Program Director or Dean for appropriate action. Failure to report knowledge of an honor code violation will carry the same penalty as an offense.
I N C O MP L E T E G RA DE If permitted by the Program Director or Dean, a student may petition a faculty member for an extended amount of time to complete a course in which the student is regularly enrolled. The student must demonstrate that extenuating circumstances exist that prevent completion of the course(s) according to the University calendar. In this case, the faculty member may assign a grade of “I’ showing that some requirement of the course is not yet complete. Incomplete grades are not possible for all graduate courses or work, such as clinical rotations. Students should always check with the Program Director or Dean first before contacting an instructor. It is the student’s responsibility to initiate steps with the professor to change this grade. A grade of “I” which has not been completed within 30 calendar days of the next regular semester will automatically become an “F”. A faculty member may submit a written request on behalf of the student to the Program Director or Dean to extend the deadline. When doing so, the faculty member will impose a new deadline.
I N T E RN A T I O N A L A P P L I C A N T S R E Q UI RI N G F1 V I S A S Wingate University values the contributions and perspectives of international students in our programs. International students requiring an F1 student visa must also submit the following to their graduate program for admission:
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160 1.
2.
3.
A certified translation of transcripts if the original transcripts are not in English. In addition, a course-by-course evaluation of the applicant’s academic documents compiled by an independent academic credential evaluation provider will be requested for any post-secondary work or Commonwealth advanced level examinations taken outside of the United States. A color copy of the biography page of the student’s passport. Wingate recommends a member organization of The Association of International Credential Evaluators, Inc. (AIEC), National Association of Credential Evaluation Services (NACES), AACRAO International Education Services (IES) or World Education Services, Inc. (WES) for translation and evaluation services. Non-native English speakers and/or applicants whose principal language of instruction has not been English must submit official scores from the Test of English as a Foreign Language (TOEFL) reported directly from ETS.org; or official scores from International English Language Testing System (IELTS) reported directly from IELTS.org. a. Scores must not be more than one year old, unless the student has been enrolled full-time in an accredited American college or university in the interim. Individual minimum scores are decided by each graduate program. Completing a previous degree in the US will exempt an applicant from the English proficiency requirement. b. The TOEFL Bulletin of Information is available at American embassies and consulates, or can be obtained by writing: TOEFL, CN 6155, Princeton, New Jersey 08541-6155, or online at ets.org. The IELTS application can be obtained by writing: IELTS International, 825 Colorado Boulevard, Los Angeles, California 90041, or at ielts.org. International students must also present copies of the following forms to the International Programs Office: • Passport • Visa • I-94 print out • I-20 • Financial statement showing resources for a one-year period • Proof of health insurance
Admission of an international student who requires an F-1 visa is only final when the visa is obtained. A student must be fully admitted to the graduate program to receive an I-20. International students holding current tourist (B1/B2) visas are not allowed to enroll in a degree program. We also cannot enroll F1 visa students for the purpose of completing prerequisites only. Questions about F1 visa requirements can be addressed to international@wingate.edu.
C O UN T RI E S E X E MP T F RO M E N G L I S H P RO F I C I E N C Y E X A M S C O RE R E Q UI RE ME N T S • • • • • • • • • • • • • • • • •
Antigua and Barbuda* Australia Bahamas* Barbados* Belize* Bermuda British Indian Ocean Territory British Virgin Islands Canada (except Quebec) Cayman Islands Dominica* Falkland Islands Fiji Gibraltar Grenada Guyana* Guinea (British)
• • • • • • • • • • • • • • • •
Anguilla* Micronesia Montserrat Nauru New Zealand Palau Papua New Guinea Solomon Islands St. Kitts and Nevis* St. Lucia St. Vincent and the Grenadines* Tonga Trinidad and Tobago* Turks and Caicos Islands Tuvalu United Kingdom (England, Northern
• • • •
Ireland Jamaica* Marshall Islands Mauritius
• • •
Ireland, Scotland & Wales) U.S. Virgin Islands Vanuatu Western Samoa
*With CXC or CAPE examination. Since English is the official first language at the countries listed above, students from those countries are NOT required to submit a proof of English proficiency.
LIBRARY AN D SPEC IAL COLLECTIO NS SPECIAL COLLECTIONS Wingate University Special Collections is comprised of physical holdings related to Wingate School/Junior College/College/University, providing researchers information about the education community and traditions of Wingate University. To learn more about using the materials contact Wingate University’s Special Collections Archivist at (704) 233-8096.
E T H E L K. S MI T H L I B R A R Y LIBRARY MISSION The Ethel K. Smith Library supports the University's mission to develop educated, ethical, and productive graduates, by serving as a gateway for students to access, explore, and evaluate a variety of information sources. This support is provided by a staff of professional librarians holding ALA accredited degrees that are dedicated to meeting the following goals: •
• • •
Offer a welcoming, research-oriented, and engaging environment for the campus community that fosters academic inquiry Provide access to collections, resources, and programming services in a variety of physical and electronic formats Developing a diverse collection of materials that present differing perspectives and supports the University's curriculum Educate patrons of the importance of becoming informationally literate by highlighting the value of information and ways to ethically access, evaluate, and share information
The library contains a core collection of over 20,000 physical tiles housed in the stacks and numerous online database subscriptions, which provide access to over 490,000 additional items including articles from scholarly and popular periodicals. Services for the campus community provided by the library include: • • • • • •
Material loans, including equipment Bibliographic Instruction for classes and individuals Interlibrary Loan provides access to materials outside of the library's collection Research Consultations for individuals or groups Online chat reference services Computer lab, printing, and wireless network access
Please visit https://www.library.wingate.edu for more information on the Ethel K. Smith Library.
M E DI A R E L E A S E Wingate University regularly uses photographs and voice interviews of students for internal and external promotion and/or informational purposes. Students should understand that the photographs and videos may be published on the Internet, in various print media or on television/radio at the sole discretion of Wingate University. By participating, students waive any and all present or future compensation rights to the use of promotional and informational materials. If you desire not to be photographed, interviewed or have material in your likeness published, please contact the Office of Marketing and Communications.
O N L I N E C L A S S A T T E N DA N C E Regular attendance in online courses is expected throughout the length of the term. Students who do not submit any academic assignment (such
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161 as a course requirements checklist, a quiz, an exam, written paper or project, discussion board post, or other academic activity) the first week of the class will be dropped from the course. Students who desire to reengage in the class need to contact the instructor to provide evidence of an excused absence and to find out if it is possible to make up missed work. A student who requests and is added back to an online class will be considered as completing an academic activity. It is the student’s responsibility to make up all missed work.
O N L I N E L E A R N I N G M A N A G E ME N T S YS T E M Wingate uses Canvas learning platform for all courses. Course updates, syllabi, and information related to a specific course may be posted on Canvas. Check individual course webpages regularly.
R E S O L VI N G P RO B L E MS A N D I S S UE S Students are encouraged to discuss problems and issues with the person or department involved. If discussion with the involved parties fails, please follow the reporting process detailed on the website (https://www.wingate.edu/mygate-students/filing-a-complaint).
E X T E RN A L C O MP L A I N T R E S O U RC E S Wingate University is committed to providing opportunities for student complaints to be received and resolved. Students with complaints that have not been resolved through the University's complaint processes may file a complaint through other avenues. ACCREDITATION Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org). Students who file a complaint with the accrediting agency should follow the SACSCOC Complaint Procedure found here. NC P O S T -S E C O N D A R Y E D U C A T I O N C O M P L A I N T S The State Authorization Unit of the University of North Carolina System Office serves as the official state entity to receive complaints concerning post-secondary institutions that are authorized to operate in North Carolina. Complaints received against post-secondary institutions licensed in the state of North Carolina, including Wingate University, will be forwarded to the appropriate agency for action. If you are unable to resolve your complaint through Wingate's grievance procedures, please consult the NCPS-EC Student Complaint Policy. The complaint form can be found here. For more information, use the contact information below or visit the this website. North Carolina Office of Post-Secondary Education Complaints C/O Student Complaints 223 S. West Street, Suite 1800, Raleigh, NC 27603 (919) 962-4550 NC D E P A R T M E N T O F J U S T I C E To file a complaint with the Consumer Protection Division of the North Carolina Department of Justice, please visit the State Attorney General’s web page. North Carolina residents may call (877) 566-7226. Outside of North Carolina, please call (919) 716-6000. En Español (919) 716-0058. The complaint may be filed online NC Department of Justice Complaint Form. If you choose to mail a complaint, please use the following address: Consumer Protection Division Attorney General’s Office 9001 Mail Service Center Raleigh, NC 27699-9001
SARA-NC C O M P L A I N T P R O C E S S Students living outside of North Carolina taking on-line courses may also choose to file a complaint through SARA-NC. SARA-NC is the portal for the state of North Carolina. Students should follow SARA North Carolina Student Complaint Process and use the SARA-NC Complaint form. The contact information for SARA-NC is: SARA North Carolina North Carolina State Education Assistance Authority P.O. Box 41349 Raleigh, NC 27629 Toll-free Telephone: (855) SARA-1-NC (727-2161) Telephone: (919) 248-4667, local Website: https://www2.ncseaa.edu/SARANC/index.html Email: information@saranc.org
S T U DE N T R E S E A RC H It is the policy of Wingate University that all research involving human participants or animals must be reviewed by the Research Review Board (RRB). In most circumstances, data collected before or without RRB approval cannot be used. If a student is undertaking research, it is their responsibility to discuss the specific requirements for their proposed research with their project advisor. The project advisor must review all completed documents before submission to the RRB. Documents can be accessed here: https://wingate.instructure.com/courses/15912. All students conducting research must complete Collaborative Institute Training Initiative (CITI) training to receive a certificate and number. Students who have not completed the training or if the training has expired, can go to the following site and register with CITI to complete the training. https://about.citiprogram.org/. You can reach out to the RRB with any questions via email: rrb@wingate.edu.
T E X T B O O KS Textbooks for individual courses will be available for online purchase via the Wingate University Bookstore website at https://wingate.textbookx.com/
T I T L E IX R E S O URC E S Any student who feels discriminated against, or who is a possible victim of sex discrimination, including sex-based harassment, is encouraged to seek help using the resources identified on the Wingate University website. All information can be found at: https://www.wingate.edu/title-ix.
T R A N S C RI P T S The official academic record for each student is maintained in the Office of the Registrar. A student has access to the record during normal office hours. A student may receive copies of the official transcript by ordering them through the National Student Clearinghouse at https://studentclearinghouse.org. Unofficial transcripts can be printed by the student using Workday, the web-based student information system. Transcripts will not be released if the student’s account with the University is delinquent.
W O RK D A Y A C C E S S Workday is the software system for Wingate University students to access their personal/academic information. You will be assigned a student ID number and an email address. You will receive a letter from the main campus regarding your personal log-in and password. If you do not receive this information, please contact Jimm Wetherbee at 704233-8092 or jimm@wingate.edu.
W I T H DR A WA L Some programs allows students to withdraw from individual courses at their discretion (until the deadline listed on the academic calendar) and Wingate University Academic Catalog 2026-2027
162 receive a grade of “W” on their transcripts provided they secure approval of the instructor and the Registrar. Students should check their program's handbook for specific details. Withdrawal from the program for the semester is initiated with the Program Director or Dean. Students who officially withdraw from courses can expect tuition refunds according to the refund schedule in this catalog. If the student receives financial aid, Title IV funding (such as Direct Student Stafford Loans) may have to be returned, thereby creating a balance due for the withdrawing student.
W RI T I N G C E N T E R The Christa Helms Austin Writing Center is located on the second floor of the Ethel K. Smith Library, in the Academic Resource Center, and offers students, staff, and faculty an opportunity to improve and strengthen their writing skills. Students from all majors and classes are encouraged to visit the Writing Center. Consultants can help students work on specific writing assignments as well as helping with any of the “stages” of writing—brainstorming topic ideas, shaping a thesis, revising, learning to better edit your own work, or understanding style demands for papers in different disciplines. The Writing Center is staffed by faculty-recommended student consultants who have been trained to help other students improve as writers. Students may schedule ongoing tutorial sessions, make appointments for specific writing assignments, or drop-in for a session with an available consultant.
LEVINE COLLEGE OF HEALTH SCIENCES S C H O O L O F H E A L T H P RO F E S S I O N S Dean:
Karen Friel
The Levine College of Health Sciences is dedicated to advancing healthcare excellence through transformative education, compassionate and impactful service, and innovative discovery. We offer a range of advanced programs in health professions, including Doctorates in Medical Sciences, Occupational Therapy, Pharmacy, and Physical Therapy, as well as Master's programs in Physician Assistant Studies, Public Health, Social Work and Mental Health Counseling. Our Bachelor's programs focus on Nursing and Public Health. Practical experience is incorporated into each program and the collaborative practice model is emphasized through interprofessional education.
M E DI C A L /I M M U N I Z A T I O N R E Q U I R E ME N T S After a student has been accepted by Wingate University, he/she is required to submit health information which includes a health history, proof of insurance, physical examination, and immunization information. Medical requirements are due July 1 (Fall admission) and January 2 (Spring admission). Students who are incomplete 30 days after classes begin are subject to expulsion from classes and the University until such information is received. The physical examination must be performed one year prior to the date of admission to the University. Per NCAA regulations, students participating in an intercollegiate sport must have a physical every six months. Physicals can be done in The Health Center for a fee. The physical must include: vision, urinalysis, hemoglobin, and TB skin test. The following immunizations are required: Tetanus Series (Td, DPT, Tdap) Three doses. One must have been within the past 10 years. Those individuals enrolling in college or university for the first time on or after July 1, 2008 must have had three doses of tetanus/diphtheria toxoid and a booster dose of tetanus/diphtheria/pertussis vaccine if a tetanus/diphtheria toxoid or tetanus/diphtheria/pertussis vaccine has not been administered within the past 10 years Measles Two doses (after 1st birthday). Measles vaccines are not required if any of the following occur: Diagnoses of disease prior to January 1, 1994; an individual who has been documented by
The following immunizations are required: serological testing to have a protective antibody titer against measles; or an individual born prior to 1957. Mumps Two doses. Mumps vaccine is not required if any of the following occur: an individual who has been documented by serological testing to have a protective antibody titer against mumps; an individual born prior to 1957. Rubella One dose. Rubella vaccine is not required if any of the following occur: 50 years of age or older; an individual who has been documented by serological testing to have a protective antibody titer against rubella. Hepatitis B Three doses. Hepatitis B vaccine is not required if an individual was born before July 1, 1994 and is not enrolled in a Health Science major. Polio Three doses. An individual attending school who has attained his or her 18th birthday is not required to receive polio vaccine. Meningococcal Series. Two doses. If the first one is given at age 16, then only one is required. Students in Pharmacy, Physician Assistant Studies, Physical Therapy, Nursing, and Exercise Science are required to have additional immunizations. Check with those programs to identify what is required. Required vs. Recommended North Carolina law requires individuals attending college or universities to receive certain vaccines. But in order to be fully protected from vaccinepreventable diseases, individuals should receive all immunizations recommended by the Centers for Disease Control and Prevention (CDC). Recommended vaccines include flu, meningitis, meningococcal B series, and HPV. Students who are not compliant with NC immunization requirements within 30 days of the first day of class will be required to withdraw from classes. Students taking online courses, off campus courses, evening courses (after 5 p.m.) or no more than 4 daytime credit hours are exempt from immunization requirements. Medical and religious exemptions can be requested through The Health Center. Questions should be directed to the Director of The Health Center, Campus Box 3037, Wingate University, Wingate NC 28174. Students in the Physician Assistant Studies require additional immunizations and tests and should check with the Health and Wellness Center prior to enrollment. INTERNATIONAL STUDENTS • •
Must meet North Carolina guidelines concerning immunizations. Must provide documentation of insurance. A student accident and sickness insurance program is available for purchase by students of Wingate University in the Business Office.
All students with a positive tuberculin skin test will be referred to the Health Department for evaluation & follow-up. If the recommendation of the Health Department is that they receive prophylactic treatment for tuberculosis, students will be required to comply.
D E P A RT ME N T O F C L I N I C A L M E N T A L H E A L T H C O UN S E L I N G Interim Program Director: Justina Floyd Professor: Jennifer Jordan Assistant Professors: Jordan Austin, Justina Floyd, Jessica Morello The Clinical Mental Health program at Wingate University, located on the main campus in Wingate, North Carolina, offers a comprehensive inperson learning experience. This 60-hour program is designed for fulltime students and is completed in two years. Students’ progress through the program using a cohort model, fostering collaboration, and enhancing decision-making skills through shared experiences and mutual support. The program's emphasis on a cohort model provides a sense of community, networking opportunities, and a supportive environment conducive to professional growth. Upon completing the program, students are equipped with the education necessary to sit for the National Counselor Exam and the National Clinical Mental Health Counseling Examination, paving the way for licensure as a Clinical Mental Health Counselor.
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163 MISSION
ACCREDITATION
The mission of the Wingate University Master's in Clinical Mental Health CMHC program is to cultivate skilled and adept counselors through a comprehensive and dynamic learning experience that inspires growth and transformation. We are committed to developing professionals who serve diverse communities with compassion and integrity, emphasizing experiential learning and the integration of contemporary therapeutic practices.
Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).
Our program equips counselors to address trauma and other mental health challenges with cultural competence and sensitivity. By empowering students to advocate for marginalized populations, we foster an inclusive approach to counseling that respects and celebrates diversity. Through immersive experiences and a forward-thinking curriculum, our students are prepared to lead in promoting mental health and well-being in a multicultural and global society. PROGRAM OBJECTIVES •
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Cultivate a diverse student body: The program will actively recruit and retain a diverse group of students through targeted outreach efforts and support initiatives, with enrollment data demonstrating increased diversity across student cohorts. Develop ethical decision-making skills: Students will demonstrate the ability to apply ethical principles and standards in counseling practice when working with individuals from diverse backgrounds. Enhance cultural competence: Students will exhibit cultural sensitivity and competence in their counseling practice by integrating knowledge of diverse cultural practices and beliefs into their therapeutic approach. Acquire knowledge and skills in trauma-informed care: Students will be able to recognize and effectively respond to trauma and mental health challenges with sensitivity and understanding of the impact of trauma on individuals, families, and communities. Foster advocacy skills for marginalized populations: Students will advocate for marginalized populations by understanding and addressing social justice issues within the counseling field. Demonstrate proficiency in applying contemporary therapeutic practices: Students will integrate evidencebased therapeutic techniques into their counseling practice to effectively support clients’ mental health and well-being. Utilize counseling research in practice: Students will demonstrate the ability to critically evaluate and apply counseling research findings to inform and enhance their clinical practice. Develop assessment skills: Students will conduct program evaluations and needs assessments to identify areas for improvement and enhance counselor effectiveness. The results will inform the development of evidence-based interventions. Master career and group counseling techniques: Students will acquire the necessary skills and knowledge to provide effective career counseling services and facilitate group counseling sessions for various client populations. Master diagnostic and treatment planning competencies: Students will demonstrate proficiency in diagnosing mental health disorders and developing appropriate treatment plans based on best practices and client needs. Engage in reflective practice: Students will engage in ongoing self-reflection and supervision to continuously improve their counseling skills, enhance self-awareness, and ensure ethical and effective practice. Acquire knowledge and skills to work with clients across the lifespan: Students will demonstrate the ability to effectively work with individuals at various developmental stages.
Wingate's Master of Clinical Mental Health Counseling has gained approval from SACSCOC and is in the process of achieving candidacy status through the Council for Accreditation of Counseling and Related Educational Programs (CACREP). LICENSURE Upon successful completion of the CMHC program , graduates will meet the eligibility requirements to sit for the National Counselor Exam and the National Clinical Mental Health Counselor Exam. Following the anticipated attainment of full CACREP accreditation in 2027, graduates will be eligible for licensure in North Carolina. Graduates predating full accreditation will receive retroactive recognition as having completed an accredited program upon official accreditation approval. Additionally, graduates will be eligible for licensure in South Carolina and in states that require equivalent educational standards and do not mandate CACREP accreditation for initial licensure. Applicants are encouraged to speak to the program director if they have any questions or concerns regarding licensure. CMHC A C A D E M I C C A L E N D A R FALL 2026 Classes Begin Labor Day Holiday Fall Break – No Classes Thanksgiving Holiday Classes End
August 20 September 7 October 12-13 November 25-27 December 4
SPRING 2027 Classes Begin Martin Luther King, Jr. Holiday Spring Break – No Classes Easter Holiday Classes End
January 7 January 18 March 1-5 March 26-29 April 28
SUMMER 2027 Classes Begin Classes End
May 25 August 6
ADMISSIONS REQUIREMENTS ADMISSIONS CRITERIA FOR TRADITIONAL STUDENTS Standard admissions to the CMHC Program is open to all applicants who have earned a baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.” To be considered for admission to the Master of Clinical Mental Health program, an applicant must: • •
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Complete the online application Hold a bachelor’s degree from an accredited institution with an overall GPA of 3.0 or higher (those with a GPA of less than 3.0 are encouraged to submit official GRE/GMAT test scores for further consideration) Submit official transcripts directly from all post-secondary colleges or universities attended Provide two (2) recommendations from academic or professional references
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164 ON CAMPUS INTERVIEW The admissions committee will evaluate the above measures to determine who will come on campus for an in-person interview. The admissions committee conducts in-person interviews to assess candidates' skills, such as interpersonal dynamics, openness to diversity, and strong interpersonal skills. The interviews focus on candidates' career goals, aptitude for graduate-level study, alignment with oncampus program delivery, and potential for success in building effective counseling relationships with diverse populations. APPLICATION DEADLINES Our program operates on a cohort model, admitting students once a year. Application deadlines are as follows: • • • • •
August 8, 2026 – October 20, 2026 for interview day one (November 13, 2026) October 31, 2026 – January 8, 2027 for interview day two (January 22, 2027) January 9, 2027 – June 25, 2027 for interview day three (July 9, 2027) Priority deadline: October 30, 2026 Final deadline: June 25, 2027
Applications received by October 30, 2026, will receive early priority consideration for our first round of admissions interviews. Applications received by January 8, 2027, will be considered for our priority admissions review. Applications will continue to be accepted until June 25, 2027, or until all available seats in the Fall 2027 cohort have been filled. Because admission is competitive and space is limited, applicants are strongly encouraged to apply by one of the priority deadlines. TRANSFER CREDIT A student may be permitted to transfer credit from a CACREPaccredited graduate program. The admissions committee will consider the transfer of up to twelve (12) credit hours of appropriate graduate course credit for the Master of Clinical Mental Health Counseling, provided the credit was earned during the four years preceding admission with a minimum final course grade of “B” or better. Students must complete all clinical courses, where counseling skills, client interaction, and clinical competencies are supervised and evaluated, within the CACREP-accredited program from which they plan to graduate. Any student seeking transfer credit must initiate this action with the Academic Advisor and/or the Program Director. The student must submit the course description and course syllabus for the course taken at another university, along with the official transcript. This process should be completed before beginning a student’s course study. The Program Admissions Committee will evaluate the information and make the decision. If approved, the student will be given the "Transfer Credit for Course” form, which must be completed before credit can be granted. PROG RAM REQUIREMENTS The CMHC program plan of study includes a total of 60 credit hours including 12 credit hours of clinical practice. Year One Credits Semester 1 (Fall) 9 CMHC 601: Foundations in Professional Counseling and 3 Ethical Practice CMHC 602: Counseling Skills and Interventions 3 CMHC 603: Counseling Theories and Practice 3 Semester 2 (Spring) 12 CMHC 604: Pre-Practicum 3 CMHC 609: Group Counseling Skills and Interventions 3 CMHC 611: Diagnosis, Case Conceptualization, and 3 Psychopharmacology CMHC 614: Social Cultural Identities and Experience 3 Semester 3 (Summer) 9 CMHC 608: Practicum 3 CMHC 613: Principles and Application of Assessment in 3 Counseling CHMC 616: Career Development 3 Total 30
Year Two Semester 1 (Fall) CMHC 606: Trauma, Crisis, and Grief Interventions CMHC 607: Counseling Across the Lifespan CMHC 618: Internship I Semester 2 (Spring) CMHC 605: Counseling Children and Adolescents CMHC 612: Research and Program Evaluation CMHC 617: Advanced Theories, Methods, and Interventions CMHC 619: Internship II Semester 3 (Summer) CMHC 610: Couples and Family Counseling Skills and Interventions CMHC 615: Foundations of Addiction Counseling CMHC 620: Advanced Counseling Practice Total Program Total
Credits 9 3 3 3 12 3 3 3 3
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PROGRAM COMPLETION Candidates must meet the following requirements to receive a degree in the CMHC program: • • • • • • •
60 credit hours of the required courses have been completed An overall GPA of 3.0 or higher No letter grade below a C Satisfactorily fulfilled all dispositional requirements established by the program Completed 100 hours of practicum and 600 hours of internship Passed the comprehensive exam Completed the exit survey
It is the student’s responsibility to see that all requirements for graduation are met. PROG RAM EVALUATION AND REVIEW All components of the Clinical Mental Health Counseling program undergo ongoing assessment to ensure a top-tier curriculum aligning with the high standards set by the Council for Accreditation of Counseling and Related Educational Programs. Program review and evaluation encompass the following: ASSESSMENT OF INDIVIDUAL STUDENT MASTERY OF KNOWLEDGE, SKILL, AND PROFESSIONAL DISPOSITIONS Program faculty continuously and systematically assess how students individually demonstrate progress toward and mastery of the knowledge, skills, and professional dispositions required for program graduates. ASSESSMENT OF CMHC COURSES Each graduate course requires evaluations from enrolled students, which are subsequently shared with both the Program Director and the respective course instructor. These feedback evaluations serve as valuable tools to drive enhancements for the course and contribute to program-wide improvements. ASSESSMENT OF THE PROGRAM The Clinical Mental Health Counseling program consistently and systematically strives for program enhancement through a structured evaluation plan that monitors and reports on the attainment of program objectives annually. This process includes the examination of academic quality indicators and benchmarking against established thresholds. An annual report, inclusive of aggregate assessment of student success and graduate outcomes, will be published on the program's website. The program also analyzes program delivery methods, specialized practice areas, fieldwork placement rates, and demographic data related to applicants enrolled students degree completion student full-time faculty. ASSESSMENT OF ALUMNI, EMPLOYERS, SUPERVISORS, AND ADVISORY BOARD The program collects and analyzes systematic follow-up studies to analyze the extent to which the program is achieving its program
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165 objectives by collecting data from community partners that include graduates, field site supervisors, and employers of program graduates they also solicit feedback from the designated advisory board regarding curriculum modification and program improvement. PROGRAM POLICIES RIGHT OF THE PROGRAM TO MAKE CHANGES The Clinical Mental Health MMHC program reserves the right to make changes to any aspect of the program as deemed necessary by the university administration and faculty. These changes may include but are not limited to, adjustments in curriculum, course offerings, program requirements, policies, procedures, schedules, faculty assignments, and the overall structure of the program. ADVISING Every student is assigned a dedicated academic advisor upon admission, who will remain their primary point of contact throughout their time in the program. This advisor provides personalized guidance on course selection, academic progress, career planning, and professional development. Students are encouraged to engage regularly with their advisor for support on any academic or personal issues that may arise. Should a student need to change advisors, they may request a reassignment through the program director. The advisor is the first resource for navigating the program and ensuring a successful academic journey. PROFESSIONAL LIABILITY INSURANCE All students in the CMHC program are required to obtain professional liability insurance at their own expense prior to beginning any field placement. Faculty will provide guidance on reputable sources for obtaining this insurance and inform students of the associated costs. Students must maintain active coverage throughout the entirety of their field placement. Failure to secure or maintain this insurance will result in the student being prohibited from seeing clients until coverage is reinstated.
student must miss a class, they must inform the professor in advance and provide a legitimate excuse. Failure to do so will result in a loss of participation points. Excessive absences, even with excuses, may jeopardize a student's standing in the program and could lead to dismissal. Regular attendance is a key component of your success and is treated with the utmost importance. STUDENT RETENTION, REMEDIATION, AND DISMISSAL The CMHC program is committed to supporting students in achieving academic success, maintaining professional standards, and developing the competencies necessary for a successful career in counseling. To ensure these goals, the program has established policies related to student retention, remediation, and dismissal, including guidelines for probation, sanctions, and immediate dismissal under severe circumstances. STUDENT RETENTION Maintaining enrollment in the program requires students to meet academic standards, adhere to professional and ethical guidelines, and demonstrate appropriate professional dispositions. The program is dedicated to providing resources and support to help students succeed, but it is the student’s responsibility to meet the required standards. •
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INCIDENTAL COST The student is accountable for all expenses related to coursework, including those associated with applied practice education experiences. These costs may encompass transportation, accommodation, purchase of a personal laptop, data management and analysis software, criminal background checks, drug screenings, uniforms, health insurance, and additional fees. Certain community partner affiliates may necessitate specific criminal background checks or drug screenings for student participation in applied practice experiences at their establishments. Moreover, students may have the chance to pursue advanced certifications or attend workshops, which could incur additional personal expenses apart from tuition costs.
REMEDIATION If a student struggles to meet academic, professional, or ethical standards, the program will implement a remediation process designed to support the student in improving their performance and behavior. •
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TECHNOLOGY REQUIREMENT All students are mandated to possess a personal laptop or computer with a Microsoft Office software package at their own expense. Wingate University utilizes the Google platform, including the email system, so it is essential for students to have an updated Chrome browser. Students are responsible for using their laptops or desktop computers to access class information and materials required for each course. Proficiency in organizing files into folders, locating and saving files, utilizing web browsers, conducting internet searches, bookmarking pages, handling audio and visual files, and familiarity with word processing and spreadsheet programs is expected. Students should also be well-versed in computer operating systems, maintain their email accounts, and troubleshoot basic technology issues. GRADING POLICY
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Students who fail to meet the program’s standards may be placed on probation or subject to other sanctions, depending on the severity of the issue. •
Attendance is critical in the Wingate University in CMHC program , as consistent participation is essential for professional development and mastery of the material. Students are expected to attend all classes. If a
Identification of Issues: Issues requiring remediation may be identified through academic performance, faculty observations, or concerns raised by peers or supervisors. Professional Development Plan (PDP): The student, in collaboration with faculty, will develop a Professional Development Plan (PDP) to address identified areas of concern. The PDP will outline specific goals, strategies for improvement, a timeline for progress, and the criteria for successful remediation. Monitoring and Evaluation: The student’s progress will be monitored through regular meetings with their advisor and faculty, with adjustments made to the PDP as needed. Failure to make satisfactory progress may result in additional sanctions or dismissal from the program.
PROBATIONS AND SANCTIONS
Students who earn a grade of C or lower in any course must retake the course. The repeated course must be successfully completed in accordance with program academic standards. ATTENDANCE
Academic Standards: Students must meet the grading criteria outlined in the program's curriculum, maintaining a minimum GPA as specified in the student handbook. Failure to do so will result in academic probation or further action as outlined below. Professional and Ethical Standards: Students are expected to adhere to the ethical guidelines of the counseling profession, as well as the university’s code of conduct. This includes maintaining professionalism in interactions with faculty, peers, and clients, as well as demonstrating the dispositions required for effective counseling practice. Professional Dispositions: Students must consistently demonstrate the dispositions necessary for success in the counseling profession, including empathy, integrity, responsibility, and the ability to work well with diverse populations. Failure to exhibit these dispositions may trigger a review and possible remediation.
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Academic Probation: Students who do not meet the required GPA or fail to complete coursework satisfactorily may be placed on academic probation. They will have a specified period to improve their academic performance, as outlined in their PDP. Professional Probation: Students who fail to meet professional or ethical standards may be placed on professional probation. They will be required to adhere
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strictly to the guidelines set out in their PDP to continue in the program. Sanctions: Additional sanctions may include restrictions on participation in certain program activities, temporary suspension, or other measures deemed appropriate by the faculty. The goal of sanctions is to encourage improvement and compliance with program standards.
SEVERE CLAUSE POLICY FOR IMMEDIATE DISMISSAL In cases where a student’s behavior or performance is deemed to pose a serious risk to the safety, well-being, or integrity of clients, peers, faculty, or the program itself, the program reserves the right to immediately dismiss the student without prior remediation. •
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Grounds for Immediate Dismissal: Severe violations that may trigger immediate dismissal include, but are not limited to: o Gross violations of ethical standards, such as client abuse or breaches of confidentiality. o Serious professional misconduct, including acts of dishonesty, fraud, or endangering others. o Repeated failure to comply with the terms of a PDP or conditions of probation. o Any conduct that significantly undermines the integrity of the counseling profession or the reputation of the program. Procedure for Dismissal: A decision for immediate dismissal will be made by the program director in consultation with relevant faculty and administrators. The student will be notified in writing and will have the opportunity to appeal the decision through the university’s established grievance procedures.
ENDORSEMENT POLICY Upon successful completion of the program, including meeting all academic requirements, field placement obligations, and any other graduation criteria, students will receive faculty endorsement for state licensure. This endorsement serves as a formal acknowledgment that the student has met the educational and professional standards necessary for licensure as a counselor. The faculty is committed to supporting graduates in their licensure process by providing the required documentation and endorsements. STUDENT GRIEVANCE AND APPEALS POLICY The CMHC program is committed to creating a fair, supportive, and transparent learning environment. Students have the right to express concerns or grievances about any aspect of their academic experience, including decisions related to academic performance, professional conduct, or program policies. This policy outlines the procedures for addressing student grievances and the process for appealing decisions made by the program. This policy applies to all students enrolled in the Master’s in CMHC program who wish to file a grievance or appeal a decision that affects their academic standing, professional development, or overall experience within the program. GRIEVANCE PROCEDURE •
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Informal Resolution: o Initial Discussion: Students are encouraged to first discuss their concerns directly with the individual(s) involved (e.g., faculty member, advisor, or peer) to seek an informal resolution. o Mediation: If the issue is not resolved through direct discussion, the student may request mediation from a neutral faculty member or program director. The goal of mediation is to facilitate a mutually agreeable solution. Formal Grievance: o Written Grievance: If the issue cannot be resolved informally, the student may file a formal grievance by submitting a written statement to the program director. The statement should include a detailed description of the grievance, the steps taken to resolve it informally, and the desired outcome. o Investigation: Upon receiving the formal grievance, the program director will initiate an investigation,
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which may include interviews with the parties involved, review of relevant documents, and consultation with other faculty or administrators. Decision: The program director will provide a written decision within 14 business days of receiving the grievance. This decision will outline the findings of the investigation and any actions to be taken to address the grievance.
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Grounds for Appeal: o Students may appeal the program director’s decision if they believe there has been a procedural error, if new evidence has emerged that was not available during the initial investigation, or if the decision is deemed to be excessively punitive or unjust. Submitting an Appeal: o Written Appeal: To initiate an appeal, the student must submit a written appeal to the Dean of the College or an appointed representative within 10 business days of receiving the program director’s decision. The appeal should clearly state the grounds for the appeal and include any relevant supporting documentation. o Review Process: The Dean or their representative will review the appeal, which may include reevaluating the investigation, considering new evidence, and conducting additional interviews if necessary. Final Decision: o Outcome: The Dean or representative will issue a final decision in writing within 21 business days of receiving the appeal. This decision may uphold, modify, or overturn the original decision made by the program director. o Binding Decision: The decision of the Dean or representative is final and binding within the university. No further appeals will be considered.
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Confidentiality: All grievances and appeals will be handled with strict confidentiality to protect the privacy of the individuals involved. Information will only be shared with those directly involved in the resolution process. Protection Against Retaliation: The program prohibits any form of retaliation against students who file a grievance or appeal in good faith. Any student who experiences retaliation should report it immediately to the program director or dean.
WITHDRAWAL Students in the CMHC program may withdraw from the program at any time. However, it is required that they first consult with their academic advisor to discuss the implications and available options. If a student plans to be absent for more than two consecutive semesters, they must reapply for admission to the program unless they have obtained prior approval for an extended leave due to health-related issues, personal emergencies, or other significant circumstances. Approval for extended leave must be requested in advance and will be considered on a case-bycase basis.
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D E P A RT ME N T O F O C C UP A T I O N A L T H E RA P Y Program Director: Professor: Associate Professors: Assistant Professors:
Melissa Sweetman Melissa Sweetman Reeti Douglas, Stacey Caplan, Daniella Hauser, Christine McConnell, Wynnet Sinclair Patricia Tomsic
Academic Fieldwork Coordinator: Stacey Caplan Doctoral Capstone Coordinator: Reeti Douglas The Wingate University Department of Occupational Therapy was founded in 2017 and opened its doors to the charter class beginning study in August 2019. The charter class graduated from Wingate University in May 2022. The class size has been limited to assure individualized attention to every student. Following a traditional inperson model of delivery, occupational therapy classes will be held primarily in the Burnside Dalton and Hayes Buildings located in the center of the Wingate main campus. The contact information for the department is: Wingate University, Department of Occupational Therapy P.O. Box 159, Wingate, NC 28174-0159 Phone: 704-233-8972 E-mail: OTD@Wingate.edu Website: https://otd.wingate.edu Facebook: www.facebook.com/wuotd Instagram: @Wingate_OTD ACADEMIC CALENDAR Fall 2026 Classes Begin Level II Fieldwork Labor Day Holiday Fall Break – No Classes Thanksgiving Holiday Classes End Final Exams Spring 2027 Doctoral Capstone Experience Classes Begin Martin Luther King Holiday Spring Break – No Classes Easter Holiday One Day One Dog Classes End Final Exams Commencement Summer 2027 Classes Begin Level II Fieldwork Memorial Day Holiday Juneteenth Holiday Independence Day Holiday Classes End Final Exams
August 17 August 25 - November 14 September 7 October 12-13 November 23-27 December 4 December 7-11 January 4 - April 9 January 4 January 18 March 1-5 Mar. 26-29 April 18 April 23 April 26 – April 30 May 8 May 10 May 10 – July 30 May 31 June 18 July 5 July 30 August 2 – August 6
STUDENT LEARNING OUTC OMES 1. Occupational Performance a. Articulate and demonstrate occupational therapy core values, ethics, and theory across all practice settings. b. Facilitate occupational performance and engagement as a determinant of health, wellbeing, and quality of life for all persons, groups, and populations within a variety of contexts through the design and implementation of occupation-based, client-centered interventions. c. Collaborate with the client, caregivers, and interdisciplinary team to advocate, evaluate, and provide holistic care that supports health, wellbeing, and quality of life of all persons, groups, and populations. 2. Critical Thinking/ Professional Reasoning a. Utilize critical thinking and professional reasoning skills to design and deliver evidence-based, client-centered, occupation-based services. b. Demonstrate advanced knowledge, skills, and problemsolving abilities within a specialty practice area. c. Integrate learned material with client and environmental factors to make ethical decisions and demonstrate reflective clinical practice. 3. Evidence-based Practice and Scholarship a. Demonstrate the skills to advance the profession’s body of knowledge through critical inquiry and dissemination of scholarly works with emphasis on mechanisms that evaluate and change professional practice, service delivery, and/or professional issues. b. Locate, understand, critically appraise, evaluate, and integrate current evidence to design and deliver high quality, efficient, and effective therapeutic interventions. c. Identify and implement solutions to address the occupational needs of persons, groups, and populations through evidencebased program development, advocacy, and/or leadership initiatives. 4. Servant Leadership a. Demonstrate proficient use of critical self-reflection skills to develop authentic servant leader characteristics for leading clients, caregivers, colleagues, other health professionals, communities, and the public. b. Facilitate continuing professional development of self and others through reflective practice skills and a desire for lifelong learning. c. Pursue leadership roles in local, state, regional, and/or national organizations within the profession of occupational therapy or within organizations that support the profession and its clients. 5. Occupational Justice and Cultural Responsiveness a. Foster inclusion and diversity to address the needs of underserved persons, groups, and populations in local, regional, national, or international contexts. b. Advocate for changes to education, practice, and/or policy to meet the occupational needs of society. c. Address the social and cultural determinants of health, wellbeing, and quality of life to foster equitable access to and participation in one’s desired occupations.
ABOUT THE DEPARTMENT
PROGRAM SITES
The vision of the Doctor of Occupational Therapy Program at Wingate University is to be a leading educator of occupational therapists who are practice-ready leaders and clinical scholars committed to the pursuit of meaningful occupational performance for all persons, groups, and populations.
The program is delivered on the main campus of Wingate University. Didactic courses are delivered live with a few courses delivered via distance education. Clinical education experiences entail learning exercises at affiliated sites within the occupational therapy network. The Department will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all offcampus clinical education experiences is the responsibility of the student, as are living arrangements and living expenses.
The mission of the Doctor of Occupational Therapy Program at Wingate University is to develop knowledgeable and ethical occupational therapists who are committed to the health, well-being, and quality of life of all persons, groups, and populations through a solid education founded upon principles of occupational performance, critical thinking/professional reasoning, servant leadership, evidence-based practice/scholarship, and occupational justice.
ACCREDITATION The accrediting agency for occupational therapy education is the Accreditation Council for Occupational Therapy Education (ACOTE). The purpose of ACOTE is to accredit occupational therapy educational
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168 programs and occupational therapy assistant educational programs. ACOTE establishes, approves, and administers educational standards to evaluate occupational therapy and occupational therapy assistant educational programs. ACOTE shall have complete autonomy in establishing standards for educational programs; developing and implementing policies, rules, and procedures for conducting accreditation reviews; and making accreditation decisions (ACOTE, 2017). The standards set forth by ACOTE entail the minimum educational standards to which a program must adhere to earn accreditation status. The full list of standards is available for viewing at: https://acoteonline.org/accreditation-explained/standards/ The accreditation process for the Wingate University entry-level OTD program was initiated in 2018 with Candidacy for Accreditation status awarded in 2019. The program had a preaccreditation review in the Fall of 2020 with Preaccredititaion Status granted on April 2021, and Accreditation Status was granted in December 2021. Accreditation is required for graduates to be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR) and will be eligible to apply for licensure to practice occupational therapy in the United States. All states require licensure, and state licenses are usually based on the results of the NBCOT certification examination. (Note: A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements, and therefore may necessitate seeking advice prior to starting an academic program). Program outcomes on the NBCOT examination will be found on the NBCOT website at: https://www.nbcot.org/Educators-Folder/SchoolPerformance This sequence is the typical accreditation process and timeline for all programs in occupational therapy education. The contact information for ACOTE is: Accreditation Council for Occupational Therapy Education (ACOTE) 7501 Wisconsin Avenue, Suite 510E Bethesda, MD 20814 Phone c/o AOTA: 301-652-2682 | Website: www.acoteonline.org ADMISSIONS To be considered for admission to the OTD program, students must: •
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Have an earned Baccalaureate degree from an accredited institution (see Definition of Accredited Institutions under Graduate Policies and Procedures), official transcript required. Have achieved a minimum cumulative GPA of 3.0 with a “C” or better in all prerequisite courses Supply three (3) letters of recommendation; at least one must be from an occupational therapist and at least one must be from a professor/academic advisor Complete a minimum of 40 hours of clinical observation with an occupational therapist in at least two practice settings with different aged clients Have no more than three outstanding prerequisite courses at the time of application Complete the following prerequisite courses:
Course Human Anatomy with lab or Human Anatomy & Physiology I with lab Human Physiology with lab or Human Anatomy & Physiology II with lab Intro to Psychology Abnormal Psychology Course Lifespan Development or Developmental Psychology Intro to Sociology or Anthropology Writing/Composition/Grammar Statistics Medical Terminology
Credits 4 4 3 3 Credits 3 3 3 3 1-3
Prospective students may submit applications to the Wingate University Department of Occupational Therapy through the Occupational Therapy
Centralized Application System (OTCAS) through the link provided on the OTD program website or through https://otcas.liaisoncas.com. Admissions decisions are multi-factorial and consider a composite score calculated from the required prerequisite work, GPA, letters of recommendation, observation hours, resume, and interview. Other factors involving any student applicant’s likelihood to be successful within the program are also considered. For questions related to admissions, prospective students may direct inquiries to OTD@Wingate.edu or by calling 704-233-8674. Prerequisite courses must be completed through high school Advanced Placement courses, high school/college dual enrollment courses, or through an accredited institution of higher education (junior college, technical school, college, university) of higher education in a face-to-face or online setting (see Definition of Accredited Institutions under Graduate Policies and Procedures). Medical Terminology may be completed through the above avenues or through an online certificate course. Matriculating students will be required to pass a criminal background check at the time of admission to the program in order to be eligible to complete clinical fieldwork and to sit for the National Board for Certification for Occupational Therapists (NBCOT) examination. Eligibility requirements for the national examination can be found at www.nbcot.org or by contacting NBCOT, One Bank Street Suite 300, Gaithersburg, MD 20878. Phone: 301-990-7979. (Note: A felony conviction may affect a graduate’s ability to meet NBCOT and licensure requirements, and therefore may necessitate seeking advice prior to starting an academic program). Some state boards, including North Carolina as of June 2026, now require a social security verification for licensure. It is the responsibility of each prospective Levine College of Health Sciences student to consult the requirements of national boards and the licensing authority in each state in which they plan to pursue employment to determine the qualifications for licensure and their eligibility to become licensed. National and state licensure requirements are subject to change. The Wingate University OTD program offers no advanced placement or any other type of transfer credit from prior enrollment in any health science, medical, work experience, or related program. A qualified applicant previously enrolled in another ACOTE-accredited OTD program may be considered for admission only after consultation with the director of the former program of study. OCCUPATIONAL THERAPY PROG RAM TECHNICAL STANDARDS The Doctor of Occupational Therapy program at Wingate University prepares students to enter the workforce as occupational therapists. The profession of occupational therapy is highly skilled and technical, requiring a rigorous academic preparation. Therefore, students must possess certain capabilities to be able to fully participate in the educational process required for preparation as an occupational therapist. The Doctor of Occupational Therapy program recognizes the value that disabled students may bring to the program and welcomes applications from individuals who are otherwise qualified for admission. The standards listed below must be met with or without reasonable accommodations in alignment with the Americans with Disabilities Act (ADA). Wingate University does not discriminate against students with disabilities. Applicants with disabilities are encouraged to contact the Office of Disability Support Services within the Academic Resource Center early in the admissions process to begin a confidential conversation about what accommodations they may need to meet these standards. Prior to enrolling as a student in the Doctor of Occupational Therapy program, all potential students must confirm their ability to meet each of the standards listed below. If at any time before or during the course of the program the student or professor(s) believes they cannot meet any of these standards with or without reasonable accommodations, they may be dismissed from the program. Wingate University welcomes specific inquiries from potential students with disabilities regarding required technical skills and how mastery of those skills might apply to his/her unique situation. Please note that Wingate University uses independent clinical education sites that may or may not be able to offer the same reasonable accommodations made available by the University.
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169 OBSERVATION SKILLS: Students must have the ability to perceive, acquire, understand, interpret, assimilate, and respond to detailed and complex information presented in both academic and clinical coursework. Students must understand the spatial relationships of structures, including three-dimensional relationships, and nonverbal communication to safely and thoroughly observe, evaluate, grade, and interpret client interactions accurately. COMMUNICATION SKILLS: Students must be able to communicate effectively, sensitively, and confidently in person, remotely, electronically, and in writing as needed with a variety of audiences including clients of all ages and cultures, caregivers, other health professionals, payers, policy makers, faculty, peers, and the general public. Students must be able to elicit and accurately record relevant information; follow instructions, direct, and instruct others; and access and create digital information. INTELLECTUAL SKILLS: Students must be able to effectively participate in individual, small-group, and lecture learning modalities in the classroom, clinical, and community settings. Students must have the ability to use cognitive skills sufficient for critical thinking, reflecting, reasoning, problem solving, organizing, analyzing, calculating, following complex instructions/directions (both written and verbal), recalling information, and integrating material from a variety of sources. Students must have the ability to select and adjust responses based on data and information available. SOCIAL SKILLS: Students must be able to establish mature, sensitive, and effective therapeutic relationships with clients of all ages, abilities, ethnicities, and cultures and with those supporting them (peers, faculty, staff). Furthermore, students need to possess emotional intelligence sufficient to show empathy and compassion for others, be able to give and receive critical feedback, and resolve conflicts with maturity and professionalism. Students must be able to manage heavy workloads, function effectively under stress, display flexibility, and adapt to changing environments. PROFESSIONAL BEHAVIOR SKILLS: Students must demonstrate professional behaviors at all times including personal accountability, integrity, punctuality, dependability, collaboration/cooperation, maintaining professional personal appearance and hygiene, showing initiative, and respect for others. Students must also understand and function within the legal and ethical aspects of the practice of occupational therapy. TECHNOLOGY SKILLS: Students must possess basic computer skills including searching the internet, use of email, using Microsoft Office, and saving/retrieving files. PRE-CLINICAL SKILLS: Students must be able to work with people with different diagnoses, medical conditions, and functional limitations. Students must be able to exercise good judgment and identify, assess, and address risks and safety concerns including the ability to respond in emergency situations in a timely manner by providing or directing interventions. Students must be able to plan and lead individual and group activities and interventions and document such activities within assigned timeframes. Students must be able to demonstrate and/or direct safe client evaluations and interventions in a variety of settings. ACADEMIC PROGRAM The fixed-sequence program begins in August and spans the course of eight continuous semesters. The first five semesters focus on building the foundational knowledge, entry-level clinical skills, and advanced practice skills required for doctoral level practice with a blend of didactic and experiential learning opportunities. Coursework begins with the basic science foundation and core foundations for the profession of occupational therapy. Next, coursework emphasizes the specific knowledge and skills students need to design and deliver occupational therapy services and function as a leader, advocate, and scholar. The final three semesters allow the student to hone their practice skills and link theory with practice through clinical immersion in Level II Fieldwork and an advanced practice Doctoral Capstone. Upon completion of the program, students will be prepared to enter the workforce as advanced practitioners, researchers, educators, advocates, entrepreneurs, or administrators. The broad scope of the curriculum prepares graduates to practice in a variety of existing and emerging settings with clients of all ages.
DOCTOR OF OCCUPATIONAL THERAPY CURRICULUM Curriculum Semester 1 (Fall) OTD 711: Human Gross Anatomy OTD 712: Pathophysiology OTD 713: Applied Kinesiology OTD 714: Occupational Therapy Foundations IPE 701: Interprofessional Education I Semester 2 (Spring) OTD 721: Neuroscience OTD 722: OT Process: Mental Health OTD 723: Foundations of Clinical Practice in OT I OTD 724: Foundation of Clinical Practice in OT II OTD 725: Scholarship & Evidence-based Practice I OTD 726: Fieldwork I & Professional Development I IPE 702: Interprofessional Education II Semester 3 (Summer) OTD 731: OT Process: Pediatrics OTD 733: Technology for Occupational Performance OTD 734: Interventions to Support Occupations OTD 735: Scholarship & Evidence-Based Practice II OTD 736: Fieldwork I & Professional Development II Semester 4 (Fall) OTD 741: OT Process: Adults OTD 742: Introduction to the Doctoral Capstone OTD 743: Program Development for Community-Based Practice in OT OTD 744: Cultural Considerations for OT Practice OTD 745: Professional & Scholarly Writing OTD 746: Scholarship & Evidence-based Practice III OTD 747: Fieldwork I & Professional Dev III Semester 5 (Spring) OTD 751: OT Process: Geriatrics OTD 752: Scholarship of Teaching & Learning in OT Practice OTD 753: Healthcare Management & Administration OTD 754: Leadership Theory & Practice OTD 755: Fieldwork I & Professional Dev IV OTD 756: Practice Prep & Clinical Competence OTD 757: Scholarship & Evidence-based Practice IV Semester 6 (Summer) OTD 761: Fieldwork II-A Semester 7 (Fall) OTD 771: Fieldwork II-B OTD 772: Doctoral Capstone I Semester 8 (Spring) OTD 781: Doctoral Experiential OTD 782: Doctoral Capstone II Total Program Credits
Credits 15 5 3 4 3 0 18 4 4 3 3 3 1 0 16 4 4 4 3 1 17 4 1 3 3 2 3 1 4 3 2 2 1 2 3 12 12 2 14 2
17
12 14 16 125
ACADEMIC POLICIES RIGHT OF THE PROGRAM TO MAKE CHANGES The entire Wingate University Doctor of Occupational Therapy Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective core faculty. Various departmental committees and groups comprised of core faculty, departmental staff, and university faculty/staff are charged with the collection, review, and suggestion for revision to the appropriate entity. Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty prior to any adoption of change. While the information and regulations detailed within this handbook were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change. ACADEMIC ADVISING As each OTD cohort is matriculated into the program, they are assigned a faculty advisor. During the first two weeks of the program, each advisor
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170 will meet with all of their advisees once either as a group or individually to inform them of the advisory process. First semester students will also meet with their advisors during weeks 5 or 6 for midterm advising and during weeks 10 or 11 for final advising. Each semester following thereafter, there are two formal occasions on which advisees must meet with their advisors: • •
During week 3 or 4 of the semester During week 12 or 13 of the semester
Additional advising sessions may be conducted at the request of the student or the advisor. No advisory meetings are expected during clinical experience and internships but may be scheduled if so desired by the student or advisor. It is the responsibility of the student to contact his/her advisor to initiate each meeting and come prepared with a completed Student Advising Form (including the action plan section). Signed advising forms will be kept in the student’s academic file. The student files are to remain locked at all times or maintained in a password connected computer and any documents in the student files should be considered confidential information (as is dictated by the FERPA Regulations Subpart D). Advising minutes are to be signed by both the student and the faculty advisor and placed in the student’s permanent department record. GRADUATION WITH DISTINCTION Students who attain a Department of Occupational Therapy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation. 3.50 to 3.69 = cum laude 3.70 to 3.89 = magna cum laude 3.90 or higher = summa cum laude ACADEMIC PROGRESSION AND GRADUATION Each year, progression is awarded only to those students who have maintained a cumulative grade point average of 3.0/4.0 (or above), and demonstrated minimally acceptable mastery of the knowledge, skills, and behaviors necessary to earn the degree, Doctor of Occupational Therapy. Remediation activities will be prescribed for those students who are not awarded progression. ACADEMIC PROBATION Any student earning a cumulative GPA of less than 3.0/4.0 for their first time will be placed on Academic Probation. Academic Probation is for up to two semesters following the failure to maintain the 3.0 GPA. However, in all cases, a minimum GPA of 3.0 must be achieved prior to beginning Level II fieldwork. If a student fails to meet this criterion, he/she will be placed on Academic Suspension. The intent of academic probation is to alert the student of impending failure to progress within the program and to allow them an opportunity to improve their grade average and avoid academic jeopardy. While on probation, students are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic committees. Possible outcomes for a student placed on academic probation include: • Probation will be lifted and student returned to good academic standing status after successfully achieving a cumulative GPA of >3.0 in two semesters or less. • Academic Disqualification will result for failure to achieve a cumulative GPA of >3.0 at the completion of the second semester of academic probation. • Academic Disqualification will result if a student’s cumulative GPA drops below a 3.0 after a period of Academic Probation has been lifted. ACADEMIC SUSPENSION The intent of Academic Suspension is to allow the student time to remediate any inadequate knowledge and/or skills and for their attempt to return to demonstrate removal of those inadequacies. The length of Academic Suspension will be for up to one year. While on Academic Suspension, students do not attend classes and are considered not in good academic standing; therefore, students cannot hold offices in student organizations or serve on professional and/or academic
committees. Students are placed on Academic Suspension for one of the following causes: • Failing to achieve a minimum GPA of 3.0 by the end of semester five (5) prior to Level II Fieldwork, or • Earning a grade of “F” in any course. Students on Academic Suspension will be offered the opportunity to return to the program at a point in the professional curriculum as determined by the collective core faculty. The point of entry will be determined to be most likely to afford the student the best opportunity for success in the program while respecting the financial burden additional coursework may incur. The student then has the ability to accept or decline the point of return offer. ACADEMIC DISQUALIFICATION Students who demonstrate the inability to remove any inadequacies of knowledge or skill will be placed on Academic Disqualification and will be summarily dismissed from the program of study. Students are placed on Academic Disqualification for one of the following causes: • Failing to remove themselves from Academic Probation after two semesters • Returning to the conditions of Academic Probation for a second instance • Failure of two didactic courses (two separate courses or failing the same course twice) within the Department of Occupational Therapy • Failure of Fieldwork II followed by failure of remediation plan • Failure of a second Fieldwork II course (regardless of previous successful remediation plan) • Receipt of a failing grade or a cumulative GPA< 3.0 after a term of suspension. • Significant violation of the OTD Code of Ethics, Code of Personal Conduct, or Code of Academic Conduct • Failure to demonstrate professional bearing, cognitive or psychomotor impairment, failure to follow rules, lack of attendance, incompetence, failure to maintain safety in practice, or possible client health/safety jeopardy after remediation opportunity. DURATION OF STUDY Students will have a maximum of six years to complete the Doctor of Occupational Therapy Program. All Level II Fieldwork and the Doctoral Capstone must be completed within 24 months of the conclusion of the didactic portion of the curriculum. SIGNIFICANT QUANTITIES OF ABSENCE An excess of two tardy arrivals per didactic semester will not be tolerated as it is considered a professional behaviors violation and will result in a score of ‘1’ on the “attendance” portion of the Professional Behaviors Evaluation. A student may not have more than 3 absences per course, per semester. Once a student has missed three class periods, the fourth absence will result in a deduction of 10% of a student’s total course grade and each subsequent absence will result in an additional 2% deduction. ACADEMIC PETITION If a student does not meet the academic standards or regulations of the Department of Occupational Therapy, he/she may petition the core faculty for an exception to the policy. The core faculty meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition. Students should submit petitions in writing using the Academic Petition Form. The student is highly encouraged to meet with their faculty advisor to discuss the petition process. Students may also seek guidance about the petition process from the Program Director. The core faculty will make a decision after reviewing the student’s academic record, and any other pertinent information presented by the student such as physician reports, counselor’s recommendations, court order, etc., and the circumstances stated in the student’s petition. Each petition will be considered on its own merits. The student will be officially informed of the decision by the Program Director. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The
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171 student has two business days to agree to the terms by signing the agreement and returning to the Program Director. If a petition is denied, the student may meet with their academic advisor to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Program Director. The Program Director’s decision is final and cannot be appealed. ACADEMIC STANDING Students must be in good academic and professional standing to be considered for Department of Occupational Therapy honors, awards, student leadership positions, or any other special recognition acknowledgements. ASSESSMENT Students’ knowledge and skills may be assessed through a variety of methods including but not limited to written examinations, oral examinations, practical examinations, competency assessments, papers, and projects. The faculty has identified the ability set for which a student must demonstrate mastery for each benchmark/assessment measure of the program. Students who do not demonstrate mastery may be offered opportunities for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression.
a time other than originally scheduled may vary in content and format from the original. HUMAN DONOR LAB The human donor dissection lab is operated solely for educational and research purposes. Students are warned that their behavior in the human donor lab must be restrained and reserved. Under no circumstances is a student to be in the human donor lab alone at any time or be in possession of any camera or visual recording device unless tending to a directive issued by an OTD core faculty member. Students may be granted access after normal working hours to avail themselves of the learning opportunities that dissection provides; however, this access is a privilege and will be removed and the offender disciplined accordingly if any impropriety of the human donor dissection lab rules should occur. DEPARTMENT OF OCCUPATIONAL THERAPY CODE OF CONDUCT It expected that all students will subscribe to and comply with all aspects of the Occupational Therapy Code of Ethics (2020) which can be downloaded from https://doi.org/10.5014/ajot.2020.74S3006. Furthermore, students are expected to adhere to the Department of Occupational Therapy Code of Personal and Academic Conduct as outlined below.
ATTENDANCE
PERSONAL CONDUCT
The educational process of a professional is very important and should never be taken lightly. It is expected that students in the OTD program have made a commitment to themselves and to their future clients to acquire and master every bit of information and skill possible; therefore, each student is required to be prompt and to attend all scheduled appointments (lectures, instructional demonstrations, laboratory sessions, and examinations). Learning opportunities are to pre-empt any extra-curricular activities in which the student may be involved (i.e. work, athletics, club activities, etc.). The practice of prior planning to avoid conflicts with tardiness or attendance at educational and assessment experiences is paramount for a professional in training and is expected in all circumstances. An absence is defined as missing more than 15 minutes of any scheduled class meeting for any purpose. Absences are likely to contribute to a student’s inability to meet minimum academic and professional requirements of the curriculum and therefore it is expected that a student notify the department prior to missing any session.
Personal conduct on University property, at affiliated clinical sites, or Department/University sponsored events is subject to disciplinary jurisdiction of the Department of Occupational Therapy.
ATTENDANCE POLICY RELATED TO EXAMINATION PROCEDURES The process of examination of learning deserves attention toward providing the least amount of distraction to all. Therefore, for all scheduled written assessments (e.g., examinations, quizzes) students should arrive early and be prepared for the assessment to begin on time. Students tardy for an examination/quiz will be required to take the exam/quiz at a later time/date at the discretion of the instructor. Unusual and unforeseen circumstances will be handled on a case-bycase basis by the Program Director (or assigned appointee) only if the student alerts the program by phone (704-233-8972) or e-mail (OTD@Wingate.edu) of their circumstance at least 10 minutes prior to the beginning of the scheduled assessment. If a student is unable to take an examination at the scheduled time for any reason other than emergency, serious illness (including communicable viruses with symptoms of nausea, vomiting, diarrhea, and fever within the last 24 hours unmedicated), or other significant life crisis (i.e., death in the family), a 20% grade deduction will be applied to the exam score in alignment with the late assignment policy. If a student misses a quiz for any reason other than emergency, serious illness (including communicable viruses with symptoms of nausea, vomiting, diarrhea, and fever within the last 24 hours unmedicated), or other significant life crisis (i.e., death in the family), a grade of zero (0) will be applied and a make-up quiz will not be offered. If a student cannot take a clinical examination as scheduled for any reason other than emergency, serious illness (including communicable viruses with symptoms of nausea, vomiting, diarrhea, and fever within the last 24 hours unmedicated), or other significant life crisis (i.e., death in the family), a grade of zero (0) will be entered for the first attempt. Examinations and quizzes taken at
The Department of Occupational Therapy may also enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Occupational Therapy. Any action which represents a violation of civil and criminal law will be addressed by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Occupational Therapy to review the student independently for that violation. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered allinclusive. •
•
• •
•
•
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Alcoholic beverages - possession or consumption of alcoholic beverages on university or university-affiliated sites or functions (except as expressly permitted). Drugs - illegal use, possession, sale, or distribution of any drug, chemical compound, or controlled substance or paraphernalia. Students found guilty of violating this section may be subject to immediate expulsion from the Department of Occupational Therapy. Drugs – testing positive or refusing to be tested in the prescribed manner. Weapons and dangerous items - illegal use or possession of weapons, firearms, ammunition, fireworks, explosives, noxious materials, incendiary devices or other dangerous substances. Theft or damage - theft of, or damage to, property of the university or university-affiliated, other students, other members of the university community, or of campus visitors. Possession of property known to be stolen. Defacing or unauthorized removal of material from the library is damage and theft. Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols. Inappropriate social networking that is considered unprofessional for a student occupational therapist. Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including
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• •
•
•
noncompliance with reasonable requests of the faculty, staff, and administrators. Financial irresponsibility - failure to meet financial responsibilities. Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate. Misuse or abuse of university equipment, programs, or data; unauthorized access to or copying/distributing of data, records, or programs; attempting to alter or modify records, data, or programs. Students are not to take classroom materials (e.g., splinting materials, crafting supplies, etc.) without express permission from a faculty member. All classroom materials (e.g., anatomical models, assessments) removed from their usual storage location must be signed out and returned as soon as they are no longer being used. Failure to schedule and attend advising sessions per the advising policy guidelines.
ACADEMIC CONDUCT All students matriculating into the Department of Occupational Therapy implicitly and personally subscribe to the Code of Personal and Academic Conduct in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violation of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Code of Personal and Academic Conduct, and each faculty member likewise is responsible for reporting possible violations. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered allinclusive. •
•
•
•
Dishonesty which includes, but is not limited to, gaining unauthorized access to an examination or to obtain unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without explicit permission of the instructor, entering an office or building to obtain unfair advantage, taking an examination for another candidate, or altering grade reports. Fabrication of information, data, or citations is also considered academic dishonesty. Plagiarism, which is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be cited and referenced per American Psychological Association (APA) 7th edition guidelines or the student is guilty of an act of plagiarism. The use of artificial intelligence (AI) to write a paper or complete an assignment is strictly prohibited and will be treated as a violation of academic conduct policies unless the professor clearly states that use of AI is permitted on that assignment, project, or paper. If explicitly allowed, proper and complete attribution of AI sources is required. A student who witnesses any of the above or who is approached with an offer to gain unfair advantage is obligated by the Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.
It is the policy of the Department that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will result in an assignment grade of zero (0), and in some circumstances will result in a course grade of zero (0) or other sanctions up to and including dismissal from the University. COURSE GRADING Students earn a letter grade according to the score achieved as indicated by the course syllabus. Faculty will provide assignment and exam grades/feedback to students within 14 business days. Appointments to discuss individual results may be requested and are encouraged.
CLINICAL EXAMINATIONS (PRACTICALS/COMPETENCIES) Students’ clinical skills may be assessed through written examinations, oral examinations, practical examinations, and competency assessments. A practical examination typically requires demonstration of particular skills and procedures that may be components of an occupational therapy evaluation, intervention, or discharge. A competency assessment typically requires the student to demonstrate a synthesis of critical components that are part of the occupational therapy process. Competencies may include integration and application of content knowledge with clinical decision-making and skill performance along with evidence of clinical reasoning. For all clinical examinations, a grade of >80% is required for a passing score. In addition, students must score Pass (Pass vs. Fail) on the mandatory safety component(s) of a clinical examination or will be considered to have failed the exam regardless of performance in other areas (a grade of 0 will be entered). Students receiving a failing grade on any clinical examination in the didactic curriculum will be offered the opportunity to remediate and reexamine one time per examination. The remediation and reexamination must be scheduled by the student within 2 business days of receiving their examination grade or the failing grade will remain and there will be no opportunity to re-examine. The process for reexamination is as follows: •
If a student does not pass the clinical examination on the first attempt, the student may seek remediation from the instructor followed by a second attempt to demonstrate competency with the skill. • The grade the student earns on the initial attempt will be the grade entered into the gradebook and will remain regardless of whether the student passes or fails the second attempt if the failure was due to loss of points and not due to a safety failure. If on the second attempt the student demonstrates a safety failure, a grade of zero will be entered. • If the student failed the initial attempt due to a safety failure, a zero will be entered into the gradebook. If the student passes the second attempt, the zero will be replaced with 50 points for a practical examinations or 25 points for a competency examination. If the student fails the second attempt by points or safety fail, the zero will remain. • The second attempt will be scored on a Pass/Fail basis. If the student passes the clinical examination on the second attempt, the student will be considered to have passed the clinical examination. • If the student fails the clinical examination on the second attempt, the student will be considered to have failed the clinical examination. • If a student fails two clinical examinations (i.e., fails two second attempts), the student will receive a course grade of F. With a course grade of F, the student will automatically be suspended from the program and must follow the process to re-enter the program by re-taking the failed course the following year. • If a student cannot take a clinical examination as scheduled for any reason other than emergency, serious illness (including communicable viruses with symptoms of nausea, vomiting, diarrhea, and fever within the last 24 hours unmedicated), or other significant life crisis (i.e., death in the family), a grade of zero (0) will be entered for the first attempt. • Note that OTD 711: Human Gross Anatomy practicals are exempt from this policy; only one attempt is allowed and the minimum passing score is 70%. BEHAVIOR AND/OR SAFETY IN PRACTICE In the case of behavior and/or safety in practice, clinical or academic faculty may evaluate students in many activities, and any identified deficiencies must be brought to the student’s attention at the earliest appropriate opportunity. REMEDIATION POLICY It is the policy of the program to make a best effort to ensure student success and to support the needs of a diverse student population.
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173 Feedback on student performance will be provided to students when graded assignments are returned. There may be several opportunities for remediation throughout the program. Please see the following sections of the student handbook for details: Clinical Examinations, Fieldwork and Doctoral Capstone, Repeating a Course, Academic Progression and Graduation, Academic Disqualification, and Assessment. Our faculty is actively committed to supporting a retention and graduation rate of 100% of every cohort, but we also recognize that despite best efforts, not every student may be successful in the program. Therefore, the inability to successfully remove deficiencies through remediation will result in Academic Disqualification of the student from the program. FIELDWORK AND DOCTORAL CAPSTONE In the case of fieldwork and doctoral capstones, the ACFW/DCC is responsible for assigning the pass/fail grade. Any student receiving a failing grade from the ACFW/DCC will have his/her performance evaluated collectively by a panel of core faculty, appointed by the Program Director. The panel will review the student’s clinical performance in all aspects as deemed necessary. This may include any or all of the following: •
• •
Review of clinical documentation, documentation of the supervising Clinical Fieldwork Educator (CFE), and student documentation Interview of the student, CFE, and ACFW/DCC Observation of the student in a clinical situation.
The panel will report findings and recommendation of upholding the failing grade or of overturning the failing grade to a passing grade to the Program Director. The AFWC/DCC, in conjunction with the Program Director, will determine the grade and/or remediation to be assigned. The Program Director and student’s Academic Advisor will then inform the student of the outcome. REPEATING A COURSE Students who earn an F in a didactic course will be placed on academic suspension per the Academic Suspension policy outlined below. If a student is permitted to return to the program, a course may be repeated only one time the next semester it is offered. Students who earn an F in a Fieldwork II course will be placed on an individualized remediation plan that must be completed and passed before repeating the clinical experience. If the remediation plan is not passed, the student will be dismissed from the program. GRADE DISPUTES Any student who has reason to question a graded assignment, test, or final course grade must first discuss the nature of the concern with the instructor in writing within ten business days of receiving the grade. For clinical education experience grade disputes, the student may appeal to the AFWC/DCC. If a resolution to the problem is not reached at the level of the instructor, the student may appeal the grade to the Program Director. The student must submit the complaint in writing to the Program Director and copy the Instructor/AFWC/DCC. The Program Director may not consider any grade appeal without first consulting with the Instructor/AFWC/DCC. The Program Director will submit her findings/recommendations in writing to the student. The Program Director’s decision is final and cannot be appealed. GRADING All grades will be calculated on the basis of the following scale: A B C F
89.5% to 100% = 4.0 Grade Points per Semester Credit Hour 79.5% to 89.4% = 3.0 Grade Points per Semester Credit Hour 69.5% to 79.4% = 2.0 Grade Points per Semester Credit Hour 69.4% or below = Zero Grade Points per Semester Credit Hour
Courses graded on a Pass/Fail basis will not earn quality points, thus no grade points considered. GRADUATION Students who enroll in and successfully complete the 125 credit hour course of study, have achieved a Department of Occupational Therapy grade point average of least 3.0, earned a “Pass” for all courses that are
graded on a “Pass/Fail” basis, successfully completed a Doctoral Capstone Project, are in good administrative/financial standing, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation. GRIEVANCE POLICY NOT CONCERNING GRADES Students who experience problems relating to the Department of Occupational Therapy that are unrelated to grades may file a grievance using the following procedures: •
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•
•
The student should attempt to resolve the problem at the level at which the concern occurred. The attempt to solve this complaint should be presented to involved parties in writing. The student will receive a reply which addresses the complaint in writing. If the reply is not satisfactory, the student can submit the complaint in writing to the Program Director who will attempt to resolve the issue. The Program Director will evaluate the complaint and notify the student of her findings in writing. The Program Director’s decision will be final and cannot be appealed. In the event that the grievance is against the Program Director, the student can submit the complaint in writing to the Vice President for the Levine College of Health Sciences, who will evaluate and make determination. Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Office of Disability Support Services within the Academic Resource Center. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with the University’s Student Disability Grievance Procedure.) A record of all formal, written complaints received will be maintained at complaints@wingate.edu including the nature of the complaint and how the complaint was resolved.
INCIDENTAL COSTS ASSOCIATED WITH OCCUPATIONAL THERAPY EDUCATION The student is responsible for any and all costs associated with coursework, including those involving clinical education experiences. Costs to each student may include transportation, room and board, purchase of personal laptop, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some clinical affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening in order to participate in clinical experiences at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops (e.g., NBCOT examination preparation workshop) that may be added personal expenses outside of tuition costs. Total cost of attendance can be found on the program’s website at https://otd.wingate.edu. INFORMED CONSENT In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Occupational Therapy, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., clinical affiliates, occupational therapy practice sites) strictly on a need-to-know basis. This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.
Wingate University Academic Catalog 2026-2027
174 If the background check reveals any information that is brought to the student’s attention by the Program Director, which could make the student ineligible for licensure or clinical affiliations, it is the responsibility of the student to: •
•
Contact the NBCOT to determine if he or she will be eligible for national examination. After speaking with NBCOT, the student is required to: Meet with the Program Director to discuss a course of action.
Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated occupational therapy practice site. In such cases, the student cannot meet the requirements for graduation. The clinical sites with whom the department partners for clinical affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if a positive result on a drug test/random screen required of any particular clinical affiliation site for the purpose of internship is attained, clinical placement and progression in the program may be affected and may result in dismissal from the program. LAPTOP AND TECHNOLOGY REQUIREMENT All Wingate University occupational therapy students are required to have a laptop personal computer including the Microsoft Office software package, provided at the student’s expense. Students are trained to use their laptops to access class information required for each class. Laptops may be used extensively within a course. Wingate University occupational therapy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also other health care related materials. A printer station is made available for student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner. Each student is assigned a unique login and password upon enrollment. These login credentials are distributed after each student has provided valid photo identification to university staff. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for their own data and accounts, and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the account information by changing the password regularly, as prompted by the university IT department. There is no additional charge to the student associated with this process of verification of identity. LICENSURE AS AN OCCUPATIONAL THERAPIST Graduates from the Wingate University Department of Occupational Therapy will be eligible to sit for the NBCOT examination. Upon earning a passing score on this exam, graduates will then be eligible to apply for licensure to practice occupational therapy in any state within the United States of America. Information regarding the NBCOT examination can be found at www.nbcot.org. Some state boards, including North Carolina as of June 2026, now require a social security verification for licensure. It is the responsibility of each prospective occupational therapy graduate to consult the requirements of the licensing authority in each state in which they plan to pursue employment to determine the qualifications for licensure and their eligibility to become licensed. National and state licensure requirements are subject to change. Graduates are encouraged to contact the Licensure Board in the state in which they intend to apply for licensure for detailed information on requirements and process. The North Carolina Board of Occupational Therapy may be contacted at the information below: North Carolina Board of Occupational Therapy P.O. Box 2280 Raleigh, NC 27602 Phone: 919-832-1380 E-mail: administrator@ncbot.org
PERSONAL HEALTH INSURANCE Students are required to maintain personal health insurance coverage during their enrollment in the Department of Occupational Therapy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for healthcare costs of the student. RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.” To do so, he or she must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term. Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants. The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student. STUDENT RESPONSIBILITIES All financial obligations associated with the student’s occupational therapy education lie with the student including transportation,
Wingate University Academic Catalog 2026-2027
175 textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments. WITHDRAWAL Students must obtain written approval from the Department of Occupational Therapy to withdraw from occupational therapy courses.
D E P A RT ME N T O F P H YS I C A L T H E R A P Y Program Director: Professors: Associate Professors: Assistant Professors:
Mary Swiggum Karen Friel, James Massey, Mary Swiggum Brett MacLennan, Jill Nappi-Kaehler, Deborah Prouty, Tyler Shultz Danielle Felsberg, David Hysell, Jaclyn Polk, Karen Woodrow
Wingate University is operated on a nondiscriminatory basis. Wingate University complies with federal law, including the provisions of Title VI of the Civil Rights Act of 1964, Title IX of Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. Wingate University does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability or military service in its administration of education policies, programs, activities or services; admissions and housing policies; scholarship and loan programs; or employment; except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to the Office of Business Affairs. Wingate University further complies with the provisions of the Family Educational Rights and Privacy Act of 1974. This act, as it applies to institutions of higher learning, ensures that students have access to certain records that pertain to them and that unauthorized persons do not have access to such records. A copy of the Act and the University’s policy regarding Student Educational Records and Information is available upon request at the Office of the Dean of Students and at the Office of the Registrar. Information on crime statistics and graduation rates is available upon request in the Office of Admissions. This handbook contains detailed information describing the admission, progression, and graduation requirements for the doctor of physical therapy candidate. The candidate is responsible for knowing the policies, procedures, curricular requirements, and codes of conduct for the Department and the University. The information contained in this handbook is accurate as of the date of publication. However, the University reserves the right to make changes in the program of study, financial policies, and regulations at any time deemed appropriate by the University. Each student is responsible for his/her progress towards degree completion. Neither the student’s advisor nor the faculty of the Department are responsible for ensuring that the student meets degree requirements. The Department and/or University may terminate enrollment of any student for professional, academic, or financial reasons. Special Note: It is very important to recognize that there may be differences in the procedures described in the general university student handbook for non-physical therapy students in comparison to the procedures for students enrolled in the professional physical therapy program. These differences are intended and have been carefully crafted based on the nature of the doctoral level professional program. In those cases where procedures are different, the procedures specific to the professional physical therapy program take precedence over those described for the general undergraduate program.
Classes Begin Clinical Rotations Begin Labor Day Holiday Fall Break – No Classes
DPT1
DPT2
Thanksgiving Holiday Clinical Rotations End Classes End Final Exams Hooding Ceremony Conferral Date
Nov. 23-27
Nov. 23-27
Dec. 4 Dec. 7-11
Dec. 4 Dec. 7-11
Spring 2027
DPT1
New Student Orientation Classes Begin White Coat Ceremony Clinical Rotations Begin Martin Luther King Holiday Spring Break Easter Holiday Classes End Final Exams Clinical Rotations End
DPT1
(c/o 2028)
Aug. 17
DPT2
(c/o 2027)
DPT3
(c/o 2026)
Aug. 17 Aug. 31
Sep. 7 Oct. 12
Sep. 7 Oct. 12
(c/o 2028)
(c/o 2027)
DPT3
(c/o 2026)
Nov. 20
Dec. 11 Dec. 12 (c/o 2029)
DPT2
DPT3
Jan. 4 Feb. 15 Mar. 8
Mar. 8
(c/o 2028)
(c/o 2027)
Jan. 4-5 Jan. 6
Jan. 18
Jan. 18
Mar. 1-5 Mar. 2629 Apr. 16 Apr. 19-23
Mar. 1-5
Summer 2027
DPT1
Feb. 19 Feb. 22-26 Apr. 30 DPT2
Classes Begin Memorial Day Holiday Juneteenth Holiday Independence Day Holiday Clinical Rotations Begin Classes End Final Exams Clinical Rotations End
May 17 May 31 Jun. 18
May 17 May 31 Jun. 18
Jul. 5
Jul. 5
Jul. 16 Jul. 19-23
Jul. 16 Jul. 19-23
(c/o 2029)
(c/o 2028)
Jan. 4
Mar. 1-5 Mar. 2629 Apr. 16 Apr. 19-23 Feb. 26 DPT3 (c/o 2027)
May 10
May 24 Jul. 30 Jul. 30
ABOUT THE DEPARTMENT The Wingate University Department of Physical Therapy was founded in 2012, and opened its doors to the charter class beginning study in January 2014. The class size has been capped at 44 to assure special attention to every student. All Wingate University physical therapy faculty have made a strong commitment to student-centered education, striving for excellence both in and out of the classroom. No courses, discussions, case studies or laboratories are taught by graduate students. The accrediting agency for physical therapy education is the Commission on Accreditation in Physical Therapy Education (CAPTE). The program is fully accredited through 2032. Wingate University Department of Physical Therapy is in strict compliance with the accreditation guidelines of CAPTE. Wingate University Department of Physical Therapy’s mission statement is – to provide an innovative, scholarly, learner-centered environment to cultivate exceptional, mindful and impactful physical therapists who are leaders in, and committed to, interprofessional collaboration, global community engagement and professional formation. The salient values and expectations of every member of the Wingate University Department of Physical Therapy include programs that will consistently strive to include the following guiding principles in all aspects of the educational experience: • •
ACADEMIC CALENDAR Fall 2026
Fall 2026
• • •
Academic Rigor to ready the graduate for physical therapy practice and professional and community service. Active Learning Strategies that foster intellectual development and scientific reasoning. Commitment to Student Success that provides each student with the necessary support to be successful in academic achievement. Integrity in every facet of educational, professional and personal growth among faculty, staff and students. Value Diversity and the unique contributions that can be provided among all faculty, staff and students.
Wingate University Academic Catalog 2026-2027
176 •
Sense of Community that works to benefit the larger Wingate community and Piedmont region of North Carolina, and to maintain mutually beneficial connections with our alumni.
PROGRAM SITES The program is delivered onsite on the Wingate campus of Wingate University. Clinical education experiences will entail learning exercises within affiliated sites within the physical therapy network. The Department will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all offcampus clinical education experiences is the responsibility of the student, as are living arrangements and living expenses. ACCREDITATION Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave, Suite 100, Alexandria, VA 22305; phone; 703-706-3245; accreditation@apta.org is necessary for eligibility to sit for the licensure examination required in all states. ENTRY-L EVEL DPT P ROGRAM: The Doctor of Physical Therapy Program at Wingate University is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave, Suite 100, Alexandria, VA 22305; telephone: 703-706-3245; email: accreditation@apta.org; website: http://www.capteonline.org. CAPTE considers complaints about programs that are accredited, or are seeking accreditation by CAPTE, and complaints about CAPTE itself. The process for formal complaints regarding CAPTE can be found at http://www.capteonline.org/Complaints/. ADMISSIONS The Wingate University Department of Physical Therapy has a special opportunity and responsibility to educate physical therapists who can help meet the health care needs of the state and the nation. The goal of the DPT Admissions Committee is to select candidates who will succeed in the program, fill the health care needs of the U.S. upon graduation, and advance the profession of physical therapy, but who will also reflect the multifaceted diversity of society. These goals are consistent with the Wingate University Mission of Commitment to Knowledge, Faith and Service. Wingate University requires that all applicants matriculating into the DPT Program hold an earned baccalaureate degree or higher from an accredited institution in the U.S., and in addition completed all identified prerequisite course work with a grade of “C” or higher prior to matriculation into the Department of Physical Therapy. See Definition of Accredited Institutions under Graduate Policies and Procedures. Applicants must also meet other minimum requirements as identified on the application and accompanying documents. Prospective students may apply to the Wingate University Department of Physical Therapy through the avenue described on the applicable programmatic webpage at https://www.wingate.edu/academics/graduate/physical-therapy. Admissions decisions are multi-factorial and consider a composite score calculated from the required pre-physical therapy course work, grade point average, letters of recommendation, an interview, and any other student interactions with faculty, staff or other persons associated with Wingate University occurring during the admissions process. Other factors involving any student applicant’s likelihood to be successful within the program are also considered. Additionally, the program may have specific goals or expected outcomes for the entering cohort that may be factored into the admissions process. For questions related to admissions, prospective students may direct inquiries to dpt@wingate.edu or by calling (704) 233-8674. Because of the nature of the physical therapy profession and its role in the rendering of patient care, the Wingate University Department of Physical Therapy has incorporated several non-cognitive skill building elements into the physical therapy curriculum. Therefore, in addition to the demonstration of a high level of cognitive skill, the demands of the curriculum dictate that all Department of Physical Therapy matriculants
must demonstrate a prescribed level of psychomotor skill including visual, auditory, motor, and tactile abilities. Essential functions as determined by the Director of the Department of Physical Therapy must be met with or without appropriate accommodations. Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in university programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (Section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified applicants with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University's Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Applicants should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. PRE-MATRICULATION PHYSICAL THERAPY ACADEMIC REQUIREMENTS ACADEMIC REQUIREMENTS Hold a baccalaureate degree or higher from an accredited institution in the United States (see Definition of Accredited Institutions under Graduate Policies and Procedures), and in addition completed all identified prerequisite course work with a grade of “C” or higher prior to matriculation into the Department of Physical Therapy. Academic Requirements SCIENCES -- 31 SEMESTER HOURS • 4 semester hours Biology with lab • 8 semester hours Chemistry (I and II) with lab • 8 semester hours Physics (I and II) with lab • 4 semester hours Human Anatomy with lab • 4 semester hours Human Physiology with lab • 3 semester hours Advanced Biology or Upper Level Science PSYCHOLOGY -- 3 SEMESTER HOURS • 3 hours of Normal Psychology MATH -- 6 SEMESTER HOURS • 3 semester hours Pre‐calculus or above • 3 semester hours Statistics OTHER REQUIREMENTS In an attempt to allow thorough informed consent to attend the professional program, all students who matriculate into the entrylevel DPT program MUST complete a criminal background check (CBC) as prescribed by the program. This CBC will allow the Program Director and student to be alerted to any potential background information which may interfere with or preclude a student from completing a clinical internship and/or securing the opportunity to sit for licensure in their desired state. After a review and conversation regarding any findings in the CBC, the matriculating student may be asked to provide written documentation of their informed consent to continue with the matriculation and education process. STUDENT REVIEW OF THEIR ABILITY TO MEET THE ESSENTIAL FUNCTIONS OF A PHYSIC AL THERAPIST* The Doctor of Physical Therapy (DPT) Program at Wingate University, in compliance with the Americans with Disabilities Act (ADA), does not discriminate against qualified individuals with disabilities. A person qualified for the DPT program is one who has met academic standards and is able, with or without reasonable accommodations, to meet the essential functions of a physical therapist. These essential functions are the activities that a student physical therapist must be able to perform, with or without accommodations, in partial fulfillment of the requirements for successful completion of the professional curriculum. They are applicable in the classroom, laboratories, simulated clinical settings, and on clinical education assignments. Wingate University uses independent clinical education sites that may or may not be able to offer the same reasonable accommodations made available by the University.
Wingate University Academic Catalog 2026-2027
177 The essential functions articulated below will help students interested in the DPT program to make an informed decision about career choice. Other specific requirements and competencies are outlined in course syllabi and clinical performance tools. Faculty will assess each student's ability to meet the Essential Functions. Students must be able to confidently state that they can meet these requirements prior to entering the program. • The Essential Functions will be sent to each student with their acceptance information and posted on the department website. • The accepted student will read the document and send the initialed and signed copy back to the department within one month of accepting a seat in the program. • Failure to meet the Essential Functions at any point during the program may prevent the student from progressing through the program. If, in the professional judgment of the faculty, no reasonable accommodation can be made to allow for successful performance, the student may be terminated from the program. PT faculty will work with the Office of Disability Services to assess the options available to meet the Essential Functions. • Students who seek reasonable accommodations for a diagnosed disability should refer to the section of the University Catalog entitled, "Disability Services". ESSENTIAL FUNCTIONS OF A PHYSICAL THERAPIST* Note: Students will be required to acknowledge and attest to the following: THE STUDENT PHYSICAL THERAPIST MUST HAVE THE CAPACITY TO: OBSERVE • Must be able to interpret written and illustrated material both in print and electronic form. Perceive discriminatory findings on radiographic images. Assess patient/client posture, gait, movement patterns, monitor physiological responses, assess depth and characteristics of integumentary/skin/soft tissue compromise, and read degrees of motion on a goniometer. COMMUNICATE • Communicate effectively and sensitively with persons of any cultural and social background using appropriate verbal, nonverbal, and written communication skills with faculty, peers, other members of the inter-disciplinary team, and patients/clients/caregivers. • Confidently, comprehensively, and concisely communicate relevant information regarding patient status with appropriate members of inter-disciplinary team. Utilize empathetic listening skills to promote open communication and develop a positive rapport with faculty, peers, other members of the interdisciplinary team, and patients/clients/caregivers. • Read, write, record, and interpret written and nonverbal communication in a timely manner using both written and electronic formats at a competency level that allows a physical therapist to safely function in the academic or clinical setting in a professional manner. • Provide complete, accurate and timely written documentation of patient history and physical examination. INTELLECTUAL/CONCEPTUAL, INTEGRATIVE, & QUANTITATIVE ABILITIES
● Effectively organize and prioritize tasks when simultaneously managing the treatment of multiple patients or other rehabilitation duties simultaneously. ● Effectively manage patient care and other rehabilitation duties with lab partners, patients, families, and others under stressful conditions, including but not limited to medically or emotionally unstable individuals, situations requiring rapid adaptations, the provision of CPR, or other emergency interventions. ● Seek, incorporate, synthesize, reason, and analyze information from peers, instructors, and the literature in both didactic and clinical settings. ● Recall and retain information in an efficient and timely manner. ● Organize and prioritize multiple, simultaneous tasks, integrate information, and make sound decisions that ensure the safety of the patient and others. ● Demonstrate the capability to manage and maintain 100% of a full-time physical therapist’s caseload in a cost-effective manner. ● Problem solve, recognize deviations from a norm, formulate assessments, and derive clinical judgments from information collected.
● Possess the social and emotional stability to manage stress and function effectively under unpredictable circumstances encountered in clinical, classroom and laboratory settings. SOCIAL/PROFESSIONAL ATTRIBUTES • Function effectively under high stress and proactively make use of available resources to help maintain both physical and mental health. • Demonstrate personal hygiene and attendance necessary for effective participation in academic and clinical activities. • Accurately self-assess and self-reflect in a timely manner to continually improve professional skills. • Display ethical and legal behaviors consistent with the American Physical Therapy Association (APTA) Code of Ethics. • Display professional behavior consistent with the APTA Core Values of Professionalism. • Students must be able to practice in a safe, legal, and ethical manner, including in emergency situations. SENSORY AND MOTOR COORDINATION AND FUNCTION • Observe and process information with accuracy and efficiency via the senses: visual, auditory, exteroceptive (smell, touch, pain, and temperature), and proprioceptive (position, pressure, movement, stereognosis [ability to perceive form], and vibratory) phenomena. • Perform gross and fine motor movements with coordination sufficient to perform complete physical therapy examinations and interventions including the use of physical therapy and monitoring devices. • Have sufficient levels of postural control, neuromuscular control, and eye-hand coordination for satisfactory performance in patient care and classroom or laboratory settings. • Possess sufficient mental and physical stamina to meet the physical activity and productivity demands associated with extended periods of sitting, standing, moving, lifting, and physical exertion required for satisfactory performance in patient care, clinical education, and classroom or laboratory settings. *Adapted with permission from Misericordia University and the University of Delaware. ACADEMIC PROGRAM The academic program of the Wingate University Department of Physical Therapy is learner-centered. The overarching goal of the curriculum is the assurance of the mastery of the knowledge, skills, abilities, and attitudes prescribed by the profession and by society for the physical therapist of tomorrow. This unique curricular approach has been carefully crafted for continuous quality improvement of its structure and content. Its endpoint can be seen in the health care servant of tomorrow whose commitment to competence does not end upon graduation and whose dedication to the service of mankind is evident in all considerations and actions undertaken. DOCTOR OF PHYSICAL THERAPY CURRICULUM CLASS OF 2026 Year One Semester 1 (Spring 2024) DPT 711: Human Gross Anatomy DPT 713: Clinical Practice 1; Screening & Examination DPT 714: Research I; Search & Appraisal of Lit DPT 715: Physical Therapist as a Professional 1 DPT 717: Integrated Clinical Experience I DPT 718: Clinical Medicine in Physical Therapy I Semester 2 (Summer 2024) DPT 720: Clinical Medicine in Physical Therapy II DPT 721: Applied Kinesiology DPT 724: Neuroscience DPT 725: Integrated Clinical Experience II DPT 774: The Patient as a Learner Semester 3 (Fall 2024) DPT 726: Clinical Medicine in Physical Therapy III DPT 731: Research II: Statistics & Appraisal DPT 733: Clinical Practice 2: Evaluation/Diagnosis DPT 736: Integrated Clinical Experience III
Wingate University Academic Catalog 2026-2027
Credits 16 5 3 2 2 0 4 12 2 4 4 0 2 16 4 2 4 0
178 Year One DPT 744: Diagnosis & Management of Musculoskeletal 1 DPT 783: Prosthetics & Amputation IPE 701: Interprofessional Education I Total Year 1
Credits 4 2 0 44
Year Two Semester 4 (Spring 2025) DPT 735: Diagnosis & Management: Acute Care DPT 741: Clinical Practice 3: Prognosis/Intervention DPT 742: Motor Development & Motor Behavior DPT 743: Research 3: Outcomes Assessment/Capstone DPT 745: Diagnosis & Mgmt. of Neuro. Conditions 1 DPT 746: Clinical Internship 1 (2nd 8 weeks) IPE 702: Interprofessional Education II Semester 5 (Summer 2025) DPT 751: Diagnosis & Management Musculoskeletal Conditions 2 DPT 754: Integrated Clinical Experience IV DPT 755: Management of Geriatric Client DPT 768: Management of Pediatric Client Semester 6 (Fall 2025) DPT 752: Diagnosis & Management of Neurological Conditions 2 DPT 761: Diagnosis & Management of Cardiopulmonary Conditions DPT 766: Differential Diagnosis for the PT DPT 767: Integrated Clinical Experience V DPT 769: Diagnosis & Management of Musculoskeletal 3 DPT 775: Psychosocial Implications in Rehabilitation Total Year 2
Credits 19 3 3 3 2 4 4 0 10 4
Year Three Semester 7 (Spring 2026) DPT 762: Clinical Integration DPT 771: Clinical Internship 2 (1st 8 weeks) DPT 772: Wellness and Prevention DPT 776: Diagnostic Imaging in Rehabilitation DPT 777: Management/Administration in Healthcare DPT 778: Global Perspectives of Health in Physical Therapy DPT 784: Selectives Semester 8 (Summer 2026) DPT 781: Clinical Internship 3 (10 weeks) DPT 764: Physical Therapist as a Professional 2 Semester 9 (Fall 2026) DPT 791: Clinical Internship 4 (12 weeks) DPT 763: Research 4: Capstone DPT 782: Comprehensive Seminar Total Year 3 Total weeks Clinical Education: 38 Program Total
Credits 15 2 4 2 2 2 1
0 3 3 4
16
3 3 0 4 2
2 5 2 6 3 2
45
7 11
33 122
DOCTOR OF PHYSICAL THERAPY CURRICULUM CLASS OF 2027 Year One Semester 1 (Spring 2025) DPT 711: Human Gross Anatomy DPT 713: Clinical Practice 1; Screening & Examination DPT 715: Physical Therapist as a Professional 1 DPT 717: Integrated Clinical Experience I DPT 718: Clinical Medicine in Physical Therapy I DPT 719: Research Design Semester 2 (Summer 2025) DPT 720: Clinical Medicine in Physical Therapy II DPT 721: Applied Kinesiology DPT 724: Neuroscience DPT 725: Integrated Clinical Experience II DPT 774: The Patient as a Learner Semester 3 (Fall 2025) DPT 726: Clinical Medicine in Physical Therapy III DPT 731: Research II: Statistics & Appraisal
Credits 15 5 3 2 0 4 1 12 2 4 4 0 2 16 4 2
Year One DPT 733: Clinical Practice 2: Evaluation/Diagnosis DPT 736: Integrated Clinical Experience III DPT 744: Diagnosis & Management of Musculoskeletal 1 DPT 783: Prosthetics & Amputation IPE 701: Interprofessional Education I Total Year 1 Year Two Semester 4 (Spring 2026) DPT 735: Diagnosis & Management: Acute Care DPT 741: Clinical Practice 3: Prognosis/Intervention DPT 742: Motor Development & Motor Behavior DPT 743: Research 3: Outcomes Assessment/Capstone DPT 745: Diagnosis & Mgmt. of Neuro. Conditions 1 DPT 746: Clinical Internship 1 (2nd 8 weeks) IPE 702: Interprofessional Education II Semester 5 (Summer 2026) DPT 751: Diagnosis & Management Musculoskeletal Conditions 2 DPT 754: Integrated Clinical Experience IV DPT 755: Management of Geriatric Client DPT 768: Management of Pediatric Client Semester 6 (Fall 2026) DPT 752: Diagnosis & Management of Neurological Conditions 2 DPT 761: Diagnosis & Management of Cardiopulmonary Conditions DPT 766: Differential Diagnosis for the PT DPT 767: Integrated Clinical Experience V DPT 769: Diagnosis & Management of Musculoskeletal 3 DPT 775: Psychosocial Implications in Rehabilitation Total Year 2
Credits 4 0 4 2 0 43 Credits 18 3 2 3 2 4 4 0 10 4
Year Three Semester 7 (Spring 2027) DPT 762: Clinical Integration DPT 771: Clinical Internship 2 (1st 8 weeks) DPT 772: Wellness and Prevention DPT 776: Diagnostic Imaging in Rehabilitation DPT 777: Management/Administration in Healthcare DPT 778: Global Perspectives of Health in Physical Therapy DPT 784: Selectives Semester 8 (Summer 2027) DPT 781: Clinical Internship 3 (10 weeks) DPT 764: Physical Therapist as a Professional 2 Semester 9 (Fall 2027) DPT 791: Clinical Internship 4 (12 weeks) DPT 763: Research 4: Capstone DPT 782: Comprehensive Seminar Total Year 3 Total weeks Clinical Education: 38 Program Total
Credits 15 2 4 2 2 2 1
0 3 3 4
16
3 3 0 4 2
2 5 2 6 3 2
44
7 11
33 120
DOCTOR OF PHYSICAL THERAPY CURRICULUM CLASS OF 2028 Year One Semester 1 (Spring 2026) DPT 711: Human Gross Anatomy DPT 713: Clinical Practice 1; Screening & Examination DPT 715: Physical Therapist as a Professional 1 DPT 717: Integrated Clinical Experience I DPT 718: Clinical Medicine in Physical Therapy I DPT 719: Research Design IPE 702: Interprofessional Education II Semester 2 (Summer 2026) DPT 720: Clinical Medicine in Physical Therapy II DPT 721: Applied Kinesiology DPT 724: Neuroscience DPT 725: Integrated Clinical Experience II DPT 774: The Patient as a Learner
Wingate University Academic Catalog 2026-2027
Credits 15 5 3 2 0 4 1 0 12 2 4 4 0 2
179 Year One Semester 3 (Fall 2026) DPT 726: Clinical Medicine in Physical Therapy III DPT 731: Research II: Statistics & Appraisal DPT 733: Clinical Practice 2: Evaluation/Diagnosis DPT 735: Diagnosis & Management: Acute Care DPT 736: Integrated Clinical Experience III DPT 744: Diagnosis & Management of Musculoskeletal 1 IPE 701: Interprofessional Education I Total Year 1
Credits 17 4 2 4 3 0 4 0 44
Year Two Semester 4 (Spring 2027) DPT 741: Clinical Practice 3: Prognosis/Intervention DPT 742: Motor Development & Motor Behavior DPT 743: Research 3: Outcomes Assessment/Capstone DPT 745: Diagnosis & Mgmt. of Neuro. Conditions 1 DPT 746: Clinical Internship 1 (2nd 8 weeks) Semester 5 (Summer 2027) DPT 751: Diagnosis & Management Musculoskeletal Conditions 2 DPT 754: Integrated Clinical Experience IV DPT 755: Management of Geriatric Client DPT 768: Management of Pediatric Client DPT 783: Prosthetics & Amputation Semester 6 (Fall 2027) DPT 752: Diagnosis & Management of Neurological Conditions 2 DPT 761: Diagnosis & Management of Cardiopulmonary Conditions DPT 766: Differential Diagnosis for the PT DPT 767: Integrated Clinical Experience V DPT 769: Diagnosis & Management of Musculoskeletal 3 DPT 775: Psychosocial Implications in Rehabilitation Total Year 2
Credits 15 2 3 2 4 4 12 4
Year Three Semester 7 (Spring 2028) DPT 762: Clinical Integration DPT 771: Clinical Internship 2 (1st 8 weeks) DPT 772: Wellness and Prevention DPT 776: Diagnostic Imaging in Rehabilitation DPT 777: Management/Administration in Healthcare DPT 778: Global Perspectives of Health in Physical Therapy DPT 784: Selectives Semester 8 (Summer 2028) DPT 781: Clinical Internship 3 (10 weeks) DPT 764: Physical Therapist as a Professional 2 Semester 9 (Fall 2028) DPT 791: Clinical Internship 4 (12 weeks) DPT 763: Research 4: Capstone DPT 782: Comprehensive Seminar Total Year 3 Total weeks Clinical Education: 38 Program Total
Credits 15 2 4 2 2 2 1
0 3 3 2 4
16
3 3 0 4 2
2 5 2 6 3 2
43
7 11
33 120
DOCTOR OF PHYSICAL THERAPY CURRICULUM CLASS OF 2029 Year One Semester 1 (Spring 2027) DPT 711: Human Gross Anatomy DPT 713: Clinical Practice 1; Screening & Examination DPT 715: Physical Therapist as a Professional 1 DPT 717: Integrated Clinical Experience I DPT 718: Clinical Medicine in Physical Therapy I DPT 719: Research Design IPE 702: Interprofessional Education II Semester 2 (Summer 2027) DPT 720: Clinical Medicine in Physical Therapy II DPT 721: Applied Kinesiology DPT 724: Neuroscience DPT 725: Integrated Clinical Experience II
Credits 15 5 3 2 0 4 1 0 12 2 4 4 0
Year One DPT 774: The Patient as a Learner Semester 3 (Fall 2027) DPT 726: Clinical Medicine in Physical Therapy III DPT 731: Research II: Statistics & Appraisal DPT 733: Clinical Practice 2: Evaluation/Diagnosis DPT 735: Diagnosis & Management: Acute Care DPT 736: Integrated Clinical Experience III DPT 744: Diagnosis & Management of Musculoskeletal 1 IPE 701: Interprofessional Education I Total Year 1 Year Two Semester 4 (Spring 2028) DPT 741: Clinical Practice 3: Prognosis/Intervention DPT 742: Motor Development & Motor Behavior DPT 743: Research 3: Outcomes Assessment/Capstone DPT 745: Diagnosis & Mgmt. of Neuro. Conditions 1 DPT 746: Clinical Internship 1 (2nd 8 weeks) Semester 5 (Summer 2028) DPT 751: Diagnosis & Management Musculoskeletal Conditions 2 DPT 754: Integrated Clinical Experience IV DPT 755: Management of Geriatric Client DPT 768: Management of Pediatric Client DPT 783: Prosthetics & Amputation Semester 6 (Fall 2028) DPT 752: Diagnosis & Management of Neurological Conditions 2 DPT 761: Diagnosis & Management of Cardiopulmonary Conditions DPT 766: Differential Diagnosis for the PT DPT 767: Integrated Clinical Experience V DPT 769: Diagnosis & Management of Musculoskeletal 3 DPT 775: Psychosocial Implications in Rehabilitation Total Year 2
Credits 2 17 4 2 4 3 0 4 0 44 Credits 15 2 3 2 4 4 12 4
Year Three Semester 7 (Spring 2029) DPT 762: Clinical Integration DPT 771: Clinical Internship 2 (1st 8 weeks) DPT 772: Wellness and Prevention DPT 776: Diagnostic Imaging in Rehabilitation DPT 777: Management/Administration in Healthcare DPT 778: Global Perspectives of Health in Physical Therapy DPT 784: Selectives Semester 8 (Summer 2029) DPT 781: Clinical Internship 3 (10 weeks) DPT 764: Physical Therapist as a Professional 2 Semester 9 (Fall 2029) DPT 791: Clinical Internship 4 (12 weeks) DPT 763: Research 4: Capstone DPT 782: Comprehensive Seminar Total Year 3 Total weeks Clinical Education: 38 Program Total
Credits 15 2 4 2 2 2 1
0 3 3 2 4
16
3 3 0 4 2
2 5 2 6 3 2
43
7 11
33 120
ACADEMIC POLICIES RIGHT OF THE PROGRAM TO MAKE CHANGES The entire Wingate University Doctor of Physical Therapy Program curriculum plan, policies, procedures, regulations and codes are subject to ongoing evaluation and subsequent modification by the collective core faculty. Various departmental committees and groups composed of core faculty, departmental staff, and university faculty/staff are charged with the collection, review, and suggestion for revision to the appropriate entity. Proposals for curricular modification emanating from self-study processes are carefully deliberated upon by the entire faculty prior to any adoption of change. While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without
Wingate University Academic Catalog 2026-2027
180 advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change. ACADEMIC ADVISING Each new DPT student entering the program will be assigned to a “Learning Community” (LC). A Learning Community is meant to be a support system to you as you enter graduate school. Each LC will meet at prescribed times to discuss various topics which will help students navigate this new environment and the rigors of graduate education. LC’s may meet at other times as deemed necessary by each individual LC advisor. Students are encouraged to reach out to their LC Advisor at any time for additional guidance and mentorship, as needed. ACADEMIC HONORS DEAN’S LIST Students whose academic performance is a 3.8 or above are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and in good academic standing. Eighth and Ninth semester students (primarily clinical education) will not be eligible for the Dean’s List. GRADUATION WITH DISTINCTION Students who attain a Department of Physical Therapy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation. 3.50 to 3.69 = cum laude 3.70 to 3.89 = magna cum laude 3.90 or higher = summa cum laude Each year, good academic standing is awarded only to those students who have maintained a cumulative grade point average of 3.0/4.0 (or above), and demonstrated minimally acceptable mastery of the knowledge skills and behaviors necessary to earn the degree, Doctor of Physical Therapy. Remediation activities will be prescribed for those students who are not awarded progression. Those students not in good academic standing are placed on probation. ACADEMIC PROBATION The intent of academic probation is to alert the student of impending failure to progress within the program and to allow them an opportunity to improve their grade average and avoid academic jeopardy. Semesters 1-3 Students can be placed on academic probation in semester 1-2 if their cumulative GPA is below a 3.0. Students will have until the completion of Semester 3 to achieve a cumulative GPA of 3.0 or higher. 1. Probation will be lifted and the student returned to good academic standing status after successfully achieving a cumulative GPA of 3.0 or higher. 2. Academic disqualification will result for failure to achieve a cumulative 3.0 GPA at the completion of semester 3. Semesters 4-9 A student can be placed on academic probation if their cumulative GPA falls below a 3.0. Students will have until the end of the ensuing semester to increase their cumulative GPA to 3.0 or higher.
2.
1. 2.
An F earned during semesters 2-9. Returning to the conditions of academic probation for a second instance at any time in the curriculum.
Students on academic suspension will be offered the opportunity to return to the program at a point in the professional curriculum as determined by the collective core faculty. The point of entry will be determined to afford the student the best opportunity for success in the program while respecting the financial burden additional coursework may incur. The student then has the ability to accept or decline the point of return offer. ACADEMIC DISQUALIFICATION Students who demonstrate the inability to remove any inadequacies of knowledge or skill will be placed on academic disqualification and dismissed from the program of study. Students are placed on academic disqualification for any of the following causes: 1. A final course grade of F earned in the first semester. 2. A second F earned at any time in the curriculum. 3. GPA below 2.5 after the first semester. 4. Any student with a cumulative GPA of less than 3.0 at the completion of the 3rd semester. 5. If a student is academically suspended and has a history of a previous ARC for concerns related to professional behaviors. A cumulative GPA of 3.0 at the end of semester 9 is required for graduation. DURATION OF STUDY
ACADEMIC PROGRESSION AND GRADUATION
1.
student organizations or serve in professional and/or academic committees. Students are placed on academic suspension for one of the following causes:
Probation will be lifted and the student returned to good academic standing status after successfully achieving a cumulative GPA of 3.0 or higher. Academic Suspension will result for failure to achieve a cumulative GPA of 3.0 at the completion of the probation period. a. Students will have one semester to come off of academic probation.
ACADEMIC SUSPENSION The intent of academic suspension is to allow the student time to remediate any inadequate knowledge and/or skills and for their attempt to return to demonstrate removal of those inadequacies. The length of academic suspension will be for up to one year. While on academic suspension, students do not attend classes and are considered not in good academic standing; therefore, students cannot hold offices in
Students have a maximum of 4 years to complete the program of study. If a student chooses to withdraw or take a leave of absence, they must withdraw from ALL courses taken during that semester of withdrawal. No partial withdrawals from a semester’s course load will be permitted. ACADEMIC PETITION If a student does not meet the academic standards or regulations of the Department of Physical Therapy, he/she may petition the core faculty for an exception to the policy. The core faculty meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition. Students should submit petitions in writing using the Academic Petition Form (located in Appendix B of the Doctoral Candidate Handbook). The student is highly encouraged to meet with their faculty advisor to discuss the petition process. If the meeting cannot take place in a reasonable way, the petition can be submitted without the faculty advisor’s signature. Students may also seek guidance about the petition process from the Program Director. Students have the option of appearing before the core faculty to present the petition and answer questions. Students will be given 15 minutes to present to the faculty. If a student does not want to appear before the committee, the petition will be considered without the student present. The core faculty will make a decision after reviewing the student’s academic record, and any other pertinent information presented by the student such as physician reports, counselor’s recommendations, court order, etc., and the circumstances stated in the student’s petition. Each petition will be considered on its own merits. The student will be officially informed of the decision by the Program Director. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by signing the agreement and returning to the Program Director. If a petition is denied, the student may meet with their academic advisor to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Program Director. The Program Director’s decision is final and cannot be appealed. ACADEMIC STANDING Students must be in good academic and professional standing to be considered for Department of Physical Therapy honors, awards, student leadership positions, or any other special recognition acknowledgements.
Wingate University Academic Catalog 2026-2027
181 ASSESSMENT The faculty has identified the ability set for which a student must demonstrate mastery each benchmark/assessment of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression. ATTENDANCE The educational process of a professional is a very important procedure, and one that should never be taken lightly. It is expected that each student in the DPT program has made a commitment to themselves and to their future patients to acquire and master every bit of information and skill possible, therefore each student is required to be prompt and to attend all scheduled appointments (lectures, instructional demonstrations, laboratory sessions, and examinations). Learning opportunities are to pre-empt any extra-curricular activities in which the student may be involved (i.e. athletics, club activities, etc.). The practice of prior planning to avoid conflicts with tardiness or attendance at educational and assessment experiences is paramount for a professional in training and is expected in all circumstances. An absence is defined as missing more than 5 minutes of any scheduled class meeting for any purpose. Absence(s) are likely to contribute to a student’s inability to meet minimum academic and professional requirements of the curriculum and therefore it is expected that a student notify the department prior to missing any session. The procedure for a student notifying the department of absence should be as follows: Students are expected to be in class for all class sessions; however, students are entitled to 2 excused absences/semester during didactic semesters 1, 3, and 6. During shorter didactic semesters, semesters 2, 4, 5, and 7, students will be allowed 1 excused absence/semester. An Excused Absence form must be completed and signed by all instructors holding class on the days expected to be missed; final approval will come from the Director or Associate Program Director. For absences that are unplanned and will occur within the next 8 hours (e.g., an unplanned illness, injury, accident, or mechanical breakdown), the student will phone the department and leave a message or voice mail at 704-233-8358. The message or voice mail should include the reason for the unplanned absence and the student’s expected time of arrival (if known). Within 24 hours of return following the absence, the student must complete and circulate the Excused Absence Form for signatures of all faculty whose course was missed that day or the absence will be considered unexcused. A student with an unexcused absence from class may be penalized up to 5 points of the final average for the course. Students are NOT allocated two excused absences when on clinical rotation; 100% attendance is expected when on clinical rotation. All unplanned absences from clinic must be made up as per the requirements stipulated by the clinical staff. Excessive tardiness will not be tolerated, and may result in charges of violation of the Department of Physical Therapy Code of Professional and Academic Conduct. SIGNIFICANT QUANTITIES OF ABSENCE: The department reserves the right to deny academic progression to any student who, for any reason, has missed a significant portion of the scheduled learning opportunities (5% or greater is suggested) in any course or collectively in any academic semester. Student-parents should plan their schedules such that their children are not attending physical therapy classes, labs, or clinical education rotations. Students with children are expected to make childcare arrangements to avoid conflicts with their educational experience. ONLY STUDENTS IN GOOD ACADEMIC STANDING MAY BE CONSIDERED FOR LEAVE. A student will be considered to be tardy for instruction when he/she arrives later than the planned class meeting but still less than 5 minutes after the planned meeting. Excessive tardiness will not be tolerated, and may result in charges of violation of the Department of Physical Therapy Code of Professional and Academic Conduct.
ATTENDANCE POLICY RELATED TO EXAMINATION PROCEDURES The process of examination of learning deserves attention toward providing the least amount of distraction to all therefore, for all scheduled written assessments (a.k.a. Examinations) students should arrive early and be prepared for the assessment to begin on time. Students will be considered as absent and therefore unable to sit for the exam if they are not in their seat and ready for pre-assessment information at least 5 minutes before the scheduled start of the assessment. Any student not present before the scheduled start will not be permitted to enter the room and should proceed to the department offices for further instruction. Penalties for excessive tardiness can include up to receiving a grade of zero “0” on the exam. Cases of tardiness will be handled on a case-by-case basis. If a student misses an examination, make-up examinations will be given at the discretion of the instructor, with consultation from the Director. HUMAN ANATOMY LAB The human anatomy lab is operated solely for educational and research purposes. Students are warned that their behavior in the human anatomy lab must be restrained and reserved. Absolutely, under no circumstances, is a student to be in the human anatomy lab alone at any time, or be in possession of any camera or visual recording device unless tending to a directive issued by a DPT core faculty member. Students may be granted access after normal working hours to avail themselves of the learning opportunities that dissection provides; however, this access is considered a privilege and will be removed and the offender disciplined accordingly if any impropriety of the human anatomy lab rules should occur. CODE OF PROFESSIONAL AND ACADEMIC CONDUCT Virtually all professional schools and colleges have instituted codes of professional and academic conduct. The Code of Professional and Academic Conduct is descriptive of acceptable and unacceptable conduct. The Code is designed expressly for the Department of Physical Therapy and is compatible with all regulations and policies of the University. This section complements the previous section detailing the expectations of the physical therapist and physical therapist-in-training. PERSONAL CONDUCT Personal conduct on University property, at affiliated practice sites, or School or University sponsored events is subject to disciplinary jurisdiction of the Department of Physical Therapy. The Department of Physical Therapy also may enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Physical Therapy. Any action which represents a violation of civil and criminal law will be dealt with by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Physical Therapy to review the student independently for that violation. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered allinclusive. •
•
• •
•
Alcoholic beverages - possession or consumption of alcoholic beverages on university or university-affiliated sites or functions (except as expressly permitted). Drugs - illegal use, possession, sale, or distribution of any drug, chemical compound, or controlled substance or paraphernalia. Students found guilty of violating this section may be subject to immediate expulsion from the Department of Physical Therapy. Drugs – testing positive or refusing to be tested in the prescribed manner. Weapons and dangerous items - illegal use or possession of weapons, firearms, ammunition, fireworks, explosives, noxious materials, incendiary devices or other dangerous substances. Theft or damage - theft of, or damage to, property of the university or university-affiliated, other students, other members
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182
•
• •
• •
•
of the university community, or of campus visitors. Possession of property known to be stolen. Defacing or unauthorized removal of material from the library is damage and theft. Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use of university or university-affiliated property, unauthorized use of university name, logo, or symbols. Inappropriate social networking that is considered unprofessional for a student physical therapist. Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators. Financial irresponsibility - failure to meet financial responsibilities. Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding. Failure to appear will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate. Misuse or abuse of university equipment, programs, or data, or unauthorized access to or copying or distributing of data, records, or programs; or attempting to alter or modify records, data, or programs.
ACADEMIC CONDUCT All students matriculating into the Department of Physical Therapy implicitly and personally subscribe to the Code of Professional and Academic Conduct in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violations of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Code of Professional and Academic Conduct, and each faculty member likewise is responsible for reporting possible violations. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered allinclusive. •
•
•
Dishonesty which includes, but is not limited to, gaining unauthorized access to an examination or to obtain unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without explicit permission of the instructor, entering an office or building to obtain unfair advantage, taking an examination for another candidate, or altering grade reports. Plagiarism, which is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. As defined by Webster, plagiarism is “an act or instance of stealing or passing off the ideas or words of another as one’s own, using a created production without crediting the source, or presenting as new and original an idea or product derived from an existing source.” (Webster’s Collegiate Dictionary). A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be referenced or the student is guilty of an act of plagiarism. A student who witnesses any of the above or who is approached with an offer to gain unfair advantage is obligated by the Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.
It is the policy of the School that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will result in a course grade of zero (0) and other sanctions. The failing grade and incident of cheating will be reported to the Program Director for possible additional sanctions. The process for the disposition of allegations of academic misconduct is delineated below.
REPORTING AND INVESTIGATING SUSPECTED VIOLATIONS OF THE CODE Possible violations of the Code of Professional and Academic Conduct should be reported by any source to the team leader of the course or the faculty member who is supervising the activity involved or to the Program Director in writing who will be responsible for a preliminary investigation regarding the validity of the charge. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.) The charges and any preliminary findings will be communicated, in writing, to the accused. A student who stipulates to the charge of academic dishonesty (e.g., plagiarism, cheating) will receive a grade of “F” (zero percentage) for the course and other possible sanctions. Repeat offenders will receive special sanctions beyond the prescribed course grade. For any violation of the Professional and Academic Conduct Code, •
A faculty member will speak with the student and report the behavior to the Associate Program Director. If the conduct rises to the level of consideration of calling a student to an ARC, the behavior would be discussed at the next regularly scheduled faculty meeting so all faculty are aware.
For any infraction, students may be called to appear before the Academic Review Committee, composed of department faculty and other invited faculty, presided over by the non-voting Director, who will determine appropriate remediation plan or dismissal. The decision of the panel is forwarded to the Director who will then jointly make a final determination of disposition. Sanctions for violation of the Code of Professional and Academic Conduct may include but are not limited to (i) remediation as outlined in the plan; (ii) censure by written letter to be placed in the student’s file; (iii) probation for a specified time period; (iv) suspension for a specified time period or for an indefinite period with written criteria for re-entry consideration; (v) expulsion from the school with the transcript reflecting the nature of the expulsion. Any appeal of the final decision of the Program Director will be made in accordance with University guidelines and will relate to the student’s status within the University, but not the Department of Physical Therapy. Students with prior instances of unprofessional behaviors may be required to enter the next clinical rotation with a behavioral contract in place. COURSE GRADING WRITTEN EXAMINATIONS In the case of written examinations, the student earns the letter grade according to the score achieved as indicated by the course syllabus. A student must have an average of a 70 on the written course examinations to pass the course, regardless of what the numerical average is when all components of the course are calculated. Faculty can decide whether quizzes are included in this calculation. If not specifically stated on the syllabus, it is assumed that they are not. If a student is in good standing in the program, and has otherwise passed the course, they may be given the option of a comprehensive makeup examination which must be passed with a grade of 70. If the student does not pass a comprehensive retake with a grade of 70 or above, they will receive a failing grade for the course. Students will be allowed only ONE comprehensive makeup exam throughout the 3-year curriculum. “Green zone” courses may opt out of this policy if there are significant other requirements to pass a course, or if a course is considered to be less “clinical” in nature. A “green zone” course will not require a minimum average grade of 70 on the written exams to pass the course. In those cases, passing the course will be determined by straight numerical grading according to the syllabus. CLINICAL EXAMINATIONS (PRACTICALS) All clinical examinations must be passed successfully in order to proceed in the curriculum. A grade of >80% is required for a passing score. In addition, students must score 100% on the safety component of the clinical examination or will be considered to have failed the exam. Students receiving a failing grade on any clinical examination in the didactic curriculum will be offered the opportunity to remediate and reexamine up to a maximum of 2 times for any one course, or a
Wingate University Academic Catalog 2026-2027
183 combination 3 times over the entire curriculum regardless of whether they are repeating any courses. The process for re-examination is as follows: 1. 2.
3.
A lead faculty member for the course will meet with the student and review the inadequacies and discuss opportunities for improvement. The re-examination will be video recorded, while evaluated in person by two core faculty members. The individual scores from each faculty member must be >80% for the student to pass the reexamination. If the student passes on the first retake attempt, the recorded score will be a 75%. If the average score from the two faculty members is not >80% one of two scenarios will occur. a. If both faculty scored the re-examination at less than 80%, the student will be referred for additional remediation. b. If one faculty member scored the re-examination at less than 80% and the other faculty member scored it >80%, then a third faculty member will review the video and independently score the re-examination. The third faculty member will decide after viewing the video if the student scored >80%. If this score is >80%, the student will receive a maximum grade of 75%. If the re-evaluation score average is less than 80% the student will be referred for remediation.
4.
Upon completion of the remediation plan the student will complete a second videotaped re-examination. Two core faculty members will score the re-examination. The process for scoring the re-examination is the same as mentioned above. If a second retake is required, the maximum recorded score for a passing performance is 70%. If a student does not attain >80% at this point, the student will fail the clinical examination and earn a grade of “F” for the course. (Refer to Wingate University Graduate Catalogue and WU DPT Doctoral Candidate Handbook)
A student who earns a second F in the curriculum will be dismissed from the program without the possibility for reentry.
committee will be convened where the student will have an opportunity to present their case, not to exceed ten minutes. Faculty may ask additional clarifying questions which will not count towards the tenminute time limit for the student. A recommendation will be made to the Program Director within 5 business days, who will notify the student of their findings in writing. The Program Director’s decision will be final and cannot be appealed. GRADING All grades will be calculated on the basis of the following scale: A B C F
Courses graded on a Pass/Fail basis will not earn quality points, thus no grade points considered. GRADUATION Students who enroll in and successfully complete the program course of study, have achieved a Department of Physical Therapy grade point average of at least at 3.0, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation. GRIEVANCE POLICY NOT CONCERNING GRADES Students who experience problems relating to the Department of Physical Therapy that are unrelated to grades may file a grievance using the following procedures: 1.
2. 3.
EXAMINATION ETIQUETTE Students are expected to be present and attend all examinations at their scheduled times. Tardiness to scheduled examinations will not be permitted under any circumstances (see Attendance Policy for additional information). Students wishing to be considered for admittance for an assessment procedure when tardy or absent will be required to obtain an approved excuse from the Program Director and gain permission from the course instructor to reschedule the exam at a later date. Students are expected to remain in the examination classroom throughout the duration of the exam. Bathroom breaks during the exam will not be permitted. Students are expected to plan their intake and elimination accordingly so as not require a bathroom break during any scheduled exam period. Students should make arrangements with the instructor prior to the exam for medical conditions that may require exceptions. GRADE DISPUTES Any student who has reason to question a graded assignment, test, or final course grade must first discuss the nature of the concern with the instructor in writing within ten business days of receiving the grade. The instructor and/or course coordinator will summarize their discussion with the student in writing. If a resolution to the problem is not reached at the level of the instructor or course coordinator, the student may appeal the grade to the Program Director within 5 days of the previous step. For clinical education experience grade disputes, the student may appeal to the Director of Clinical Education. The student must submit the appeal in writing to the Program Director, or DCE for clinical education courses, and copy the Instructor/Course Coordinator. The Program Director may not consider any grade appeal without first consulting with the Instructor/Course Coordinator/ Director of Clinical Education. If a student is appealing a failing grade, it will be evaluated by a panel of at least three core faculty appointed by the program director. A
89.5% to 100% = 4.0 Grade Points per Semester Credit Hour 79.5% to 89.4% = 3.0 Grade Points per Semester Credit Hour 69.5% to 79.4% = 2.0 Grade Points per Semester Credit Hour 69.4% or below = Zero Grade Points per Semester Credit Hour
4.
5.
The student should attempt to resolve the problem at the level at which the concern occurred. The attempt to solve this complaint should be presented to involved parties in writing. The student will receive a reply which addresses the complaint in writing. If the reply is not satisfactory, the student can submit the complaint in writing to the Program Director who will attempt to resolve the complaint. The Program Director will evaluate the complaint and convene a committee of at least three core faculty not involved in the dispute. The committee will convene a meeting where the student will have an opportunity to present their case, not to exceed ten minutes. Faculty may ask additional clarifying questions which will not count towards the ten-minute time limit for the student. A recommendation will be made to the Program Director within 5 business days, who will notify the student of their findings in writing. The Program Director’s decision will be final and cannot be appealed. In the event that the grievance is against the Program Director, the student can submit the complaint in writing to the Vice President for the Levine College of Health Sciences, who will evaluate and make determination. Wingate University will make arrangements to ensure that students with disabilities are provided appropriate accommodations as needed to participate in this grievance procedure. Requests for accommodations must be made to the Office of Disability Support Services.
Accommodations may include, but are not limited to, providing interpreters for the deaf, providing recordings of materials for the blind, and assuring a barrier-free location for proceedings. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.) INCIDENTAL COSTS ASSOCIATED WITH PHYSICAL THERAPIST EDUCATION The student is responsible for any and all costs associated with coursework, including those involving clinical education experiences. Costs to each student may include transportation, room and board, criminal background checks, drug screens, uniforms, health insurance (many clinical facilities require the student to be covered by valid major medical insurance), and other expenses. Students may be required by some clinical affiliates to successfully pass a specific Criminal
Wingate University Academic Catalog 2026-2027
184 Background Check and / or Drug Screening in order to participate in clinical experiences at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating. INFORMED CONSENT In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Physical Therapy, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., clinical affiliates, physical therapy practice sites) strictly on a need-to-know basis. This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks. If the background check reveals any information that is brought to the student’s attention by the Program Director which could make the student ineligible for licensure or clinical affiliations, it is the responsibility of the student to: 1.
Contact their planned licensing authority to determine if he or she will be eligible for licensure. After, speaking with the licensing authority, the student is required to: Meet with the Program Director to discuss a course of action.
2.
Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated physical therapy practice site. In such cases, the student cannot meet the requirements for graduation. The clinical sites with whom the department partners for clinical affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if a positive result on a drug test/random screen required of any particular clinical affiliation site for the purpose of internship is attained, clinical placement and progression in the program may be affected and may result in dismissal from the program. For the policy regarding drug testing, see Section 19. Department of Physical Therapy Code of Professional and Academic Conduct in this handbook. The Director of Clinical Education and the Program Director shall be the only individuals in the department to be made aware of drug testing/random drug screening results of students in the department. LAPTOP COMPUTER REQUIREMENT All Wingate University physical therapy students are required to have laptop personal computers, provided at the student’s expense. A description of hardware and software requirements is provided. Wingate University physical therapy classrooms provide wireless connections to the medical library system and to the Internet, allowing students to retrieve not only class-related materials, but also other health care management materials. A printer station is made available for student printing needs. A fee may be assessed for printing services.
Mac Requirements for Examplify: • •
• • •
Operating System: Monterey, Ventura, or Sonoma For a better experience, recommended that exams are taken on the same OS version that have been used to complete a recent successful mock exam CPU: Intel, M1, or M2 processor. Devices using Apple’s M1 and M2 processor and Apple Rosetta 2 are supported RAM: 8GB or higher recommended; 4GB required Hard Drive: 4GB or higher of available space
The Doctor of Physical Therapy program uses ExamSoft testing software for all exams. You will be required to download Examplify software to your computer. Account and download information will be sent via email prior to starting the semester and will be discussed over orientation. LICENSURE AS A PHYSICAL THERAPIST Graduates from Wingate University Department of Physical Therapy will be eligible to apply for licensure in any state or territory of the United States. Licensure as a physical therapist is administered by the Federation of State Boards of Physical Therapy. Every state and US territory require graduates to complete the National Physical Therapy Examination (NPTE), as well as state prepared examination on laws and rules for physical therapy practice within the state. The NPTE is administered through testing centers using computer testing. Scores may be reported to any state. Graduates are advised to contact the Board of Physical Therapy in the state in which they desire to apply for licensure for more detailed information on requirements. The North Carolina Board of Physical Therapy Examiners may be contacted at the address and phone number listed below. North Carolina Board of Physical Therapy Examiners 8300 Health Park #233 Raleigh NC 27615 Phone: (919) 490-6393 | Website: www.ncptboard.org PERSONAL HEALTH INSURANCE Students are required to maintain personal health insurance coverage during their enrollment in the Department of Physical Therapy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for health care costs of the student. REMEDIATION POLICY It is the policy of the program to make the best effort in ensuring student success within the program. Best effort for student success should always include attempts to remediate any student with inadequate knowledge, skill, behavior, or safety practices. Any inadequacies must be successfully removed prior to the student progressing in the curriculum. A stated “desired program outcome” includes a faculty that is actively committed to supporting a retention and graduation rate of 100% of every cohort, but we also recognize that despite best efforts not every student may be successful in the program. Therefore, the inability to successfully remove deficiencies will result in academic disqualification of the student from the program. BEHAVIOR AND/OR SAFETY IN PRACTICE
The Doctor of Physical Therapy is a computer intensive program and it is vital to have an up-to-date, functional laptop. It is the responsibility of the student to ensure that laptops are fully operational and supported within the Wingate network prior to class and exams.
In the case of behavior and/or safety in practice, clinical or academic faculty may evaluate students in many activities, and any identified deficiencies must be brought to the student’s attention at the earliest appropriate opportunity. A decision of pass/fail must be reached by consent from a three-member core faculty panel, appointed by the Program Director.
Windows Requirements for Examplify:
CLINICAL EXPERIENCES AND INTERNSHIPS
• • • •
Operating System: 64-bit versions of Windows 10 and Windows 11 RAM: 8GB or higher recommended; 4GB required Hard Drive: 4GB or higher of available space Screen resolution should be at least 1280 x 768. Scaling should be set to 100%
In the case of clinical experiences and internships, the ACCE/DCE is responsible for assigning the pass/fail grade. Any student receiving a failing grade from the ACCE/DCE will have their performance evaluated collectively by a panel of core faculty, appointed by the Program Director. The panel will review the student’s clinical performance in all aspects as deemed necessary. This may include any or all of the following:
Wingate University Academic Catalog 2026-2027
185 • • •
Review of clinical documentation, CPI, documentation of the supervising CI, and student documentation Interview of the student, CI, and ACCE/DCE Observation of the student in a clinical situation.
The panel will report findings and recommendation of upholding the failing grade or of overturning the failing grade to a passing grade to the Program Director. The ACCE/DCE, in conjunction with the Program Director, will determine the grade and/or remediation to be assigned. The Program Director and student’s Academic Advisor will then inform the student of the outcome. CLINICAL EXAMINATIONS (PRACTICALS) For information regarding remediation of clinical examinations, see previous section on Course Grading. RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.” To do so, he or she must file within twenty days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term. Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants. The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a nonforcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student,
the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student. STUDENT RESPONSIBILITIES All financial obligations associated with the student’s physical therapy education lie with the student including transportation, textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments. TECHNOLOGY USE IN TEACHING AND ASSESSMENT Classrooms with associated wireless technology are provided for the educational experience. A printer station is made available for student printing needs. A fee may be assessed for printing services. Each student is assigned a unique login and password following registration for courses within the department. These login credentials are distributed at departmental student orientation after each student has provided valid photo identification to physical therapy staff. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for their own data and accounts and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the unique account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity. WITHDRAWAL Students must obtain written approval from the Department of Physical Therapy to withdraw from physical therapy courses.
H A R RI S D E P A RT ME N T O F P H YS I C I A N A S S I S T A N T S T U DI E S Program Director: Associate Professors: Assistant Professors:
David Weil Nicole Drake, Taylor Fischer, Beth Maupin, Rebecca McClough, David Weil Brett Curtis, Allison Pullen, Michael Sulewski, Catherine Taylor, Jana Villanueva, Sarah Wolff
Director, Doctor of Medical Science Program: Beth Maupin MASTER OF PHY SICIAN ASSISTANT STUDIES MISSION STATEMENT The Wingate University Department of PA Studies is dedicated to developing educated, productive, and ethical PAs to serve the health care needs of the communities in which they practice. PROGRAM GOALS 1.
Provide comprehensive education that ensures graduates possess core knowledge in established and evolving biomedical and clinical sciences and can apply this knowledge to decisionmaking in clinical practice. Provide a range of didactic and clinical experiences to best prepare graduates to care for a diverse patient population. Provide graduates with a strong foundation in health information technology, evidence-based medicine, and quality improvement practices that allow them to successfully demonstrate being an “Agent of Change” entering the healthcare workforce. Provide instruction and experiences that allow students to demonstrate collaboration as part of an interprofessional, patient-centered team.
2. 3.
4.
Physician assistants provide such services as: •
Taking medical examinations
Wingate University Academic Catalog 2026-2027
histories
and
performing
physical
186 • • • • •
Diagnosing and treating common illnesses Ordering and interpreting laboratory and special tests Assisting in the operating room Performing minor surgery and special procedures Counseling patients in the treatment of disease and health maintenance
ACCREDITATION The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to Wingate University; Harris Department Physician Assistant Studies sponsored by Wingate University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be September 2034. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy. The program’s accreditation history can be viewed on the ARC-PA website at https://www.arc-pa.org/accreditation-history-wingateuniversity/. Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org). ADMISSIONS The Wingate University Physician Assistant Studies program uses Central Application Service for Physician Assistants (CASPA) as our admissions application for the programs in Wingate and Hendersonville, NC. As an applicant, you will be asked to choose a campus before submitting the application to CASPA. Please note that you can be considered for admission to the program for only one campus. The Hendersonville campus offers an educational experience in the mountains of western North Carolina with all of its natural beauty and diversity. Opportunities are offered in this area to work in a variety of environments, including under-served populations as well as distinguished healthcare providers in state-of-the-art facilities. Class sizes will vary from year to year, but the maximum class size of 60 students is generally split with 20 seats on the Hendersonville campus and 40 seats on the Wingate campus accepts 40 students. There is no supplemental application for this program. There are no waivers or exceptions to any of these requirements except for those published in this document. Wingate University PA program offers no advanced placement and does not accept transfer credit from any prior enrollment in any health science, medical, or related program. No advanced placement is offered for health science work or study experience. Each student accepted in the PA program at Wingate University must satisfy all requirements of the didactic and clinical years of study. A qualified applicant who was previously enrolled in another PA program will be considered for admission only after consultation with the director of the former PA program. Qualified applicants who are graduates of Wingate University will be given preference in the admission process over other similarly qualified applicants. An applicant must have a baccalaureate degree from an accredited college or university located within the United States (see Definition of Accredited Institutions under Graduate Policies and Procedures). Each applicant must complete 9 prerequisite courses. Online courses and virtual labs from accredited institutions are acceptable. All nine prerequisite courses must be completed within seven years of your planned matriculation.
Prerequisite Courses Human Anatomy and Human Physiology* (8 credit hours minimum) This requirement may be met by taking either: (a) one Human Anatomy with Lab course and one Human Physiology with Lab course; or (b) two Human Anatomy and Physiology with Lab courses (Human A&P I and Human A&P II). These two tracks cannot be combined. For example, Human Anatomy cannot be paired with Human Anatomy & Physiology II. If labs are taken separately from lectures, two of the eight credit hours must be lab. Comparative, mammalian, or invertebrate anatomy or physiology are not accepted. Genetics* (3 credit hours minimum, lecture only) Microbiology with Lab* (4 credit hours minimum) Organic Chemistry with Lab* (4 credit hours minimum) Biochemistry* (3 credit hours minimum, lecture only; combination courses of organic/biochemistry or similar will not fulfill this prerequisite) General Psychology (3 credit hours minimum; AP and other advanced coursework taken in high school for college credit is accepted, provided that credit is reflected on the applicant’s transcript) Statistics (3 credit hours minimum; AP credit accepted) Medical Terminology (No minimum credit hours; can be credit hour course completed at an accredited institution (see Definition of Accredited Institutions under Graduate Policies and Procedures) or continuing education course in the U.S.; documentation of successful completion, if not reflected on college or university transcript, must be submitted directly to the PA program) *Each applicant must earn a cumulative GPA of 3.2 or higher on the six courses notated above with an asterisk to be eligible for admission consideration; no grade below C will be accepted regardless of the calculated GPA Additional admission requirements can be found on our program website at https://www.wingate.edu/academics/graduate/physicianassistant-studies/pa-admissions TECHNICAL STANDARDS PREFACE TO TECHNICAL STANDARDS WUDPA believes a diverse class supports greater learning, enhances student experiences, prepares Pas to work with and care for individuals from many backgrounds and cultures, and encourages self-reflection and growth. WUDPA, in compliance with the American Disabilities Act (ADA) of 1990 and its amendments, Section 504 of the Rehabilitation Act, and other disability rights legislation, does not discriminate against qualified individuals with disabilities. Candidates/students must meet the academic standards and, with or without reasonable accommodation, meet the program’s technical standards to be eligible to matriculate. Candidates/students with disabilities are encouraged to contact Disability Support Services early in the application process to confidentially discuss potential accommodations needed to meet the technical standards below. Accommodations are never retroactive; requests should be timely as some may need time and resources to be able to implement. The Department of PA Studies uses independent sites for supervised clinical practical experiences (SCPE), these sites may or may not be able to offer reasonable accommodations made available by the University. Additionally, fulfillment of programmatic requirements does not guarantee a graduate will be able to fulfill technical standards for employment or taking the PANCE. TECHNICAL STANDARDS The student must be able to perform each of the technical standards listed below:
Wingate University Academic Catalog 2026-2027
187 Observation and Sensory Integration • Be able to acquire and synthesize information in all didactic and clinical settings through various sources including, but not limited to, in-person and virtual presentations, written material, visual media, and small groups. • Gather essential and accurate information about patients through history-taking, physical examination, use of laboratory data, imaging, and other methods. Communication • Be able to communicate effectively verbally and in writing, at a level consistent with graduate-level work, through the use of proper English grammar, spelling, and vocabulary to professionally communicate efficiently and effectively with patients, families, members of the healthcare team, and completion of course assignments. • Develop and maintain interprofessional working relationships as a healthcare team member. • Demonstrate Communicate clearly and effectively with patients and families considering health literacy, differences in culture, socioeconomics, gender identity, sexual orientation, age, race, disability, and religious beliefs. Motor Coordination and Function • Perform routine physical examinations and diagnostic maneuvers (e.g. auscultate, palpate, inspection, physically maneuver patients, and utilize diagnostic equipment). Must provide general care and emergency treatment for patients and respond to emergency situations in a timely manner. • Must be able to meet applicable safety standards for the setting and follow universal precautions procedures. Intellectual/Conceptual Abilities • Be able to think critically and with sound judgment in order to understand, assess, and solve complex clinical problems. This includes collecting, organizing, prioritizing, reasoning, analyzing, integrating, learning, and retaining information, often in a limited time frame. • Be able to apply basic principles of the scientific method in reading and interpreting professional literature, integrate data, and develop appropriate differential diagnoses. • Effectively participate in individual, small-group, and lecture learning modalities in the classroom, clinical, and community settings. • Learn, participate, collaborate, and contribute as part of a team. • Interpret causal connections and make accurate, fact-based conclusions based on available data and information. • Formulate hypotheses and investigate potential answers and outcomes; and reach appropriate and accurate conclusions. Behavioral, Emotional, and Social Abilities • Be Function effectively under high stress, and be adaptive to change in both the classroom and clinic setting. Maintain professionalism during times of uncertainty. Proactively make use of available resources to help maintain both physical and mental health. • Exercise good judgment and integrity in educational and professional settings. • Accept and apply feedback in both didactic and clinical settings. • Understand, and function within the legal and ethical aspects of the practice of medicine. • Behave in a manner fitting the ethical and moral behavior appropriate for the PA profession in both educational and professional settings. *Some components adapted from Keza L, Kirschner, K, Clinchot D, Laird-Metke E, Zazove P, Curry R. (2019) Leading practices and future directions for technical standards in medical education. Academic Medicine. 94:520-527. doi: 10.1097/ACM.0000000000002517 STUDENTS WITH DISABILITIES Any student who, because of disability, may require special arrangements in order to meet the curriculum requirements, is expected to obtain approval for accommodations through the Assistant Vice President for Disability Support Services. Once accommodations are
approved, the student must meet with the Program Director. Accommodations are for present and future activities and are not retroactive. Students will not receive special arrangements unless accommodations are approved by the University’s Office of Disability Support Services. Ms. Kristin Wharton, Assistant Vice President for Disability Support Services | kwharton@wingate.edu | 704.233.8366 ACADEMIC CALENDAR Fall 2026 Orientation Classes Begin Clinical Rotations Begin Clinical Orientation Week 1 Labor Day Holiday Transitions Course Fall Break – No Classes Clinical Orientation Week 2 Clinical Bootcamp/Olympics White Coat Ceremony Thanksgiving Holiday Clinical Rotation 1 Classes End Clinical Rotations End Final Exams Conferral Date
PA1 PA2 Aug. 20-21 Aug. 24 Aug. 24
Spring 2027 Classes Begin Clinical Rotations Begin Martin Luther King Holiday Spring Break – No Classes One Day One Dog – No Classes Easter Holiday Classes End Final Exams Clinical Rotations End Summer 2027 Classes Begin Memorial Day Holiday Juneteenth Holiday Independence Day Holiday Clinical Rotations Begin Clinical Rotations End Classes End Final Exams
PA1 Jan. 4
PA3
Aug. 18 Sep. 7
Aug. 24 Sep. 7 Sep. – Oct.
Oct. 5-9 Nov. Nov. 6 Nov. 25-27 Dec. 11 Dec. 14-18
Nov. -Dec. Dec. 4 Dec. 4 Nov. 13 Dec. 7 Nov. 23-24 Dec. 12 PA2
PA3
Jan. 4 Jan. 18 Mar. 1-5 Mar. 18 Mar. 26-29 Apr. 23 Apr. 26-30 PA1 May 10 May 31 Jun. 18 Jul. 5
Apr. 30 PA2
PA3
May 10 Jul. 2 Jul. 16 Jul. 29-23
Jul. 6-8
CURRICULUM The required physician assistant curriculum for the master’s degree is designed to be completed in 27 months (7 semesters) with a total of 116 credit hours. Whether you enroll in the Hendersonville or Wingate program, you’ll follow the same PA curriculum as you study and learn from the faculty and other students at both locations at the same time. This is the physician assistant curriculum you can expect to follow: Year 1 Semester 1 (Fall, 15 weeks) PA 519: Medical Diagnostics I PA 524: Topic Exploration I PA 527: Healthcare Issues PA 530: Clinical Medicine I PA 538: Patient Assessment I PA 541: Pharmacology I PA 545: Clinical Anatomy and Pathophysiology I IPE 701: Interprofessional Education I Semester 2 (Spring, 16 weeks) PA 525: Topic Exploration II PA 529: Medical Diagnostics II PA 531: Clinical Medicine II PA 539: Patient Assessment II PA 542: Pharmacology II
Wingate University Academic Catalog 2026-2027
Credits 21 2 0 1 6 4 3 5 0 21 0 2 6 4 3
188 Year 1 PA 548: Clinical Anatomy and Pathophysiology II IPE 700: Interprofessional Teamwork IPE 702: Interprofessional Education II Semester 3 (Summer, 11 weeks) PA 528: Healthcare Issues II PA 532: Clinical Medicine III PA 540: Patient Assessment III PA 543: Pharmacology III PA 550: Emergency Medicine PA 552: Surgery and Procedures PA 553: Pediatrics PA 554: Women’s Health Total Year 1
Credits 5 1 0 17 1 4 2 2 2 2 2 2 59
Year Two Semester 4 (Fall, 15 weeks) PA 521: Clinical Orientation PA 580: Research, Epidemiology, Statistics PA 611: Clinical Transitions 4-week Supervised Clinical Practice Experiences (SCPE 1, 2) PA 620: Capstone I ACLS and BLS Training Semester 5 (Spring, 16 weeks) 4-week Supervised Clinical Profession Experiences (SCPE 3, 4, 5, 6) Semester 6 (Sumer, 11 weeks) 4 four-week Supervised Clinical Profession Experiences (SCPE 7, 8) PA 623: Professional Development Total Year 2
Credits 18 0 2 6 8
Year Three Semester 7 (Fall, 15 weeks) 4-week Supervised Clinical Profession Experiences (SCPE 9, 10) PA 624: PANCE Preparation PA 710: Summative Evaluation PA 720: Capstone II Total Year 3 Program Total
Credits 14 8
2 16 8 1
0 2 4
16 9
ACADEMIC STANDARDS FOR PROGRESSION Course Grades A = 90-100% 4.0 grade points B = 80-89.99% 3.0 grade points C = 70-79.99% 2.0 grade points F = Below 70% 0 grade points Grades on exams, projects, assignments, and final course grades are not rounded. For individual assignments and activities, students should achieve a grade of ≥70% in both the didactic and clinical phases. Assignment grades below this standard will trigger the remediation process. Please refer to the remediation policy for details. Final examinations will not be remediated. Students must receive a passing score of “C” or higher in all courses throughout the program. Any final course grade below “C” in any portion of the program will result in dismissal from the program. See dismissal policy. Cumulative GPA (3.0) Rule Both didactic and clinical students must maintain an overall GPA of 3.0 or higher in order to remain in good standing. If at the end of any given semester a student’s overall GPA falls below 3.0, they will be placed on academic probation and given one semester to raise their overall GPA to 3.0 or greater. If a student fails to raise their overall GPA to ≥3.0 within one semester, they will be dismissed from the program. A student may be dismissed by the program if it is mathematically impossible to improve their GPA to ≥3.0 within one semester. A cumulative grade point average (GPA) of ≥3.0 is required to graduate from the program. 3 C Rule
43
Students are allowed to obtain no more than three final course grades of C throughout the entire program. If a student obtains a fourth final grade of C, they will be dismissed from the program. Additionally, students are allowed no more than two final course grades of C within a single semester. If a student obtains three or more final course grades of C within a single semester, they will be dismissed from the program. Academic Probation
14 116
ACADEMIC AND PROFESSIONAL PROGRESSION Due to the sequential nature of the curriculum, students must successfully complete all courses in a given semester before becoming eligible to take courses in the subsequent semester. At the conclusion of each semester, the Progression Committee reviews each student’s academic and professional performance. Students must be recommended for progression by the Progression Committee to be eligible to take courses in the subsequent semester. In the event that a student is remediating a course component, they may progress to the subsequent semester at the discretion of the Progression Committee and Program Director.
A student whose academic performance falls below the acceptable standards will be placed on academic probation and is no longer in good standing. The Program Director will notify the student of the probation in writing once the semester GPA and cumulative GPA have been confirmed. If/when the student improves their academic performance and meets the minimal standard, they will again be notified in writing informing them that they are no longer on academic probation. Progression to Graduation A student who does not meet the minimum cumulative GPA of ≥3.0 at the completion of the final (7th) semester will meet with the Progression Committee and be required to remediate deficiencies prior to graduation from the program. This may include, but is not limited to, enrolling for an 8th semester. Additional tuition charges are the responsibility of the student. Failure to complete remediation successfully may result in dismissal from the Program.
ACADEMIC STANDING
Progression Committee
All students begin the program in good academic standing. In order to remain in good standing, a student must:
The Progression Committee is charged with the maintenance of the academic and professional standards of the WUDPAS and is composed of the PA program’s principal faculty members. The Medical Director will serve as Chair of the committee. All formal meetings of the Progression Committee will result in a recommendation to the Program Director.
• •
Receive a passing score of “C” or higher in all courses Maintain an overall GPA of 3.0 or higher
A student whose academic performance falls below the acceptable standards will be placed on academic probation and is no longer in good standing. Students not in good academic standing risk the loss of financial aid and scholarship funding. Students must be in good standing in order to hold elected or appointed student leadership positions and to participate in program, state, or national events/activities. Academic standing may impact student’s clinical rotation placement including the need to repeat a clinical rotation and/or limiting elective opportunities.
Students in the PA Program are expected to make satisfactory academic and professional progress toward completion of the degree requirements. Any student not making satisfactory progress is referred to the Progression Committee to determine appropriate actions to further support the student’s success. At times, circumstances may warrant a recommendation of dismissal. A student appearance before the committee will be arranged by the chair and, when possible, confirmed in writing prior to the meeting. Students will be notified of the final decision of the Program Director in writing within 5 business days after the meeting.
Wingate University Academic Catalog 2026-2027
189 The committee may recommend to the Program Director any of the following: • Recommendations for academic progress • Academic Warning • Professionalism Warning • Academic Probation/Deceleration • Academic Dismissal • Disciplinary/Professionalism Probation • Disciplinary/Professionalism Dismissal • Voluntary Withdrawal • Leave of Absence • Remediation Plans Deceleration Deceleration of a student is defined as a student leaving their current cohort to join a cohort following behind with the goal to satisfactorily complete the program with the new cohort. Deceleration will only be offered in rare instances and in most cases not offered to students who are not meeting academic standards. LEAVE OF ABSENCE The Department of PA Studies recognizes that there may be circumstances other than academic that require a student to alter his or her course of study during the didactic year. A student in good academic standing who experiences a significant interruption in the full-time plan of study may submit a written request to the Program Director to decelerate. The letter must have sufficient information to explain the request. Deceleration may also be recommended by the Progression Committee. In either instance, if deceleration is approved, the Program Director will convey recommendations and expectations to the student in writing in the form of a Deceleration Contract outlining said plan and requiring student agreement and signature. The student will return to the program as a full-time student at the beginning of the semester in which he/she decelerated during the following year unless otherwise stated in the Deceleration Contract. For example, a student leaving the didactic portion of the program in the middle of the spring semester will return to the program at the beginning of the following spring semester. Due to didactic courses only being offered once per year, there is no option for a shorter absence in the didactic year. The student may be required to demonstrate competencies prior to returning to the program by taking written competency examinations and/or practical clinical skills assessment. The student must achieve a score of 70% or higher on competency exams in order to return to the program. On return, the student is subject to the policies and procedures of the Handbook in effect at the time of return. LEAVE OF ABSENCE IN THE DIDACTIC YEAR On the rare occasion that a didactic student requires a temporary leave of absence, the student must be in academic good standing and submit a written request for leave of absence to the Program Director. The letter must have sufficient information to explain the request. If the leave of absence is approved, the student will return to the program as a full-time student at a time agreed upon by the Associate Program Director or Program Director. LEAVE OF ABSENCE IN THE CLINICAL YEAR The Department of PA Studies recognizes that there may be circumstances other than academics that require a student to alter his or her course of study during the clinical year. A student in academic good standing may submit a written request for leave of absence to the Program Director. The letter must have sufficient information to explain the request. If the leave of absence is approved, the student will return to the program as a full-time student at a time agreed upon by the Director of Clinical Education and the Program Director. The student may be required to demonstrate competencies prior to returning to the program by taking written competency examinations and/or practical clinical skills assessments. The student must achieve a score of 70% or higher on competency exams in order to return to the
program. On return, the student may be subject to revisions or additions to the program curriculum or policies. A leave of absence in the clinical year may not exceed one calendar year. WITHDRAWAL Program withdrawal is defined as a voluntary action of student withdrawal from all PA program courses and the PA program with no opportunity for readmission. Students are not permitted to withdraw selectively from courses in the PA program. A student who wishes to voluntarily withdraw from the program must notify the Program Director in writing. The Program Director will provide a signed acknowledgement of the student’s desire to withdraw and the student will present the acknowledgement to the Registrar office for processing. A student will not be automatically withdrawn from the program if he/she stops attending class. It is the student’s responsibility to follow the appropriate procedures to withdraw from the program. No refunds will be provided upon withdrawal from the program. Students are required to withdraw from the program prior to the final two weeks of all courses in order to obtain a “W” on their transcript. Later withdrawals will result in final course grades being submitted to the registrar. ADVISORS – FACULTY MEMBERS Upon matriculation, each student is assigned a faculty advisor to assist with issues involving curriculum, academic progression, professional growth, and career decisions. Students are encouraged to meet with faculty advisors regularly. Appointments with advisors or course instructors should be requested by email. All students, even with a scheduled appointment, must check in with the department’s administrative assistant who will notify the faculty member of the student’s arrival. While every effort is made to respond quickly and appropriately to students’ phone calls and emails, this happens more routinely during the business day. Calls or emails sent after office hours will likely have a response on the next business day. ATTENDANCE POLICY Due to the intensity and rapid pace of the PA curriculum, attendance for all classes and required activities is mandatory. Students are expected to be on time for class and should plan their schedules accordingly. Medical and other personal appointments should be scheduled during semester breaks, evenings, or weekends as much as possible. During the didactic year, all absences due to illness, accident, or other unexpected personal or family emergency must be reported via email or telephone to the Associate Program Director as soon as the student is aware that he/she will miss class time. These absences will be excused on a case-by-case basis and appropriate faculty will be notified. Students will be responsible for any missed content or assignments on these days. Clinical year students will report any missed days due to illness, accident, or other unexpected personal or family emergency to the Clinical Director via email or telephone as soon as possible. The student is also responsible for communicating with their rotation site the absence. The Clinical Director will determine when clinical hours have satisfied completion of a rotation and students may be required to “make up” missed days. Any unreported absence will be considered unexcused. Excessive absences, whether excused or unexcused, may be considered unprofessional and treated as such at the discretion of program faculty. While the program has a 100% attendance policy, each student is allowed three (3) discretionary personal days during the year. The days can only be used one day at a time, once during each semester: fall (September-December), spring (January-April), and summer (MayJuly). The days cannot be used in increments or carried over to the next semester. Personal days must be approved in advance by the Associate Program Director during didactic year and Clinical Director during clinical year. Students are responsible for any missed content or assignments on these days. Personal days cannot occur on days when there are group presentations, exams, quizzes, procedures or skills check-offs, or on days that involve specialized instruction in areas such as male/female exam training, and OR orientation classes.
Wingate University Academic Catalog 2026-2027
190 Request forms should be submitted during the business week and at least 48 hours prior to the absence. Forms must be submitted electronically or in person and should not be left at the front desk. Sample forms are found in Appendix J and can be downloaded from the Didactic Year or Clinical Year Home Page on Canvas. CHILDREN Parents should plan their schedules such that their children are not attending classes, labs, or clinical rotations. Students with children are expected to make child care arrangements to avoid conflicts with the educational experience. SUPERVISED CLINICAL PRACTICE EXPERIENCE (SCPE) Supervised clinical practice experiences (SCPE) are not sequential but all must be successfully completed to graduate. Clinical year curriculum will be delivered in affiliated sites such as hospitals, medical practices, and other health care related facilities. The PA program has established clinical rotation affiliations in the greater Charlotte and Hendersonville areas as well as other communities. It is the student’s responsibility to plan in advance for transportation costs such as gas and a reliable vehicle. A student can expect to incur additional housing costs if a clinical rotation site is outside a reasonable commuting distance. Students may request consideration for placement at specific approved practice sites but the PA program reserves the right to place students as necessary. Students may not solicit preceptors or sites without the permission of a Clinical Coordinator. Following completion of each rotation, students will return to campus, take an end of rotation examination and participate in one or more days of medical or administrative education. Students who relocate after the didactic year are responsible for housing for these campus sessions. Students are provided a SCPE manual at the beginning of the clinical year. ELECTRONIC TECHNOLOGY PA program news, information, and course updates are communicated through either email or Canvas announcements. Students should check both regularly. Use of your wingate.edu address is required for all program related correspondence. ZOOM SESSION LOGIN Students must login to program-related zoom sessions/meetings using their Wingate credentials. Details of login will be provided by IT. ONLINE LEARNING MANAGEMENT SYSTEM The PA program uses Canvas learning platform for all courses. Course updates, syllabi, information and general announcements related to a specific course will be posted on Canvas. Students are responsible for regularly checking individual course pages and didactic/clinical year home base pages. LAPTOP COMPUTERS/NOTEBOOKS/IPADS •
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Each student in the PA Program is required to have a laptop computer. ∙ Laptop computers, notebooks, tablets, and iPads are permitted to view course materials and take notes. Accessing other forms of information (i.e. email, internet search, g-chat, etc.) is strictly prohibited during class sessions and seminars. Most tablets, including iPads and Chromebooks, are not supported by the exam testing software and cannot be used for taking exams. Devices MUST support the latest Windows or MAC operating systems to function with testing software. Technology specifications will be distributed to each student prior to orientation. It is the responsibility of the student to ensure that laptops are fully operational within the Wingate network. Personal data/apps on a computer may interfere with effective use of the computer for educational purposes. It is the student’s responsibility to ensure his/her computer is operable prior to the class and each exam. Course assignments are often required to be submitted via computer. A malfunctioning computer, internet connection failure, inability to upload, etc. is the responsibility of the student and not an acceptable excuse for late submissions.
PERSONAL ELECTRONIC DEVICES In classroom and seminars, unless specifically instructed otherwise by the instructor, cell phones must be turned off (not on vibrate) and off desks/tabletops. • •
Video recording by students is strictly prohibited Students must ask permission from faculty or instructors for audio recording of lectures prior to the start of the semester. Any such recordings are for personal use only and not to be shared under any circumstances unless permission is sought and granted.
Students experiencing difficulty with email accounts or Canvas should contact the Information Technology Facilitators for assistance. Improperly functioning accounts are not acceptable excuses for missed information or announcements. Daniel Meadows (Levine College of Health Sciences, Wingate campus) | d.meadows@wingate.edu | 704.233.8986 Andrew Hutchison (Hendersonville) a.hutchison@wingate.edu | 828.697.0105 SOCIAL MEDIA Electronic media are internet-based applications which support and promote the exchange of user developed content. Posting or transmitting personal images, experiences, and information using services of this type poses a set of unique challenges for all members of the medical community, including employees, faculty members, volunteers, and students. The Wingate University PA program is committed to supporting your right to interact knowledgeably and socially; however, these electronic interactions have a potential impact on colleagues, patients, your professional reputation, and future employers’ opinions of you. Incorporated within this PA Student Handbook is “Electronic Media Guidelines” and its “Addendum.” The principal aim of the guidelines is to identify your responsibilities in relation to electronic media and to help you represent yourself in a responsible and professional manner. EXAMINATIONS/ELECTRONIC TESTING The following applies to all students taking examinations on campus: •
Have a working laptop computer compatible with ExamSoft testing software (iPad and Chromebooks are not supported)
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Download appropriate exam the night before the testing session
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Arrive 10 minutes prior to the scheduled start of the exam to set up laptop computers ∙ Backpacks, notes, cell phones, smart watches, bluetooth earbuds, and items other than the laptop computer must be turned off, removed from the desk or table, and placed on the floor at the side of the room prior to the start of the exam
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White boards and dry erase markers are allowed and will be provided if requested ∙ If computer problems occur during the exam, the student should notify the proctor by raising their hand
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Exam proctors will not interpret exam questions or otherwise speak with students during the testing
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All personal items including laptop must remain in the classroom if a student is granted permission to leave for any reason before finishing the exam
Upon completion of the exam, students will submit the exam, show the successful submission screen to the proctor, and immediately exit the classroom. The following applies to all students taking examinations off campus: •
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Have a working laptop computer compatible with ExamSoft testing software (iPad and Chromebooks are not supported) AND have a charged phone or other camera enabled device connected to Zoom Download appropriate exam the night before the testing session Log into Zoom (using Wingate credentials) 15 minutes before the exam start time. Be prepared to provide a brief ‘tour’ of your desktop or table area and, if using a white board, show the blank board to the proctor upon request. Backpacks, notes, cell phones, smart watches, Bluetooth ear buds, and items other than the laptop computer must be removed
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•
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from the desk or table prior to the start of the exam. During testing, your camera should remain on and audio is muted; communication with the proctor is via the chat feature If computer problems occur during the exam, the student should notify the proctor by chat. If you should lose the Zoom monitor connection during the exam, don't take more than 1-2 minutes attempting to reconnect. Do not leave the room. Continue with the exam, be sure it uploads, then email/call your proctor to let them know what happened. The proctor will see the disconnect as well and will notify IT. Remember to focus on the exam and not panic about the lost Zoom connection. Exam proctors will not interpret exam questions or otherwise speak aloud with students during testing. All personal items including laptop must remain in the testing area if a student has permission to leave the room for any reason before finishing the exam. Upon completion of the exam, students will submit the exam, show the successful submission screen to the proctor and sign off zoom when given the OK.
TIME TO COMPLETION Students are allowed 39 months to complete the program (standard 27 months plus a maximum of 12 months of approved extension). DOCTOR OF MEDICAL SCIENCE – BRIDGE PROGRAM Program Director: Beth Maupin MISSION STATEMENT To prepare entry-level PAs for evidence-based practice in the areas of leadership, advocacy, scholarship, and education. PROGRAM GOALS • • •
While graded exams are not returned, each student receives his/her individual scores, a class average and an analysis of individual performance. The Strength and Opportunities report identifies areas/categories of strength and weakness on a particular assessment.
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PROFESSIONAL DEVELOPMENT
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Students in the PA program are expected to demonstrate high standards of professional behavior in all educational settings including the classroom and laboratories, professional and clinical sites and in noneducational settings. Professional development (professionalism) is considered and evaluated on an individual basis each semester or as needed. Components of professional behavior include: • • • • • •
Honesty and integrity Reliability and responsibility Respect Self-improvement Self-awareness/knowledge of limits Adaptability
The Progression Committee completes a Professional Development Evaluation for all students at the end of each of the first three semesters or as needed. When a student receives a “needs improvement” or “unacceptable” on the evaluation, the student is required to meet with his/her advisor. Failure of the student to modify/correct behavior based on advisor feedback, or continuing to exhibit unprofessional behavior will result in the student being referred to the Program Director. The Program Director will meet with the student in question and may impose remediation requirements and/or sanctions up to and including, but not limited to, Professional Probation or dismissal from the Program. A student may be immediately dismissed from the PA Program, without probation, if his or her actions are deemed dangerous, illegal, unethical, or otherwise egregious. Professional Probation issues may be referenced in applications for licensure and the credentialing process as well as in program reference letters. Completed evaluations, letters of notification, and any recommendations for the corrective behavior are placed in the student file. A student dismissed from the Program for any reason may appeal the dismissal in writing to the Vice President for the Levine College of Health Sciences within five calendar days of receipt of written notification of the dismissal. The Vice President for the Levine College of Health Sciences’s decision on any such appeal will be final and will not be subject to further appeal. REQUIREMENTS FOR PROGRAM GRADUATION A student must successfully complete all requirements for the first, second, and third year of the Program in good standing and fulfill financial obligations to the University to graduate. Graduates will receive a Master of Physician Assistant Studies degree. DEGREE CONFERRED Graduates will receive a Master of Physician Assistant Studies degree.
Provide continued development in the areas of leadership, communication, and scholarly activity for entry-level physician assistants. Support recent graduates in their dedication to lifelong learning. Allow entry-level physician assistants to build upon their research education/experience and apply that knowledge to an impactful scholarly project. Provide a fundamental understanding of healthcare leadership that allows graduates to become difference-makers within the systems and communities they serve. Support the university’s dedication to providing graduates with the knowledge and experience that best prepares them for upward mobility within their profession and healthcare organization.
ACCREDITATION Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org). ADMISSIONS Admission requirements include: •
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•
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Have earned a master's degree, or be on track to graduate, from an ARC-PA accredited program within 12 months of the DMSc start date Have a GPA of 3.2 or higher from PA program Be in good academic and professional standing with their program and submit a letter of support from their faculty advisor or a director-level faculty member (PD, APD, DCE, DDE). The letter is waived for Wingate graduates Have 28 credit hours in SCPE in the following ARC-PA required topics: ambulatory or family medicine, internal medicine, pediatrics, behavioral medicine, surgery, women’s health, and emergency medicine Submit official transcripts from PA program Be certified through NCCPA before the start of the program Submit a letter of interest and 3 goals in obtaining the DMSc
ACADEMIC CALENDAR Fall 2026 Classes Begin Labor Day Holiday Fall Break – No Classes Thanksgiving Holiday Classes End Spring 2027 Classes Begin Martin Luther King, Jr. Holiday Spring Break – No Classes Easter Holiday Classes End
Wingate University Academic Catalog 2026-2027
August 20 September 7 October 12-13 November 25-27 December 4 January 7 January 18 March 1-5 March 26-29 April 28
192 community engagement, program planning and evaluation, health promotion and health education. Program graduates will be prepared for various professional roles in public health and across other sectors.
Summer 2027 Classes Begin - Summer Long May 11 Session Classes Begin – Summer Session A May 17 Memorial Day Holiday May 31 Juneteenth Holiday June 18 Classes End - Summer Session A June 25 Classes Begin - Summer Session B June 28 Independence Day Holiday July 5 Classes End – Summer Session B August 6* Classes End – Summer Long August 13 Session Degree Conferred August 2027 *Start and stop dates of MPH and MBA courses may vary slightly. Refer to the course syllabus.
The MPH program is a 42-credit-hour program with an integrative curriculum and concentration of Health Education and Promotion (HEP). The concentration of Epidemiology will be offered starting in Spring 2027. Through the online format, coursework is flexible and includes asynchronous self-driven modules. Applied practice experience (APE) and integrated learning experience (ILE) are essential components of the curriculum providing students the opportunity to engage with community partners. Students also engage interprofessionally with students from other disciplines, through Wingate University’s Health Sciences Interprofessional Education (IPE) and Health Administration course in the Business Program. The MPH program includes MBA courses as part of the MPH curriculum. VISION
CURRICULUM Requirements Semester 1 DMSC 710: Evidence-Based Medicine/Research DMSC 720: Principles of Adult Learning Semester 2 BUS 612: Organizational Management DMSC 750: Capstone I PH 602: Determinants of Health or PH 610: Principles of Public Health Practice or PH 640: Special Topics in Public Health Semester 3 BUS 670: Health Care Systems Management DMSC 730: Program Assessment and Evaluation DMSC 751: Capstone II Obtained combination of 28 SCPE credit hours from ARC-PA accredited programs: Ambulatory Medicine or Family Practice Internal Medicine Pediatrics Behavior Health Surgery Women’s Health Emergency Medicine Total credit hours
Credits 6 3 3 8 3 2 3
3 2 3
28
SERVICE: Promote a collaborative environment for students and faculty to engage in service and experiential learning by developing partnerships at the local, state, national and international levels.
VALUES 50
A degree of Doctor of Medical Science (DMSc) will be granted to students who have successfully completed the following criteria:
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KNOWLEDGE: Prepare current and future public health practitioners
SCHOLARSHIP: Promote student and faculty research among vulnerable or marginalized populations to advance knowledge and best practices for achieving health equity.
REQUIREMENTS FOR PROGRAM GRADUATION
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Our mission is to cultivate skilled and ethical public health professionals committed to achieving health equity and improving health outcomes for ALL populations through collaboration, research, and community-engagement.
and leaders to address health equity across all populations, locally and globally, using a student-centered approach.
Courses are delivered asynchronously and 100% online. Students should refer to individual course syllabi for assignment due dates.
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MISSION
DEPARTMENT GOALS 8
COURSE DELIVERY
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The vision of Wingate University’s Department of Public Health is to attain optimal health and well-being, inclusive of all populations locally and globally.
Completion of required courses with an overall GPA of 3.0 or higher and no individual course grades < C Completion of all courses within 12 months of beginning the program Demonstration of professional behavior suitable to the PA profession Satisfactory completion of the Capstone project
• Collaboration & Teamwork • Student-Centered • Diversity & Inclusion • Integrity & Ethical
• Innovation & Academic Excellence • Professionalism • Empathy
ACCREDITATION The Master of Public Health, with concentrations in Health Education and Promotion and Epidemiology, is fully accredited by the Council on Education for Public Health (CEPH.org). Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org). MPH A C A D E M I C C A L E N D A R
D E P A RT ME N T O F P UB L I C H E A L T H Program Director: Shanta Dube Professor: Shanta Dube Assistant Professor: Alyssa McNulty-Nebel Program Support Specialist: Janice Walker-Robinson The Master of Public Health (MPH) program was established by Wingate University in 2020 and developed and launched in 2021. The MPH program is designed for students who have earned an undergraduate or graduate degree in any discipline and aspire to make a positive impact on community and population health. MPH program graduates will learn and develop skills in the core functions of public health that includes assessment, epidemiology, prevention science,
FALL 2026 Classes Begin Add/Drop Date Labor Day Holiday Incomplete Deadline Fall Break – No Classes Withdrawal Deadline Thanksgiving Holiday Classes End Conferral Date
Wingate University Academic Catalog 2026-2027
August 20 August 26 September 7 September 21 October 12-13 October 29 November 25-27 December 4 December 12
193 SPRING 2027 Classes Begin Add/Drop Date Martin Luther King Holiday Incomplete Deadline Spring Break- No Classes Withdrawal Deadline Easter Holiday Classes End Commencement
January 7 January 13 January 18 February 8 March 1-5 March 25 Mar. 26-29 April 28 May 8
Wingate University’s MPH program uses a rolling admissions process. Multiple entry points are available for fall and spring. A student is admitted with full acceptance if he/she has submitted and satisfactorily met the requirements for admission to the program. To be considered for admission to the Master of Public Health program, an applicant must:
• • •
PROVISIONAL ADMISSION The Admission Committee may determine an applicant may not be prepared for full admission, and in such cases may be provisionally admitted. In the provisional admittance status, the student must register for the first 4 courses and receive a GPA of 3.0 or higher to be fully admitted into the MPH Program. TRANSFER CREDIT
ADMISSIONS REQUIREMENTS
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able to articulate personal intentions for enrolling in this academic program of study. The GRE is not required for the admissions process. Students will begin MPH coursework in the final semester of their senior year.
Complete the online application. Hold a bachelor's degree from an accredited college or university located within the United States. Official transcripts must be received directly from all post-secondary colleges or universities attended. Provide curriculum vitae or resume Provide two (2) recommendations from academic or professional references. Provide a personal statement of intent describing experience and goals for pursuing an MPH degree.
All transcripts should be mailed to: Wingate University Levine College of Health Sciences Attn: Randy Taylor 515 N Main St. Wingate, NC 28174
Admitted students of the MPH program may petition for transfer of a maximum of 9 semester hours of elective or core courses toward their MPH degree from an accredited graduate program (see Definition of Accredited Institutions under Graduate Policies and Procedures). Requests for transfer credits must be submitted to the Department Director for approval before enrolling in the MPH Program. Transfer applications will not be accepted after the start of the first semester. CRITERIA: • Students enrolled in the MPH program who want to transfer credit from another academic program or institution must have prior approval from the Department Director. • All courses considered for transfer into the program must have been successfully completed with a grade of B or better and must not have been applied to another awarded degree. • Transfer course grades are not calculated toward the student’s grade point average. • The program does not give course credits for prior work experience nor can it be counted towards the program’s Applied Practice/Integrated Learning Experience (APE/ILE). PROCEDURE FOR REQUESTING TRANSFER CREDITS: The applicant must submit a completed request form to the Department Director. Appropriate verification of documents including 1) official transcripts; 2) course syllabus of the requested transfer credits.
ADMISSIONS CRITERIA FOR INTERNATIONAL STUDENTS
PROG RAM REQUIREMENTS
International Students: F1 visa international students, per federal regulations, cannot be granted visas for online degrees and consequently will no longer be able to complete a course of study. International students who are NOT seeking entry into the U.S. on an F1 student visa may apply to the ONLINE program. Coursework taken at foreign institutions must be evaluated for U.S. institution equivalence by an approved National Association of Credential Evaluation Services (NACES) organization used by Wingate University such as World Education Services, Inc. & SpanTran for evaluation and University Language Services for translation. Note that translated and evaluated official final transcripts are also required for enrollment.
The MPH program plan of study includes public health coursework and two courses from the business school. Students must work to meet all course requirements when enrolled in the below course including any scheduled synchronous meeting times. All students will complete the following: Curriculum Credits Public Health Core 27 PH 601: Public Health Revolution 2 PH 602: Determinants of Health 3 PH 603: Advocate for Health 2 PH 604: Principles in Public Health Leadership 2 PH 610: Principles of Public Health Practice 3 PH 620: Principles of Public Health Methods 3 PH 621: Applied Public Health Methods 3 BUS 670: Health Care Systems Management 3 PH 670: Applied Practice Experience/Integrative 3 Learning Experience I PH 671: Applied Practice Experience/Integrative 3 Learning Experience II Health Education and Promotion Concentration 9 PH 611: Applied Public Health Practice 3 PH 630: Principles of Health Education and Promotion 3 PH 631: Community-Based Participatory Research 3 Epidemiology Concentration 9 PH 650: Community Epidemiology 3 PH 651: Data Analysis in Epidemiology 3 PH 660: Case Studies in Epidemiology 3 Electives 6 BUS 671: Financial and Legal Issues in Healthcare 3 PH 640: Special Topics in Public Health (e.g., 3 Communicable Diseases: Etiology, Epidemiology, and Interventions and Perspectives of Global Health) Program Total 42
English proficiency may be demonstrated by an applicant whose native language is not English or has graduated from an institution of higher education where English is not the primary language by any of the following: • • •
Test of English as a Foreign Language (TOEFL) International English Language Testing System (IELTS) Successful completion of a degree at an approved U.S. institution of higher education.
A list of countries exempt from English proficiency requirements can be found in the section on International Students at the beginning of Part 3 of this Academic Catalog. ADMISSION FOR THE 4+1 BSPH-MPH DEGREE Students currently enrolled in Wingate University’s BSPH program are eligible to apply to the 4+1 program the semester before starting their senior year (typically spring of junior year). Students should express interest with their undergraduate advisor in their sophomore year. Eligible students who intend to apply for the 4+1 program must meet the following requirements: (a) completed a minimum of 90 credit hours by end of junior year (b) GPA of 3.25 or higher on public health major coursework (core courses) as identified in the Academic Catalog, and (c)
Wingate University Academic Catalog 2026-2027
194 A P P L I E D P R A C T I C E E X P E R I E N C E (AP E) A N D I N T E G R A T I V E L E A R N I N G E X P E R I E N C E S (ILE)
employment to determine the qualifications and their eligibility to serve in a position.
The student’s applied practice experience and integrative learning experiences (APE/ILE) are an essential and integral part of the entire MPH graduate education experience. Students have the opportunity to apply the content learned in the classroom, gain practical work experience, learn new skills, and develop professional contacts in the public health field.
INTEGRATED LEARNING EXPERIENCE
For the APE, it is not uncommon for community partner affiliations to require specific medical/immunizations, background checks, and/or drug screenings. As a member of the Levine College of Health Sciences, the Department of Public health recommends students to be compliant with the medical/immunization requirements noted in the Graduate Academic Catalog. Additionally, partner affiliations may also require specific proof of insurance such as health or automobile. Please note: per Wingate University policy, students are responsible for the cost of any specific medical/immunizations, background checks, and/or drug screenings required by APE sites. APPLIED PRACTICE EXPERIENCE The APE is a 15-week semester-long course where students engage in activities for the assigned APE site, as well as other assignments for the APE course. Required documentation (evaluations, corresponding coursework) must be submitted by the deadline dates. As part of the APE requirement, students are expected to provide two deliverables to the preceptor for the APE site. Students will also be required to submit a poster presentation as part of the MPH program requirement. To begin the process of identifying an APE, students will attend an APE seminar led by course instructor as an orientation. During the seminar, an overview of the APE roles and responsibilities will be provided. A review of all the required documentation will be presented, as well as, options for the student’s APE placement. Students work closely with the course instructor throughout the APE, from identifying a site to completing the APE project. Once a site and preceptor are identified, students must complete an APE proposal that is signed by the course instructor, student, and preceptor. The proposal is a first step to ensuring a site and APE project have been identified. An affiliation agreement/Memorandum of Understanding (MOU) and learning contract are also required. The learning contract must be approved by the course instructor. Every effort is made to secure an APE site that fits each student’s interests, defined program competencies, and career goals. Students may secure their own APE – however, regardless of how it is secured, it must be approved and all appropriate procedures and student forms completed before the student can enroll in the APE course. The preceptor, and course instructor will supervise the student while enrolled in the APE course. Enrollment in a Wingate University Levine College of Health Sciences program requires current and appropriate legal immigration status with United States Citizenship and Immigration Services of the United States Department of Homeland Security. Current and appropriate legal immigration statuses include United States citizenship, United States lawful permanent residence, Deferred Action for Childhood Arrivals (DACA) status, Temporary Protected Status (TPS), and other legal immigration statuses that allow participation in lawful study at Wingate University and employment authorization in the United States. Applicants must demonstrate current and appropriate legal immigration status to Wingate University authorities. As a graduation requirement, the MPH program requires applied practice placements at third party organizations that include but are not limited to governmental agencies, health care facilities, and non-profit organizations. Although Wingate University uses its best efforts to place all students in such settings, Wingate University cannot guarantee that the third party applied practice sites will permit students without U.S. citizenship or permanent residency to complete their training at the facility. Additionally, postgraduate employment in the United States in public health occupations may require that applicants pass an exam, certification, and demonstrate authorization for employment in the United States. It is the responsibility of each prospective Levine College of Health Sciences student to consult the requirements of applied practice sites in each state in which they plan to pursue the practicum or
The main purpose of the ILE course is to provide a culminating, integrative learning experience for Master of Public Health program students during their final semester prior to graduation. The ILE is a 15week semester long course where students engage in an approved project that guides the writing of their scholarly paper. Therefore, the course draws on the MPH Foundational Public Health Knowledge and Competencies from the MPH core coursework, Concentration Competencies for either Health Education and Promotion or Epidemiology and the skills gained in the field through the APE and other field-based coursework. The ILE is designed to challenge students to reflect and integrate their training and experience to demonstrate synthesis of foundational and concentration-specific public health competencies as they prepare to enter the public health workforce. The ILE results in a high-quality written product, which is ideally developed and delivered in a manner that is useful to external stakeholders, such as non-profit or governmental organizations. The Course Instructor(s) review and assesses each student's performance in the ILE and ensures that the experience addresses the foundational and Health Education and Promotion concentration-specific competencies. The ILE is meant to be an individual scholarly undertaking with guidance from the course instructor. The course instructor serves as the primary reader and a second reader is identified by the student with input from the course instructor. Students are expected to identify a public health topic and develop an ILE proposal. The ILE proposal is submitted during the semester they are enrolled in the course and must be approved by the course instructor before the student can begin writing. Examples of ILE projects include: short and defined research projects, program evaluation, development of survey instruments, needs assessments, policy evaluation, training programs/curriculum. D U A L -D E G R E E P R O G R A M : D O C T O R O F P H A R M A C Y (P H A R M D) A N D MPH Students enrolled in the Wingate University School of Pharmacy now have the opportunity to work toward completing an MPH degree alongside the PharmD degree. Interested pharmacy students should contact the Department Director for additional information regarding the application process and specific program requirements. The plan of study includes 33 of the 42 credits and excludes BUS670 and the two public health electives. Students may pursue the Health Education and Promotion concentration or the Epidemiology concentration. All MPH courses are online asynchronous courses and students will have flexibility to complete weekly modules. For financial aid purposes, the PharmD/MPH curriculum at Wingate is not considered a dual-degree program. As a result, students are not eligible to receive financial aid for the MPH coursework. Students wishing to pursue a Master’s in Public Health (MPH) degree simultaneously with the Doctorate of Pharmacy are awarded financial aid based upon their enrollment in the Doctorate of Pharmacy Program. These two programs are not integrated as one degree and therefore aid is awarded to the higher degree level program, providing the most benefit to the student. Additional tuition information can be found on the PharmD/MPH dual degree website. ADMISSIONS Admissions requirements for the PharmD/MPH include the following: (1) a completed application that includes an updated resume, personal statement, and use of the prior PharmCAS application; current Wingate University SOP transcripts; (2) indication that a minimum of 90 credit hours will be completed prior to enrolling in MPH program. When applying to the dual degree program, applicants waive the right for the admissions committees to review both their prior PharmCAS application and current WU transcripts as a part of the admissions review. Applicants are reviewed by both the MPH program and School of Pharmacy before admission into the PharmD/MPH program. If a student discontinues enrollment in the PharmD program but would like to continue in the MPH standalone program the student must either
Wingate University Academic Catalog 2026-2027
195 have 1) a prior bachelor’s degree or 2) a total of 120 credit hours (bachelor’s equivalency) completed outside of the MPH coursework to continue in the standalone MPH program and subsequently graduate with the MPH degree. Students who do not have 120 credit hours outside of the MPH coursework completed will not be eligible to continue in the standalone MPH program. Students who do not earn 120 credits cannot use the standalone MPH credits towards meeting the 120 credits. PROGRAM COMPLETION Candidates for the Master of Public Health must complete a minimum of 42 credit hours of coursework in accordance with the prescribed program of study with a minimum overall grade point average of 3.00. No more than one (1) course with a grade of "C" will be applied toward graduation requirements. Students must complete an exit survey upon graduation. Students are allowed up to five (5) years from her/his start date to complete the program. PROG RAM EVALUATION AND REVIEW All aspects of the Master of Public Health program are continuously evaluated to maintain a high-quality curriculum that meets the standards of excellence set forth by the University and appropriate accrediting agencies. Review and evaluation of the Master of Public Health program include the following: Course Syllabi: All graduate course syllabi are updated annually to help improve course quality and to ensure that program objectives are being met. Course Evaluation: Every graduate course must receive evaluations. from students enrolled in the course. The standard University Course Evaluation form is used. The evaluations are shared with the Department of Public Health Director, as well as the instructor for the course. Student evaluations are used by the Public Health Program to inform improvements to the course and program overall.
may take place, which will count toward the once-per-semester. However, the student should reach out to the advisor as needed throughout the semester. Wingate University values student input and during advising meetings will integrate any feedback from students towards our ongoing evaluation and assessment of the MPH program. DIRECTED STUDY The MPH program will offer directed study options on a case-by-case basis as part of PH 640, Special Topics (3 credits). Students must discuss with their advisor and approval is required by the Department of Public Health Director. REGISTRATION All official transcripts are required from newly admitted students to be “fully admitted” into the MPH program. Once fully admitted, students will receive registration materials. Class registration for new students is processed by Wingate University staff. Students cannot be enrolled for more than 4 courses (12 credit hours) in any semester unless special permission is granted by the Department of Public Health Director. A student may register to audit a course with permission from the Department of Public Health Director, and the course instructor. Wingate University reserves the right to close registration when maximum enrollment for a course has been met and to cancel any course when circumstances warrant. INCIDENTAL COSTS ASSOCIATED WITH MPH PROGRAM
Wingate University Graduate Alumni Program Evaluation: Three years after being conferred the Master’s degree, Graduate alumni are mailed a Wingate University Graduate Alumni Program Evaluation form that they are asked to complete and return. Responses on this form are carefully reviewed by the Department of Public Health Director, as well as the graduate faculty to determine areas of improvement.
The student is responsible for any and all costs associated with coursework, including those involving applied practice education experiences. Costs to each student may include transportation, room and board, purchase of personal laptop, data management and analysis software, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some community partner affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening to participate in an applied practice experience at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliated. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops that may be an added personal expense outside of tuition costs. Tuition cost of attendance can be found at https://www.wingate.edu/academics/graduate/master-of-publichealth.
PROGRAM POLICIES
INFORMED CONSENT
RIGHT OF THE PROGRAM TO MAKE CHANGES
In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Public Health, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., community partner and clinical affiliates, applied practice sites) strictly on a need-to-know basis.
Program Exit Survey: A “Program Exit Survey” is sent to students after graduating with an MPH degree. The Program Exit Survey includes an assessment to evaluate the program in terms of its value to them both personally and professionally. The Program Exit Survey also asks MPH graduates to provide the strengths and weaknesses of the Wingate University Master of Public Health program.
The Wingate University MPH Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective faculty. While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the Department reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change. ADVISING Wingate University’s Department of Public Health is committed to providing academic advice and personal guidance for its students. Each student has an advisor who helps plan the student’s academic program and meets with him/her throughout the program. For students admitted into the PharmD/MPH program, a School of Pharmacy faculty will serve as advisor, who will work closely with faculty advisors from the Department of Public Health. After the MPH orientation at the start of the program, students are expected to meet periodically with their advisor, with a recommended frequency of twice per semester. These meetings are held to obtain assistance with scheduling, progress through the program, and in the planning for the applied practice experience/integrative learning experience. It is the student’s responsibility to contact his/her academic advisor when needed. For certain semesters, group advising meetings
This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) background and/ or credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical or community partner sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks. Students who are not willing to allow the release of the required personal information may not be able to be placed in an affiliated public health practice site. In such cases, the student cannot meet the requirements for graduation. The clinical or community partner sites with whom the department partners for affiliation have a sincere interest in detecting and preventing drug use among their students for the protection of the public. The department values the partnership it has developed with
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196 these clinical and community partner sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical or community affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant sanction and possible dismissal from the Department of Public Health. A second offense will result in dismissal from the program. LAPTOP AND TECHNOLOGY REQUIREMENTS All Wingate University public health students are required to have a personal laptop that includes a Microsoft Office software package (e.g. MS Word, Excel), at the student’s expense. Wingate University works off the Google platform including the email system. Therefore, it is critically important for students to ensure they have an up to date Chrome browser installed. Students are expected to use their laptops to access class information required for each class. Laptops will be used extensively and there may be a requirement for students to purchase specific data management and analysis software. Wingate University student credentials provide wireless connection to the medical library system, allowing students to retrieve not only class-related materials, but also other health care related materials. A printer station is made available for on-campus student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner. Each student is assigned a unique login and password following registration for courses within the department. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for his/her data and accounts, and must NOT share or allow another to know or to use their account or password. It is the student’s responsibility to protect the account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password before continuing use of the system. There is no additional charge to the student associated with this process of verification of identity. PERSONAL HEALTH INSURANCE Students in an online program are not required to maintain personal health insurance coverage during their enrollment in the Master of Public Health program, but it is recommended. Students are responsible for all healthcare costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for healthcare costs of the student. RULES RELATED TO THE DISCLOSURE AND RELEASE OF STUDENT INFORMATION Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi)
dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.” To do so, he or she must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term. Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants. The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student. STUDENT RESPONSIBILITIES All financial obligations associated with the student’s public health education lie with the student including transportation, textbooks, course materials, data management and analysis software, and other incidental costs such as any needed background checks or drug screenings to engage with university-affiliated sites. Students are expected to attend each activity of the course and actively participate in the discussions and assignments. Please see “online class attendance” noted in the Graduate Academic Catalog. GRADING POLICY No more than one (1) course with a grade of “C” will be applied toward graduation requirements. Students have the option of repeating a course for which a grade of “C” or lower was received. The maximum number of repeats for a single course is two (2). The repeated grade supersedes the previous grade. Any student who receives an “F” for coursework will be subject to dismissal from the program. Students are required to maintain a 3.0 GPA in the graduate program. Students who fall below a 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Department of Public Health Director. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, he/she will not be permitted to register for classes for the next term. To continue in the program after that time, he/she must submit a written appeal to the Department Director. The appeal must be received at least one month (30 days) prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only once. The Department of Public Health Director has the authority to deny or approve a student’s appeal for readmission. If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program. Any course for which a student has received a “D” or “F” must be repeated, and such a course must be taken in the Wingate University Graduate Program. A student may repeat a course on which a grade of “C” has been earned. Only the credit hours and grades for the repeated
Wingate University Academic Catalog 2026-2027
197 courses are used in calculating the student’s overall GPA, although all grades are recorded on the transcript. Individual concerns regarding a course should be directed to the course director first. Any grievances and appeals must be made in writing and submitted to the Department of Public Health Director at least one month before a decision on the matter may be expected. The Department of Public Health Director will bring the student’s appeal to the Department Appeals Committee for review. The student will be informed in writing of the committee’s decision by the Department of Public Health Director. Reports of progress are kept by the University on all students. Updated grade reports are available online via Workday one week after exams have ended.
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HONOR CODE Students must adhere to the Wingate University Student Honor Code noted in the Graduate Academic Catalog. CODE OF CONDUCT
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It is expected that all students will adhere to the Department of Public Health Code of Personal and Academic Conduct as outlined below. Possible violations to the Code of Personal and Academic Conduct should be reported to the faculty member supervising the course or activity OR the Department Director in writing. The Department of Public Health Director is responsible for further investigating the validity of the possible violation. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.) The charges and any preliminary findings will be communicated, in writing, to the accused along with potential academic and program implications as they relate to the student’s progression in the program. PERSONAL CONDUCT Personal conduct on University property, at affiliated clinical or community partner sites, or Department/University sponsored events is subject to disciplinary jurisdiction of the Department of Public Health. The Department of Public Health may also enforce its own disciplinary policy and procedures when personal/professional conduct, regardless of where it occurs, is deemed incompatible with the overall mission, program, or other functions of the Department of Public Health. Any action which represents a violation of civil and criminal law will be addressed by the appropriate non-university agencies in accordance with their policies and regulations. Action of non-university authorities in response to any violation of statutes shall not preclude nor replace the right and responsibility of the Department of Public Health to review the student independently for that violation. If, at the time of graduation, unresolved criminal charges or proceedings are pending against a student, conferral of the degree may be withheld until such time the matter is resolved. In the event the candidate for graduation is exonerated, the degree will be conferred. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered allinclusive. •
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Alcoholic beverages - inappropriate use of alcoholic beverages during university activities or while engaging with universityaffiliated sites or functions (except as expressly permitted). Drugs - illegal use, possession, sale, or distribution of any drug. Students found guilty of violating this section will be subject to immediate expulsion from the Department of Public Health. Drugs – testing positive or refusing to be tested in the prescribed manner Weapons and dangerous items while engaging with universityaffiliated sites or functions Theft or damage while engaging with university-affiliated sites or functions. Disorderly conduct – hostile behavior, disorderly conduct, indecent conduct, harassment, inappropriate intimidation, excessive pressure, humiliation, coercion, stalking, hazing, overtly reckless behavior, false alarms, failure to comply with lawful directions of university officials, unauthorized entry of use
of university or university-affiliated property, unauthorized use of university name, logo, or symbols. Inappropriate social networking that is considered unprofessional for a public health student. Unprofessional conduct – conduct falling below the standard expectations of the faculty and fellow classmates, including noncompliance with reasonable requests of the faculty, staff, and administrators. Professional and financial irresponsibility - failure to meet program requirements such as completing any requested background checks, drug screens, or meeting financial responsibilities. Failure to respond to notification - failure by a student or organization to respond to notification to appear before the Program Director during any stage of a disciplinary proceeding. Failure to appear will not prevent the Program Director from proceeding with disciplinary action in the absence of the candidate. Misuse or abuse of university equipment, programs, or data; unauthorized access to or copying/distributing of data, records, or programs; attempting to alter or modify records, data, or programs. Failure to schedule and attend advising sessions per the advising policy guidelines.
ACADEMIC CONDUCT All students matriculating into the Department of Public Health implicitly and personally subscribe to the Code of Personal and Academic Conduct in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violations of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Code of Personal and Academic Conduct, and each faculty member likewise is responsible for reporting possible violations. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered allinclusive. •
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Dishonesty includes, but is not limited to, gaining unauthorized access to an examination or obtaining unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without the explicit permission of the instructor, entering an office or building to obtain an unfair advantage, taking an examination for another candidate, or altering grade reports. Fabrication of information, data, or citations is also considered academic dishonesty. Plagiarism is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be cited and referenced per American Psychological Association (APA) 7th edition guidelines or the student is guilty of an act of plagiarism.
A student who witnesses any of the above or who is approached with an offer to gain an unfair advantage is obligated by the Code of Professional and Academic Conduct to report that violation to the appropriate authority. Failure to do so may result in disciplinary action. It is the policy of the Department that acts of plagiarism or any other acts of academic dishonesty, on any assignment, quiz, or examination, will first be reviewed by the instructor and the Department Director to determine the seriousness of the violation and may result in an assignment grade of zero (0), and in some circumstances in a failing course grade and/or other sanctions up to and including dismissal from the University. STUDENT GRIEVANCES AND APPEALS Students are encouraged to discuss concerns and disputes with the instructor or academic administrator directly involved before filing a formal complaint or initial appeal. Students can contact the Coordinator of the Community Standards and Title IX for assistance with this discussion. In situations where a resolution does not occur or is not successful, students must file their initial appeal within two business
Wingate University Academic Catalog 2026-2027
198 days. This initial appeal is submitted by the student to the Department Director and at this stage is considered a formal complaint. The director will provide a decision in writing to the student, normally within 7-10 business days of the receipt of the complaint in the department. The student may appeal the director’s decision within 14 business days of being notified of the decision. Such appeal should be made, in writing, to the dean of the college. At the discretion of the dean, an advisory panel may be appointed to review the written documentation and make a recommendation to the dean. For the MPH Program, a panel for academic matters usually includes deans, the chairs/directors of academic programs, and the Vice President for the Levine College of Health Sciences. The dean will issue a decision to the student in writing, normally within 10 business days of the receipt of the appeal. **This Policy adopts and incorporates by reference the Wingate University Code of Community Standards policies and procedures. In the event the Wingate University Code of Community Standards policies and procedures are inconsistent with, or conflict with, any applicable accreditation standards or any other policies herein, the policies herein shall supersede the Wingate University Code of Community Standards policies and procedures. WITHDRAWAL Students may voluntarily withdraw from the MPH program and will subsequently surrender all rights and privileges as a student enrolled in the program. A student must submit a written request to withdraw from the program to the Department of Public Health Director which will be reviewed for approval. GRADUATE CERTIFICATE PROGRAM
Candidates for the Master of Social Work degree must complete a minimum of 48 credit hours of coursework (including 12 credit hours in one or more practicum settings) in accordance with standards set forth by the Council on Social Work Education. MISSION The mission of the Master of Social Work Program at Wingate University is to develop exemplary difference makers who have the professional knowledge, values, skills, and cognitive affective processes needed to practice transformative social work in the beloved community. SPECIALIZED PRACTICE The Specialized Practice of the MSW Program is Transformative Social Work in the Beloved Community. Transformative social work is an innovative approach in which students learn how to weave together the micro, mezzo, and macro levels and utilize the person-in-environment framework in promoting human and community well-being. Wingate’s transformative social work approach is grounded in the beloved community, defined as a place with no room for racism or other forms of marginalization based on any status, where all people are cared for, and where peace transcends international borders. Transformative social work in the beloved community thus prepares social workers who are committed to the professional values of service, social justice, dignity and worth of the human being, importance of human relationships, integrity, competence, human rights, and scientific inquiry locally and globally. SOCIAL WORK VALUES
ADMISSIONS The application requirements for the graduate certificate program are the same as the MPH admissions requirements. Students may be admitted to the graduate certificate program even if they are not admitted into the MPH program. GRADUATE CERTIFICATE IN PUBLIC HEALTH GENERALIST Curriculum Public Health Required Courses PH 601: Public Health Revolution PH 602: Determinants of Health PH 603: Advocate for Health PH 604: Principles in Public Health Leadership PH 610: Principles of Public Health Practice PH 620: Principle of Public Health Methods
Credits 15 2 3 2 2 3 3
TRANSITION INTO THE MPH PROGRAM For students to be eligible for transition into the MPH program, they must have a 3.0 grade point average (B-, B, or B+) or better in courses taken in the certificate program. A minimum of 6 credits with a 3.0 grade point average (B-, B, or B+) or better are needed to transition into the MPH program. The MPH program requires students to complete the degree in 5 years. For certificate students who transition into the MPH program, the clock will begin at the time they take the first certificate course(s).
D E P A RT ME N T O F S O C I A L W O RK Program Director: Professor: Associate Professor: Assistant Professor: Clinical Instructor:
continuing to work full-time while taking courses in the MSW program at Wingate.
Wendy Sellers Wendy Sellers, Veronica Hardy Charlesa Hann LaSonya Townsend Farrell Wright
Director of the Practicum Experience: Farrell Wright The MSW Program is fully online and asynchronous. The program provides full-time students a path to graduation in as little as two years (one year for the advanced standing option) with the flexibility to go part-time if needed. Students are able to advance their careers by
• Service • Social Justice • Dignity and Worth of the Person • Importance of Human Relationships
• Integrity • Competence • Human Rights • Scientific Inquiry
ACCREDITATION Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org). Wingate University has achieved candidacy for accreditation by the Council on Social Work Education’s (CSWE) Board of Accreditation (BOA). Candidacy for a baccalaureate or master’s social work program by the BOA indicates that it has made progress toward meeting standards of program quality evaluated through a peer review accreditation process. A program that has attained candidacy status has demonstrated a commitment to meeting the standards set by the Educational Policy and Accreditation Standards (EPAS) but has not yet demonstrated full compliance. Students that are admitted to candidate programs in the fall (or later) of the academic year in which the program is granted candidacy status will be retroactively recognized as graduates from a CSWE-BOA accredited program as long as the program attains initial accreditation. Candidacy is typically a 3-year process and attaining candidacy does not guarantee that a program will eventually attain initial accreditation. Candidacy applies to all program options, which includes locations and delivery methods. Accreditation provides reasonable assurance about the quality of the program and the competence of students graduating from the program. Review our program’s candidacy status in CSWE’s Directory of Accredited Programs. For more information about social work accreditation, contact CSWE’s Department of Social Work Accreditation. MSW A C A D E M I C C A L E N D A R FALL 2026 Classes Begin-Fall Session A Labor Day Holiday
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August 19 September 7
199 FALL 2026 Classes End-Fall Session A Fall Break Classes Begin-Fall Session B Thanksgiving Holiday Classes End-Fall Session B
October 9 October 12-13 October 14 November 25-27 December 9
SPRING 2027 Classes Begin-Spring Session A Martin Luther King, Jr. Holiday Classes End-Spring Session A Classes Begin-Spring Session B Easter Holiday Classes End-Spring Session B Commencement
January 6 January 18 February 26 March 8 March 26-29 April 30 May 8
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ADMISSIONS REQUIREMENTS ADMISSIONS CRITERIA FOR TRADITIONAL STUDENTS Standard admissions to the MSW Program is open to all applicants who have earned a baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.” STANDARD ADMISSIONS TO THE MSW PROGRAM-CRITERIA • •
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Completed online application for Wingate University Official transcripts for all credits earned at the baccalaureate level (unofficial transcripts are acceptable during the application process, however an official, final transcript showing confirmation of a bachelor’s degree or equivalent will be due before the start of the program, if admitted) A bachelor’s degree from an accredited institution with an overall GPA of 2.75 or higher Submission of a professional resume Submission of contact information for three academic and/or professional references Documentation before the start of the program of earned, baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.”
APPLICATION DEADLINES Applications for standard admissions to the MSW Program are reviewed on a rolling basis. You are encouraged to submit your application early. Your application must be submitted by the following deadlines in order to be considered for admission to the 2027-2028 academic year with entry point in the fall semester: •
Submission of contact information for three academic and/or professional references • Documentation before the start of the program of earned, baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.” Submission of the following, additional documentation: • Submission of transcripts for all courses completed in a CSWEaccredited (or CASWE-accredited) graduate program • *Earned grade of “B” or better in all graduate-level social work courses completed at the generalist practice level in a CSWEaccredited (or CASWE-accredited) program that the applicant wishes to have reviewed for transfer credit • Course syllabi for all graduate-level courses completed at the generalist practice level (and with an earned grade of “B” or better) from a CSWE-accredited and/or CASWE-accredited graduate social work program that the applicant wishes to transfer • Documentation from the transferring institution of a CSWEaccredited and/or CASE-accredited graduate social work program of all practicum (field) hours completed at the generalist practice level and documentation of each generalist practice-level competency successfully met across the four dimensions (knowledge, values, skills, and cognitive-affective processes) in the practicum setting APPLICATION DEADLINES Applications for transfer admissions to the MSW Program are reviewed on a rolling basis. You are encouraged to submit your application early. Your application must be submitted by the following deadlines in order to be considered for admission to the program in the 2027-2028 academic year (entry point in the fall semester) with the possibility of transfer credits: •
ADMISSIONS CRITERIA FOR ADVANCED STANDING Advanced standing admissions to the MSW Program is available to all applicants earning a baccalaureate social work degree from either a CSWE-accredited or CASWE-accredited program or an internationally earned ISWDRES-evaluated degree comparable to a baccalaureate social work. ADMISSIONS TO THE ADVANCED STANDING PROGRAM-CRITERIA • •
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July 1, 2027
ADMISSION CRITERIA FOR TRANSFER STUDENTS Transfer admissions to the MSW Program is open to applicants wishing to transfer credit earned in graduate-level social work courses completed at the generalist practice level in a CSWE-accredited (or CASWEaccredited) program. TRANSFER ADMISSIONS TO THE MSW PROGRAM-CRITERIA Application Package: • Completed online application for Wingate University • Official transcripts for all credits earned at the baccalaureate level (unofficial transcripts are acceptable during the application process, however an official, final transcript showing confirmation of a bachelor’s degree or equivalent will be due before the start of the program, if admitted) • A bachelor’s degree from an accredited institution with an overall GPA of 2.75 or higher • Submission of a professional resume
July 1, 2027
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Completed online application for Wingate University Official transcripts for credits earned at the baccalaureate level ((unofficial transcripts are acceptable during the application process, however an official, final transcript showing confirmation of a bachelor’s degree or equivalent will be due before the start of the program, if admitted), including documentation of: A bachelor’s degree from an institutional accreditor (formerly regionally accrediting organization) with an overall, minimum GPA of 3.0. A baccalaureate social work degree from either a CSWEaccredited or CASWE-accredited program or an internationally earned ISWDRES-evaluated degree comparable to a baccalaureate social work degree. *No more than one grade of “C” (and no Ds/Fs) earned in the last 60 hours of the baccalaureate program Submission of a professional resume Submission of contact information (name, email, and phone number) for three academic and/or professional references Documentation before the start of the program, of earned, baccalaureate degree from an accredited college or university within the United States -or- per institutional accreditor (SACSCOC) guidelines on “International Credentials”, evaluation of credentials of foreign or international transcripts that align with the U.S. Department of Education’s “Recognition of Foreign Qualifications.”
Wingate University Academic Catalog 2026-2027
200 *In order to account for variability in transcripts and application of +/-, the Wingate University MSW program defines grades as follows: • A = Range of A- to A+ • B = Range of B- to B+ • C = Range of C- to C+ • D = Range of D- to D+ APPLICATION DEADLINES Applications for admissions to the Advanced Standing MSW Program are reviewed on a rolling basis. You are encouraged to submit your application early. Your application must be submitted by the following deadlines in order to be considered for admission to the Advanced Standing program in 2027-2028 academic year (entry point in the fall semester): •
April 15, 2027
PROG RAM REQUIREMENTS The MSW Program plan of study includes a total of 48 credit hours, including 24 credit hours in the generalist practice year and 24 credit hours in the specialized practice year. First Year: Generalist Practice Year Credits First Semester 12 MSW 600: Generalist Social Work: The Professional 3 Social Worker MSW 601: Generalist Social Work: Foundations of the 3 Social Work Profession MSW 602: Generalist Social Work: Social Problems and 3 Social Welfare Programs MSW 603: Generalist Social Work: Evidence-Informed 3 and Ethical Social Work Second Semester 12 MSW 604: Generalist Social Work: Social Work Practice 3 with Diverse Populations MSW 605: Generalist Social Work: Social Work Practice 3 in Professional Settings MSW 620: Generalist Social Work: Practicum I 3 MSW 621: Generalist Social Work: Practicum II 3 Total 24 Second Year: Specialized Practice Year First Semester MSW 651: Transformative Social Work Practice I: Engagement in the Beloved Community MSW 652: Transformative Social Work Practice II: Assessment in the Beloved Community MSW 670: Transformative Social Work Practicum I: Engagement and Assessment in the Beloved Community MSW 690: Transformative Social Work Capstone Project I: Engagement and Assessment in the Beloved Community Second Semester MSW 653: Transformative Social Work Practice III: Intervention in the Beloved Community MSW 654: Transformative Social Work Practice IV: Evaluation in the Beloved Community MSW 671: Transformative Social Work Practicum II: Intervention and Evaluation MSW 691: Transformative Social Work Capstone Project II: Intervention and Evaluation in the Beloved Community Program Total
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dismissed due to academic reasons is not allowed to progress in the program during the corresponding academic year. Students wishing to apply for readmission to the program in future academic years must contact the Office of Admissions for guidance. PROG RAM EVALUATION AND REVIEW All aspects of the Master of Social Work Program are continuously evaluated in an effort to maintain a high-quality curriculum which meets the standards of excellence set forth by the University and mastery of competencies set forth by the Council on Social Work Education. Review and evaluation of the Master of Social Work Program include the following: Assessment of Student Learning Outcomes: Mastery of the nine competencies that comprise the CSWE Educational Policy and Accreditation Standards (EPAS) are assessed using two, separate methods: Embedded Measures (aligned with specific assignments in designated courses) and Practicum Evaluations (completed at the end of the Generalist Practice and Specialized Practice practicum experiences). Assessment data is analyzed, posted online, and used to inform continuous improvement of the explicit curriculum of the MSW Program. Assessment of the MSW Courses: Every graduate course must receive evaluations from students enrolled in the course. The standard University Course Evaluation form is used via Canvas. The evaluations are shared with the Department of Social Work Program Director as well as the instructor for the course. Student evaluations are used by the Master of Social Work Program to inform improvements to the course and program overall. Assessment of the MSW Program The MSW Program Evaluation, an assessment of the overall curriculum, practicum experience, student support and engagement services, and ADEI (anti-racism, diversity, equity, and inclusion), is conducted annually via electronic surveys sent to students, faculty/staff, and practicum supervisors. The MSW Program Evaluation includes an assessment of the overall curriculum, practicum experience, student support and engagement services, and ADEI (anti-racism, diversity, equity, and inclusion). Assessment of MSW Alumni: Three years after being conferred the Master of Social Work Degree, MSW alumni are invited to complete a Wingate University Graduate Alumni Program Evaluation form. Responses on this form are carefully reviewed by the Social Work Program Director and faculty/staff in the program and inform continuous improvement of the implicit and explicit curricula.
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PROGRAM POLICIES
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RIGHT OF THE PROGRAM TO MAKE CHANGES
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The Wingate University MSW Program curriculum plan, policies, procedures, regulations, and codes are subject to ongoing evaluation and subsequent modification by the collective faculty. While the information and regulations detailed within this catalog were believed to be accurate at the time of publication, the MSW Program reserves the right to make modifications to any area described without advance notice, and will provide notice to all current students of the changes made. Changes may be enforced following the date of notification of change. ADVISING
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PROGRAM COMPLETION Candidates for the Master of Social Work degree must complete a minimum of 48 credit hours of coursework (including 12 credit hours and 900 contact hours in one or more practicum settings) in accordance with standards set forth by the Council on Social Work Education. Candidates must take courses in the prescribed sequence and must maintain an average of B (3.0 GPA) to be eligible for a graduate degree. In addition, any student who receives three grades of C or one F will automatically be dismissed from the MSW program. A student who is
Wingate University’s MSW Program is committed to providing academic advice and professional guidance for its students. The MSW Program Director serves as the Academic Advisor throughout the duration of the program. The MSW Practicum Director serves as the Professional Advisor during the Generalist Practice Year of the program. In the specialized practice year, MSW Students are encouraged to identify a faculty member with shared interests and expertise to serve as their Professional Advisor. Details regarding the advising model in the Wingate MSW Program are specified in the MSW Student Handbook: 2026-2027. DISMISSAL ACADEMIC PERFORMANCE DISMISSAL Wingate MSW Students shall be academically dismissed from the program for one of two reasons:
Wingate University Academic Catalog 2026-2027
201 •
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Wingate MSW Students who earn three (3) or more Cs and/or one (1) F at any point while a degree-seeking student shall be academically dismissed from the program; or Wingate MSW Students who fall below a cumulative GPA of 3.0 at the end of any semester will be placed on academic probation. Students placed on academic probation may proceed in the program for one, additional semester. Students unable to increase their GPA to 3.0 by the end of the academic probation shall be academically dismissed from the program.
Students who are academically dismissed from the program will receive a written notice from the MSW Program Director within three (3) business days of the updated grade reports at the end of the semester. A student who is dismissed due to academic reasons is not allowed to progress in the program during the corresponding academic year. Students wishing to apply for readmission to the program in future academic years must contact the Office of Admissions for guidance. PROFESSIONAL PERFORMANCE DISMISSAL As students in a professional degree program, Wingate MSW Students are subject to dismissal from the program due to violation(s) of professional performance standards in their practicum settings, academic courses, and/or as representatives of the program and the university. Violation(s) of professional performance standards are determined by evaluation criteria articulated in the 1) NASW Code of Ethics, 2) Beloved Community Compact, and 3) Wingate Community Standards. Progressive Action – Professional Performance Dismissal (Termination) • First Violation: Supervisory Meeting o Practicum Settings: In cases of professional performance violations in professional settings, the on-site practicum supervisor holds a supervisory meeting with the student to discuss professional performance standards within five (5) business days of the incident. o Academic Courses: In cases of professional performance violations in academic courses, the instructor holds a supervisory meeting with the student to discuss professional performance standards within five (5) business days of the incident. • Second Violation: Incident Report o Practicum Settings: In cases of second violations in practicum settings, the on-site task supervisor and/or practicum instructor submits a Professional Performance Incident Report-First Notice to the Wingate MSW Practicum Director within three (3) business days of the incident. The on-site task supervisor and/or practicum instructor and the Practicum Director meet with the student to discuss the incident and determine appropriate sanctions. The Practicum Director shares a summary of the meeting and details of appropriate sanctions in writing and shared with the student and the practicum instructor within five (5) business days of the meeting. o Academic Courses: In cases of second violations of professional performance in academic courses, the lead course instructor submits a Professional Performance Incident Report-First Notice to the Wingate MSW Program Director within three (3) business days of the incident. The lead course instructor and the Program Director meet with the student to discuss the incident and determine appropriate sanctions. The Program Director shares a summary of the meeting and details of appropriate sanctions in writing and shared with the student and the lead course instructor within five (5) business days of the meeting. • Third Violation: Professional Performance Probation o Reporting Third Violation: In cases of third violations, the on-site supervisor/practicum instructor or the academic instructor submits a Professional Performance Incident Report-Second Notice to the Wingate MSW Program Director within three (3) business days of the incident. At the time that the second incident report is submitted, the student is placed on Professional Performance Probation.
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Notification of Professional Performance Probation: The Wingate MSW Program Director sends the student a Notification of Professional Performance Probation within three (3) business days of receipt of the second incident report. Students shall meet with the MSW Program Director within five (5) business days of receipt of the notification of professional performance probation to discuss and develop an agreed-upon professional remediation plan. The Wingate MSW Program Director shall share a written documentation of the professional remediation plan with the student within two (2) business days of the meeting. • Professional Performance Dismissal (Termination) o Any Wingate MSW Student who receives a violation of professional performance standards report from any practicum personnel, academic instructor, or additional university personnel while on professional performance probation will be dismissed from the program. o The Wingate MSW Program Director shall send a written notification of dismissal based on professional performance within two (2) business days of receipt of the report to the MSW Student. o The Wingate MSW Program Director shall share a copy of the notification of dismissal with the Dean of the Levine College of Health Sciences and the Registrar’s Office. REGISTRATION All official transcripts are required from newly admitted students in order to be “fully admitted” into the MSW Program. Once fully admitted, students will receive registration materials from the university. Students will complete onboarding and registration tasks via their student account in Workday. Students cannot be enrolled for more than 4 courses (12 credit hours) in any semester unless special permission is granted by the Director of the MSW Program. A student may register to audit a course with the permission from the MSW Program Director and the course instructor. Wingate University reserves the right to close registration when maximum enrollment for a course has been met and to cancel any course when circumstances warrant. INCIDENTAL COSTS ASSOCIATED WITH MSW PROGRAM The student is responsible for any and all costs associated with coursework, including those involving applied practice education experiences. Costs to each student may include transportation, room and board, purchase of personal laptop, data management and analysis software, criminal background checks, drug screens, uniforms, health insurance, and other expenses. Students may be required by some community partner affiliates to successfully pass a specific Criminal Background Check and/or Drug Screening in order to participate in an applied practice experience at their facility. Students are expected to adhere to all safety and professional requirements imposed by the facility at which they are affiliating. Additionally, students may be offered opportunities to earn advanced certifications or attend enrichment workshops that may be an added personal expense outside of tuition costs. INFORMED CONSENT In compliance with the Family Educational Rights and Privacy Act (FERPA), Wingate University, through its Department of Social Work, requests that all entering students provide their written informed consent to the sharing of personal information with Wingate’s educational partners (e.g., community partner and clinical affiliates, applied practice sites) strictly on a need-to-know basis. This sharing of personal information may include the following (i) social security numbers; (ii) immunization records; (iii) e-mail addresses and telephone numbers; (iv) results of health care tests; (v) criminal records known to Wingate University; (vi) background and/ or credit checks. Additionally, notice is hereby given that random drug screening or additional criminal background checks may be requested of the student for placement in certain clinical or community partner sites as a matter of standard operating procedures for those sites. The student may be responsible for the cost of drug screening or additional criminal background checks.
Wingate University Academic Catalog 2026-2027
202 Students who are not willing to allow the release of the required personal information may be at risk of not being placed in a social work practicum setting. This may impede the student’s ability to meet the requirements for graduation.
directory information about that specific student. The requests must be filed in the Office of the Registrar. Such requests for nondisclosure will only be honored by the University for the current enrollment period; therefore, a new request must be submitted each semester or term.
The clinical or community partner sites with whom the department partners for affiliation has a sincere interest in detecting and preventing drug use among its students for protection of the public. The department values the partnership it has developed with these clinical and community partner sites and works collectively to ensure the supply of quality student interns meets their individual requirements. Therefore, if ever the drug testing/random drug screening required of any particular clinical or community affiliation site for the purpose of internship reveals a positive result, the first violation will result in an immediate, significant sanction and possible dismissal from the Department of Social work. A second offense will result in dismissal from the program.
Each University official responsible for any type of educational record shall maintain a record of the persons or parties, other than those University personnel authorized (as specified above) requesting or obtaining access to a student’s educational records. The record of requested access is available only to the student, to the University official responsible for the custody of such records, and to that official's assistants.
TECHNOLOGY REQUIREMENT Each student is assigned a unique login and password following enrollment in the program. The login information is used for electronic mail, the Canvas learning platform access, grade reports, and business office accounts. Each student is responsible for their own data and accounts, and must NOT share or allow another to know or to use their personal account or password. It is the student’s responsibility to protect the account information by changing the password regularly. If any student does not change their password at least annually, the system will require a change of password prior to continuing use of the system. There is no additional charge to the student associated with this process of verification of identity. All Wingate University MSW Students are required to have a personal laptop and/or computer. Office 365 and Google G Suite are available to students at no cost via their Wingate username/password. Students are expected to use their laptops and/or desk computers to access class information required for each class. Wingate University student credentials provide wireless connection to the Ethel K. Smith Library, allowing students the opportunity to access relevant materials remotely. A printer station is made available for on-campus student printing needs (a fee may be assessed for printing services), but many students find it beneficial to have a personal printer/scanner. RULES RELATED TO DISCLOSURE AND RELEASE OF STUDENT INFORMATION Wingate University generally may not release to any third party any personally identifiable information in a student's education record without the student’s informed consent. In those instances, the release may be made to (i) officials of other educational institutions in which the student seeks to enroll, provided that the student is notified of the transfer of such information, receives a copy of the information if requested in writing, and has an opportunity to challenge the contents of the record; (ii) certain state and federal government officials stipulated by law; (iii) persons or agencies directly related to a student’s application for, or receipt of, financial assistance; (iv) accrediting organizations; (v) parents of dependent students; (vi) any source if required to do so in compliance with judicial order or subpoena, provided that the student is notified of all such orders or subpoenas; (vii) health authorities, if, in the event of any emergency, knowledge of such information is necessary to protect the health or safety of a student or other persons; or (viii) University officials (those carrying out official University business, whether paid or unpaid) who have a legitimate educational purpose in consulting the record (based on the need to access the record to perform the University business). Or, the information to be released is exclusively “directory information,” defined as (i) the student's name, address (including e-mail), telephone listing, and photograph; (ii) the student's date and place of birth; (iii) the student's major field of study; (iv) the student's participation in official activities; (v) the height and weight of members of athletic teams; (vi) dates of attendance; (vii) degrees and awards received; and (viii) the most recent previous school attended by the student. Any student may object to the designation of “directory information.” To do so, the student/must file within 20 days after the first day of classes in each semester a signed notice informing the University that any or all of the information described above should not be considered
The University may disclose to the parent or legal guardian of a student under the age of 21, without the prior written consent of the student, information regarding any violation by the student of any federal, state, or local law or any rule or policy of the University governing the use or possession of alcohol or a controlled substance if the University has determined that the student has committed a disciplinary violation with respect to such use or possession. The University may disclose, without prior written consent of the student, final results of disciplinary proceedings against the student who is an alleged perpetrator of a crime of violence (18 U.S.C. § 16) or a non-forcible sex offense if the University finds the student committed a violation of the University’s rules or policies with respect to such crime or offense. The information shall include only the name of the student, the violation committed, and any sanctions imposed by the University on the student. The University may include the name of any other student such as a victim or witness, only with the written consent of that other student. STUDENT RESPONSIBILITIES All financial obligations associated with the student’s social work education lie with the student including transportation, textbooks, course materials, and other incidental costs such as any needed background checks or drug screenings to engage with universityaffiliated sites. Students are expected to participate in all activities, discussions and assignments associated with each course. GRADING POLICY No more than two (2) courses with a grade of “C” will be applied toward graduation requirements. Students have the option of repeating a course for which a grade of “C” or lower was received. The maximum number of repeats for a single course is two (2). The repeated grade supersedes the previous grade. Any student who receives an “F” for coursework will be subject to dismissal from the program. Students are required to maintain a 3.0 GPA in the graduate program. Students who fall below a 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the MSW Program Director. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, the student will not be permitted to register for classes for the next term. To continue in the program after that time, the student must submit a written appeal to the MSW Program Director. The MSW Program Director may consult with additional instructors before making a decision regarding the appeal. The appeal must be received at least one month (30 days) prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only one time. The MSW Program Director has the authority to deny or approve a student’s appeal for readmission. If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program. Any student who receives three grades of C or one grade of F will automatically be dismissed from the MSW program. A student who is dismissed due to academic reasons is not allowed to register for additional graduate courses and is not eligible to reapply to the program until the following spring or fall semester has elapsed. Reports of progress are kept by the University on all students. Updated grade reports are available online via Workday one week after exams have ended.
Wingate University Academic Catalog 2026-2027
203 STUDENT HONOR CODE
PROFESSIONAL PERFORMANCE APPEALS
Students must adhere to the Wingate University Student Honor Code noted in the Graduate Academic Catalog.
Students are evaluated on professional performance in practicum settings, academic courses, and/or as representatives of the program and university. Wingate MSW Students have the right to appeal outcomes of evaluations of professional performance on the basis of criteria not directly related to the:
ACADEMIC AND PROFESSIONAL CONDUCT It is expected that all students will adhere to the values and ethical standards as outlined in the following documents: • • • • •
Wingate University Community Standards NASW Code of Ethics Beloved Community Compact Wingate MSW Program Student Handbook Wingate MSW Program Manual
Students will learn more about these standards in the initial, MSW Program orientation and will be reminded of these standards in ongoing settings including, but not limited to, practicum orientation, individual courses, and academic advising.
• Wingate University Community Standards • NASW Code of Ethics • Beloved Community Compact Wingate MSW Students wishing to file a Professional Performance Appeal must initiate the Professional Performance Appeals Process within five (5) business days following the written evaluation of professional performance in the practicum setting or in the academic course. Professional Performance Appeals Process – Program Level 1.
STUDENT GRIEVANCES AND APPEALS ACADEMIC PERFORMANCE APPEALS It is the instructor's responsibility to evaluate student work using his/her professional academic judgment based on the academic performance criteria noted in the course syllabus. Wingate MSW Students have the right to appeal evaluation of academic performance in courses on the basis of: • •
Application of non-academic criteria in the grading process. Evaluation of student work by criteria not directly reflective of performance related to course requirements.
Wingate MSW Students wishing to file an Academic Performance Appeal must initiate the Academic Performance Appeals Process within five (5) days following official notification of grades posted on Canvas in the course and/or final grades reported and available online via Workday one week after the semester has ended. Academic Performance Appeals Process – Program Level 1.
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Letter of Petition: The student shall submit a letter petitioning the instructor for reconsideration of a change in grade, along with any documentation that supports the student’s request. The letter to the instructor should include: a. A statement identifying the grade the student believes he/she/they has earned. b. A precise statement of the details that constitute the objections to the grade awarded, along with any supporting documentation for the appeal. Response of the Instructor: The course instructor shall provide a written and dated response to the student’s petition for the grade change five (5) business days. The instructor’s response to the student should address each of the student’s objections to the course grade. Review of the Student Petition and Response of the Instructor: The MSW Program Director shall review the student petition and response of the instructor and shall send the student and the course instructor a written decision within five (5) business days. Decision of the MSW Program Director: The written decision from the program director shall serve as the final decision of record at the program level.
Academic Performance Appeals Process – University Level Graduate programs at Wingate University have the autonomy to determine their own policies and procedures. Although there are no additional college-level or institutional-level policies on grade appeals by graduate students in degree-seeking programs, Wingate MSW Students may contact the Vice President of the Levine College of Health Sciences/Dean of the School of Health Professions (VP-LCHS) to discuss the outcomes of the academic performance appeals process. As there are no formal policies on due process regarding appeals of academic performance evaluations beyond the program level for graduate students, the VP-LCHS will handle grievances by MSW Students on a case-by-case basis.
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Letter of Petition: The student shall submit a letter of petition to the evaluator of professional performance to reconsider the outcome of the evaluation. The student shall also include additional documentation that supports the student’s petition. The letter of petition shall include: a. A statement specifying how the evaluation rating received was based on criteria beyond the NASW Code of Ethics, the Beloved Community Compact, and/or Wingate Community Standards. b. A precise statement specifying the evaluation rating that the student believes they should have received, along with any supporting documentation for the appeal. Response of the Instructor: The professional performance evaluator shall provide a written and dated response to the student’s petition for change in evaluation rating within five (5) business days. The evaluator’s response to the student should address each of the student’s objections to the evaluation rating. Review of the Student Petition and Response of the Instructor: The MSW Program Director shall review the student petition and response of the evaluator and shall send the student and the evaluator a written decision within five (5) business days. Decision of the MSW Program Director: The written decision from the program director shall serve as the final decision of record regarding the professional performance evaluation at the program level.
Professional Performance Appeals Process – University Level Graduate programs at Wingate University have the autonomy to determine their own policies and procedures. Although there are no additional college-level or institutional-level policies on grade appeals by graduate students in degree-seeking programs, Wingate MSW Students may contact the Vice President of the Levine College of Health Sciences/Dean of the School of Health Professions (VP-LCHS) to discuss the outcomes of the professional performance appeals process. As there are no formal policies on due process regarding appeals of professional performance evaluations beyond the program level for graduate students, the VP-LCHS will handle grievances by MSW Students on a case-by-case basis. WITHDRAWAL Students may voluntarily withdraw from the MSW program and will subsequently surrender all rights and privileges as a student enrolled in the program. A student must submit a written request to withdraw from the program to the MSW Program Director for approval.
Wingate University Academic Catalog 2026-2027
204 attainment. Community – We will promote a culture of community and collaboration among students, alumni, faculty, staff, patients, and the healthcare team built upon a foundation of respect, integrity, and compassion. We seek to be active partners in our community, serving the wellbeing of those around us.
SCHOOL OF PHARMACY Dean: Assistant Deans:
J. Andrew Woods Melissa Dinkins, Wesley Haltom, Brock Harris, April Robinson, Jennifer Wilson
Professors:
Dawn Battise, Lisa Dinkins, Brock Harris, Samir Kouzi, Lisa Meade, Amie Naylor, Angela Pegram, Eric Schneider, Shawn Taylor, Rashi Waghel, Jennifer Wilson, Andrew Woods Robert Barrons, Wesley Haltom, Heather Kehr, Geoffrey Mospan, April Robinson, Susan Smith, Nicholas Wright Erica Anderson, Edward Chiyaka, Evan Drake, Adriane Marino, Marcus Mize, Nicholas Nelson, Jenna Theroux
Associate Professors:
Assistant Professors:
The Wingate University School of Pharmacy opened its doors to applicants in 2002, with the charter class beginning its program of study in August 2003. The charter class graduated from Wingate University in May 2007. All Wingate University pharmacy faculty have made a commitment to excellence in the classroom. Wingate University School of Pharmacy is in strict compliance with the accreditation guidelines of the Accreditation Council for Pharmacy Education. Wingate University School of Pharmacy intends to be nationally recognized as a leader in the education of pharmacists. It seeks to reach this goal by providing a state-of-the-art, high-tech learning environment that will facilitate critical thinking and problemsolving skills, scholarly inquiry and service to the institution, the profession and the community. This handbook contains detailed information describing the admission, progression, and graduation requirements for the Doctor of Pharmacy candidate. The candidate is responsible for knowing the policies, procedures, curricular requirements, and codes of conduct for the School and the University. The information contained in this handbook is accurate as of the revision date listed. However, the University reserves the right to make changes in the program of study, financial policies, and regulations at any time deemed appropriate by the University. Each student is responsible for his/her progress towards degree completion. Neither the student’s advisor nor the faculty of the School are responsible for insuring that the student meets degree requirements. The School and/or University may terminate enrollment of any student for professional, academic, or financial reasons. Special Note: It is very important to recognize that there may be differences in the procedures described in the general university student handbook for non-pharmacy students in comparison to the procedures for students enrolled in the professional pharmacy program. These differences are intended and have been carefully crafted based on the nature of the doctoral level professional program. In those cases where procedures are different, the procedures specific to the professional pharmacy program take precedence over those described for the general undergraduate program.
MISSION OF THE SCHOOL The Wingate University School of Pharmacy aspires to... MISSION Educate leaders to advance the care of our community. VISION Provide a transformative experience. VALUES 1.
Learner-centered – We will empower all learners to develop the skills, behaviors, and attitudes necessary for life-long success. Our learners are partners in education, and we value their interests and needs first in the pursuit of excellence and goal
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Influence – We will lead the profession forward by promoting a culture of mentorship and advocacy among all stakeholders in an effort to amplify the provision of patient-centered healthcare.
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Adaptability – We will ensure all students, faculty, and staff exercise adaptability to achieve success within the rapidly changing healthcare and higher education landscapes by promoting innovation, displaying creativity, and challenging the status quo.
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Diversity – We will foster an environment that ensures and values inclusivity, belonging, and appreciation. We will provide opportunities that nurture diversity of thought through tailored student experiences.
A C C RE DI T A T I O N Accreditation oversight for pharmacy education is provided by the Accreditation Council for Pharmacy Education (ACPE). The Wingate University School of Pharmacy is fully accredited by ACPE through 2029 Additionally, the Southern Association of Schools and Colleges (SACS) approved the University to award the doctoral degree (Doctor of Pharmacy Degree) in 2004. CONCERNS AND COMPLAINTS A student who has a concern or a complaint about the School of Pharmacy or the Doctor of Pharmacy Program adherence to the Accreditation Council for Pharmacy Education Standards may file a complaint with ACPE by visiting the complaint webpage: https://www.acpe-accredit.org/students/complaints.asp. Student Complaints should be directed to the appropriate administrative office including Academic Affairs, Office of Student Services, and Experiential Education. Grade disputes should follow the process below. Complaints will be documented using the school’s policies and procedures and handled by the office in charge. If a student does not feel as though their complaint was handled, it can be appealed to the Dean. Complaints will be stored on a password protected drive and accessible to administration only. Complaints will be reviewed on a regular basis by the School of Pharmacy and shared per University policy to maintain SACSCOC accreditation. The file of student complaints will be made available for inspection to ACPE at on-site evaluations, or otherwise at ACPE’s written request. The findings of this inspection, and the resulting implication(s) to the accreditation of the professional program, shall be noted in the Evaluation Team Report.
A D MI S S I O N S The Wingate University School of Pharmacy has a special opportunity and responsibility to educate pharmacists who can help meet the health care needs of the state and the nation. The Admissions Committee selects students who in its judgment best provide excellence and diversity in the student body. The school makes a sincere effort to graduate every matriculated student, and a variety of academic and social support services enhance the overall experience of pharmacy education. Prospective students may make application to the Wingate University School of Pharmacy directly through the National Pharmacy Application Clearinghouse (PharmCAS). The application is available online (www.PharmCAS.org). Admissions decisions are based upon the calculated required pre-pharmacy course work grade point average, PCAT scores, letters of recommendation, and the student interview score. For questions related to admissions, prospective students may direct inquiries to 704-233-8331 or via e-mail at pharmacy@wingate.edu. Because of the nature of the pharmacy profession and its role in the rendering of pharmaceutical care and medication therapy management, the Wingate University School of Pharmacy has incorporated several non-cognitive skill building elements into the pharmacy curriculum. Therefore, in addition to the demonstration of a high level of cognitive
Wingate University Academic Catalog 2026-2027
205 skill, the demands of the curriculum dictate that all School of Pharmacy matriculants must demonstrate a prescribed level of psychomotor skill including visual, auditory, motor, and tactile abilities. Professional Technical Standards as determined by the School of Pharmacy must be met with or without appropriate accommodations. Wingate University is committed to ensuring that no otherwise qualified individual with a disability is excluded from participation in, denied the benefits of, or subjected to discrimination in university programs or activities due to his or her disability. The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990 (ADA) and its amendments and the Rehabilitation Act of 1973 (Section 504) and to providing equal educational opportunities to otherwise qualified students with disabilities. Disability support services are available to otherwise qualified applicants with disabilities to ensure equal access to the University’s programs and services. Services may include making academic and/or non-academic accommodations for students. The University's Office of Disability Support Services is the only designated department authorized to coordinate disability-related services. Applicants should contact the Office of Disability Support Services when seeking academic and/or non-academic accommodations. Wingate University requires that a minimum of 58 semester credit hours of college coursework be completed prior to matriculation into the School of Pharmacy. Applicants must successfully complete the following required courses.
P RE -P H A R M A C Y A C A DE M I C R E Q U I R E ME N T S A degree is not required for admission, but we do require that you complete the specific prerequisite courses from an accredited institution in the United States. We recommend a minimum prerequisite GPA of 2.75 or higher to be considered for an interview. If you retake any courses, we will use your highest grade for the GPA calculation. Free transcript reviews are available for each campus by emailing pharmacy@wingate.edu. Requirement
Credit Hours Anatomy and Physiology* 1-2 4-8 General Biology with lab 1 4 General Microbiology with lab 1 4 General Chemistry with labs 2 8 Organic Chemistry with labs 2 8 English Composition and Literature 2 6 Calculus 1 3-4 Statistics 1 3 General Education Courses** 4 12 Total Minimum Semester Credit Hours 57-63 *Anatomy and Physiology: If the course is offered in two parts or Human Anatomy and Human Physiology are taught separately, both parts must be completed to satisfy the prerequisite. Additionally, a larger credit hour course that covers all material in Anatomy and Physiology I and II can also be accepted. **General Education: Examples include sociology, psychology, foreign language, philosophy, history, ethics, anthropology, public speaking, economics, advanced biology or chemistry courses, business, music, theater, etc. Physical education and personal wellness courses are not accepted as general education electives.
AP courses and exams can be accepted for scores of three (3) or greater.
A C A DE MI C P RO G RA M The academic program of the Wingate University School of Pharmacy is student-centered. The overarching goal of the curriculum is the assurance of the mastery of the knowledge, skills, abilities, and attitudes prescribed by the profession and by society for the pharmacist of tomorrow. This unique curricular approach has been carefully crafted for continuous quality improvement of its structure and content. Its endpoint can be seen in the health care servant of tomorrow whose commitment to competence does not end upon graduation and whose dedication to the service of others is evident in all considerations and actions undertaken.
A C A DE MI C C A L E N D A R Fall 2026 New Pharmacy Student Orientation Classes Begin Labor Day Holiday Fall Break – No Classes Classes End Thanksgiving Holiday Final Exams Recitation Exams Spring 2027 Classes Begin Martin Luther King Holiday Spring Break – No Classes Easter Holiday Classes End Final Exams Commencement Recitation Exams
August 5-7 August 10 September 7 October 9 November 20 November 23-27 December 1-8 December January 4 January 18 March 1-5 March 26-29 April 23 April 27 - May 4 May 8 May
Semesters
These courses are required for all applicants, including those who were pre-pharmacy as an undergraduate. You can take these courses at Wingate University or another accredited college, university or community college in the United States. A helpful list of course equivalents has been put together, including course title and number, from nearby colleges and universities that satisfy the course requirements. It is required that you to complete all of the required courses by the end of summer (Aug. 1) prior to entering the program. Please keep in mind: Grades for in-progress courses are not considered when we determine your pre-pharmacy GPA. Science courses should be taken within five years prior to the start of pharmacy school. A waiver of the five-year time limit may be granted upon review by the Admissions Committee.
D O C T O R O F P H A R M A C Y C U RR I C UL U M First Professional Year Semester 1 (Fall) PHAR 810: Foundational Sciences PHAR 811: Integrated Pharmacotherapy 1 PHAR 815: Foundations of Pharmacy Practice and Community Health Engagement 1 PHAR 816: Skills Lab 1 Prelab PHAR 817: Skills Lab 1 PHAR 818: Pathways 1 IPE 701: Interprofessional Education Introduction 1 PHAR 819: P1 Recitation Semester 2 (Spring) PHAR 821: Integrated Pharmacotherapy 2 PHAR 822: Integrated Pharmacotherapy 3 PHAR 825: Foundations of Pharmacy Practice and Community Health Engagement 2 PHAR 826: Skills Lab 2 Prelab PHAR 827: Skills Lab 2 PHAR 828: Pathways 2 IPE 702: Interprofessional Education II PHAR 829: P1 Recitation Summer Semester PHAR 830 Introductory Pharmacy Practice Experience 1
Credits 16 6 3 3
Second Professional Year Semester 3 (Fall) PHAR 820: P2 Recitation PHAR 831: Integrated Pharmacotherapy 4 PHAR 832: Integrated Pharmacotherapy 5 PHAR 835: Pharmacy Law and Ethics PHAR 836: Skills Lab 3 Prelab PHAR 837: Skills Lab 3
Credits 14 0 4 5 2 0 3
Wingate University Academic Catalog 2026-2027
0 3 1 0 0 6 4 3 0 3 1 0 0 2
17
2
206 Second Professional Year Semester 4 (Spring) PHAR 823: P2 Recitation PHAR 841: Integrated Pharmacotherapy 6 PHAR 842: Integrated Pharmacotherapy 7 PHAR 845: Application of Pharmacy Practice and Community Health Engagement PHAR 846: Skills Lab 4 Prelab PHAR 847: Skills Lab 4 PHAR 700: Interprofessional Teamwork Summer Semester PHAR 850 Introductory Pharmacy Practice Experience 2
Credits 14 0 4 4 2
Third Professional Year Semester 5 (Fall) PHAR 851: Integrated Pharmacotherapy 8 PHAR 852: Integrated Pharmacotherapy 9 PHAR 855: Community Health Engagement Capstone 1 PHAR 856: Skills Lab 5 Prelab PHAR 857: Skills Lab 5 PHAR 858: Basic Clin Skills-Ambulatory Patient Care or PHAR 868: Basic Clin Skills–Inpatient Care PHAR 874: P3 Recitation I Semester 6 (Spring) PHAR 860: Updates in Therapeutics PHAR 865: Community Health Engagement Capstone 2 PHAR 864: Advanced Pharmacy Practice PHAR 866: Skills Lab 6 Prelab PHAR 867: Skills Lab 6 PHAR 858: Basic Clin Skills-Ambulatory Patient Care or PHAR 868: Basic Clin Skills–Inpatient Care
Credits 16 4 4 2 0 3 3
Elective Course (Semester 3, 4, 5, 6) Must earn six total credits from Semesters 3-6: PHAR 838: Therapeutic Lifestyle Changes PHAR 839: Journal Club PHAR 844: Opioid Stewardship PHAR 848: Research PHAR 854: Teaching and Learning PHAR 859: Medical Affairs Competency Certification PHAR 861: Advanced Diabetes PHAR 862: Critical Care PHAR 870: Advanced Clinical Skills in Ambulatory Care PHAR 871: Advanced Clinical Skills in Acute Care PHAR 872: Integrative Medicine PHAR 873: Principles of Leadership PHAR 876: Healthcare Data Analytics PHAR 878: Pharmacogenomics & Personalized Medicine PHAR 877: High Stakes Compensatory Education PHAR 879: Advanced Pediatric Pharmacy PHAR 881: Sports Pharmacy PHAR 882: Advanced Geriatric Pharmacy
Credits 6 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1
Fourth Professional Year Summer, Fall and Spring (Semesters 7, 8, And 9) PHAR 890: Advanced Community Practice PHAR 891: Advanced Hospital Practice PHAR 892: Adult Internal Medicine PHAR 893: Ambulatory Care PHAR 894: Non-Patient Care Elective PHAR 895: Patient Care Elective PHAR 896: Graduation Preparation I PHAR 897: Graduation Preparation II PHAR 898: Graduation Preparation III Total Program Credits
Credits 43 4 4 4 4 4 4 1 1 1 143
0 3 1 2
0 3 2 2 0 3 3
LinkedIn and resumes to showcase individualized certifications, and credentials to potential employers.
The WUSOP curriculum equips students with the knowledge, skills, and professional attributes needed to practice in any healthcare setting and address the needs of any patient. Six curricular threads are woven throughout the curriculum to ensure that students are ready for practice upon graduation. 1.
Integrated Pharmacotherapy Modules (IGP): Following a foundational first-semester course, this thread includes a series of integrated courses, organized by body systems, which describe the physiology, pathophysiology, pharmacology, medicinal chemistry, and pharmacotherapy for the treatment of common medical disorders. This series of courses provides future pharmacists with a well-rounded knowledge of pharmaceutical and clinical sciences for application in pharmacy practice.
2.
Social and Administrative Sciences (SAS): This thread develops engaged community members who solve patient, population, profession, and health care problems utilizing evidence and innovation, while maintaining necessary legal and ethical considerations. As life-long learners, the goal is to utilize and continually evolve cultural and structural competency to communicate and collaborate effectively as members of interand intraprofessional teams.
3.
Skills Lab: This thread complements courses taught in the classroom and involves a combination of lab activities and case discussions to augment student learning. The goal is application of foundational, clinical, and affective domain knowledge and skills in preparation for successful pharmacy practice.
4.
Pathways: This thread provides a flexible platform which allows for exploration of and additional development in a variety of practice areas to increase opportunities for employment in unique areas of pharmacy practice. This thread offers a mixture of programs and partnerships in live and virtual formats, taking advantage of partnerships between the school and the university and external stakeholders.
5.
Experiential Education: This thread prepares practice-ready pharmacists who competently apply skills and knowledge acquired in curricular and co-curricular experiences. This thread begins with introductory experiences in community and hospital pharmacy in the first and second years, faculty-led third year rotation experiences in ambulatory care and inpatient medicine, and culminates in a year of full-time rotation experiences in a variety of practice settings.
6.
Interprofessional Education: This thread builds upon and reinforces concepts taught throughout the SAS and Skills Lab threads through intentionally designed courses where students learn about, with, and from students in other health professions programs (e.g., Physical Therapy, Occupational Therapy, Physician Assistant, Nursing, Medicine).
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C U RR I C U L A R C O MP O N E N T S
training,
WUSOP IPE V I S I O N , M I S S I O N A N D G O A L S T A T E ME N T S The Interprofessional Education Committee (IPE) deliberated and developed statements for the School of Pharmacy’s IPE Vision, Mission and Goals over this past semester. The statements shown below have been approved by the Committee and we want to share them with the faculty. These will be placed in the student handbook and possibly on the web site. Any comments are welcome. VISION The interprofessional education program at Wingate University School of Pharmacy strives to create an exemplary model for preparing student pharmacists for interprofessional, team-based patient centered care. MISSION
The curriculum is designed with students in mind, offering a variety of teaching methods and opportunities for students to tailor their pharmacy education through an increased number of elective opportunities. Students may also earn digital badges to be displayed on
The interprofessional education program at Wingate University School of Pharmacy prepares student pharmacists to be practice ready, interprofessional team members focused on delivering care and advocating for their patients in the effort to improve patient outcomes.
Wingate University Academic Catalog 2026-2027
207 GRADING
GOAL STATEMENTS: • •
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IPE program participants will learn about, from and with health professions’ students. Interprofessional education will be intentionally planned and integrated within the didactic and experiential education portions of the curriculum. Assessment of interprofessional education activities will be intentional and aligned with program goals. Meaningful co-curricular and extra-curricular interprofessional education activities will be planned that complement didactic and experiential learning. The WUSOP IPE Committee will maintain and establish new interprofessional education opportunities with the Wingate University health profession’s programs, as well as with academic health centers external to Wingate University. WF has intentionally planned activities as does Atrium, Main
All grades will be calculated on the basis of the following scale: A B C F
ACADEMIC WARNING • •
•
C U RR I C U L A R C H A N G E The Wingate University School of Pharmacy Program is subject to ongoing evaluation as dictated by the Accreditation Council for Pharmacy Education (ACPE). The Program Compliance Committee, a standing faculty/student committee, will follow the Guidelines for SelfStudy of ACPE. It should be noted that ACPE guidelines call for ongoing assessment rather than point-in-time assessment of program elements. The Program Compliance Committee reports to the Dean who is responsible for taking action on the findings and recommendations of the Committee. Proposals for curricular modification emanating from these self-study processes are carefully deliberated upon by the entire faculty. While the curriculum and program of study detailed within this catalog were accurate at the time of publication, the School reserves the right to make modifications without advance notice.
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THE DEAN’S LIST Students whose academic performance is within the top ten percent of the class are placed on the Dean’s List after each semester. Eligible students must be enrolled full-time and in good academic and professional standing. Fourth-year professional students are not eligible for the Dean’s List. GRADUATION WITH DISTINCTION Students who attain a School of Pharmacy cumulative grade point average of 3.5 or greater will be specially recognized upon graduation. 3.90 or higher = summa cum laude 3.70 to 3.89 = magna cum laude 3.50 to 3.69 = cum laude ACADEMIC PROGRESSION AND GRADUATION ACADEMIC PROGRESSION AND GRADUATION Each year, full progression is awarded to students who have successfully achieved a grade of C or higher in all coursework within the School of Pharmacy. Remediation activities may be available for selected courses.
Receipt of failure in a 2nd (different) course Students are not considered to be in good academic standing and may not hold offices or committee chairs in student organizations nor may they travel to national or regional meetings that conflict with scheduled classes The Student Affairs Committee (SAC) will develop an academic contract for the student whose terms must be satisfied within the timeline imposed per the contract for continued progression. Those unable to meet the terms of the contract are subject to dismissal from the program. Advisor reassignment may occur. Students will be considered in good academic standing once the courses are satisfactorily completed and the terms of the contract are met.
ACADEMIC DISQUALIFICATION (STUDENT IS DISMISSED FROM THE PROGRAM)
A C A DE MI C P O L I C I E S ACADEMIC HONORS
Receipt of first (1st) failure Students are not considered to be in good academic standing and may not hold offices or committee chairs in student organizations nor may they travel to national or regional meetings that conflict with scheduled classes The Student Affairs Committee (SAC) will develop an academic contract for the student whose terms must be satisfied within the timeline imposed per the contract for continued progression. Those unable to meet the terms of the contract are subject to dismissal from the program Advisor reassignment may occur Students will be considered in good academic standing once the failed course is successfully passed
ACADEMIC PROBATION (STUDENT MAY CONTINUE TAKING COURSES AS OUTLINED BY STUDENT AFFAIRS COMMITTEE)
P RO G RA M S I T E S The program will be delivered on and off the campuses of Wingate’s main campus. Didactic courses will be delivered live and via distant technology while practice experiences will entail learning exercises within affiliated sites including community pharmacies, long-term care facilities, hospitals, and clinics. The School will attempt to place students in locations that are mutually agreed upon but reserves the right to place students in locations that may be distant from campus when necessary. Transportation for all off-campus practice experiences is the responsibility of the student, as are living arrangements and living expenses.
89.5% to 100% = 4.0 Grade Points per Semester Credit Hour 79.5% to < 89.5% = 3.0 Grade Points per Semester Credit Hour 69.5% to < 79.5% = 2.0 Grade Points per Semester Credit Hour < 69.5% or below = Zero Grade Points per Semester Credit Hour
Any of the following: o Receipt of 2 or more failures o Receipt of 2nd failure of the same course o Permanent inability to meet the Professional Technical Standards Note: Disqualified students may petition the SAC to reapply to the School of Pharmacy as an entering P1 student.
DURATION OF STUDY Students have a maximum of six years to complete the Doctor of Pharmacy Program. ACADEMIC PETITIONS If a student does not meet the academic standards or regulations of the School of Pharmacy, s/he may petition the Student Affairs Committee (SAC) for an exception to the policy within 3 business days of receiving the grade. The SAC meets on an as needed basis to review petitions. Each student is responsible for submitting his/her own petition. Students must submit petitions to the SAC in writing using the Academic Petition Form. The student must meet with his/her faculty advisor to discuss the petition process. If the student is unable to consult with his/her advisor in advance s/he may also seek guidance about the petition process from the Assistant Dean for Student Services. Students have the option to appear before the SAC to present the petition and answer questions. If a student does not wish to appear before the committee, the petition will be considered without the student present. The student will be officially informed of the decision by the Assistant Dean for Student Services. If the decision is approved, a revised plan of study and terms of agreement for the conditions are prepared for the student. The student has two business days to agree to the terms by
Wingate University Academic Catalog 2026-2027
208 signing the agreement and returning to the Assistant Dean for Student Services. If a petition is denied, the students may meet with the Assistant Dean for Student Services to discuss options regarding their educational plans. As a final option, students may appeal a denied petition to the Dean after meeting with the Assistant Dean for Student Services. Appeals should be in writing and sent to the Dean within 3 business days of notification from the SAC committee. The appeal should address concerns about the SAC process and/or new information. ADVISING Advising is one of the cornerstones of the Wingate University School of Pharmacy. This feature of the student experience is coordinated through the Office of Student Services. Upon matriculation, each student will work with the Student Success Counselor to learn about the Blue Curriculum Advising Model. During the spring semester, P1 students will be matched to a faculty advisor. P2-P4 students will maintain their current assigned faculty advisors. To assist students with issues related to the curriculum, other educational opportunities, academic progression, career decision-making, and personal concerns, students should meet with their faculty advisor and/or one of the Assistant/Associate Deans, depending on the nature of the issue. Students should meet with their faculty advisors no less than once per semester. ASSESSMENT The faculty and practitioners have identified the ability set for which a student must demonstrate mastery each year of the program. Students who do not demonstrate mastery will be given plans for remediation of their deficiencies and may be required to submit to a reassessment of those abilities not mastered prior to full progression. The inability to demonstrate mastery of the skill sets prescribed may result in delayed progression. The annual assessment exam scores are not equivalent to course grades. They measure different competencies and therefore, are not interchangeable. Course grades are used to determine progression through the curriculum and Doctor of Pharmacy Degree completion. ATTENDANCE
For courses provided online, students should be fully engaged in the course materials and should not be participating in other activities such as driving, work, home activities, etc. CAMPUS TRANSFERS Students seeking to transfer from one pharmacy campus to another must request permission and approval from the Assistant Dean for Student Services. To be considered for a transfer, students must have a compelling reason or extenuating circumstances. All transfer requests should be submitted in writing directly to the Assistant Dean for Student Services. DISABILITY ACCOMMODATIONS Any student who, because of disability, may require special arrangements in order to meet course requirements must first obtain approval for accommodations through the University’s Office of Disability Support Services. Once accommodations are approved, the student must meet with the Assistant Dean for Student Services and then with the course leader prior to or during the first week of class each semester to determine implementation. It is the student’s responsibility to present accommodation requests to each course coordinator within the first week of class of each new semester. Accommodations are for present and future activities and are not retroactive. Disabilities that are not approved by the University’s Office of Disability Support Services will not receive special accommodations. Ms. Kristin Wharton, Assistant Vice President for Disability Support Services | kwharton@wingate.edu | 704-233-8366 EXAMINATIONS Students are expected to complete examinations as scheduled. Students must obtain and submit a Request for Excused Absence from the Office of Student Services, and if approved, contact the course instructor to reschedule the exam. Those who are tardy may be asked to leave the classroom and not allowed to take the examination. Students who arrive to examinations late will not be allowed to take the examination if one student has already left the examination room.
Attendance is expected and is critical for successful acquisition of knowledge and skills required of the candidates for the Doctor of Pharmacy degree. Students who miss class place themselves at an academic disadvantage.
Students are expected to remain in the examination classroom throughout the duration of the exam. Students may take restroom breaks during assessments, but should do so only if they are unable to wait until the end of the assessment.
The Office of Student Services may grant excused absences for medical emergencies, car malfunction or accidents, debilitating illness or death in the immediate family; all other absences are generally unexcused. All absences that occur on an examination, quiz, or special project day require appropriate documentation. Absences associated with weddings, personal travel, traffic court summons, or other non-emergency events do not meet the criteria for excused absences. It would be highly unusual for any student to request an excused absence more than once per semester. Those with circumstances that extend beyond one day should immediately alert the Assistant Dean for Student Services or Regional Dean.
GRADE DISPUTES
Students must take all tests, including quizzes, midterms, and final exams, and participate in all lab exercises at their assigned campuses as scheduled in course syllabi. Faculty at Wingate University School of Pharmacy encourage students to participate in local, regional and national professional organizations. Those who plan to attend professional meetings in order to fulfill official duties or make presentations when exams are scheduled should submit an Anticipated Absence Request form to the Office of Student Services 6 weeks before the anticipated absence. International students may also submit the Anticipated Absence Request form in advance of court appearances. Respective Deans will communicate with the faculty teaching the affected classes. Punctuality is essential. Excessive tardiness is unacceptable and may result in an unexcused absence. Instructors will have the discretion to determine if students can make-up missed quizzes or assignments due to tardiness. Students should refer to the Exam Proctoring Procedures document for directions regarding late arrivals to exams.
DIDACTIC Any student who has reason to question a graded assignment, test, or final course grade must first submit the concern to the instructor in writing within ten business days of receiving the grade. Upon receipt of this written notification, the instructor will provide a written response to the student within 10 business days. If the appeal to the instructor is not satisfactory, the student may appeal to the faculty team leader of the course in question by forwarding the original written complaint along with any additional information in writing. If not resolved at the faculty course leader level, the student may appeal the grade to the Associate Dean of Academic Affairs. The student must submit the complaint in writing to the Associate Dean of Academic Affairs and copy the Instructor and/or Team Leader of the course. The Associate Dean may not consider any grade appeal without consulting with the faculty team leader and/or instructor for the course in question. The Associate Dean of Academic Affairs may not change a grade but will advise the Dean regarding the situation. The Dean’s decision on a grade dispute is final. EXPERIENTIAL/PRACTICE EXPERIENCE Any student who has reason to question a graded assignment or final rotation grade must first discuss the nature of the concern with the preceptor within ten business days of the end of rotation. If a resolution to the problem is not reached at the level of the preceptor, the student may appeal the grade. The student may appeal to the Assistant Dean of Experiential Education. The student must submit the complaint in writing to the Assistant Dean for Student Services and copy the rotation preceptor.
Wingate University Academic Catalog 2026-2027
209 If not resolved at that level, the student may appeal the grade to the Assistant Dean for Student Services. The student must submit the complaint in writing to the Assistant Dean for Student Services and copy the Assistant Dean of Experiential Education. The Assistant Dean for Student Services may not consider any grade dispute without consulting with the Assistant Dean of Experiential Education. The Assistant Dean for Student Services may not change a grade but will advise the Dean regarding the situation. The Dean’s decision on a grade dispute is final. GRADUATION Students who enroll in and pass each required and elective course within the curriculum, have amassed the prescribed hours of practice experience, have achieved a School of Pharmacy grade point average of at least 2.0, and have been judged by the faculty to have met all the academic and professional requirements will be eligible for graduation. PERSONAL HEALTH INSURANCE Students are required to maintain personal health insurance coverage during their enrollment in the School of Pharmacy. Students are responsible for all health care costs associated with an illness or injury that results from any activity on campus or at an affiliated training site. Neither the University nor its practice experience partners bear any responsibility for health care costs of the student.
PROFESSIONALISM The School of Pharmacy at Wingate University is committed to the development of the pharmacy professional. In all professional pharmacy endeavors students are expected to think, act, and behave professionally and throughout the pharmacy curriculum where applicable, students are graded based on their professional contributions. Students are expected to display appropriate respect for the rights and privileges of their peers and other members of the University community and their guests. Classroom and laboratory atmospheres must be free from any sort of disruption. Consequently, all courses require the illustration of professional characteristics during and outside of formal class time. Professional characteristics are reflected in the student’s adherence to course policies, School of Pharmacy Handbook guidelines, and the University Code of Conduct. Instructors reserve the right to take the following action for students who do not adhere to professional expectations: reduction in student points gained for the day, dismissal from the class, or receiving an unexcused absence. PROFESSIONAL CONDUCT REVIEW BOARD The Student Affairs Committee (SAC) is composed of members of the faculty and student body. Student members will be nominated by faculty and staff. Once approved by the Dean, nominees will be put forward for a vote before peers in their class year. One student representative for each class year will be selected by majority vote. Appropriate studentrelated issues for Board deliberation may include, but are not limited to the following: academic misconduct, unexcused absences, drug diversion, failed drug screens, drug or alcohol intoxication, failure to report for a drug screen, unauthorized access, distribution of restricted materials, falsifying records, unprofessional response to conflict, attire and professional bearing compromises, inappropriate language, harassment, bullying, failure to comply with reasonable instructions, tardiness, communications not up to professional standards, personal and/or cultural insensitivity, HIPAA violations, or other conduct unbecoming of a professional. The SAC may also refer these matters to the University’s Office of Community Standards and/or Title IX Coordinator. Allegations involving sexual harassment will be handled exclusively by the Office of the Wingate University Title IX Coordinator. Concerns related to faculty and/or staff professionalism should be brought forward to the Assistant Dean of Student Services and/or the Office of Human Resources. Academic or professional misconduct is a reflection on professionalism and therefore falls under the purview of this Committee. Students or employees who suspect possible violations of the Code of Professional and Academic Conduct should report this to the Committee Chair within 7 working days (excluding holidays and school closures) of becoming
aware of the suspected violation, and shall provide any known or available evidence. The Committee Chair, with or without consultation of the Vice-chair, shall review the report and determine whether the alleged conduct, if true, would rise to the level of unprofessional conduct contemplated by this policy. If the Committee Chair and/or Vice-chair determines that the alleged conduct falls within this policy the Committee Chair or Vice-Chair shall investigate by interviewing relevant witnesses and reviewing relevant materials, and in the discretion of the Committee Chair, the student who is alleged to have been engaged in the putative misconduct. When possible, the referred student will remain anonymous to everyone except the Committee Chair, Assistant Dean of Students, and Dean. The Committee Chair shall prepare a formal complaint that includes the alleged conduct within 5 working days. The referred student and their faculty advisor will be notified of the formal complaint. The referring party (ex. student, faculty or staff member) will not receive any notification related to the formal complaint. Committee meetings will be called by the Chair or Vice-Chair within 10 working days of the formal complaint. The Committee will convene to review the issue and the involved parties will be invited to speak, as deemed necessary. When possible, the referring party will remain anonymous unless they request otherwise. All Committee meetings will be closed sessions as student confidentiality is a priority. Outside participants are not allowed unless previously approved by the Chair or Vice-Chair for the explicit purpose of providing necessary information. Students may request one trusted advisor be present for support but this must be coordinated with the Chair or Vice-Chair in advance of the meeting. Failure to appear will not stop proceedings. Committee deliberations and voting will be private. Disciplinary action will be determined by a simple majority vote. The Chair will not vote except in the event of a tie. Within 48 working hours, the Committee will provide a response to the Assistant Dean of Students (or another Administrator if the Assistant Dean of Students if unavailable) which may include a final recommendation or, if necessary, a request for additional information. Should additional information be required, the referred student will be notified. The referring party will not be notified of the Committee’s final decision. Exceptions may include a decision that impacts a student’s academic performance (ex. grade adjustment). After notification, formal appeals must be filed by the sanctioned student within 72 working hours of notification to the Dean. A student may appeal based on one of the following criteria: (1) a procedural irregularity that affected the outcome of the matter; (2) new evidence that was not reasonably available at the time the determination that could affect the outcome of the matter; or (3) bias or a conflict of interest by a member of the Committee. The decision of the Dean is final and is not appealable. Sanctions shall be determined by the Student Affairs Committee and recommended to the Assistant Dean of Students (or another Administrator if the Assistant Dean of Students if unavailable) for approval. Recommendations shall be based on the severity of the infraction and may include more than one sanction. Repeated infractions may result in more significant sanctions. All final sanctions will be reported to the student’s faculty advisor, and the Office of Student Services to be kept in the student’s file. Possible recommended sanctions include, but are not limited to: Additional Education • Training to be completed in a specific timeframe to educate the student on the issue and encourage continued professional development Letter of Reprimand • Letter of notice that the student has had a breach in their professionalism contract Professionalism Probation • Period of specified time during which a student is not in good professional standing • During this time, a student may not be allowed to: o Hold an office in student organizations o Represent the school for certain extracurricular activities o Receive support for conferences/meetings o Receive scholarships or awards/honors of distinction
Wingate University Academic Catalog 2026-2027
210 Grade adjustment with or without re-assignment • Receiving an “F” on the course assignment • Receiving an “F” on the overall course Service • May include service to the community, profession, School of Pharmacy, and/or Wingate University Suspension • Temporary separation from the school with conditional readmission Dismissal • Permanent separation from the school Counseling or other professional services • Counseling services may be provided by the school or external bodies. The student may be responsible for payment of services for any recommended counseling or support Other discretionary sanctions based upon committee discussion and/or consultation with the appropriate administrator REMEDIATION Remediation and re-evaluation will be offered to students whose course grade is between 64.5-69.4% and who demonstrated consistent effort throughout the course as defined in the remediation eligibility criteria. Students should be able to progress through the Doctor of Pharmacy curriculum with post-semester or end of course remediation and reevaluation. Students are allowed a maximum number of 3 remediation/re-evaluation attempts during didactic coursework during their time as a WUSOP student, P1-P4 year. Additional remediation/reevaluation attempts require an appeal to the Student Affairs Committee. Generally, students whose course grade is <64.5% will be required to retake the course in its entirety the next time it is normally offered. This may result in a delay in completing the Doctor of Pharmacy program, along with associated financial implications, or dismissal from the Doctor of Pharmacy program.
COLLEGE OF PROFESSIONAL PROGRAMS P O RT E R B. B Y R U M S C H O O L O F B US I N E S S Dean: Assistant Dean:
Sergio Castello Mark Bryant
Professors:
Sergio Castello, Lisa Schwartz, Kristin Stowe Katlin Cundiff, Michael Geier, Scott Lail Amber Daniels, Jason Joyner, Daniela Lemenny, Tiffanie Turner-Henderson, Zhiyan Wang, Krista Watkins, Jennifer Zarzosa Mark Bryant, Kurt Schieding
Associate Professor: Assistant Professors:
Instructors:
The mission of the Wingate University Porter B. Byrum School of Business is to deliver nationally accredited bachelors and masters programs in business. Accordingly, the Porter B. Byrum School of Business has the following objectives: •
•
• •
To develop and deliver a curriculum and to set educational standards consistent with those of a national accrediting body in business administration; To attract and retain faculty able to foster the mission of the University and the School, and who will value teaching, applied scholarship, and professional experience; To encourage students to pursue academic and professional excellence; and To provide opportunities for engagement with ethical issues, involvement with cultural events, and encountering of a global perspective.
REPEAT COURSES
A C C RE DI T A T I O N
Students who repeat or re-take a course, the last grade earned becomes the current grade in the course even if it is lower than the first grade. The last grade will be used to determine academic progression, grade point averages, honors, and other related graduation requirements.
Wingate University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters and doctorate degrees. Wingate University may also offer other credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Wingate University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).
STUDENT RESPONSIBILITIES All financial obligations associated with the student’s pharmacy education lie with the student including transportation, textbooks, course materials, and other incidental costs. Students are expected to attend each activity of the course and actively participate in the discussions and assignments. T EMPORARY LEAVE OF ABSENCE (TLA) (STUDENT IS NOT ENROLLED IN COURSES) The Assistant Dean for Student Services may recommend a leave of absence for any student who is temporarily unable to meet the Professional Technical Standards. Students may also request a TLA in the event that the student’s health (e.g. physical, mental, emotional) is in jeopardy. The required terms will be outlined in a written contract for the student to resume participation in the program. WITHDRAWAL Students are not permitted to withdraw selectively from courses during the semester. Students may request a withdrawal from all courses from the Assistant Dean of Students no later than week ten (10) of the semester. To request a withdrawal, the student must meet with the Assistant Dean of Students for consultation and complete the required forms provided by the Assistant Dean following the meeting.
Wingate University is also nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP) to offer the following business degrees: • •
Master of Business Administration Master of Accounting
Questions about the status of the University’s business accreditation may be obtained by visiting the ACBSP website (www.acbsp.org), by calling 913-339-9356, or by writing the following address: 7007 College Blvd., Suite 420, Overland Park, KS 66211.
C O R RE S P O N D E N C E MAC P R O G R A M Wingate University Porter B. Byrum School of Business Master of Accounting Program 316 North Main Street Wingate, NC 28174 Tel: 704-233-6003 | Fax: 704-233-6009 Email: mbryant@wingate.edu Website: https://www.wingate.edu/graduate-programs/master-ofaccounting MBA P R O G R A M Wingate University Porter B. Byrum School of Business MBA Program
Wingate University Academic Catalog 2026-2027
211 316 North Main Street Wingate, NC 28174 Tel: 704-233-6003 | Fax: 704-233-6009 Email: mbryant@wingate.edu Website: https://www.wingate.edu/graduate-programs/master-ofbusiness-administration
A C A DE MI C C A L E N D A R FALL 2026
MBA
MAC
Classes Begin
Aug. 20
Aug. 20
Labor Day Holiday
Sept. 7
Sept. 7
Incomplete Deadline
Sept. 21
Sept. 21
Fall Break – No Classes
Oct. 12-13
Oct. 12-13
Withdrawal Deadline
Oct. 29
Oct. 29
Thanksgiving Holiday
Nov. 25-27
Nov. 25-27
Classes End
Dec. 11
Dec. 11
Conferral Date
Dec. 12
Dec. 12
SPRING 2027
MBA
MAC
Classes Begin
Jan. 7
Jan. 7
Martin Luther King Holiday
Jan. 18
Jan. 18
Incomplete Deadline
Feb. 8
Feb. 8
Spring Break – No Classes
Mar. 1-5
Mar. 1-5
Withdrawal Deadline
Mar. 25
Mar. 25
Easter Holiday
Mar. 26-29
Mar. 26-29
Classes End
May 6
May 6
Commencement
May 8
May 8
M A S T E R O F A C C O UN T I N G The Master of Accounting (“MAC”) program consists of a total of 30 credit hours (10 courses) and is an evening program based at the Wingate University main campus in Wingate, NC. The MAC program consists of a one-year course track and a two-year course track. The oneyear track includes 12 credits (four classes) per semester during the fall and spring semesters, and 6 credits (two classes) during the summer, and is thus completed in one year. The one-year track is primarily designed for students entering directly upon graduation from their undergraduate institution, and may be considered a “4+1” program or “fifth year” master’s degree. The two-year track includes 6 credits (two classes) per semester during the fall and spring semesters, and a total of 6 credits (two classes) over the summers (either 3 credits in each summer session or 6 credits in the final summer session) and is completed in two years. The two-year track is designed for working professionals who have full-time professional positions. Full-time status is six credits per semester. Completion of the MAC program satisfies the educational requirement for those students interested in taking the CPA exam (sitting for the CPA exam requires a total of 150 credit hours: 120+ credit hour bachelor degree + 30 additional educational credit hours).
All applicants will be evaluated by the Admissions Committee to determine entrance into the program. PREREQUISITES FOR ADMISSION Applicants to the Master of Accounting program must have completed accounting coursework through Intermediate Accounting I and II, Auditing, and Federal Income Tax. Additionally, ACBSP accreditation requirements specify that students admitted to the MAC program must have completed a Common Professional Component (CPC) of coursework prior to admission. This CPC is coursework in a variety of business-related subjects including accounting, economics, finance, quantitative methods, ethics, law, marketing, management, communications, global business, information systems, and strategy. A student with an undergraduate degree in a business area will typically have met these requirements. Applicants should consult with the MAC Program Office for questions regarding prerequisite eligibility based on specific course work taken, or options to satisfy any prerequisites that may be needed prior to entry into the program. GRADUATE MANAGEMENT ADMISSION TEST (GMAT) The Graduate Management Admission Test (GMAT) may be required before a student is admitted into the MAC program. The GMAT may be waived in certain circumstances. Please refer to the section above, “Admissions Policies” for more details. Applicants should request their official GMAT test scores be sent to Wingate University by using institutional code 00G-NM-92. Test scores earned more than five years prior to the date of application will not be accepted. You may obtain information regarding the GMAT at www.mba.com. APPLICATION Applications are available online at: https://www.wingate.edu/graduate-programs/master-of-accounting. You may submit the supporting documents via mail or online as applicable. Please consult the MAC Program Office for details. CURRICULUM The Master of Accounting curriculum consists of 30 credits (10 courses). REQUIRED CORE COURSES Required ACCT 621: Advanced Accounting I ACCT 622: Advanced Accounting II ACCT 628: Advanced Tax Issues ACCT 629: Advanced Taxation of Business Property ACCT 631: Advanced Auditing ACCT 641: Advanced Data Analytics I & Information Technology Risks & Controls ACCT 651: Advanced Managerial Accounting ACCT 652: Advanced Data Analytics II & Accounting Applications ACCT 688: Financial Statement Concepts & Analysis ACCT 690: Accounting & Tax Research Total Minimum Hours
Credits 3 3 3 3 3 3 3 3 3 3
30
ADMISSIONS POLICIES
CLASS SCHEDULE
An application for admission to the Master of Accounting program may be obtained by contacting the MAC Program Office. You may also visit our website at https://www.wingate.edu/graduate-programs/masterof-accounting.
Classes are taught during weekday evenings originating at the Wingate University main campus.
Undergraduate students completing a bachelor’s degree may be admitted under the following circumstances:
In order to receive the Master of Accounting degree from Wingate University, students must meet the following requirements:
•
•
If the applicant has earned a GPA of 3.25 in the following courses: Intermediate I, Intermediate II, Federal Income Tax I, and Auditing (Wingate University equivalents: ACCT 313, ACCT 314, ACCT 427 and ACCT 431). If the applicant has not earned a GPA of 3.25 in the abovementioned courses, the GMAT would typically be required, or may be waived based on other factors such as professional work experience.
PROGRAM COMPLETION
• • •
An overall cumulative GPA of 3.00 or higher. No more than one grade of “C” has been received. 30 credit hours of the required courses have been successfully completed.
It is the student’s responsibility to see that all requirements for graduation are met.
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212
M A S T E R O F B U S I N E S S A D MI N I S T RA T I O N The Master of Business Administration (MBA) program is designed to meet the needs of business professionals in the dynamic Charlotte area and Southern Piedmont region. The MBA program consists of 36 credit hours (12 courses) and is an evening program based at the Wingate University main campus in Wingate, NC. The MBA program is tailored for working professionals. Since most students in the program have had professional experience, the program is able to accentuate business theory and skills with a practical application emphasis. The program offers a carefully chosen group of courses to give students a wide exposure to the key areas of business administration. In addition to the core curriculum courses that all students take, students choose one concentration from the following five areas of concentration: data analytics, corporate innovation, health care management, project management, and general management. ADMISSIONS POLICIES An application for admission to the MBA program may be obtained by contacting the MBA Program Office. You may also visit our website at https://www.wingate.edu/graduate-programs/master-of-businessadministration. Applicants for admission must hold a baccalaureate degree from an accredited institution. Applicants must submit a portfolio of information to the MBA Program Office at the address above. A complete admission portfolio includes: • • • •
Completed online application Current resume Official transcripts from all colleges and universities attended Official GMAT or GRE scores are optional
Portfolios will be evaluated to determine entrance into the program. The strength of each portfolio will be evaluated based on the evaluation of undergraduate transcript(s) and GPA, official GMAT or GRE scores (optional), and professional work experience. PREREQUISITES FOR ADMISSION Although an undergraduate business degree is not required for admission to the MBA program, specific course material is required. Wingate University offers an MBA prerequisites course sequence (Business 541-544). The courses are offered to students in the MBA program who need some or all of the prerequisites. It is especially geared for those students who did not graduate with a business undergraduate degree. The courses carry a total of eight (8) undergraduate credit hours (2 credits per module), and will not count towards the graduate GPA. Students may also take and pay for only the specific Business 541-544 course modules required on a pro-rated basis. A grade of “C” must be earned on all Business modules in order to satisfy the applicable prerequisite. Students who have already taken the prerequisites must demonstrate mastery of the material normally taught in the following courses by presenting a transcript showing that the course has been completed with a grade of “C” or better. Applicants should consult with the MBA Program Office for questions regarding prerequisite eligibility based on specific course work taken, or options such as the Business 541544 courses to satisfy any prerequisites that may be needed prior to entry into the program • • • • • • • • •
Principles of Financial Accounting Principles of Managerial Accounting Principles of Microeconomics Principles of Macroeconomics Principles of Management Principles of Marketing Principles of Finance Business Statistics Mathematics (College Algebra or Calculus)
(Students should be familiar with computer spreadsheet and word processing programs.)
GRADUATE MANAGEMENT ADMISSION TEST (GMAT) The Graduate Management Admission Test (GMAT) is optional. Applicants may request that their official GMAT test scores be sent to the Wingate University MBA program by using the institutional code OOG-NM-57. Test scores earned more than five years prior to the date of application will not be accepted. You may obtain information regarding the GMAT at www.mba.com. GRADUATE RECORD EXAMINATIONS (GRE) The Graduate Record Examination (GRE) is optional. The Wingate University GRE institutional code is 5963. Test scores earned more than five years prior to the date of application will not be accepted. You may obtain information regarding the GRE at www.ets.org/gre. APPLICATION Applications are available at https://www.wingate.edu/graduateprograms/master-of-business-administration. You may also submit the supporting documents via mail. Please contact the MBA Program Office for details. CURRICULUM The MBA curriculum consists of a total of 12 three credit courses (36 total credits), which consists of 10 core courses, and two concentration courses. Students must complete all 10 core courses, and choose one area of concentration, from which the two additional concentration courses are chosen. The nature of many of the courses listed in the following section requires that a series of prerequisite courses be taken. For specific information regarding the prerequisites required for each course, consult the course descriptions provided subsequently in this catalog. Any exceptions to the required prerequisites must be approved in advance by the Dean of the Porter B. Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs. The following is a listing of the MBA courses: CORE COURSES Requirements BUS 602: Legal Environment of Business BUS 603: Business Ethics BUS 611: Managerial Economics BUS 612: Organizational Management BUS 613: Managerial Accounting BUS 615: Quantitative Data Analysis BUS 622: Marketing Management BUS 623: Financial Management BUS 624: Management in a Global Marketplace BUS 631: Business Strategy Total Minimum Hours
Credits 3 3 3 3 3 3 3 3 3 3 30
CONCENTRATION COURSES CORPORATE INNOVATION This concentration will focus on managing innovation and technology in order to develop competitive advantage from a corporate perspective. Requirements Credits BUS 660: Corporate Innovation 3 BUS 661: Technology & Innovation Management 3 Total Minimum Hours 6 DATA ANALYTICS This concentration will focus on developing the ability to access, mine, and extract data from information databases, enterprise data warehouses, and other sources; to analyze, interpret, and extract meaning from raw data and leverage applicable specialized data analytics software and other tools with a focus on real world applications; and to translate, optimize, and present data in order to drive optimal business decisions. Requirements Credits BUS 690: Data Analytics 3 BUS 691: Business Intelligence Applications 3 Total Minimum Hours 6
Wingate University Academic Catalog 2026-2027
213 HEALTHCARE MANAGEMENT
GRADING POLICY
This concentration will focus on development of health care management expertise through relevant, real-world oriented health care course content, including the health care system, financial and legal issues, and health care strategy. Requirements Credits BUS 670: Health Care Systems Management 3 BUS 671: Financial & Legal Issues in Health Care 3 BUS 672: Health Care Strategic Management* 3 Total Minimum Hours 9 *Note: For the Health Care Management concentration, BUS 672 replaces BUS 631 (Business Strategy) from the core curriculum.
No more than two MBA courses with a grade of “C” will be applied toward graduation. Students have the option of repeating courses for which grades of “C” or lower are received. The most recent grade is used in the calculation of the GPA and credits earned. Any student who receives a grade of “F” in a course maybe be subject to dismissal from the program.
PROJECT AND PROGRAM MANAGEMENT This concentration will focus on effective leadership and management of the project and program management process. Requirements Credits BUS 680: Project/Program Management Fundamentals 3 BUS 681: Project/Program Management Leadership 3 Total Minimum Hours 6 GENERAL MANAGEMENT Requirements Students may choose any two courses from any of the proposed concentrations, with the exception of BUS 672 (subject to prerequisites).
Credits 6
D U A L -D E G R E E P R O G R A M — P H A R M D/MBA Students enrolled in the Wingate University School of Pharmacy have the opportunity to work toward completing the MBA degree while enrolled in the School of Pharmacy. The MBA program is also available to practicing pharmacists. Interested pharmacy students or practicing pharmacists should contact the Assistant Dean of Graduate Business Programs for additional information regarding the application process and specific program requirements. Business 603 (Business Ethics) is not required for Wingate University pharmacy students enrolled in the MBA program, and may not be required for practicing pharmacists depending upon the specific pharmacy curriculum. For financial aid purposes, the PharmD/MBA curriculum at Wingate is not considered a dual-degree program. As a result, you are not eligible to receive financial aid for your MBA coursework. Students wishing to pursue a Master’s in Business Administration (MBA) degree simultaneously with the Doctorate of Pharmacy are awarded financial aid based upon their enrollment in the Doctorate of Pharmacy Program. These two programs are not integrated as one degree and therefore aid is awarded to the higher degree level program, providing the most benefit to the student.
Students are expected to maintain a 3.00 GPA in the MBA program. Students who fall below 3.00 GPA are placed on academic probation and may be subject to dismissal from the program. Students on probation are evaluated each semester. Attaining a B or better in all subsequent coursework ensures your continuation in the program.
A C A DE MI C P O L I C I E S STUDENT GRIEVANCES AND APPEALS Any grievances and appeals must be made in writing and submitted to the Dean of the Porter B. Byrum School of Business who will consult with the Assistant Dean of the Graduate Business Programs. The student will be informed of all resulting decisions. STUDENT STATUS Graduate business students have status in one of four categories: REGULAR: Applicants whose portfolios meet admission requirements and who have completed all program prerequisites. PROBATIONARY: Probationary status will be used only in exceptional cases at the discretion of the Admissions Committee. Probationary students may begin coursework. At the completion of six (6) credit hours, status will be evaluated. To be upgraded to regular status, probationary students must have received a “B” or better in graduate courses at Wingate University. Those who do not meet this requirement will be subject to dismissal from the program. This status is also assigned to students on academic probation. SPECIAL: A student who is required to complete all or part of the prerequisite course(s) or a non-matriculating student requesting transfer credit to another institution will be considered special status. INACTIVE: A student whose file is inactive longer than one calendar year must reapply for admission prior to enrolling in graduate courses. TRANSFER CREDIT A maximum of nine semester hours of graduate transfer credit may be applied to the MAC or the MBA degree when all of the following conditions are met: • •
CLASS SCHEDULE During fall and spring semesters, courses take place from 6:00 p.m.– 8:45 p.m. one night per week. Summer sessions take place twice weekly for a six-week period typically from 6:00 p.m. to 9:15 p.m. A typical course load is two courses per semester for students who hold full-time jobs. PROGRAM COMPLETION In order to receive the MBA degree from Wingate University, students must meet the following requirements: • • •
• •
An overall cumulative GPA of 3.00 or higher. No more than two grades of “C” have been received. 36 credit hours of required courses have been successfully completed, which includes 30 core credit hours and 6 concentration credit hours. Completion of the program occurs within six years from the date of enrollment. Must pass the Educational Testing Service (“ETS”) Major Field Test for MBA.
• •
The credit has been earned at an accredited institution within six years prior to the application date to Wingate University. Transfer courses are approved by the Dean of the Porter B. Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs. Individual course grades are “B” or better. The courses directly satisfy a program requirement as determined by Wingate University.
Individual courses, again, not to exceed the original nine (9) hours, may be taken at another school if Wingate is not currently offering the course. Each course must be approved in advance by the Dean of the Porter B. Byrum School of Business in consultation with the Assistant Dean of Graduate Business Programs. Inasmuch as Wingate now offers every course every year, it is rare this case would apply. NOTE: The final six hours of coursework must be completed at Wingate University.
It is the student’s responsibility to see that all requirements for graduation are met.
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214
L L O Y D A N D G E O RG I A T H A YE R S C H O O L O F E D UC A T I O N Dean: Assistant Dean:
Tarra Ellis Janet Jenkins
Associate Professors: Assistant Professors:
Edward Case, Tarra Ellis, Melanie Keel Lucy Arnold, Mary DiCioccio, Danielle Edwards, Janet Jenkins, Brianne Johnson Melinda McCabe
Instructor :
Chair, Graduate Education: Danielle Edwards The graduate education programs at Wingate University are guided by the conceptual framework of The Effective Facilitator of Learning. This conceptual framework is consistent with the mission of Wingate University and with the motto of “Faith, Knowledge, Service.” Teacher Education Programs are conceived in the context of a well-rounded liberal arts education and integrated with the principles of a Christian institution.
G RA D UA T E E D UC A T I O N A C A D E MI C C A L E N D A R MASTER’S AND LICENSURE PROG RAMS FALL 2026 – Session Long Session Long Classes Begin Add/Drop Ends Labor Day Holiday Fall Break – No Classes Thanksgiving Holiday Session Long Classes End FALL 2026 – Session A Session A Classes Begin Add/Drop Ends Labor Day Holiday Incomplete Deadline Withdrawal Deadline Session A Classes End FALL 2026 – Session B Session B Classes Begin Add/Drop Ends Withdrawal Deadline Thanksgiving Holiday Session B Classes End
Master’s Aug. 20 Aug. 20 Sept. 7 Oct. 12-13 Nov. 25-27 Dec.11 Master’s Aug. 19 Aug. 19 Sept. 7 Sept. 21 Sept. Oct. 9 Master’s Oct. 14 Oct. 14 Oct. 19 Nov. 25-27 Dec. 9
Licensure Aug. 20 Aug. 20 Sept. 7 -Nov. 25-27 Dec. 11 Licensure Aug. 19 Aug. 19 Sept. 7 Sept. Sept. Oct. 9 Licensure Oct. 14 Oct. 14 Nov. 19 Nov. 25-27 Dec. 9
SPRING 2027 – Session Long Session Long Classes Begin Add/Drop Ends Martin Luther King, Jr. Holiday Session Long Classes End Certificate Award Ceremony SPRING 2027 – Session A Session A Classes Begin Add/Drop Ends Martin Luther King, Jr. Holiday Incomplete Deadline Withdrawal Deadline Session A Classes End SPRING 2027 – Session B Session B Classes Begin Add/Drop Ends Easter Holiday Withdrawal Deadline Session B Classes End Certificate Award Ceremony
Master’s Jan. 7 Jan. 7 Jan. 18 Apr. 30 -Master’s Jan. 6 Jan. 6 Jan. 18 Feb. 8 Feb. Feb. 26 Master’s Mar. 8 Mar. 8 Mar. 26-29 Apr. 10 Apr. 30 --
Licensure Jan. 7 Jan. 7 -May 6 May 7 Licensure Jan. 6 Jan. 6
SUMMER 2027 – Session Long Session Long Classes Begin Add/Drop Ends Memorial Day Holiday Juneteenth Holiday Independence Day Holiday Session Long Classes End
Master’s May 10 May 10 May 31 Jun. 18 Jul. 5 Aug. 13
Feb. Feb. Feb. 26 Licensure Mar. 8 Mar. 8 Mar. 26-29 Apr. Apr. 30 May 7
SUMMER 2027 – Session A Session A Classes Begin Add/Drop Ends Memorial Day Holiday Withdrawal Deadline Juneteenth Holiday Session A Classes End SUMMER 2027 – Session B Session II Classes Begin Add/Drop Ends Independence Day Holiday Withdrawal Deadline Session II Classes End
Master’s May 17 May 17 May 31 Jun. 11 Jun. 18 Jun. 25 Master’s Jun. 28 Jun. 28 Jul. 5 Jul. 25 Aug. 6
DOCTORAL PROGRAMS FALL 2026 New Student Orientation Classes Begin Add/Drop Ends Labor Day Holiday Incomplete Deadline Withdrawal Deadline Thanksgiving Holiday Classes End Conferral Date SPRING 2027 Classes Begin Add/Drop Ends Martin Luther King Holiday Incomplete Deadline Withdrawal Deadline Easter Holiday Classes End Commencement SUMMER 2027 Classes Begin Add/Drop Ends Memorial Day Holiday Withdrawal Deadline Independence Day Holiday Classes End
DOCTORATE Aug. 8 Aug. 22 Aug. 22 Sept. 7 Sept. 21 Oct. 29 Nov. 26 Dec. 5 Dec. 12 DOCTORATE Jan. 16 Jan. 16 Jan. 18 Feb. 8 Mar. 25 Mar. 27 May 1 May 8 DOCTORATE May 15 May 15 May 31 Jul. 1 Jul. 4 Aug. 14
D O C T O R O F E D UC A T I O N I N E DUC A T I O N A L L E A D E R S H I P (K-12) PROGRAM PURPOSE Our graduates will assume positions as principals, superintendents, and central office administrators. The program is directed to the preparation of practicing school leaders. It is important to emphasize that the Ed.D. in Educational Leadership at Wingate University leading to the superintendent certification will provide a means for candidates to gain content knowledge, pedagogical/andragogical professional knowledge, and skills and dispositions specified by the Educational Leadership Constituent Council as well as the North Carolina Standards for School Executives. Based upon the premises established above, the conceptual framework of Effective Facilitators of Learning for future school and school system leaders will be for individuals who understand and are able to facilitate learning communities that support active learning. We are striving to create graduates who are competent at facilitating the learning process in multiple settings and particularly at the executive level. COHORT EXPERIENCE The Wingate University program in Educational Leadership emphasizes the development of Effective Facilitators of Learning, a goal which demands collaborative decision-making in diverse settings. For this reason, the University has adopted a cohort model for the Ed.S. and Ed.D. concurrent programs. This organizational plan encourages students to develop skills within a learning community that offers support and encouragement. As students develop their knowledge, engage in research, and participate in class discussions, they develop
Wingate University Academic Catalog 2026-2027
215 support systems and professional relationships which may be helpful throughout their professional careers. Student enrollment begin the fall semester of each year.
Curriculum ER 7433: Seminar in Professional Research & Publication ER 7950: Doctoral Dissertation Project – I, II, and III
Credits 3 12
E D .D. A N D E D .S. R E Q U I R E M E N T S
DISSERTATION PROJECT AND PROGRAM COMPLETION
The Wingate University Doctoral Program in Educational Leadership is a 63-credit hour program with 21 hours for coursework/dissertation after completion of the Educational Specialist degree. The Educational Specialist degree itself is a 42-credit hour program within the Ed.D. progression. The program is experiential and requires application of knowledge and skills obtained through varied experiences. The program is based on clinical practice, problem solving and promoting institutional effectiveness in schools, school districts, and educational service agencies. The Ed.S. is based on the successful completion of both the 42 hours of course work and the leadership portfolio. Students interested in a continued pursuit of the Doctor of Education program will complete 9 hours in research methods, quantitative analysis, and writing for publication, and 12 hours in the dissertation seminar. A Portfolio Review of Leadership Competencies will be required for approval to begin the problem-centered dissertation research project. The dissertation defense may not be held until the summer semester of the third year of coursework.
Once a Wingate University doctoral student becomes eligible to enter the dissertation project process, they continue as a candidate into the third year of study. During the following three semesters, each candidate will enroll in a series of research courses and three semesters of doctoral dissertation seminars. The initial semester seminar will be directed, in general, by the Dissertation Chair. Dissertation seminar hours will aid the candidates in focusing their research, completing key sections of the dissertation project, and collaborating with their professional writing group, where applicable.
ADMISSIONS POLICIES AND REQUIREMENTS Students must submit: • Wingate University Online Application for Admissions to the Doctoral Program • One (1) official transcript from each institution attended (post high school) • TOEFL for International students whose first language is not English • Brief vitae (not to exceed 2 pages) • Three (3) letters of professional recommendation describing applicant’s leadership skills (Two letters must come from supervisory or administrative personnel who have had direct experience with the candidate.) • One (1) page letter of intent stating personal professional goals • Copy of professional license(s)
Once a candidate has been approved to continue into the dissertation year, they must remain continuously enrolled in the dissertation course(s). This enrollment ensures that the candidate has full access to research materials and faculty expertise. Candidates should complete and defend by the end of the third semester. However, should a candidate require more time, the candidate must apply for Extended Dissertation Project Status. The Dissertation Committee will monitor the status of any project in this situation. The Graduate Education Department reserves the right to reassign or realign any project which enters an extended status to ensure that the project and data remain timely and relevant. If a candidate continues their research past the three semesters allotted and does not enroll in three (3) hours of extended dissertation seminar each semester, the candidate will be dropped from the program. Candidates must complete their Ed.D. degree within five years of initial program enrollment. This ensures that a candidate's experiences and research are timely and relevant.
D O C T O R O F E D UC A T I O N I N H I G H E R E DUC A T I O N E X E C UT I V E L E A DE RS H I P PROGRAM PURPOSE
https://www.wingate.edu/academics/graduate/education
The Wingate Ed.D. program in Higher Education Executive Leadership is a part-time program for working professionals. Graduates will be prepared for positions as Deans, Vice Presidents and Presidents in institutions of higher education. The program provides both the theoretical and practical applications needed for higher education leaders in the 21st century. The curriculum focuses on four broad areas that will prepare individuals to be successful as university and community college leaders. These are: leadership and organizational development; effective programs and services in higher education; traits of highly successful universities and community colleges; research and a locally developed dissertation project. The Wingate University Doctoral Program in Higher Education Executive Leadership is a 63credit hour program with 21 hours for coursework/Dissertation after completion of the Educational Specialist degree. The Educational Specialist degree itself is a 42-credit hour program.
DEGREE REQUIREMENTS
COHORT EXPERIENCE
Finalists will be invited to participate in the following: • •
An oral interview with faculty committee Completion of a writing sample
ADMISSIONS SELECTION To be considered for admission, all candidates must be licensed, practicing administrators/school leaders. Candidates will be selected in a competitive admissions process. A committee of the Wingate Graduate Education faculty will review all applications and will consider each application based on a variety of factors. These factors include, but are not limited to, professional work experience, grade point average, and performance in the interview and on the writing sample. For additional information please visit our website at:
Curriculum EL 7010: Information Management Systems EL 7032: Communications and Community Relations EL 7061: Systematic Inquiry and Decision Analysis EL 7067: Curriculum and Instructional Leadership EL 7095: Diversity and Global Development EL 7109: Managing Human and Fiscal Resources EL 7127: Education Law, Policy and Ethics EL 7134: Educational Leadership: Theory and Practice EL 7151: Principals in the 21st Century EL 7156: Comprehensive Planning & Program Eval EL 7189: Organizational Development and Change EL 7211: Data Driven Leadership EL 7234: Economics and Education EL 7512: Superintendents and Executive leadership ER 7311: Measurement Techniques in Education ER 7423: Research Design and Data Analysis
Credits 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
The Wingate University program in Higher Education Executive Leadership has adopted a cohort model. This organizational plan encourages students to develop skills within a learning community that offers support and encouragement. As students develop their knowledge, engage in research, participate in class discussions, they develop support systems and professional relationships which may be helpful throughout their professional careers. The Ed.S. is based on the successful completion of both the 42 hours of coursework and the leadership portfolio. Students interested in a continued pursuit of the Doctor of Education program will complete 9 hours in research methods, quantitative analysis, and writing for publication, and 12 hours in the dissertation seminar. A Portfolio Review of Leadership Competencies will be required for approval to begin the problem-centered dissertation research project. The dissertation defense may not be held until the summer semester of the third year of coursework.
Wingate University Academic Catalog 2026-2027
216 PROG RAM REQUIREMENTS Curriculum Foundation Courses: EL 7134: Educational Leadership EL 7189: Organizational Development and Change EL 7010: Information Management Systems EL 7095: Diversity and Global Development EL 7211: Data-Driven Leadership EL 7156: Comprehensive Planning and Program Development Specialized Courses: EL 7128: Higher Education Law and Policy EL 7312: History and Development of Student Services Programs in Higher Education EL 7110: Managing Finance, Budget and Facilities EL 7235: Workforce and Economic Development EL 7033: Community and Government Relations EL 7152: Higher Education in the 21st Century EL 7513: Presidents and Executive Leadership EL 7068: Teaching, Learning, and Student Success Research Courses: EL 7061: Systematic Inquiry and Decision Analysis ER 7423: Research Design and Data Analysis ER 7433: Seminar in Professional Research & Publication ER 7950 Doctoral Dissertation Project – I, II, III Program Total
Credits 18 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 12
24
21
63
ADMISSIONS POLICIES AND REQUIREMENTS Students must submit:
• •
• • •
Wingate University Online Application for Admissions to the Doctoral Program One (1) official transcript from each institution attended (post high school) A Master's degree from an accredited institution (see Definition of Accredited Institutions under Graduate Policies and Procedures). TOEFL for International students whose first language is not English Brief vitae (not to exceed 2 pages) One (1) page letter of intent stating personal and professional goals
Finalists will be invited to participate in the following: • •
If a candidate continues their research past the three semesters allotted and does not enroll in three (3) hours of extended dissertation seminar each semester, the candidate will be dropped from the program. Candidates must complete their Ed.D. degree within five years of initial program enrollment. This ensures that a candidate's experiences and research are timely and relevant.
Students will complete 14 courses (3 hours each) for a total of 42 semester hours. The final 21 semester hours will be earned through a culminating experience called the Doctoral Dissertation Project for a total of 63 hours. A Portfolio Review of Leadership Competencies will be required for approval to begin the problem-centered dissertation research project in the third year of coursework.
•
Once a candidate has been approved to continue into the dissertation year, they must remain continuously enrolled in the dissertation course(s). This enrollment ensures that the candidate has full access to research materials and faculty expertise. Candidates may complete and defend by the end of the third semester. However, should a candidate require more time, the candidate must apply for Extended Dissertation Project Status. The Dissertation Committee will monitor the status of any project in this situation. The Graduate Education Department reserves the right to reassign or realign any project which enters an extended status to ensure that the project and data remain timely and relevant.
An oral interview with faculty committee Completion of a writing sample
ADMISSIONS SELECTION
M A S T E R O F A R T S I N E D UC A T I O N I N E D UC A T I O N A L LEADERSHIP In 2001 the North Carolina Board of Education and the North Carolina Department of Public Instruction began to look at the skills and abilities needed by public school children to be successful citizens and workers in an emerging global economy and the skills needed by educators as well. Since that time, a new set of standards for 21st-century learners has evolved and been adopted by the state of North Carolina. All institutions of higher education who offer this program have been mandated to have their coursework reflect the newly approved 21st-century standards. Wingate established its Master of Arts in Education in Educational Leadership program in 2006 and its revised program was approved by the NCDPI in October 2010. Points of emphasis in the revised program are defined as the following six evidences: positive impact on student learning; teacher empowerment and leadership; community involvement and engagement; organizational management; school culture and safety; and school improvement. These evidences are integrated into the coursework requirements and are manifested throughout the course of study. The previous program portfolio was replaced with a Standards-Based Program Portfolio that reflects an understanding of the current NC Standards for School Executives. Students work with their internship supervisors to complete evidences for this Standards-Based Portfolio. This program qualifies one to earn a North Carolina Class “M” license as a K -12 Master’s competencies’ level regular teacher or supervisor and be eligible to apply for the “P” principal/school administrator license. ADMISSION REQUIREMENTS To be considered for admission to the Master of Arts in Education in Educational Leadership (K–12) program, an applicant must: • •
•
The admission process is a competitive one. Many factors are considered by a committee of the Graduate Education Faculty. The factors include, but are not limited to, professional work experience, grade point average, future professional goals, personal interviews, and quality of writing sample. For additional information please visit our website at: https://www.wingate.edu/academics/graduate/education
• • •
DISSERTATION PROJECT AND PROGRAM COMPLETION Once a Wingate University doctoral candidate becomes eligible to enter the dissertation project process, the candidate may continue into the third year of study. During the following three semesters, each candidate will enroll in a series of research courses and three semesters of doctoral dissertation seminars. The initial semester seminar will be directed, in general, by the Dissertation Chair. Dissertation seminar hours will aid the candidates in focusing their research, completing key sections of the dissertation project, and collaborating with their professional writing group, where applicable.
•
Hold a bachelor’s degree from an accredited college or university Have an undergraduate major in Education or a NCDPI class “A” license (or equivalent) to teach in public schools (three to four years of classroom experience is preferred) Have a 3.00 (“B”) GPA or higher during the last two years of undergraduate work or a 3.00 GPA or higher in the education major Submit an online Graduate Education application form Provide an essay or statement of intent for the MAEd in Educational Leadership program Submit official transcripts of all previous academic work beyond high school. (It is the applicant’s responsibility to have all transcripts sent directly from each institution attended.) Submit copy of teaching license(s)
PROG RAM REQUIREMENTS The Master of Arts in Educational Leadership degree consists of 37 semester hours of 500 and 600 level courses. Field experiences and internships totaling 475 hours are also expectations for successful completion of the MAEd in Educational Leadership program of study. The internships take place after 80 percent of the coursework is completed. The vision of principal as instructional leader incorporates
Wingate University Academic Catalog 2026-2027
217 all essential roles as leader, master teacher, and researcher. As such, the program is organized around these courses: Curriculum Core Courses ED 532: Curriculum Decision-Making (3) ED 535: Action Research (3) Content-Related Courses EDLD 605: Teacher Leadership EDLD 610: The Principalship - Part I EDLD 615: The Principalship - Part II EDLD 620: School Finance and Budgeting EDLD 625: Technology in the 21st Century School EDLD 630: School Law EDLD 634: Measurement and Assessment EDLD 640: Supervision of Instruction EDLD 694: Internship I EDLD 695: Internship II EDLD 696: Internship III Program Portfolio EDLD 697: Program Portfolio (Pass/Fail – no credit) Program Total
Credits 6 3 3 31 3 3 3 3 3 3 3 3 1 3 3 0 0 37
Note: ED 697 portfolio must be submitted electronically when completing one's final internship. If the portfolio is not completed simultaneously or successfully with the final course, then EDLD 697 must be repeated. This portfolio will reflect an understanding and application of the 21st-century standards through a Standards-Based Project and will demonstrate the attributes of a School Executive. PROGRAM COMPLETION Candidates for the Master of Arts in Educational Leadership degree must complete 37 semester hours of coursework in accordance with the overall prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher and no grade below a “B.” A leadership portfolio must be prepared, presented and approved reflecting the cumulative research and coursework experiences of the program. The portfolio is submitted and approved prior to matriculation. Receiving an "F" in any course will result in the student being dropped from the program. Students are allowed up to five years from the date of official acceptance to complete the program.
M A S T E R O F A R T S I N E D UC A T I O N ( K-6)
PROG RAM REQUIREMENTS Curriculum Credits Core Courses 15 ED 531: Research in Educational Trends, Issues, and Best 3 Practice ED 532: Curriculum Decision-Making 3 ED 535: Action Research 3 ED 560: Developing and Demonstrating Teacher Leadership 3 ED 590: Special Topics in Education 3 Content-Related Courses 12 ED 540: Communication within Language Arts Curriculum 3 ED 542: Teaching Problem Solving and Quantitative 3 Reasoning ED 544: Teaching Inquiry, Scientific Literacy & Healthful 3 Living ED 546: Integrating Global Social Sciences & Humanities 3 Assessment and Evaluation 3 ED 552: Assessment & Instructional Intervention Education 3 ED 597: Program Portfolio* (Pass/Fail – no credit) 0 Program Total 30 *ED 597 will be taken at the same time as the final course in the program at no additional charge. The portfolio is submitted electronically and serves as evidence of the student’s understanding and application of 21stcentury competencies. If the portfolio is not completed simultaneously or successfully with the final course, then ED 597 must be repeated. ED 597 may be taken up to three (3) times. PROGRAM COMPLETION Candidates for the Master of Arts in Education degree must complete a minimum of 30 semester hours of coursework in accordance with the prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher. This program leads to the Master of Arts in Education degree with eligibility to apply for graduate level Class “M” licensure in Elementary Education (K–6.) The standards-based Program Portfolio must be submitted and approved to complete the degree program. Receiving an "F" in any course will result in the student being dropped from the program. Students have up to five years from initial acceptance into the program to complete the program.
M A S T E R O F A R T S I N T E A C H I N G (K-6)
The Master of Arts in Education program was established in June 1985 and is designed for the student who has an undergraduate degree in education or license to teach in the public schools. In 1999, Wingate University worked with elementary teachers and an experienced principal to redesign the master’s program. Following the adoption of the new Standards for Graduate Teacher Candidates the program was revised during 2010 – 2011 to focus on the following standards: Teacher Leadership, Respectful Educational Environments, Content and Curriculum Expertise, Student Learning, and Reflection. Key changes include the provision for an elective course, the division of the research course into two courses, allowing for more extensive application of research skills and greater emphasis on action research, and replacement of the Program Portfolio with a Standards-Based Project. The program consists of 30 semester hours leading to the Master of Arts in Education degree with graduate-level (“M”) licensure in Elementary Education (K–6). ADMISSION REQUIREMENTS To be considered for admission to the Master of Arts in Education in Elementary Education program, an applicant must: • Hold a bachelor’s degree from an accredited college or university • Hold an undergraduate major in education or Class “A” licensure to teach in public school; license appropriate for proposed area of graduate study • Have a 3.00 (“B”) GPA or higher during last two years of undergraduate or a 3.0 GPA or higher in the education major • Submit an online Graduate Education application • Submit official transcripts of all previous academic work beyond high school • Submit a copy of teaching license
In 1996, the graduate program in education was extended to include a Master of Arts in Teaching Degree at Wingate University and was revised in 2009 to meet the State of North Carolina’s 21st Century standards for teaching K–6. The program consists of 36-39 semester hours leading to the Master of Arts in Teaching Degree with Class "M" licensure in Elementary Education (K–6). It is designed especially for college graduates with degrees in areas other than education who wish to pursue a career in teaching. Before licensure can occur, students must meet the minimum score requirements for North Carolina on the following required tests: • •
Pearson’s Foundations of Reading (090) Pearson’s Mathematics Subtest (203) OR Praxis CKT Math Subtest (7803)
An official copy of the test scores must be provided to Wingate University. All coursework including practicum and portfolio must be completed prior to licensure. The graduate program focuses on a model of “an effective facilitator of learning.” The 21st century MAT program focuses on the creation of the 21st century educator. In Part 1, this cohort-based program allows the successful candidate to master the initial licensure competencies in a scheduled three semesters of coursework, plus the practicum semester. The practicum should be completed in an accredited public school. The classes in the program require a regular clinical component, which works to help students apply academic knowledge to real classroom situations. ED 500 (a, b, c) must be successfully completed in the first three semesters in order to continue each semester in the Part 1 program. There is no cost for ED 500 as it is graded on a pass/fail basis.
Wingate University Academic Catalog 2026-2027
218 Once students have completed the Practicum and the required licensure tests —they will be eligible to apply for a North Carolina NCDPI initial "A" license to teach K–6. Then they may continue (with a minimum 3.0 GPA in Part 1) into Part 2 where they work toward mastery of the graduate or ‘M’ level competencies in collaboration with working professionals. At the end of the program, students will complete a portfolio and, if successful, be eligible to apply for a graduate or 'M' license in North Carolina. PROG RAM REQUIREMENTS Curriculum Credits ED 500 (a, b, and c): Clinical Field Experiences in Schools 0 (Pass/Fail) ED 501: Foundations of Teaching and Learning in the 21st 3 Century ED 502: Literacy in the 21st Century 3 ED 531: Research in Educational Trends, Issues, and Best 3 Practices ED 532: Curriculum Decision-Making 3 ED 535: Action Research 3 ED 540: Communication within the Language Arts 3 Curriculum ED 542: Teaching Problem-Solving and Quantitative 3 Reasoning ED 544: Teaching Inquiry, Scientific Literacy, and Healthful 3 Living ED 546: Teaching Global Social Studies and Humanities 3 ED 552: Assessment and Instructional Intervention 3 ED 560: Developing and Demonstrating Teacher Leadership 3 ED 595: Practicum 3 ED 597: Program Portfolio* (Pass/Fail) * 0 Program Total 36 *ED 597 is taken at the same time as the final course in the program at no additional charge. If the portfolio is not completed simultaneously or successfully with the final course, then ED 597 must be repeated. ED 597 may be taken up to three (3) times and must be electronically submitted using Canvas. Emphasis will be on developing a StandardsBased Project. PROGRAM COMPLETION Candidates for the Master of Arts in Teaching degree must complete a minimum of 36-39 semester hours of coursework (PLUS any specified co-requisites), including the Practicum, in accordance with the prescribed program of study with an overall grade-point average of 3.00 (“B”) or higher. (See Grading Policy for information on “C” grades and Academic Probation). A professional portfolio that reflects representative experiences and activities in all coursework must be submitted electronically and approved to complete the program. Receiving an "F" in any course will result in the student being dropped from the program.
PRACTIC UM AND LIC ENSURE Candidates for the Master of Arts in Teaching Degree must complete Education 595, a supervised practicum experience in an assigned K–6 classroom (analogous to student teaching in traditional undergraduate teacher education program). The practicum is designed to provide an indepth internship to graduate students who have minimal to moderate teaching experiences but do not hold a teaching license. The student teaching practicum is a state requirement for initial licensure in North Carolina. Students will have scheduled meetings with their professor. Students will complete their Practicum after completion of the first six courses. The remaining five courses will be taken after the Practicum has been completed. This allows students to apply for a NCDPI “A” license (making one eligible for a teaching position) while completing the requirements for a master’s degree. This practicum allows the graduate student to complete the licensure process. All MAT students must successfully complete the practicum and submit scores on the Pearson tests — Foundations of Reading (SA090), Pearson’s Mathematics Subtest (203) OR Praxis CKT Math Subtest (7803) before they will be eligible for licensure. All candidates seeking licensure must submit electronic evidences of the completion of the standards for initial licensure as specified in the teacher education handbook. (Specific details and expectations are outlined in the Student Teacher Practicum Handbook).
A D D - O N L I C E N S U RE F O R S C H O O L A D MI N I S T RA T I O N (K-12) The Add-On Licensure Program for School Administration K–12 is designed to provide those students holding a Master’s Degree in Education and a NCDPI class “M” or equivalent licensure an opportunity to become licensed to work as principals in North Carolina. Particular emphasis is on the current set of standards recently adopted by the North Carolina Department of Public Instruction. The goal for these standards is to produce skills that result in practitioners becoming successful in facing the challenges of the 21st century as well as those of a growing global economy. There are six points of emphasis: positive impact on student learning; teacher empowerment and leadership; community involvement and engagement; organizational management; school culture and safety; and school improvement. These evidences are integrated into the coursework requirements and are manifested throughout the course of study. In addition, the old program portfolio has been replaced with a Standards-Based Program Portfolio that reflects understanding of the current NC Standards for School Executives. Students work with their internship supervisor to complete this Standards-Based Program Portfolio. ADMISSION REQUIREMENTS To be considered for admission to the Add-On Administrative Licensure Program, an applicant must: • •
Students are allowed up to five years from the date of official acceptance to complete the program.
•
For Licensure, students are required to take and pass the licensure tests (see above), and any other requirements of NCDPI.
•
ADMISSION REQUIREMENTS
•
To be considered for admission to the Master of Arts in Teaching Program in Elementary Education (K–6), an applicant must: • • •
• •
Hold a bachelor’s degree from an accredited college or university Submit an online Graduate Education Application form Submit official transcripts of all previous academic work beyond high school. It is the applicant’s responsibility to have all transcripts sent directly from each institution attended. Have a cumulative GPA of 2.70 or higher on a 4.00 scale on all post-secondary academic coursework Be accepted by the Graduate Education Programs Admissions Committee
• •
Hold a Master's degree from an accredited college or university Have a graduate degree in education or related field and NCDPI Class “M” or equivalent licensure to teach in the public schools Have a 3.00 (“B”) GPA or higher in previous graduate education program Submit a completed Wingate University Graduate Education application form Submit official transcripts of all previous academic work beyond high school. It is the applicant’s responsibility to have all transcripts sent directly from each institution attended. Provide an essay or statement of intent for the Add-On Licensure program Submit copy of teaching license(s)
PROG RAM REQUIREMENTS Curriculum Content-Related Courses* EDLD 605: Developing and Demonstrating Teacher Leadership EDLD 610: The Principalship – Part I EDLD 615: The Principalship – Part II EDLD 620: School Finance and Budget EDLD 630: School Law
Wingate University Academic Catalog 2026-2027
Credits 22 3 3 3 3 3
219 Curriculum Credits EDLD 694: Internship I (Summer only) 1 EDLD 695: Internship II (Academic year only) 3 EDLD 696: Internship III (Academic year only) 3 Assessment and Evaluation 0 EDLD 697: Program Portfolio** (Pass/Fail – no credit) 0 Program Total 22 *Candidates with a NCDPI Class “M” license in Counseling, Social Work, etc., (non-classroom) are required to take two additional courses unless they have teaching experience: ED 532: Curriculum Decision Making (3 credits) EDLD 640: Supervision of Instruction **EDLD 697 must be submitted electronically and submitted at the same time as the final internship is completed. Beginning in the fall of 2011 the portfolio became a Standards-Based Program Portfolio reflecting an understanding of Standards for School Executives. If the portfolio is not completed simultaneously or successfully with the final internship, then EDLD 697 must be repeated. PROGRAM COMPLETION Students in the Add-On Licensure Program for School Administration K–12 are required to complete a minimum of 22 semester hours in accordance with the prescribed program with an overall grade point average of 3.00 (“B”) or higher and no grade below a “B”. Students will complete 475 hours of internship work in appropriate/approved educational placements after coursework is completed. Students also develop a leadership portfolio reflecting related coursework and practice. The portfolio is submitted and approved prior to matriculation. Receiving an "F" in any course will result in the student being dropped from the program. Candidates with a NCDPI Class “M” license in Counseling, Social Work etc., who do not have a teaching license must also complete the following courses to satisfy the requirements of the program: ED 532: Curriculum Decision Making and EDLD 640: Supervision of Instruction. Completion of the School Administration K–12 licensure program will lead to a NCDPI Class “M” level license. Students are allowed up to five years from the date of official acceptance to complete the program.
C O M MO N E L E ME N T S O F T H E G R A D UA T E E D UC A T I O N P RO G RA MS ADMISSION Wingate University's Graduate Education programs admit a new cohort of students each summer (Add-On program only) and fall. All applications for summer admission (Add-On program) must be fully completed each year by April 30th. All applications for fall admission must be fully completed no later than July 15th of each year. A student is admitted with full acceptance if they have submitted and satisfactorily met the requirements for admission to the program for which they applied. Admission can be granted with provisional status by the Graduate Education Program Admission Committee if the application materials are not complete. However, the missing information must be completed within the first six credit hours of the program. A student provisionally admitted is missing one or more of the requirements for admission. If admitted to the program on provisional status, the student must make no less than a “B” on the first six hours of coursework attempted and can only take up to six hours of coursework before completing the requirements. If the student admitted on provisional status makes less than a “B” on the first six hours of coursework, the student will not be able to register for courses the following semester. To continue in the program after that time, the student must submit a written request to the Interim Dean of the School of Education. The appeal must be received at least one month prior to the term for which the student wishes to enroll. If a student is denied regular or provisional admission, they may request special admissions consideration by writing to the Interim Dean of the School of Education at least one month prior to the semester for which the student is seeking admission. Students have up to five years to complete their program of study and earn their degree/certification.
READMISSION POLICY Students have up to five years to complete their program of study and earn their degree/certification. Students who take a leave of absence (of no more than one year), or fail to maintain continuous enrollment, must apply for readmission. To apply for readmission, a letter of request to return and a new online application must be submitted. The readmission application is reviewed by a School of Education Faculty Committee. The student will be notified in writing of the committee’s decision. The fiveyear timeline for completion of the program is still in effect. Students who have not been enrolled for more than a year, must submit the following for consideration of readmission: • • • • •
A new application A letter of request to return A current curriculum vita A copy of current professional license(s) Official transcripts from any institution that was attended after exiting a Wingate University program
The request and all materials will be reviewed by a School of Education Faculty Committee. If the committee makes the decision to readmit, the student may need to repeat a course(s) if the committee determines that course content is outdated. Some consideration may be given to the applicant’s current status in the field of education with regard to outdated course content. The student will be notified in writing of the committee’s decision. All students applying for readmission, must have left the program in good academic standing. Students who are dismissed from a program for poor academic performance or academic misconduct are not eligible for readmission. ADVISING Wingate University is committed to providing academic advice and personal guidance for its students. Each student has an advisor who helps plan the student’s academic program and meets with them throughout the program. Students who are admitted into the MAT, MAED, EDLD or Add-On program will be introduced to their advisor at the beginning of their coursework. For doctoral students, the chairperson for their dissertation will serve as the advisor. Wingate University values student input and uses that information as part of our ongoing evaluation and assessment of the program(s). Advisement conferences provide an opportunity for such an exchange of information. ATTENDANCE Class attendance is a student's obligation, and a student is responsible for all the work, including tests and written work, of all class meetings. Regular attendance in online courses is expected throughout the length of the term. Students who do not submit any academic assignment (such as a course requirements checklist, a quiz, an exam, written paper or project, discussion board post, or other academic activity) the first week of the class will be dropped from the course. Students who desire to reengage in the class need to contact the instructor to provide evidence of an excused absence and to find out if it is possible to make up missed work. A student who requests and is added back to an online class will be considered as completing an academic activity. It is the student’s responsibility to make up all missed work. Each syllabus contains the grade deductions for missed classes and the procedure to request a waiver for an absence. Doctoral candidates who have been approved to continue into the Dissertation year must maintain continuous enrollment while completing their Dissertation project. GRADING POLICY MASTER’S PROGRAMS Students have the option of repeating a course for which grades of “C” or lower are received. However, no more than one course with a grade of “C” will be applied toward graduation for the Master of Arts in Education in Elementary Education, the Master of Arts in Teaching, the Master of Arts in Education in Educational Leadership or the Add-on
Wingate University Academic Catalog 2026-2027
220 Licensure program. The maximum number repeats for a single course is two. The last grade earned counts in calculating the GPA and credits earned, although all grades are recorded on the transcript.
the student to show that the grade awarded was arbitrary and capricious, irrational, made in bad faith, or contrary to constitution or statute. When, in the opinion of the Interim Dean, the student fails to show reasonable cause for further investigation, the Interim Dean may deny the appeal without further action. If the Interim Dean is the professor in concern, the appeal shall be taken to the Graduate Education Academic Appeals Committee.
All repeated courses must be taken in the Wingate University Graduate Program. Any grade of “F” for coursework will be cause for dismissal from the program. DOCTORATE PROGRAMS All courses completed for the Ed.D. programs must be completed with an “A” or “B.” A course resulting in a “C” is unacceptable for graduation and as such needs to be retaken. Upon receiving a “C” for a course, the student is placed on academic probation. A repeat grade of “C” in a second course will result in the student being dropped from the program. Students are only allowed one “C.” More than one will result in removal from the program. Courses with a grade of “F” will also result in the student being withdrawn from the program.
4.
When, in the opinion of the Interim Dean, a student’s appeal raises reasonable doubt as to whether the grade was correctly assigned, the Interim Dean shall seek to mediate the dispute between the student and the professor. The process shall include several meetings: one between the student and the Interim Dean; one between the professor and the Interim Dean; and a final meeting with the Interim Dean, the student and the professor all in attendance. If the professor refuses to accept mediation or if the mediation effort is unsuccessful, the Interim Dean shall request that the case be submitted to the Graduate Education Academic Appeals committee for investigation.
5.
The Graduate Education Academic Appeals committee, upon receiving a grade appeal, shall carry out a thorough investigation in such a manner as it may deem appropriate. Within seven (7) calendar days of receiving the request from the assistant dean, the committee shall submit to the Dean of the School of Education its findings in the case, including its recommendations concerning the appropriateness of a grade change. If the committee recommends a change, it shall recommend the specific letter grade that should be awarded in the case. Upon recommendation of the Graduate Education Academic Appeals committee, the Interim Dean shall have the authority to request the Registrar to change the grade on the student’s permanent academic record. The decision of the Graduate Education Academic Appeals committee shall be final. The Registrar will inform the student and the professor involved of the result of the grade appeal.
All courses to be repeated must be retaken in the Graduate Education Program at Wingate University. GPA MAINTENANCE Master’s and Doctoral level students are expected to maintain a 3.0 GPA in the Graduate Education Programs. Students who fall below 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Interim Dean of the Thayer School of Education and/or the Graduate Education Department Chair. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, they will not be permitted to register for classes for the next term. To continue in the program after that time, they must submit a written appeal to the Interim Dean of the Thayer School of Education. The appeal must be received at least one month prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only one time. If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program. Reports of progress are kept by the University on all students. Updated grade reports are available online via Workday one week after exams have ended. STUDENT GRIEVANCES AND APPEALS Student grievances and appeals regarding matters other than admission are decided upon by the Dean of the School of Education. Any grievances and appeals must be made in writing and submitted to the Dean of the Thayer School of Education at least one month before a decision on the matter may be expected. The student will be informed in writing of the Dean’s decision. GRADE APPEALS A student who believes that his or her final grade in a course has been assigned incorrectly may appeal that grade through the following procedure: 1.
The process of appeal must be initiated by the student no later than one (1) week (7 calendar days) after the end of the term for which the grade was awarded.
2.
The first level of appeal for a student who is dissatisfied with a grade he or she has received is directly to the professor who assigned the grade. In a direct, personal interview the student should explain the basis for his or her dissatisfaction and the professor should explain the basis for the grade. If the professor is no longer employed at Wingate University, the student may proceed directly to #3.
3.
If, after the interview described in #2, a student is still dissatisfied with the grade assigned, a formal grade appeal must be initiated by the student to the Interim Dean of the School of Education (email will suffice) no later than five (5) calendar days of meeting with the professor (or within one week of the end of the term as in #1, if the professor is no longer employed at Wingate University). The written statement should contain the reasons for his or her dissatisfaction and the specific remedy he or she regards as fair and reasonable. The burden of proof is on
PROFESSIONAL AND ACADEMIC CONDUCT VIOLATIONS This Policy adopts and incorporates by reference the Wingate University Code of Community Standards policies and procedures. In the event the Wingate University Code of Community Standards policies and procedures are inconsistent with, or conflict with, any applicable accreditation standards or any other policies herein, the policies herein shall supersede the Wingate University Code of Community Standards policies and procedures. All students matriculating into any Graduate Education program implicitly and personally subscribe to Wingate University’s Honor Code and Code of Community Standards in accepting admission. Each student is responsible for his/her own integrity, and is likewise responsible for reporting possible violations of the Code by others. The faculty shall take all reasonable steps to prevent violations of the Honor Code and Code of Community Standards. And each faculty member likewise is responsible for reporting possible violations. The following are examples of conduct for which disciplinary action may be taken. These are merely examples and are not to be considered all inclusive. •
Dishonesty which includes, but is not limited to, gaining unauthorized access to an examination or to obtain unfair advantage, using unauthorized sources of information during an examination, assisting a fellow student in committing an act of cheating, collaborating on assignments without explicit permission of the instructor, entering an office or building to obtain unfair advantage, taking an examination for another candidate, or altering grade reports.
•
Plagiarism, which is using, stating, offering, or reporting as one’s own, an idea, expression, or product of another without the proper credit to its source. As defined by Webster, plagiarism is “an act or instance of stealing or passing off the ideas or words of another as one’s own, using a created production without crediting the source, or presenting as new and original an idea or product without crediting the source, or presenting as new and
Wingate University Academic Catalog 2026-2027
221 original an idea or product derived from an existing source” (Webster’s Collegiate Dictionary). A direct quote should be cited and placed in quotation marks. However, the student should also know that if the ideas of others are used, these must be referenced or the student is guilty of an act of plagiarism. •
A student who witnesses any of the above or who is approached with an offer to gain unfair advantage is obligated by the Honor Code and Code of Community Standards to report that violation to the appropriate authority. Failure to do so may result in disciplinary action.
It is the policy of the Graduate Education program that acts of plagiarism or any other acts of academic dishonesty on any assignment, quiz, or examination, will result in a grade of zero (0) and other sanctions. The grade and incidents of cheating will be reported to the Interim Dean for possible additional sanctions. The process for the disposition of allegations of academic misconduct is delineated below. REPORTING AND INVESTIGATING SUSPECTED VIOLATIONS OF THE CODE Possible violations of the Honor Code and Code of Community Standards should be reported by any source to the faculty member of the course or the faculty member who is supervising the activity involved. The faculty member should report the claim, in writing, to the office of the Interim Dean of the School of Education within three (3) days of the violation occurring. The Interim Dean’s Office will be responsible for a preliminary investigation regarding the validity of the charge. (Allegations of disability-related harassment or discrimination, however, should be reported in accordance with, and will be investigated in accordance with, the University’s Student Disability Grievance Procedure.) The charges and any preliminary findings will be communicated, in writing, to the accused student(s) within two (2) days of receiving the claim. The Interim Dean will assign the violation incident and supporting documentation to a Professional and Academic Conduct Review Committee comprised of full-time School of Education faculty. The committee may request additional information. For any infraction, students may be called to appear before the Professional and Academic Conduct Review Committee. Failure of the student to appear, if invited, will not stop review proceedings. The Professional and Academic Conduct Review Committee will meet within 3-5 days to review all supporting documentation from the preliminary investigation. All committee meetings will be closed sessions as students' confidentiality is a priority. Committee deliberations and voting will be private. If the student(s) has/have been present they will be excused for the deliberation and voting process. Disciplinary action will be determined by a simple majority vote. Possible recommended sanctions include, but are not limited to: Grade Adjustment • Receiving an “F” on the course assignment • Receiving an “F” on the overall course Letter of Reprimand • Letter of notice that the student has had a breach in their professionalism contract Probation • Period of specified time after the initial infraction when further violations may result in more severe sanctions such as suspensions or dismissal Suspension • Temporary separation from the school with conditional readmission Dismissal • Permanent separation from the school Other discretionary sanctions based upon committee discussion and/or consultation with the Interim Dean Within 48 hours of the review meeting, the Professional and Academic Conduct Review Committee will provide a final disciplinary action recommendation to the Interim Dean for formal, written sanction imposition. Recommendations shall be based on the severity of the infraction and may include more than one sanction. The Interim Dean
of the School of Education will provide a formal, written sanction to the student(s) within 48 hours of receipt of the Professional and Academic Conduct Review Committee recommendations. All final sanctions will be kept in the student’s file. A student may appeal any findings or sanctions to the Interim Dean, in writing, within seven (7) days of being notified of the sanction. Appellate grounds will be limited to: (1) bias, (2) newly discovered evidence that was not reasonably available at the time of the initial determination, or (3) a procedural mistake. All appeals will be heard by the Wingate University Graduate Affairs Committee Appellate Board within seven (7) days of receipt of the request for appeal. TRANSFER CREDIT A student may be permitted to transfer credit from another accredited graduate school. Wingate University will consider transfer provided the credit was gained during the five-year period preceding admission, and provided each course has a grade of "B" or better. Wingate University will accept up to the following number of credits for each program: • • •
Add-On Licensure – three semester hours or one course Master's degrees – six semester hours or two courses Doctoral degrees – nine semester hours or three courses
For students applying to the Doctor of Education in Higher Education Executive Leadership Program who have completed a South Carolina Community College Leadership Academy certificate, 12 semester hours will be accepted. Any student seeking transfer credit must initiate this action with the Academic Advisor in the Graduate Education Programs. The student must submit the course description and course syllabus for the course taken at another university along with the official transcript. This should be done before proceeding with his/her course of study. The Graduate Education Programs Admission Committee will evaluate the information and make the decision. If approved, the student will be given the "transfer credit for course" form, which must be completed before credit can be granted. Since our graduate programs are portfolio based, it should be noted that if a course transferred does not have a portfolio requirement, it will be necessary for the student to complete a portfolio entry that is in keeping with that required in the comparable Wingate University course as a component for completion and credit for EDLD 697 for EDLD and EDLD Add-on students or ED 597 for MAEd or MAT students. The student works with the instructor of the course to satisfy the requirement. All portions must be completed by the time students finish their coursework.
SCHOOL OF SPORT SCIENCES Dean:
Brandy Clemmer
Professors: Associate Professors:
John Acquaviva, Jennifer Bond Brandy Clemmer, Christi DeWaele, Christopher Harrist, Daniel McLaughlin, Traci Napolitano, William Steffen Heather DeLangie, Nicholas DeLangie, Sean Krysak Callie Phillips
Assistant Professors: Instructor:
Director of Graduate Program:
Christi DeWaele
T H E M A S T E R O F A RT S I N S P O RT M A N A G E ME N T The Master of Arts in Sport Management (MASM) was developed and established by the School of Sport Sciences at Wingate University in May 2006. This program is designed for students who have earned an undergraduate degree in any field and aspire to work in the sport industry. MASM program graduates will learn and develop skills in sport marketing and sponsorship, financial management, event and facility management and legal aspects of sport. Program graduates will be prepared for managerial roles in several facets of the sport industry.
Wingate University Academic Catalog 2026-2027
222 MASM A C A D E M I C C A L E N D A R
TRANSFER CREDIT
FALL 2026 – Session A Session A Classes Begin Add/Drop Ends Labor Day Holiday Incomplete Deadline Withdrawal Deadline Classes End & Final Exams
Aug. 19 Aug. 25 Sept. 7 Sept. 21 Sept. 24 Oct. 9
FALL 2026 – Session B Session B Classes Begin Add/Drop Ends Withdrawal Deadline Thanksgiving Holiday Classes End & Final Exams Conferral Date
Oct. 14 Oct. 20 Nov. 19 Nov. 25-27 Dec. 9 Dec. 12
SPRING 2027 – Session A Session A Classes Begin Add/Drop Ends Martin Luther King Holiday Withdrawal Deadline Classes End & Final Exams
Jan. 6 Jan. 12 Jan. 18 Feb. 11 Feb. 26
SPRING 2027 – Session B Session B Classes Begin Add/Drop Ends Graduation Applications due for December Easter Holiday Withdrawal Deadline Classes End & Final Exams Commencement
Mar. 8 Mar. 14 Mar. 17 Mar. 26-29 Apr. 9 Apr. 30 May 8
SUMMER 2027 – Session I Session I Classes Begin Add/Drop Ends Withdrawal Deadline Juneteenth Holiday Classes End & Final Exams
May 17 May 23 Jun. 11 Jun. 18 Jun. 25
SUMMER 2027 – Session II Session II Classes Begin Add/Drop Ends Independence Day Holiday Withdrawal Deadline Classes End & Final Exams
Jun. 28 Jul. 4 Jul. 5 Jul. 23 Aug. 6
'
ADMISSIONS REQUIREMENTS Wingate University’s MASM program has rolling admissions for three semesters — fall, spring and summer (each has two 8-week sessions). A student is admitted with full acceptance if he/she has submitted and satisfactorily met the requirements for admission to the program. In order to be considered for admission to the Master of Arts in Sport Management program, an applicant must: • •
• •
Complete the online application Hold a bachelor's degree from an accredited college or university with an overall 2.9 GPA or higher during undergraduate work. Official transcripts must be received directly from all postsecondary colleges or universities attended. Provide three (3) recommendations from organizational leadership or faculty personnel Provide an essay of intent for applying to the MASM program
All transcripts should be mailed to: Wingate University Attn: Randy Taylor P.O Box 159 Wingate, NC 28174 Email: masmadmissions@wingate.edu
A student may be permitted to transfer credit from another accredited graduate school. Wingate University will consider transfer of up to six (6) credit hours of appropriate graduate course credit for the Master of Arts Degree(s), provided the credit was earned during the four-year period preceding admission with a minimum final course grade of “B” or better. Any student seeking transfer credit must initiate this action with the Academic Advisor and/or the Program Director. The student must submit the course description and course syllabus for the course taken at another university along with the official transcript. This process should be completed prior to beginning a student’s course study. The MASM Program Committee will evaluate the information and make the decision. If approved, the student will be given the "Transfer Credit for Course” form which must be completed before credit can be granted. MASM ADVANTAGE PROGRAM Wingate undergraduate students may apply for this program during the spring of their junior year. Students must have a 3.0 GPA or higher in order to apply and be admitted. After being fully admitted to the dual-degree program, undergraduate students take up to six (6) credit hours in the MASM program during their senior year. Typically, the course sequence will consist of one course in the fall and one course in the spring of their senior year. Up to six (6) credit hours of graduate level courses will be counted as degree-applicable even if the student has no electives left in the undergraduate program of study. For students with remaining elective hours, up to six (6) credit hours of graduate level courses can be counted as part of their undergraduate degree. PROG RAM REQUIREMENTS Curriculum Credits Sport Management Core 21 MASM 535: Sport Research 3 MASM 555: Sport Economics and Finance 3 MASM 559: Sport Venue and Event Management 3 MASM 561: Sport Law and Ethics 3 MASM 591: Organization and Administration of Sport 3 MASM 600: Social Issues in Sport 3 MASM 620: Sport Management Internship/Approved 3 Elective Specialization (Choose One Track) 9 Sport Leadership and Coaching Education MASM 615: Psychology of Coaching 3 MASM 616: Theory of Coaching 3 MASM 618: Athlete Development and Ethics in Sport 3 Sport Marketing MASM 553: PR and Social Media in Sport 3 MASM 557: Sport Marketing and Promotion 3 MASM 558: Sport Sales and Sponsorship 3 Athletic Administration and Compliance MASM 572: NCAA Compliance and Administration 3 MASM 574: College Athlete Development and Wellness 3 MASM 576: Fundraising and Development in College 3 Athletics Program Total 30 INTERNSHIP The MASM internship is an integral part of the entire graduate education experience. Students have the opportunity to apply skills learned in the classroom, gain practical work experience, learn new skills, and develop professional contacts in the sport field. A student interested in completing the Sport Management Internship must meet with the Program Director by the mid-point of the semester preceding the expected date of enrollment. The Program Director will discuss the student’s responsibilities, review all the required documentation, and explore the options for the student’s internship. Every effort is made to secure an internship site that fits each student’s interest and career goals. Students may secure their own internship – however, regardless of how the internship is secured, it must be
Wingate University Academic Catalog 2026-2027
223 approved before the student can enroll in the Sport Management Internship course. The MASM Program Director will serve as the internship faculty supervisor. In order to be eligible for registering for the internship, the Internship Contract must be completed and signed by the student and the site supervisor, and submitted to the Program Director at least 30 days before the beginning of the internship. The contract must be approved by the Program Director. The internship experience must comprise at minimum 250 total work hours over the course of the semester enrolled. Required documentation (evaluations, reflection papers, and bi-weekly timesheet reports) must be submitted by the deadline dates. It is not uncommon for students in a Sport Management program to complete more than one internship experience. A student may be allowed to complete a second internship with the approval of the Program Director. All other requirements, as outlined above, must also be completed in order to enroll in the Sport Management Internship course a second time. Internships may only be completed AFTER all required coursework has been completed. If a student is admitted during Spring II or either summer term, the internship is to be completed the following summer. Please note that while a student may register for and complete a second internship for three (3) credit hours, only the hours from the first internship will be counted toward degree completion. PROG RAM EVALUATION AND REVIEW All facets of the Master of Arts in Sport Management program are either continuously or periodically evaluated in an effort to maintain high quality programs which meet the standards of excellence set forth by the University and appropriate accrediting agencies. Review and evaluation of the Master of Arts in Sport Management program include the following: Review of Provisionally Accepted Students: A careful session-tosession review is conducted of students admitted to the programs on a provisional basis. This review includes discussion between the student and the MASM Program Director and is intended to aid in early identification of possible problems. Course Evaluation: Each graduate course is evaluated by students enrolled in the course. The standard University Course Evaluation form is used. The evaluations are shared with the Dean of the School of Sport Sciences and the Program Director as well as the professor teaching the course. The purpose is for course, as well as program, evaluation and improvement. Updated Course Syllabi: All graduate course syllabi are updated annually to help improve course quality and to ensure that program objectives are met. PROGRAM COMPLETION Candidates for the Master of Arts in Sport Management must complete a minimum of 30 credit hours of coursework in accordance with the prescribed program of study with a minimum overall grade point average of 3.00. No more than one (1) course with a grade of "C" will be applied toward graduation requirements. Students are allowed up to six (6) years from her/his start date to complete the program. PROGRAM POLICIES ADVISING Wingate University’s School of Sport Sciences is committed to providing academic advising and personal guidance for its students. Each student has an advisor who helps plan the student’s academic program and may meet with him/her throughout the program. After the initial conference students are expected to meet periodically with their academic advisor to obtain assistance with scheduling and progress through the program. It is the student’s responsibility to contact his/her academic advisor when needed. Wingate University values student input and uses that information as part of our ongoing evaluation and assessment of the program.
DIRECTED STUDY In rare instances, it may be necessary for a student to take a catalog course on an individual basis. The Dean of the School of Sport Sciences, Program Director, and the faculty member must approve such a request. Please note the following as it pertains to gaining approval for a directed study: • •
The student must have a cumulative GPA of 3.0. A student will not be allowed to take a directed study course to repeat a course in which a grade of "C" was previously earned.
GRADING POLICY No more than one (1) course with a grade of “C” will be applied toward graduation requirements. Students have the option of repeating a course for which a grade of “C” or lower was received. The maximum number of repeats for a single course is two (2). The last grade earned is used in calculation of the GPA and credits earned. Any student who receives an “F” for coursework may be subject to dismissal from the program. Students are required to maintain a 3.0 GPA in the graduate program. Students who fall below a 3.0 GPA are placed on academic probation. Students on probation are evaluated each semester by the Program Director. Maintaining a “B” or better in all subsequent coursework ensures continuation in the program. If the student on probation fails to meet the specified grade requirement, he/she will not be permitted to register for classes for the next term. To continue in the program after that time, he/she must submit a written appeal to the Program Director, who presents the matter to the Dean of the School of Sport Sciences for decision. The appeal must be received at least one month (30 days) prior to the term for which the student is seeking enrollment. A student may request special readmission consideration only one time. The Dean of the School of Sport Sciences has the authority to deny or approve a student’s appeal for readmission. If the student is reinstated academically and meets specified grade requirements, the student will be removed from academic probation and permitted to continue in the program. Any course for which a student has received a “D” or “F” must be repeated, and such a course must be taken in the Wingate University Graduate Program. A student may repeat a course on which a grade of “C” has been earned. Only the credit hours and last grade earned are used in calculating the student’s overall GPA, although all grades are recorded on the transcript. Reports of progress are kept by the University on all students. Updated grade reports are available online via Workday one week after exams have ended. NON-DEGREE SEEKING STUDENTS For a variety of reasons, students may want to take graduate courses without actually seeking a degree. Such students must complete a MASM “Non-Degree Seeking Application” and may take a maximum of six credit hours as a non-degree seeking student. Before continuing to take additional courses in the graduate program, the student must complete all other admission requirements and be formally accepted into the program as a degree-seeking student. An undergraduate student wishing to enroll in a graduate course must make a request in writing to the MASM Program Director, who will with at least one other graduate faculty member make the decision to accept or reject the request. The written request must be received at least one month prior to the term for which the student is seeking enrollment. PROVISIONAL ADMISSION Admission may be granted with provisional status by the Program Director. If the student is admitted to the program on a provisional status and makes grades of “B” or higher in the first six (6) hours of coursework, the student may be granted full admission status the following semester. Failure to meet minimum requirements for regular admission and/or failure to comply with all University and MASM program requirements will result in the student officially being released from the program; once released from the program for any reason, the student is not eligible to reapply for admission.
Wingate University Academic Catalog 2026-2027
224 REGISTRATION Registration materials are provided to students once they are admitted into the program whether they are fully admitted or provisionally admitted. New students are registered for their classes by Wingate staff. In subsequent semesters, students may self-register online using Workday. Students cannot be enrolled for more than 3 courses (9 credit hours) in any session unless special permission is granted by the Program Director. A student may register to audit a course with the permission from both the Program Director and the course instructor. Non-degree seeking students must complete an online application, submit transcripts, and secure at least one recommendation prior to
submitting a recommendation form. Wingate University reserves the right to close registration when maximum enrollment for a course has been met and to cancel any course when circumstances warrant. STUDENT GRIEVANCES AND APPEALS Student grievances and appeals regarding matters other than admission are decided upon by the MASM Program Committee at Wingate University. Any grievances and appeals must be made in writing (via email or typed letter) and submitted to the MASM Program Director at least one month before a decision on the matter may be expected. The student will be informed in writing of the committee’s decision.
Wingate University Academic Catalog 2026-2027
DESCRIPTION OF GRADUATE COURSES M A S T E R O F A C C O UN T I N G (ACCT) Accounting 500. Accounting Systems and Topics A graduate level introduction to accounting systems. Topics may be selected from systems and reporting. Credit: 2 hours *Grade is not computed in the overall MAC grade point average. Accounting 621. Advanced Accounting I This course studies advanced accounting topics. Accounting for derivatives and cash flow/fair value hedge accounting will be covered. Foreign currency transactions and currency hedging will be covered. Translation of foreign currency financial statements and partnership accounting will be studied. Additional advanced or intermediate topics such as accounting for income taxes, pensions, leases, and accounting changes may also be covered. Credit: 3 hours (Fall) Accounting 622. Advanced Accounting II Study of the accounting for business combinations and consolidated financial statements. Accounting for governmental and non-for-profit entities will also be covered. Credit: 3 hours (Spring) Accounting 628. Modeling of Advanced Tax Issues This course studies advanced issues of federal taxation for individuals and business entities. A significant learning goal will be modeling key tax relationships for tax planning and tax compliance. Credit: 3 hours (Fall) Accounting 629. Advanced Taxation of Business and Property This course studies federal income taxation of corporations, partnerships, and S corporations related to formation, operation, distributions and liquidation. Additional topics from income taxation of property will be covered and selected other topics from tax compliance and tax research may also be covered. Credit: 3 hours (Fall) Accounting 631. Advanced Auditing Study of advanced auditing issues including legal liability, professional ethics, attest function, assurance and other accounting services, licensing and disciplinary actions, internal controls, sufficient and competent audit evidence, and information systems. Credit: 3 hours (Spring) Accounting 641. Advanced Data Analytics I and Information Technology Risks and Controls Upon completion of this course, students should be able to: 1) use various data analytics software, tools and techniques to assist with drilling down through large datasets to pull out meaningful and useful information, create value-added dashboards, and summarize results using detailed data visualizations that can be presented to managers, potential clients and data scientists. 2) Students should gain an understanding, from an accounting perspective, of how the use of various components of information technology affects risk management by eliminating certain risks, increasing/decreasing certain risks and introducing new risks. Students will examine financial statement risks and controls associated with the four key information technology domains: governance, user/information security, program change control, and operations. Credit: 3 hours (Spring) Accounting 651. Advanced Managerial Accounting Study of concepts and techniques impacting the business and regulatory environment. Topics include internal control and enterprise risk management; cost measurements and performance techniques for special situations; project management; ethics, professional, and legal responsibilities; and risks and controls related to accounting information systems and communications. Credit: 3 hours (Fall)
Accounting 652. Advanced Data Analytics II and Accounting Applications Upon completion of this course, students should gain an understanding of how business managers and accountants can use data for enhanced decision-making and problem solving for a firm/client/customer/ supplier, etc. This course will provide students with an understanding of data analytic thinking and terminology as well as hands-on experience with data analytics software, tools and techniques. Students should leave this course with the necessary skills to translate accounting and business problems into actionable proposals that they can competently present to managers, potential clients and data scientists. Credit: 3 hours (Fall) Accounting 688. Financial Statement Concepts and Analysis This course focuses on recognizing and exploring financial statement concepts, as well as applying appropriate analysis techniques to financial statements. This course serves as a capstone course as it integrates skills and techniques mastered in other courses in the program. This course serves the very important role of ensuring students leave the program with a practical understanding of financial statements, their key concepts, and the abilities to effectively interpret and examine them. Credit: 3 hours Accounting 690. Accounting and Tax Research This course focuses on developing the necessary research skills for today’s professional accounting environments. Research skills are in demand in both accounting (which includes audit) and tax-based environments. This course provides foundational research concepts and techniques for students to understand the research process. This course then provides practical scenarios and situations to which students will apply the research process and produce analysis and information that could be used in real-world settings. Credit: 3 hours
M A S T E R O F B U S I N E S S A D MI N I S T RA T I O N (BUS) Business 541. Business Prerequisite Course – Quantitative Methods An intensive, semester-long course (taught in 4 modules) designed to provide the prerequisite foundation for a student who does not have an undergraduate degree in business. Topics covered included quantitative methods, principles of financial and managerial accounting, finance, principles of micro- and macroeconomics, management, and marketing. A grade of a "C" or better must be earned in each module of the course. Credit: 2 hours* *Grade is not computed in the overall MBA grade point average. Business 542. Business Prerequisite Course – Accounting/ Finance An intensive, semester-long course (taught in 4 modules) designed to provide the prerequisite foundation for a student who does not have an undergraduate degree in business. Topics covered included quantitative methods, principles of financial and managerial accounting, finance, principles of micro- and macroeconomics, management, and marketing. A grade of a "C" or better must be earned in each module of the course. Credit: 2 hours* *Grade is not computed in the overall MBA grade point average. Business 543. Business Prerequisite Course – Economics An intensive, semester-long course (taught in 4 modules) designed to provide the prerequisite foundation for a student who does not have an undergraduate degree in business. Topics covered included quantitative methods, principles of financial and managerial accounting, finance, principles of micro- and macroeconomics, management, and marketing. A grade of a "C" or better must be earned in each module of the course. Credit: 2 hours* *Grade is not computed in the overall MBA grade point average.
Wingate University Academic Catalog 2026-2027
226 Business 544. Business Prerequisite Course – Management/ Marketing An intensive, semester-long course (taught in 4 modules) designed to provide the prerequisite foundation for a student who does not have an undergraduate degree in business. Topics covered included quantitative methods, principles of financial and managerial accounting, finance, principles of micro- and macroeconomics, management, and marketing. A grade of a "C" or better must be earned in each module of the course. Credit: 2 hours* *Grade is not computed in the overall MBA grade point average. Business 602. Legal Environment of Business (core course) Purpose: To examine the legal environment and how business operates within it. Topics include: Elements of law and judicial process, civil and criminal procedure, constitutional principles, agency law, government regulations, torts, product liability, property law, contracts, sales and secured transactions, negotiable instruments, credit, bankruptcy, labor and employment law, and employment discrimination. Credit: 3 hours Business 603. Business Ethics (core course) Purpose: To develop skills in the recognition, analysis and articulation of the ethical responsibilities that businesses have to customers, competitors, employees, and other stakeholders. Topics include: Influence of religious and cultural values and the efforts to codify ethics for various industries and progressions. Credit: 3 hours Business 611. Managerial Economics (core course) Purpose: To provide students with an understanding of microeconomic theory as it applies to managerial decision-making, including tools to quantify economic relationships. Thus, the course entails both theory and application. Topics include: Market analysis, consumer behavior, demand estimation, production and cost analysis, and market structures. Undergraduate Prerequisites: Principles of Economics I and II, Principles of Accounting I and II, College Algebra or Calculus Prerequisites: BUS 615 is required and BUS 613 recommended Credit: 3 hours Business 612. Organizational Management (core course) Purpose: To analyze, through cases and experiential situations, the behavioral dimensions of business organizations. Topics include: Motivation, communication, performance, stress, culture, group dynamics, organizational structure, leadership, and change. Undergraduate Prerequisite: Principles of Management Credit: 3 hours Business 613. Managerial Accounting (core course) Purpose: To teach the use of accounting information in management decision making and planning. Topics include: Cost/Volume/Profit analysis, financial statement analysis, the use of accounting data in decisions such as pricing, capacity, product selection, outsourcing, the use of accounting data in planning and control systems including capital expenditure planning, profitability, resource budgeting, and measures of performance. Undergraduate Prerequisites: Principles of Accounting I and II; Principles of Microeconomics, and computer spreadsheet skills Credit: 3 hours Business 615. Quantitative Data Analysis (core course) Purpose: To investigate a variety of quantitative analysis techniques from the areas of statistics, management science, and optimization. Students will learn both the theoretical and application software skills necessary to quantitatively model, analyze, and interpret a diverse set of problems and make quantitative decisions. Topics include: Probability distributions, hypothesis testing, forecasting, regression, confidence intervals and p-values, Markov processes, inventory models, job scheduling, decision trees, simulation and linear programming using industry tools including SAS and Excel. Undergraduate Prerequisites: Algebra and Business Statistics Credit: 3 hours
Business 622. Marketing Management (core course) Purpose: To study, through cases, projects and survey of research, the development and evaluation of marketing strategies in both consumer and industrial markets. Topics include: Product management, market segmentation, marketing promotions, distribution management and pricing methods. Undergraduate Prerequisite: Principles of Marketing Credit: 3 hours Business 623. Financial Management (core course) Purpose: To study issues faced by financial managers and investors. Financial management topics include: Raising capital through debt and equity, capital budgeting, managerial compensation, and decisionmaking. Investment Topics include: The valuation of stocks, bonds and options, and portfolio creation. Undergraduate Prerequisites: Finance, Algebra and Statistics Prerequisites: BUS 613 is required and BUS 615 recommended Credit: 3 hours Business 624. Managing in a Global Marketplace (core course) Purpose: To study the opportunities and problems of the management, marketing, and operations of organizations in markets outside the home country. Topics include: Adaptations to business functions, including organizational design, management of human resources, new product development, legal and ethical diversity, financial and money markets, market research, promotions, and advertising. Emphasis will be placed upon the political, legal, economic, and cultural variables that impact organizations through foreign governments. Undergraduate Prerequisites: Principles of Management and Principles of Marketing Credit: 3 hours Business 631. Business Strategy (core course) Purpose: To study management’s role in policy formulation and implementation through research and cases. Opportunities are also available to make policy decisions by viewing business from an entrepreneurial perspective. This is the capstone course for the MBA program. Prerequisites: Successful completion of at least eight core courses that include BUS 622 & BUS 623 Credit: 3 hours Business 660. Corporate Innovation (concentration course) Purpose: To develop strong innovation management skills to help managers make good decisions relating to innovation strategy and implementation of new products and processes within the firm. Topics include: Guiding concepts and theories of innovation and how to translate into concrete practical strategies and programs for developing new products, understanding paradigm shifts in market needs, managing the innovation process and projects across different company functions and environments. Other topics include development of patents, trademarks, copyright, and other intellectual property to protect corporate knowledge assets, development of strategic alliances, and organization of the firm as a learning and innovation organization. Prerequisites: BUS 612 & BUS 622 or permission of professor Credit: 3 hours Business 661. Technology and Innovation Management (concentration course) Purpose: To develop decision-making skills in managing technology and innovation programs while providing a clear understanding of the innovation process and the most effective technology and innovation systems in use today. Topics include: Theory and practice of technology innovation management (TIM) at both functional and general management levels of the firm, technology road maps, and strategic technology plans, managing in varying technology environments, the effect of technology standards, out-sourcing and in-sourcing strategies, competitive strategy factors, and management of the appropriate level of technology deployment within the firm. Prerequisites: BUS 612 & BUS 622 or permission of professor Credit: 3 hours
Wingate University Academic Catalog 2026-2027
227 Business 670. Health Care Systems Management (concentration course) Purpose: To provide a breadth of advanced coverage across the U.S. health care system and the interrelationships across the different system components. Topics include: Organization of the U.S. health care system, the structure of the health care delivery system and the continuum of care, the financing of health care services, public and private third-party payment structures, managed care and principles of capitation, organization and management of the health services workforce, principles of quality of care and outcome measurement, future changes in the U.S. health care system. Prerequisite: BUS 612 or permission of professor Credit: 3 hours Business 671. Financial and Legal Issues in Health Care Management (concentration course) Purpose: To examine key financial and legal issues in health care management across the spectrum of health care organizations. The course will be divided into sessions that focus specifically on financial and legal topics. Financial topics include: An in-depth examination of financial issues associated with the third-party payment system, Medicare and Medicaid, managed care and capitation, rate setting, contracting, risk management, and financial analysis within health care organizations. Legal topics include: Legal organization of the health care institution, institutional liability, admission and discharge, consent for treatment, fraud, abuse and compliance, health care information and patient privacy, and health care ethical issues. Prerequisites: BUS 602, BUS 623, BUS 670 or permission of professor Credit: 3 hours Business 672. Health Care Strategic Management (concentration course) Purpose: To assess and integrate the different functional activities of the health care organization in order to develop overall corporate strategy. This will be the capstone course for the MBA Program for students with the Health Care concentration. This course will substitute for Business 631 (Business Strategy) from the core MBA curriculum. Topics will include: A comprehensive examination and application of strategic management across the health care industry and management’s role in policy formulation and implementation, competitive advantage in the health care industry and how to sustain it, vertical and horizontal integration and overall expansion strategy, strategic plan design and development. Prerequisites: BUS 670, BUS 671, successful completion of at least eight core courses that include BUS 622 and BUS 623 Credit: 3 hours Business 680. Project/Program Management Fundamentals (concentration course) Purpose: To examine and develop competency in the Project Management Institute’s methodology and approach to project and program management. Topics include: The role of the project and program manager and the specific processes required for successful outcomes in managing projects, the origin of project management and its importance, the project and product life-cycles, the use of Microsoft Project to manage projects, and other project management techniques and processes. This class has an experiential focus and uses a project management simulation to develop skills and prepare students to manage projects. Prerequisites: BUS 612, BUS 613, BUS 615, BUS 623, or permission of professor Credit: 3 hours Business 681. Project/Program Management Leadership (concentration course) Purpose: To examine both managerial and transformational skills and abilities needed in leading projects and programs successfully. Topics Include: How to lead teams in cross-functional matrix organizations, virtual organizations, and constantly changing organizations. Various theories of leadership will be examined as well as extensive use of experiential skills development and case analysis exercises. Prerequisites: BUS 612, BUS 622, or permission of professor Credit: 3 hours
Business 690. Data Analytics (concentration course) Purpose: To introduce students to the primary techniques and methods used within data analytics. Theory and applied software skills are jointly emphasized to prepare students for statistical analysis of real-world data. Course will expose students to foundational data analytics techniques and methods used in business applications and will promote the development of analytical software skills, especially for interpretation and visualization of results, with a focus on data analytics tools. Topics may include: Databases, visualization of data, experimental design, regression, time series, decision trees, clustering, association rule mining, and Bayesian statistics with extensive use of data analytics tools including SAS and Tableau software, data access/extraction, and other data analysis and data warehouse tools. Prerequisites: BUS 615 Credit: 3 hours Business 691. Business Intelligence Applications (concentration course) Purpose: To learn effective methods of presenting, visualizing, and making quantitative decisions using the data analytics techniques learned in BUS 690. Course will promote the development of analysis, software, visualization, and presentation skills along with advanced data analysis techniques and real-world applications so that students can effectively make quantitative decisions and communicate analytical results and business decisions. Topics include: Instructor led case studies as well as student projects and presentations will be used to enhance the student’s abilities to use data analytics in problem solving. Coverage is also given to advanced data analytic topics such as survival analysis, nonparametric models, advanced classification, and Monte Carlo simulation. Prerequisites: BUS 615 and BUS 690 or permission of professor Credit: 3 hours
C L I N I C A L M E N T A L H E A L T H C O U N S E L I N G (CMHC) CMHC 601: Foundations of Professional Counseling and Ethical Practice This course explores the history, philosophy, and evolution of counseling, focusing on specialized practices, professional roles, and ethical considerations. Topics include counselor responsibilities, advocacy, diverse delivery models, and ethical decision-making. Students will also learn self-evaluation strategies essential for maintaining ethical and effective counseling practice. Credit: 3 hours CMHC 602: Counseling Skills and Interventions This course focuses on developing foundational skills essential for becoming a counselor. Students will learn effective strategies for building therapeutic relationships, assessing clients, setting goals, planning interventions, and progressing toward termination. Emphasis is placed on practical skill development through case studies, role-plays, and supervised practice. The course integrates culturally responsive practices and ethical considerations throughout the counseling process to enhance professional competence. Credit: 3 hours CMHC 603: Counseling Theories and Practice This course explores foundational counseling theories and models, emphasizing their application to clients from diverse cultural backgrounds. Students will study a variety of theoretical frameworks, learning when and how to apply them in practice. Through theoretical case studies, research, and practical exercises, students will develop skills in integrating theories to develop their own personal model of counseling tailored to meet individual needs and contexts. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
228 CMHC 604: Pre-Practicum This pre-practicum course provides students with hands-on experience in applying counseling theories and skills with real clients under direct supervision. Students will engage in supervised practice sessions to develop and refine their abilities in building effective counseling relationships. Emphasis is placed on integrating theoretical knowledge into practical application, including assessment, goal setting, intervention planning, and termination strategies. Students will receive feedback and guidance from supervisors to enhance their clinical competence and ethical practice. The course prepares students for professional practice by emphasizing the importance of cultural competence, ethical considerations, and evidence-based interventions in building successful counseling relationships. Credit: 3 hours CMHC 605: Counseling Children and Adolescents This course explores counseling theories, methods, and skills essential for working with children and adolescents. Students will learn developmental needs across different life stages, various counseling approaches (including cognitive-behavioral, play therapy, and family systems), and essential skills for effective engagement. Emphasis is placed on collaboration with parents, school systems, and government agencies to address emotional, behavioral, and academic challenges. Practical exercises and case studies enhance understanding of assessment, intervention, and ethical considerations in child and adolescent counseling. Credit: 3 hours CMHC 606: Trauma, Crisis, and Grief Interventions This course addresses crisis management and counseling in the context of disasters, stress, grief, and trauma across the lifespan. Students will learn suicide prevention and response strategies, crisis intervention models, and trauma-informed approaches. Emphasis is placed on understanding the effects of crisis and trauma, developing effective response plans, and implementing strategies to support resilience and recovery. Practical applications include understanding the effects of trauma, developing crisis response plans, and implementing evidencebased interventions to promote resilience and recovery. Credit: 3 hours CMHC 607: Counseling Across the Lifespan This course explores comprehensive theories and factors influencing individual and family development across the lifespan. Topics include theories of cultural identity, learning, personality, and neurobiological aspects. Students will examine ideologies of addiction, models of psychosocial adjustment, and the role of sexual development. Additionally, the course covers biological, neurological, and physiological factors impacting lifespan development, and the influence of mental and physical health conditions on coping, resilience, and overall wellness. Emphasis is placed on understanding diverse developmental pathways and promoting holistic well-being across different life stages. Credit: 3 hours CMHC 608: Practicum This course provides students with a supervised counseling practicum experience, totaling a minimum of 100 hours over a full semester. Students will engage in direct service with actual clients, completing at least 40 hours of counseling sessions under supervision at a field placement site. The practicum is designed to enhance the development of counseling skills, including assessment, intervention, and therapeutic relationship building. Emphasis is placed on applying theoretical knowledge to practice, integrating ethical considerations, and fostering professional identity. Through reflective supervision and feedback, students will refine their counseling techniques and enhance their competence in client-centered care. Credit: 3 hours
CMHC 609: Group Counseling Skills and Interventions This course explores theoretical foundations of group counseling, dynamics of group processes, and therapeutic factors contributing to group effectiveness. Topics include characteristics of effective group leaders, approaches to group formation (recruitment, screening), and the application of technology in group settings. Students will learn about various types of groups across settings, and strategies for culturally sustaining and developmentally responsive group design. Ethical and legal considerations in group counseling will be addressed. Students will gain practical experience by participating in a minimum of 10 clock hours in a group setting. Credit: 3 hours CMHC 610: Couples and Family Counseling Skills and Interventions This course explores theories of family development across the lifespan, examining structures for effective relationship bonds in couples, marriages, and families, including diverse relationship models beyond heterosexual relationships. Topics include models of resilience and optimal development for individuals and families, emphasizing strategies for promoting wellness throughout the lifespan. The course also addresses the impact of mental and physical health conditions on coping, resilience, and overall family wellness. Students will gain insights into practical applications of theory through case studies and discussions on enhancing couple and family dynamics and well-being. Credit: 3 hours CMHC 611: Diagnosis, Case Conceptualization, and Psychopharmacology This course provides an in-depth exploration of the diagnosis, case conceptualization, and psychopharmacology associated with various mental health disorders. Students will gain a comprehensive understanding of the diagnostic criteria and clinical features of major mental health conditions. The course will cover effective techniques for developing case formulations and individualized treatment plans. Additionally, students will learn about the pharmacological treatments used in managing mental health disorders, including indications, mechanisms of action, and potential side effects of psychotropic medications. Through a combination of lectures, case studies, and practical applications, this course aims to equip students with the knowledge and skills necessary to effectively assess and treat individuals with mental health disorders in a clinical setting. Credit: 3 hours CMHC 612: Research and Program Evaluation This course explores the importance of research in advancing the counseling profession and informing practice. It covers the identification and evaluation of evidence-based theories, interventions, and practices. Students will learn qualitative, quantitative, and mixedmethod research designs, practice-based action research methods, and program evaluation techniques. Emphasis is placed on data analysis, culturally sustaining and developmentally relevant outcome measures, and ethical considerations in research. The course prepares students to conduct, interpret, and report research effectively, supporting informed decision-making and advocacy in counseling. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
229 CMHC 613: Principles and Application of Assessment in Counseling This course offers a comprehensive overview of the historical perspectives on the nature and meaning of assessment and testing in counseling. It covers basic concepts of standardized and nonstandardized testing, norm-referenced and criterion-referenced assessments, as well as group and individual assessments. Students will learn essential statistical concepts and culturally sustaining considerations for selecting and administering tests. The course emphasizes ethical and legal considerations, culturally sustaining interventions, and diagnostic processes, including differential diagnostic classification systems. Students will also explore procedures to identify substance use, addiction, and co-occurring disorders and how to respond to risks of aggression, danger, or suicide. The course includes training in assessing clients' trauma, identifying and reporting signs of abuse, and collecting data on characteristics, protective factors, risk factors, and warning signs of mental health and behavioral disorders. Credit: 3 hours CMHC 614: Social Cultural Identities and Experience This course explores theories and models of multicultural counseling, social justice, and advocacy. It examines heritage, culture, identity, and the effects of historical events, trauma, stereotypes, discrimination, and power dynamics on diverse groups in the US and globally. Students will learn how social and cultural influences, public policies, and cultural values impact mental and physical health. The course emphasizes principles of independence, inclusion, and self-empowerment and reviews guidelines from professional organizations on social justice and eliminating oppression. It also addresses the role of religion and spirituality in the psychological functioning of clients and counselors. Credit: 3 hours CMHC 615: Foundations of Addiction Counseling This course provides a comprehensive overview of the fundamentals of addiction counseling. Students will learn about the nature and theories of addiction, encompassing biological, psychological, and social perspectives, and addressing various addictions, including substance use, gambling, and pornography. The course covers assessment, diagnosis, and treatment planning for different types of addictions, as well as evidence-based intervention strategies. Key topics include the pharmacology of addictive substances, co-occurring disorders, and the impact of addiction on families and communities. Ethical and legal considerations in addiction counseling are emphasized, along with culturally responsive practices. Students will also explore relapse prevention, recovery support systems, and advocacy for individuals affected by addiction. Credit: 3 hours CMHC 616: Career Development This course provides a comprehensive overview of career counseling, focusing on theories and models of career development and decisionmaking. Students will learn techniques for assessing clients' interests, skills, values, and personality traits to facilitate career planning and development. The course covers the use of career assessment tools, job search strategies, labor market information, and the impact of socioeconomic factors on career choices. Ethical and legal considerations in career counseling are emphasized, along with culturally responsive practices. Additionally, students will explore the role of technology in career counseling, strategies for working with diverse populations, and methods for supporting clients through career transitions and workplace challenges. Credit: 3 hours
CMHC 617 Advanced Theories, Methods, and Interventions This course teaches counseling students advanced theories, methods, and interventions essential for effective practice. Students will delve into sophisticated counseling models and therapeutic techniques, exploring their applications in diverse clinical settings. The course emphasizes the development of advanced skills in case conceptualization, treatment planning, and the implementation of evidence-based interventions. Ethical and legal considerations are integrated throughout the curriculum, along with culturally responsive practices. Through a combination of theoretical learning and practical application, students will refine their abilities to address complex client issues and enhance their professional competencies in counseling. Credit: 3 hours CMHC 618: Internship I This course is an immersive experience in which students will apply the foundational skills they learned in practicum, engaging in direct client contact. Students must successfully complete a minimum of 240 direct client contact hours and a total of 300 hours. The internship builds on foundational knowledge, focusing on the advanced application of counseling theories and techniques in clinical settings. Emphasis is placed on developing professional skills, ethical practice, and culturally responsive approaches to client care. Credit: 3 hours CMHC 619: Internship II This course continues the immersive experience of internship, where students further develop their professional skills and theoretical knowledge gained in previous clinical experiences. Building on Internship I, students engage in advanced clinical practice, applying evidence-based interventions and refining their therapeutic approaches. Emphasis is on gaining independence in clinical decision-making, enhancing ethical awareness, and integrating cultural competence into professional practice. Students must successfully complete a minimum of 240 direct client contact hours and a total of 300 hours to meet the requirements of this internship. Credit: 3 hours CMHC 620: Advanced Counseling Practice This course provides a culminating experience in clinical practice, offering students real-world experience crucial for entering professional counseling roles in various settings such as agencies, schools, and private practice. Students will gain practical knowledge on navigating the process of building a career, including understanding insurance paneling procedures, licensure requirements, and ethical considerations across diverse counseling environments. The course covers obtaining a National Provider Identifier (NPI) number and the role of the Council for Affordable Quality Healthcare (CAQH) in credentialing and reimbursement processes. Students will learn strategies for establishing themselves in different settings, managing client records, and maintaining ethical standards. Emphasis is placed on developing business acumen, understanding legal requirements, and implementing effective marketing and networking strategies to support a successful counseling career while fostering a strong professional counselor identity. Credit: 3 hours CMHC 630: Interim Supervised Counseling Practice This course provides a short-term, supervised clinical experience designed for students encountering gaps in continuity of care between semesters. Students will engage in a focused clinical practice under supervision, gaining practical experience in counseling techniques, client management, and ethical considerations. Emphasis is placed on enhancing clinical skills and maintaining professional standards in brief client engagements. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
230 CMHC 640: Special Topics in Counseling "Special Topics in Counseling" is a dynamic course designed to explore varied and evolving topics essential to contemporary counseling practice. This course can cover diverse subjects such as sexuality and counseling, gender identity in counseling, religion or spirituality in counseling, and other emerging issues crucial for counselors in today's evolving landscape. Designed to accommodate diverse licensure requirements, this course can be tailored to meet specific state regulations, ensuring students from other states can fulfill their licensure needs. Each offering will delve deeply into a specific topic, providing comprehensive knowledge, ethical considerations, and practical skills necessary for effective counseling practice. This course fosters a deeper understanding and sensitivity to the diverse needs of clients, preparing counselors to address a wide range of issues they may encounter in their professional careers. Credit: 3 hours
D O C T O R O F P H YS I C A L T H E R A P Y (DPT) Doctor of Physical Therapy 711. Human Gross Anatomy This is a one-semester course designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of physical therapy. We will take a regional approach covering the arms, trunk, head, and legs. At the end of the class students will have an understanding of how structure of the human body determines function as a prelude to a clinical understanding of how to treat structural dysfunction. Credit: 5 hours Doctor of Physical Therapy 713. Clinical Practice This course introduces the student to tools and procedures used in physical therapist clinical practice. Students will learn patient-centered interviewing, examination format, and the skills of basic patient handling and assessment. Students will be introduced to the basic principles of tissue injury as it relates to assessment and examination. Credit: 3 hours Doctor of Physical Therapy 714. Research I: Search and Appraisal of Literature The student is initiated into research methodology relevant to clinical practice and/or research applications. Case-based problems are used to assist students in developing relevant questions, developing a matrix for critical literature review and application of knowledge from the literature review to the answering of clinical questions. Credit: 2 hours
Doctor of Physical Therapy 718. Clinical Medicine I This course is designed to help students establish a foundational understanding of physiology, pathophysiology, and pharmacology associated with patient care in physical therapy practice. This semester, special emphasis is placed on the cardiovascular and pulmonary systems as well as mental health and pain science. The course prepares students to understand the function, regulation, and integration within and across these systems as they apply to healthy body function and disease states. This will be used as a prelude to a clinical understanding of how to treat dysfunction. Credit: 4 hours Doctor of Physical Therapy 719. Research Design This course provides students with the foundational knowledge and skills necessary to conscientiously, explicitly, and judiciously use current best evidence in making clinical decisions, including how best to use AI tools. Using active learning strategies, students will develop proficiency in literature searching pertaining to diagnosis, prognosis, interventions, and outcome measures, and gain a basic understanding of research design and the concepts associated with developing effective methodologies. Credit: 1 hour Doctor of Physical Therapy 720. Clinical Medicine II This course progresses concepts in physiology, pathophysiology, and pharmacology associated with patient care in physical therapy practice. This semester, special emphasis is placed on the renal and musculoskeletal systems. Students will integrate the previous semester’s cardiovascular content with this semester’s renal system content. Students will also learn about the musculoskeletal system, common pathologies and medications in preparation for the fall semester DPT 744 (D&M Musculoskeletal Conditions I). Credit: 2 hours Doctor of Physical Therapy 721. Applied Kinesiology Students receive instruction in normal joint kinematics, applying the physical laws of motion. Special emphasis will be given to body surface palpation and includes cadaver dissection of the spine and extremities to augment classroom instruction. Credit: 4 hours
Doctor of Physical Therapy 715. Physical Therapist as a Professional 1 This course is designed to introduce the physical therapy student to professionalism and the continued evolution of the profession of physical therapy. The student will self-assess their current abilities and reflect on areas of strength as well as weaknesses. Current issues, cultural awareness, legal aspects of practice, and ethical concerns are introduced. At the conclusion of the course, the student will have an increased awareness and understanding of the Core Values and demonstrate integration of professionalism into their own development as a physical therapist. Credit: 2 hours
Doctor of Physical Therapy 724. Neuroscience This course will provide an in-depth overview of functional neuroanatomy and physiology with special emphasis on both normal human function and dysfunction following damage to the nervous system. This course will introduce the principles of neuroscience and describe their clinical application, beginning with an introduction to the nervous system (macro and micro), describe the major functions of the central and peripheral nervous system, and cover topographical and internal anatomy. Moreover, this course will guide the learner through neurophysiological principles as they apply to physical therapy and introduce the student to neurological physical therapy assessments tools. The relationship between neuroanatomy and neurophysiology will be bridged by formulating an understanding of the histology, function, and integrated regulation of the system to other systems as they apply to normal body function and as a prelude to a clinical understanding of how to treat neurological dysfunction. Credit: 4 hours
Doctor of Physical Therapy 717. Integrated Clinical Experience I The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE I is designed to provide the student with an introduction to patient interaction, patient communication, and clinical presentation. It will offer the students the opportunity to practice beginning clinical skills under supervision of faculty. Through working with actual patients, students will gain practical application opportunities to apply their skills and knowledge. Credit: 0 hours
Doctor of Physical Therapy 725. Integrated Clinical Experience II The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE II is designed to provide the student with the opportunity to apply foundational clinical practice skills to integrate the didactic and laboratory experiences previously covered in the curriculum. Through working with actual patients, students will gain practical application opportunities to apply their skills and knowledge. Credit: 0 hours
Wingate University Academic Catalog 2026-2027
231 Doctor of Physical Therapy 726. Clinical Medicine III This final course in the Clinical Medicine series progresses concepts in physiology, pathophysiology, and pharmacology associated with patient care in physical therapy practice. This semester, special emphasis is placed on the endocrine, immune, gastrointestinal, integumentary systems as well as pelvic health and oncology. A Grand Rounds project is the culmination of this series, which integrates concepts across body systems to prepare students for physical therapy practice. Credit: 4 hours Doctor of Physical Therapy 731. Research II: Statistics and Appraisal This course further develops and elaborates tools and procedures used in clinical decision-making and evidence-based practice. Various research designs are explored as they relate to different components of the patient/client management model. Basic statistics will be introduced and appraised in current literature. Credit: 2 hours Doctor of Physical Therapy 733. Clinical Practice 2: Evaluation, Diagnosis & Introduction to Intervention This course provides students with instruction designed to integrate the past and present semester topics and apply it to the systems approach of physical therapy through the patient/client management model. This course specifically introduces and sharpens the student’s ability to reason in a clinical sense, making determinations that will guide the examination, evaluation, diagnosis, and intervention phases of practice to include concepts of therapeutic exercise and patient mobility. Credit: 4 hours Doctor of Physical Therapy 735. Diagnosis and Management of Conditions in the Acute Care Environment This course introduces students to the role of physical therapy in the acute care environment. An emphasis is placed on clinical decisionmaking related to managing the complex patient with multiple system involvement in the ICU and acute care settings. Students will learn about collaborative navigation through the healthcare system in order to manage all aspects of patient care. Students will utilize a comprehensive patient/client management approach that integrates the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention) along with discharge planning in the context of the acute care environment. This course also introduces students to the practice management model for patients with integumentary system pathologies with a special emphasis placed on wound care. Credit: 3 hours Doctor of Physical Therapy 736. Integrated Clinical Experience III The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE III is designed to build upon the clinical skills gained in ICE II and provide the student with higher level clinical practice opportunities to integrate the didactic and laboratory experiences covered to date in the curriculum. Through working with actual patients, students will gain practical application opportunities to apply their skills and knowledge. Credit: 0 hours Doctor of Physical Therapy 741. Clinical Practice 3: Intervention Across Systems This course provides students with instruction designed to integrate the past and present semester topics and apply it to the systems approach of physical therapy through the patient/client management model. This course specifically introduces and sharpens the student’s ability to reason in a clinical sense, making determinations that will guide the use of instrumented interventions including use of electrophysiologic modalities, instrumented soft tissue techniques, dry needling and taping techniques. Credit: 2 hours
Doctor of Physical Therapy 742. Motor Development and Motor Behavior This course will review normal motor development and motor control from a lifespan perspective. Changes in the neurosensory, neuromuscular, and musculoskeletal systems associated with normal development and aging will be reviewed. Principles of motor control and motor learning will be discussed and related to physical therapy intervention. Credit: 3 hours Doctor of Physical Therapy 743 Research 3: Outcomes Assessment and Capstone Students are introduced to the process associated with the required capstone project. Instruction is provided in the steps necessary to completion and students are assigned to a faculty mentor (to be associated for the remainder of their capstone project). Individual student-mentor work on capstone project is begun. Credit: 2 hours Doctor of Physical Therapy 744. Diagnosis and Management of Musculoskeletal Conditions 1 This course introduces the student to the principles of orthopedic medicine and includes an overview of etiology, diagnosis, and surgical management of commonly encountered musculoskeletal pathologies across the lifespan. Concepts relating to selective tissue evaluation and mobilization are introduced, and specific exercise approaches for the management of musculoskeletal pathology and recovery are addressed. Case studies and laboratory practice will facilitate the students’ development of skills in evaluation, examination, and interventions along with integration of related curricular topics. Credit: 4 hours Doctor of Physical Therapy 745. Diagnosis and Management of Neurological Conditions 1 Students are instructed in and practice skills associated with conditions involving the neuromuscular system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention). Credit: 4 hours Doctor of Physical Therapy 746. Clinical Internship 1 Students experience their first full-time clinical practice situation for a duration of eight weeks, where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing interpersonal, documentation, patient examination techniques, patient treatment techniques, and professional behaviors. The primary outcome of this first clinical internship is to begin the management of simple patient cases from all aspects of physical therapy care. Credit: 4 hours Doctor of Physical Therapy 751. Diagnosis and Management of Musculoskeletal Conditions 2 A continuation of Doctor of Physical Therapy 744, this course progresses the student in management of individuals with musculoskeletal dysfunction through the application of manual techniques and therapeutic interventions that integrate the principles of mechanics, arthrokinematics and osteokinematics. Selected modalities used in the management of musculoskeletal dysfunction and pain are covered. Case studies and laboratory practice will facilitate the students’ development of skills in examination, evaluation, and interventions along with integration of related curricular topics. Credit: 4 hours
Wingate University Academic Catalog 2026-2027
232 Doctor of Physical Therapy 752. Diagnosis and Management of Neurological Conditions 2 This is the second course in the neurology sequence. Students are instructed in and practice skills associated with conditions involving the neuromuscular system, utilizing a comprehensive patient/client management approach through integration of the five elements of care (examination, evaluation, diagnosis, prognosis, and intervention). Credit: 4 hours Doctor of Physical Therapy 754. Integrated Clinical Experience IV The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE IV is designed to provide students with a specialty practice experience in the community. During this experience, the ICE IV student will participate in providing all aspects of patient care and documentation. The ICE IV student is expected to apply principles of evidence-supported practice in all patient interactions in their specialty practice area. Credit: 0 hours Doctor of Physical Therapy 755. Management of the Geriatric Client This course introduces and progresses students’ learning of the complexity with the older adult population across the spectrum of physical therapy settings and across the spectrum of older adults, from Wellness and the Senior Athlete to the frail and medically complex patient. Students will gain an appreciation of the aging process and its impact on the elements of patient management in physical therapy. Management of musculoskeletal, cardiovascular, pulmonary, neuromuscular, integumentary, endocrine, genitourinary, gastrointestinal, and multisystem conditions are included. Patientcentered and interdisciplinary approaches to patient management are emphasized. Students will also understand the role of the caregiver, end of life issues, how to navigate the healthcare system, and advocacy for the older adult. Credit: 3 hours Doctor of Physical Therapy 761. Diagnosis and Management of Cardiopulmonary Conditions Physical therapists are asked to treat patients presenting any number of diagnoses who have comorbid cardiopulmonary pathologies. Physical therapists are also asked to treat patients specifically for cardiopulmonary pathologies. The purpose of this course is to provide an understanding 1) of the basic etiology, pathophysiology and functional consequences of cardiopulmonary pathologies experienced by the patients who present with these dysfunctions and 2) of the medical, pharmacologic and surgical management of these pathologies. The course includes an introduction to tools and therapeutic approaches that can be used by physical therapists to screen, examine, evaluate and treat patients with cardiopulmonary defects either as a primary pathology or as a comorbidity. Credit: 4 hours Doctor of Physical Therapy 762. Clinical Integration Students are provided with instruction on clinical teaching from both the perspective of the student and the clinician. This course gradually introduces more complex cases and clinical reasoning skills. Students draw on their prior and current coursework and clinical experience. Students both provide and receive feedback from their classmates. Cases are discussed with peers and faculty as well. Credit: 2 hours Doctor of Physical Therapy 763. Research 4: Capstone Students complete their work with their faculty mentor on their capstone project. Exceptional work is selected for presentation during the Comprehensive Examination week. Credit: 3 hours
Doctor of Physical Therapy 764. Physical Therapist as a Professional 2 This course is designed to expand the physical therapy student’s application and understanding of professionalism, the roles of practitioner, consultant, critical inquirer, educator, and administrator, and the evaluation of ethical and legal situation in physical therapy practice. At the end of the course the physical therapy student will demonstrate integration of professionalism into their own actions and critical assessment skills in relation to professional standards. The student will also foster professionalism during their interactions with peers, instructors, patients, and society. Credit: 2 hours Doctor of Physical Therapy 766. Differential Diagnosis for the Physical Therapist Students receive instruction in the complex thought processes and skills which require the physical therapist to make determination of appropriateness for treatment or identify conditions that may require referral to or examination by a physician. Students then practice the skills through case studies from a variety of practice patterns. Credit: 3 hours Doctor of Physical Therapy 767. Integrated Clinical Experience V The Integrated Clinical Experience (ICE) series of courses are designed to progressively introduce the student to actual clinical experiences under the supervision of faculty. ICE V is designed to hone the skills of clinical supervision of the participating student. Each ICE V student will be assigned an ICE III student to supervise and assist while in the ICE practice setting. During these sessions, the ICE V student will assume all supervisory responsibilities for the ICE III student, providing correction in all aspects of patient care, interaction, and documentation, and is expected to act as a role model for the ICE III student. The ICE V student is expected to apply principles of evidence-supported practice in all patient interactions and guide the ICE III student in their clinical decision-making skills. Credit: 0 hours Doctor of Physical Therapy 768. Management of Pediatric Client Students receive instruction in the unique needs of the pediatric client and their caregivers in regards to physical therapy management. Topics covered include laws and regulations related to providing physical therapy in early intervention and school-based settings, family centered care, specific pediatric diagnoses (pathology, medical and physical therapy management), orthotics, assistive technology, pain assessment and management, the child and adolescent athlete, and the adult with developmental disability. Credit: 3 hours Doctor of Physical Therapy 769. Diagnosis and Management of Musculoskeletal Conditions: Spine With a focus on musculoskeletal health conditions that affect the spine and pelvis, DPT 769 is a continuation of DPT 744 and DPT 751 and progresses the students' understanding of diagnosis and management of commonly encountered musculoskeletal health conditions across the lifespan. Students will develop an understanding of evaluation, examination, therapeutic exercise, manual therapy procedures, and other therapeutic intervention concepts to address musculoskeletal conditions related to the spine and pelvis. Case studies and laboratory practice will facilitate the student's development of clinical skills necessary for evaluation, examination, and interventions along with integration of related curricular topics. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
233 Doctor of Physical Therapy 771. Clinical Internship 2 Students experience their second full-time eight-week clinical practice situation, where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing interpersonal, documentation, patient examination techniques, patient treatment techniques, and professional behaviors. The primary outcome of the second internship is to continue to advance the skills learned in the first internship. Students should be able to manage a small caseload (3-4 patients) of patients with a single diagnosis and no co-morbidities. Students should also begin to manage more complex patients. Credit: 4 hours Doctor of Physical Therapy 772. Wellness and Prevention This course is designed to expose the physical therapy student to the concept of prevention and wellness in physical therapy. By the end of the course the student will have an understanding of the importance of the critical role that physical therapists have in educating and training society about prevention wellness. The student will also demonstrate an ability to identify and construct methods for implementing prevention and wellness programs within physical therapy clinics. Credit: 2 hours Doctor of Physical Therapy 774. Patient as a Learner Students receive instruction in, and practice with, assessing the learning styles and needs of various groups of people, including, but not limited to patients, caregivers, other healthcare professionals, and peers. Emphasis is placed on established learning theories and practices that emphasize learner retention. Students are instructed on related cultural and generational differences in order to meet the needs of specific groups of people. Students also develop their ability to effectively communicate in difficult situations and conflict situations in order to come to a productive resolution and to improve the motivation of their audience. The students’ final project is a presentation that incorporates all of the principles learned throughout the entire course. Credit: 2 hours Doctor of Physical Therapy 775. Psychosocial Implications in Rehab This course is designed to provide students with the information necessary for the appraisal and understanding of the psychosocial and medical aspects of common acute and chronic forms of disability/illness, including their nature, causes, and treatment. Topics include psychosocial aspects of rehabilitation that relate to sociocultural attitudes, mental health issues, family dynamics, and sexuality. This course will also address psychosocial issues that pertain to bodily disfigurement, sensory and motor impairment, cognitive-behavioral deficits, affective deficits, and specific catastrophic diseases. Credit: 2 hours Doctor of Physical Therapy 776. Diagnostic Imaging in Rehabilitation Students receive instruction in the principles, procedures, and interpretation of diagnostic imaging techniques. Special emphasis is placed on plain film radiography, myelograms, CT scans, medical resonance imaging and nuclear medicine as they relate to the musculoskeletal, cardiovascular and gastrointestinal systems. Credit: 2 hours
Doctor of Physical Therapy 777. Management and Administration in Healthcare Students receive instruction in, and practice with, the administrative and business aspect of physical therapy and healthcare as a whole. Emphasis is placed on business operations, supervision of personnel in accordance with state and federal physical therapy practice acts, risk management, as well as growth and quality improvement within a setting. Students receive contemporary instruction on insurance regulations including federal and state-run programs, such as Medicare and Medicaid, and with private health insurance companies. The focus of the course is to prepare students with an entry level understanding of the business practices required to maintain a physical therapy department, regardless of setting. The students are required to complete a resume and mock job interview in order to develop the skills needed to transition to the workplace. Credit: 2 hours Doctor of Physical Therapy 778. Global Perspectives of Health in Physical Therapy This discussion-rich course will expose students to issues that impact health and the delivery of healthcare, specifically physical therapy, in different in the US and across the globe. Lifespan health issues, in light of health care, socioeconomic and resource disparities, will be explored, and the impact of cultural differences on the delivery and receipt of care will be introduced. Students will learn to appreciate how the inequities in global resource allocations impact the delivery of quality healthcare. Populations of study will include those in underdeveloped countries, African-Americans, Native Americans, those living in rural settings, the homeless, indigent and incarcerated, and LGBTQ communities. Best practices for seeking global outreach opportunities will be presented. Credit: 1 hour Doctor of Physical Therapy 781. Clinical Internship 3 Students experience their third full-time clinical practice situation, lasting a total of 12 weeks. In this experience the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing independence in interpersonal behaviors, documentation, patient examination and treatment techniques, fiscal management, and professional behaviors. The primary outcome of the third clinical internship is to near expectations of the entry level physical therapist. The student should be able to manage at least one half a caseload of less complex patients but will still require guidance of the complex patients. Credit: 5 hours Doctor of Physical Therapy 782. Comprehensive Seminar 1 Students are guided through a week by week review of topics covered during their past three-year curriculum in an online, asynchronous review designed to refresh the main concepts and prepare for the upcoming national licensure exam. This course takes place concurrently with the third (12 week) clinical rotation (DPT 781 - Clinical Internship 3) and encourages the student to share their learning experiences during internship with their classmates through an interactive discussion in an online learning platform. Credit: 2 hours Doctor of Physical Therapy 783. Prosthetics and Amputation Students are instructed in prosthetic components, prescription, and physical therapy application for the patient post amputation. Additionally, students receive instruction in and practice exercise prescription for patients with amputation, evaluative procedures for prosthetics, prosthetic gait analysis, and prosthetic device care. Other common pathological gait manifestations are examined and corrective physical therapist action is discussed. Credit: 2 hours Doctor of Physical Therapy 784. Electives Various Electives. Credit: 2 hours
Wingate University Academic Catalog 2026-2027
234 Doctor of Physical Therapy 791. Clinical Internship Students experience their final full-time clinical practice situation (15 weeks), where the knowledge, skills and behaviors learned in the classroom are applied to patients/clients under the supervision of a licensed physical therapist as clinical instructor. Emphasis will be placed on developing independence with interpersonal behaviors, documentation, patient examination and treatment techniques, fiscal management, and professional behaviors. The primary outcome of the fourth clinical internship is to be entry level physical therapy practitioners. Students will also be able to explore advanced skills and areas of specialty interest. Credit: 6 hours
D O C T O R O F M E DI C A L S C I E N C E (DMSC) Doctor of Medical Science 710. Evidence-Based Medicine/Research This course serves as the foundation for the scholarly project. It will cover principles of research design, evaluation of literature, as well as, search methodologies. Further, components and professional writing style and the American Medical Association Manual of Style formatting will be reviewed. Credit: 3 hours Doctor of Medical Science 720. Principles of Adult Learning This course is designed to provide students with foundational principles in adult learning. Students will explore strategies to increase student learning and engagement using educational theory and the medical education literature. Credit: 3 hours Doctor of Medical Science 730. Program Assessment and Evaluation The aim of this course is to introduce students to best practices of assessment and evaluation of curriculum. Using current medical education theory and literature students will apply key learnings to the development of course design and evaluation. Credit: 2 hours Doctor of Medical Science 750. Capstone I This course serves as the first of two courses aimed to develop a scholarly article ready for publication in a peer reviewed journal. The focus of this course will be to define topic selection, complete a literature review, and journal selection. Credit: 2 hours Doctor of Medical Science 751. Capstone II This course is the second of two courses aimed to guide students in the development of a scholarly article ready for publication in a peer reviewed journal. This course will focus on writing and editing the capstone project. Credit: 3 hours
E D UC A T I O N (ED) Education 500. Clinical Field Experience in Schools Provides the initial licensure candidate with specific, standardized field experiences that assist the candidate in drawing real-world parallels with current, master’s-level coursework. Each student will enroll in three sections of this course prior to his/her student-teaching practicum experience, and each semester (in collaboration with the coursework being taken) activities and reflections will be identified that assist the candidate in applying the philosophical, theoretical and technical foundations of the competencies being studied. Course designed for students in all Master of Arts in Teaching/initial licensure programs. Credit: 0 hours (must have 3 semesters of field experiences during initial licensure phase in order to progress to practicum)
Education 501. Foundations of Teaching and Learning in the 21st Century The goal of Education 501 is to develop Effective Facilitators of Learning. Students in this class will gain a firm foundation for teaching and learning in the 21st century. The course will include a cultural and socio-political view of schools; includes dynamic analyses of the kinds of students in 21st-century classrooms, their diverse needs, and the focus needed on growth/development to ensure all learners succeed. Basic planning and management strategies will also be used to develop an understanding of teaching. A 10-15 hour clinical component is required. Course designed for students in all Master of Arts in Teaching/initial licensure programs. Credit: 3 hours Education 502. Literacy in the 21st Century Students will study the reading process including philosophies, theories and different reading methods based on a balanced reading program with emphasis on literature-based instruction in the 21st century. Students in this class will experience extensive training in the basic foundations of literacy instruction, including phonemic awareness, phonics, word analysis, vocabulary development, comprehension and fluency. Students will employ the pillars of literacy instruction to diagnose literacy issues in K–6 students, plan for effective literacy instruction, and employ effective formative and summative techniques to assess literacy in K–6 classrooms. A 10-15 hour clinical component is required. Course designed for students in all Master of Arts in Teaching/initial licensure programs. Credit: 3 hours Education 531. Research in Educational Trends, Issues, and Best Practice Designed as an introduction to advanced studies in education. The course will assist the graduate candidate in exploring the research on trends, issues, and best practices in education. Through the lens of these pertinent issues, graduate students will become efficient consumers of educational research and use that research to develop a detailed understanding of the issues in education that impact educators and their students. Course designed for students in all Master's-level (M licensure) programs. Credit: 3 hours Education 532. Curriculum Decision Making Within this set of experiences, students will investigate the historical, social, and political influences on curriculum policies and practices and explore various models of curriculum organization and development. Students will collaborate to develop an integrated curriculum project which includes standards-based content and activities, appropriate scope and sequence, effective integration of technology, and provisions for individual differences. Course designed for students in all Masterlevel (M licensure) programs. Credit: 3 hours Education 535. Action Research This course will familiarize the graduate candidate with the nature, procedures, and application of action research in education. Candidates will examine, analyze, and synthesize action research literature and will plan, conduct, and report upon a simple action research study. Course designed for students in all Master-level (M licensure) programs. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
235 Education 540. Communication Skills within the English Language Arts Curriculum This course actively involves graduate students in examining the definition, nature and purpose of the five strands of the K–6 English Language Arts curriculum: listening, speaking, reading, writing, and viewing. Special emphasis will be given to the issues of planning, implementing, and evaluating instruction. Students will also examine the issues of varying learner needs and styles and instructional models and how they integrate the language arts throughout the curriculum. As a culminating activity, students will design and create a teaching module integrating literacy with the total K–6 curriculum. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs. Credit: 3 hours Education 542. Teaching and Learning Through a ProblemSolving Approach Using a problem-solving approach to teaching mathematics, the graduate student will become involved in putting “research into practice” as he or she explores the content of elementary school mathematics, the research of the methods and strategies involved, and the design and evaluation of teaching procedures. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs. Credit: 3 hours Education 544. Teaching Inquiry, Scientific Literacy, and Healthful Living Introduces students to inquiry- and constructivist-based approaches to teaching science and healthful living in grades K–6. Topics include: national and state standards for content, teaching, curriculum and assessment; scientific attitudes and processes; attributes of healthful living; integration with other curriculum areas; and the use of technology. Student present demonstrations, learning activities, and a science fair project. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs. Credit: 3 hours Education 546: Integrating Global Social Studies and Humanities This course involves students in examining the definition, nature, and purpose of the social studies curriculum and the integration of the humanities at the K–6 level. The issues of planning, teaching, and evaluating the integrated social studies/humanities program will receive major consideration. Other topics to be covered will be diversity in the classroom, children with special needs, citizenship education and democratic values, using primary documents, and strategies for teaching. Students will become actively involved in designing and producing an integrated teaching unit at the K–6 level. A clinical component of 10-15 hours is required for MAT students. Course designed for Elementary Education students in the Master of Arts in Teaching (K–6) and the Master of Arts in Education (K–6) degree programs. Credit: 3 hours Education 552. Assessment and Instructional Intervention Designed to focus on the collection, analysis, interpretation, and use of quantitative data for research purposes. Specifically, students will look at aggregated and disaggregated standardized test score data, survey data, and other quantitative data for the purposes of program evaluation and developing school improvement strategies that have the potential to directly impact student learning. The course will use an understanding of data to assist students in designing appropriate instructional interventions. This course will use a blended delivery model. Course designed for students in all Master-level (M licensure) programs. Credit: 3 hours
Education 560. Developing and Demonstrating Teacher Leadership Assists the candidate in examining the principles of teacher leadership. The course will focus on the ways teachers choose to lead, the leadership roles available to teachers, and how those roles present themselves in K–12 schools. Candidates will examine research on effective teacher leadership and reflect on the opportunities to lead in their own environments. Students will have the opportunity to experience various coaching models and explore the ways teachers can be encouraged to lead and supported in leading. This course includes a 6-10 hour clinical practice component. This course will use a blended delivery model. This course is designed as part of the core experience for all master’s candidates in graduate education programs. Credit: 3 hours Education 590. Special Topics in Education Special topics related to public education in the US, comparative education, focused investigations, and student special interests. May include travel and/or other field experiences (proportional to credit hours). Offered only as needed and/or upon request. This course will use a blended delivery model. This course cannot be used as a substitute for any other education course. Credit: Up to 3 hours Education 591. Introduction to Gifted Education The introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed. This course will use an online delivery model. Credit: 3 hours (Fall) Education 592. Social and Emotional Needs of the Gifted/Talented This course will focus on both theoretical and practical knowledge to understand and support the social and emotional needs of gifted youth. Students in this course review current research on the affective characteristics, personality traits, and affective growth and adjustment of gifted children and will learn to recognize signs of stress and distress and explore ways to deal with perfectionism and other issues related to special populations. Content covered includes: understanding social and emotional components of giftedness; guidance concerns; social, emotional, developmental and educational characteristics of gifted students; self-concept and adjustment concerns; and the affective needs of special gifted populations. This course will use an online delivery model. Credit: 3 hours (Spring) Education 593. Methods and Materials in Gifted Education This course focuses on the understanding and use of instructional strategies and materials to facilitate the development of gifted learners from diverse backgrounds who are expressing their gifts in various talent domains. It includes information concerning the differentiation of instruction for gifted learners based on their characteristics and needs and on theory and practices in instructional design and modification. This course will use an online delivery model. Credit: 3 hours (Summer I) Education 594. Curriculum Development for the Gifted This course focuses on ways to use assessment data to extend basic differentiation of curriculum elements (content, process, product, and learning environment) and integrative methods to design appropriate learning experiences to improve student achievement and growth. This course will use an online delivery model. Credit: 3 hours (Summer II)
Wingate University Academic Catalog 2026-2027
236 Education 595. Practicum This set of experiences is designed to provide the mature individual with the necessary classroom experiences to become a successful up-to-date teacher. The length of the Practicum, intensity of supervision, and the number of credit hours are based upon prior teaching experience. NOTE: Students should complete the Application for Practicum Form the semester prior to the Practicum. Applications for the spring practicum are due by October 1. Applications for the fall practicum are due by February 15. Prerequisite: Completion of first 6 courses of program Credit: 3-6 hours Education 596. Critical Thinking Licensure Test Preparation This course is designed to prepare students for success on the state required licensure tests. Test overview, test-taking strategies, content review resources, and test registration will be highlighted. The course may be repeated, as needed, up to 6 times. Score reports indicating student strengths and needs will be used to develop an independent plan of action for students repeating the course. Graded on P/F basis. Prerequisite: Admission to teacher education or Post-Baccalaureate Residency Licensure Program Credit: 1 hour Education 597. Program Portfolio This course is used to show completion of the program portfolio on the student transcript. Enrollment is usually concurrent with the final semester of coursework, and in which case, no additional tuition will be assessed. If this course is taken in a separate semester after all other coursework is completed, an administrative fee will be assessed. Graded on a Pass/Fail basis. Students must pass in order to qualify for graduation. Education 597 may be taken up to three times. Credit: 0 hours
E D UC A T I O N A L L E A D E RS H I P (EDLD) Educational Leadership 605. Developing and Demonstrating Teacher Leadership This course is designed to familiarize students with instruments that assess teacher leadership and to help them analyze different models of the same. By the end of the course students should be able to initiate and supervise peer coaching and mentoring and be effective communicators to supervised staff for improved teacher performance. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 610. The Principalship – Part I This course focuses on school and school and instruction improvement with particular emphasis on effective models of teaching, including sensitivity to meeting the needs of a diverse population and embracing the technology available in the 21st century. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 615. The Principalship – Part II This course focuses on the many challenges that fall under the umbrella of Human Resources. More specifically, it targets monitoring of teachers and use of the New Teacher Evaluation Instrument. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 620. School Finance and Budgeting Students learn fundamental concepts and practices related to school finance, funding, and budgeting. Students actively engage in the process of managing school finances through classroom simulations and field experience assignments. Focus includes system- and school-level budgeting, department and program budgeting, and the managing of grants and other special funding. (Field experience required: 25 hrs.) Credit: 3 hours
Educational Leadership 625. Technology in the 21st Century School This course introduces students to instructional management applications of 21st-century educational technology. Topics discussed include: selection, evaluation, and application of educational software, research strategies on the world wide web, ethical and safety issues. Students will examine current software for human resources and finance in addition to developing skills to purchasing technology for a school. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 630. School Law This course provides a thorough overview of public school law, including the laws that apply to special education programming and students. Case studies will help students gain an understanding of how to interpret law in specific situations, including school discipline and personnel decisions. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 634. Measurement and Assessment This course focuses on the collection, analysis, interpretation, and use of quantitative data for research purposes. Specifically, students will look at aggregated and disaggregated standardized test score data, survey data, and other quantitative data for the purposes of program evaluation and developing school improvement strategies. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 640. Supervision of Instruction Students learn how to provide substantial and productive feedback to teachers regarding their classroom practice. Various models of supervision will be examined with specific training in the use of the NC Teacher Evaluation Instrument as a system for supervision. Other emerging instructional assessment models will be explored. Credit: 3 hours Educational Leadership 694. Internship I This internship will occur typically in the summer. A minimum of 75 hours will be served in an administrative role in a public school during summer months. This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings required. Credit: 1 hour Educational Leadership 695. Internship II This course will consist of a minimum of 200 hours service in an administrative role in a public school during either a fall or spring semester (and therefore a component of the K–12 academic year). This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings required. Credit: 3 hours Educational Leadership 696: Internship III This course will consist of a minimum of 200 hours service in an administrative role in a public school during either a fall or spring semester (and therefore a component of the K–12 academic year). This internship is jointly supervised by the building principal(s) and a School of Graduate and Continuing Education faculty member. Attendance at two seminar meetings will be required. Credit: 3 hours Educational Leadership 697: Leadership Program Portfolio This course is used to show completion of the program portfolio on the student transcript. Enrollment is usually concurrent with the final semester of coursework (usually Internship II and/or III), and, in which case, no additional tuition will be assessed. If this course is taken in a separate semester after all other coursework is completed, an administrative fee will be assessed. Graded on a Pass/Fail basis. Must pass in order to qualify for graduation. May be taken up to three times. Credit: 0 hours
Wingate University Academic Catalog 2026-2027
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D O C T O RA T E I N L E A DE RS H I P – C O M MO N C O UR S E S (EL, ER) Educational Leadership 7010. Information Management Systems This course examines applications of modern technology for the purpose of strategic planning, curriculum design and delivery and assessment and accountability. This course will use a blended delivery model with most course activities being completed online. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Leadership 7061. Systematic Inquiry and Decision Analysis This course examines cycle metric principles and evaluative instruments, inventories, checklists, and rating scales related to systematic inquiry of program effectiveness. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Leadership 7095. Diversity and Global Development This course examines the fundamental dimensions of diversity globalization and the internationalization of schools. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Leadership 7134. Educational Leadership: Theory and Practice This course reviews the implications of contemporary administration and organizational models of education policies and practices; advanced analysis and synthesis of the knowledge, skills, and dispositions of ethical leaders who promote the success of all students by creating cultures of educational excellence and responding to diverse learners. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Leadership 7156: Comprehensive Planning and Program Evaluation This course focuses on concepts and strategies associated with effective planning in education and human services, examines how data can be used as input for a comprehensive plan. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours
Educational Leadership 7189. Organizational Development and Change This course examines the operational structure of schools, critical approaches to effective communication, principles of change process, and diverse strategies for change agents. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Leadership 7211. Data Driven Leadership This course examines federal, state, and local student data for school improvement planning and implementation, addresses accountability and impetus for data drive leadership. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Research 7423. Research Design and Data Analysis This course examines the utilization of essential research skills with an emphasis on qualitative and quantitative decision analysis; examines the knowledge and skills for action research. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Credit: 3 hours Educational Research 7433. Seminar in Professional Research and Publication This course prepares students for professional writing of research reports and academic documents for publication; Students will examine relevant problems and issues with the expectation to develop an action plan for resolution; examines APA 6th edition guidelines for professional writing and publication. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership. Prerequisite: Educational Research 7423 Research Design and Data analysis Credit: 3 hours Educational Research 7950. Doctoral Dissertation Project This is the culminating experience that involves a problem-centered action research project, experiential experience; requires a review committee, requires a formal report in various forms, such as improvement plan, action plan or consultation analysis and recommendation plan. This course will use a blended delivery model. For Ed.D. in Educational Leadership and Ed.D. in Higher Education Leadership Credit: 12 hours
D O C T O RA T E I N E D UC A T I O N A L L E A D E R S H I P (EL, ER) Educational Leadership 7032. Communications and Community Relations This course will examine principles and practices for improving school and community relationships with emphasis on the local school site. This course will use a blended delivery model where some course meetings will be held entirely online on a regular basis. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
238 Educational Leadership 7067. Curriculum and Instructional Leadership This course examines the principles of curriculum development, central components of instructional leadership and problems, and trends impacting the governance of curriculum. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. Credit: 3 hours Educational Leadership 7109. Managing Human and Fiscal Resources This course examines business management functions as related to human resources, budgeting, educational efficiency, observations/evaluations of teachers and school personnel; examines relevant topics such as comprehensive human resources development models and motivation, climate and productivity. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. Credit: 3 hours Educational Leadership 7127. Education Law, Policy and Ethics This course develops a framework for analysis and decision making in education policy; analyzes selected issues; examines educational research methodologies; provides a comprehensive review of legal structures governing the administration of public schools. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 7151. Principals in the 21st Century This course examines the various roles and expectations of principals in the 21st century, examines the demands and expectations of school leaders in an era of internationalization and global education and accountability. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. Credit: 3 hours Educational Leadership 7234. Economics and Education This course investigates economic forces impacting public school finance. This course will use a blended delivery model. Credit: 3 hours Educational Research 7311. Measurement Techniques in Education This course examines methods used to measure and evaluate student progress and how the information gathered can be used to make program decisions and improvements. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. Credit: 3 hours
Educational Leadership 7512. Superintendents and Executive Leadership This course examines the current status and evolved roles, responsibilities, alliances, and partnerships of superintendents; analysis of executive leadership and improved performance of key leadership roles in school districts; examines the creation of a culture that distributes and empowers leadership. This course will use a blended delivery model. This course includes an internship project requiring approximately 20 hours outside of class time and supervision by an appropriate site-based supervisor for Educational Leadership K-12 majors. This project becomes part of the student's leadership portfolio as required by the State of North Carolina. Credit: 3 hours
D O C T O RA T E I N H I G H E R E D UC A T I O N E X E C UT I V E L E A D E R S H I P (EL) Educational Leadership 7033. Higher Education and Government Relations This course examines internal and external communications, marketing, local, state and federal relations and friend fund raising. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 7068: Teaching, Learning and Student Success This course examines the relationship between teaching and student learning and its impact on how successful students are in achieving their educational goals; an in-depth look at what is most successful in impacting this relationship is covered. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 7110. Managing Finance, Budget, and Facilities This course examines business management functions as related to human resources, budgeting, educational efficiency, observations/evaluations of teachers and school personnel; examines relevant topics such as comprehensive human resources development plans, professional development models and motivation, climate and productivity. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 7128. Higher Education Law and Policy This course provides a comprehensive review of legal structures, regulations and case law concerning higher education and develops a framework for analysis and decision making in higher education. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 7152. Higher Education in the 21st Century The course examines current issues and future trends that will impact higher education in the future. This course will use a blended delivery model. Credit: 3 hours Educational Leadership 7235. Work Force and Economic Development This course examines the components of workforce training and economic development at the local, state and federal level; the impact of a worker training program on economic development is presented. This course will use a blended delivery model. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
239 Educational Leadership 7312. History and Development of Student Services Programs in Higher Education This course examines how student services/development/life operations developed in colleges and universities. It will track the history from no staff identified in this area to today’s large range of programs staffed with highly trained professionals. Theories concerning student enrollment, retention, belonging and others will be covered. An introduction to all aspects of programs and services in this area will be included. Credit: 3 hours Educational Leadership 7320. Enrollment Management and Marketing in Higher Education The course examines the programs and practices from initial contact with potential student prospects to the beginning of class attendance. Topics include marketing, the use of social media, campus visits, admissions, financial aid including federal aid, scholarships, and grants, summer bridge programs, orientation and other related activities. Prerequisite: EL 7312 Credit: 3 hours Educational Leadership 7322. Developing Effective Student Life and Student Services Programs in Higher Education This course explores the wide range of programs and services needed to support and assist students to be successful in the classroom and out-ofclass areas. These include career and academic advising, counseling including mental health issues, student activities, Greek life, clubs and organizations, student government, intramural and collegiate athletics, residence life, and other student life activities. Prerequisite: EL 7320 Credit: 3 hours Educational Leadership 7513. Presidents and Executive Leadership This course examines the current and future roles, responsibilities, cooperative partnerships and collaborative alliances of higher education presidents; building an effective leadership team and a culture of organizational and personal success (at all levels). This course will use a blended delivery model. Credit: 3 hours
I N T E RP RO F E S S I O N A L E D U C A T I O N (IPE) Interprofessional Education 520. Introduction to Graduate Academic Writing This course is designed to help students strengthen their academic/scholarly writing skills by learning the basic mechanics of sentence structure, APA and other writing styles, critical inquiry and analysis, and writing an effective literature review. Note: this course spans the entire first semester of admission (running concurrently with both the Online 1 and Online 2 sessions). Credit: 3 hours Interprofessional Education 700. Interprofessional Teamwork Interprofessional Teamwork is a course designed to introduce first year pharmacy and PA students to key principles and behaviors associated with effective teamwork in preparation for working collaboratively in interprofessional patient-centered teams. Prerequisite: Health Science Graduate Programs only Credit: 0 hours (Pass/Fail) Interprofessional Education 701. Interprofessional Education Introduction 1 This course sequence allows students to learn about, from, and with other health sciences students in an interprofessional environment focused on roles/responsibilities, communication, values/ethics, and teamwork. Prerequisite: Health Science Graduate Programs only Credit: 0 hours (Pass/Fail)
Interprofessional Education 702. Interprofessional Education Introduction 2 This course sequence allows students to learn about, from, and with other health sciences students in an interprofessional environment focused on roles/responsibilities, communication, values/ethics, and teamwork. Prerequisite: Health Science Graduate Programs only Credit: 0 hours (Pass/Fail)
M A S T E R O F A R T S I N S P O R T M A N A G E ME N T (MASM) Master of Arts in Sport Management 535. Sport Research This course familiarizes the graduate candidate with the nature, procedures and application of research in sport management. Candidates examine, analyze and synthesize sport research literature and plan, conduct and report upon a simple sport research study. Credit: 3 hours Master of Arts in Sport Management 553. PR and Social Media in Sport This course focuses on the growth of the Internet and social media, and their emerging role as marketing and public relations media. Students explore the advantages and disadvantages relative to traditional marketing practices. Students engage in creating promotional and informational video formats, web pages, online survey forms, and work to analyze survey responses. Credit: 3 hours Master of Arts in Sport Management 555. Sport Economics and Finance This course is designed to allow the student to understand the fundamentals of finance, budgeting, and accounting in the sport and recreation industry. The course will emphasize financial principles, financial markets as well as growth and development of revenue sources in the 21st century. Credit: 3 hours Master of Arts in Sport Management 557. Sport Marketing and Promotions This course provides the theoretical underpinnings of sport marketing and promotion, and illustrates their application with practical examples from the sport marketplace. The course also introduces students to the application of basic principles of marketing in the sport industry with emphasis on intercollegiate athletics, professional sport, and multi-club sport operations. The students develop a broad appreciation of marketing by providing them with an up-to-date understanding of marketing concepts as they are currently being applied in advanced study and work in marketing, consumer behavior and related fields. Credit: 3 hours Master of Arts in Sport Management 558. Sport Sales and Sponsorship This course provides the theoretical techniques used to sell and generate revenues in the sport industry. This required course concentrates on corporate sales and sponsorship, its growing role and its vital importance in sports. Topics include sales proposal development, sponsorship solicitation, licensing rights, new business development, endorsements and merchandising, commercialization of technology, and corporate partnerships. The course provides an overview of the industry and instruction on effective methods to plan, price, organize, acquire, implement, measure and evaluate sponsorships including the development of a corporate sponsorship plan. Credit: 3 hours Master of Arts in Sport Management 559. Sport Venue and Event Management This course provides identification and investigation into the design and management of sport and recreational venues. Management techniques and procedures for athletic events are examined. Required field trips are a vital component of in this class. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
240 Master of Arts in Sport Management 561. Sport Law and Ethics This course enables the student to analyze and understand legal issues and to discuss the ramifications of those issues with a foundation of comprehensive information that is relevant to managers in the sport industry. Ethical considerations in sport decision-making are also discussed. Credit: 3 hours
Master of Arts in Sport Management 618. Athlete Development and Ethics in Sport This course is designed to emphasize positive youth (10-19) development and ethical coaching through sport. The focus will be on a variety of contemporary issues that will arise in youth sport and the moral, ethical, and, sometimes legal, obligations of coaches in those situations. Ethical decision-making skills are also emphasized. Credit: 3 hours
Master of Arts in Sport Management 572 – NCAA Compliance and Administration This course is designed to give students a working knowledge of NCAA rules and regulations at the Divisions I, II and III levels will be covered, as well as NAIA compliance. Topics covered will include recruitment, initial and continuing eligibility, progress toward degree completion, amateurism, financial aid, etc. Credit: 3 hours
Master of Arts in Sport Management 620. Sport Management Internship Students will complete an internship once coursework is completed. The internship must be with a sport/sport-related organization and must be approved by the MASM Program Director. Requires a minimum of 250 clock hours and is supervised by the MASM Program Director and the internship site supervisor. Credit: 3 hours
Master of Arts in Sport Management 574. Collegiate Athlete Development and Wellness This course will provide students with insight into the importance of using an athletic program as a vehicle to holistically develop athletes both on and off the court or field; particular focus will be placed on career development, counseling services, life skills seminars, personal finance, communication, post-sport career transition, and reaching injured athletes. Credit: 3 hours
M A S T E R O F S O C I A L W O R K (MSW)
Master of Arts in Sport Management 576. Fundraising and Development in College Athletics This course introduces students to various sources of funding in college athletics and development activities and initiatives. Topics will include: the role of booster clubs, alumni relations and development, naming rights, sponsorship deals, TV contracts, preferred seating, and special fundraising events for athletic department and teams. Credit: 3 hours Master of Arts in Sport Management 591. Organization and Administration of Sport The administrative processes in sports and athletics from high school, to college, to public/private recreation, and to professional sports will be analyzed and examined. Credit: 3 hours Master of Arts in Sport Management 600. Social Issues in Sport Management This course explores how power relations, stereotypes, cultural ideologies and personal beliefs impact sport participation. Critical analysis and research are the basis for exploring the links between sport and major issues in society. Credit: 3 hours Master of Arts in Sport Management 615. Psychology of Coaching This course provides students with a foundation in the theories and philosophies associated with the field of coaching. In this course, students critically analyze the strengths, limitations, and potential applications of various theories, philosophies, and ideas. Examples include: Developmental Systems Theory, Ecological Systems Theory, protective factors, and developmental assets. Credit: 3 hours Master of Arts in Sport Management 616. Theory of Coaching This course will explore methods of coaching and their applications. Theoretical and applied ideas regarding structure of practice, goalsetting and achievement, and defining the various roles a coach must fill will be presented. Students will use ideas from theories discussed in settings and discuss results of different applications. Credit: 3 hours
Master of Social Work 600. Generalist Social Work: The Professional Social Worker This course introduces student to the knowledge, values, and skills essential to becoming a professional social worker. Student will explore the knowledge and values connected to ethical standards and becoming a professional social worker. Students will learn and apply written, verbal, and non-verbal communication skills that are congruent to becoming a competent, ethical, and professional social worker. Finally, students will learn about international, national, and discipline-specific professional organizations relevant to the social work profession. Credit: 3 hours Master of Social Work 601. Generalist Social Work: Foundations of the Social Work Profession This course introduces student to the knowledge, values, and skills that shape the social work profession. These include an exploration of the historical foundations and social welfare policies that have shaped social work, theories of human behavior in the social environment that shape the profession, and professional codes of ethics. In addition, this course introduces students to the knowledge, values, and skills connected to the profession’s purpose of promoting human rights and social, racial, economic, and environmental justice and to the profession’s value of engaging anti-racism, diversity, equity, and inclusion in practice. Credit: 3 hours Master of Social Work 602. Generalist Social Work: Social Problems and Social Welfare Programs This course prepares students to conceptualize and analyze social problems through the lens of anti-racism, diversity, equity, and inclusion. Students develop knowledge and skills in analyzing how existing social welfare policies guide the formation of social welfare programs. In this course students will develop the knowledge, values, skills, and cognitive affective processes need to critically analyze programs through the lens of human rights and social, racial, economic, and environmental justice. Finally, the course prepares students with the tools needed to advocate for policy practice that fosters antioppressive and anti-racist social welfare programs. Credit: 3 hours Master of Social Work 603. Generalist Social Work: Evidence Informed and Ethical Social Work This course will introduce students to the ways in which the social work profession is built upon evidence-informed and ethical scientific inquiry. Students will learn about the fundamentals of ethically-sound research and how to evaluate, develop, and apply ethical standards to evidence-based practice. Students will develop skills in becoming critical consumers of practice-informed research and ethics through the lens of anti-racism, equity, diversity, and inclusion. Students will also learn how to apply research-informed practices in ways that advance human rights and social, racial, economic, and environmental justice. Prerequisite: MSW 600 & MSW 601, or approval by the MSW Program Director Credit: 3 hours
Wingate University Academic Catalog 2026-2027
241 Master of Social Work 604. Generalist Social Work: Social Work Practice with Diverse Populations This course is designed to prepare students for social work practice with diverse populations, including individuals, families, and communities. This course focuses on the application of professional behavior and ethics; human rights and social, racial, economic, and environmental justice; anti-racism, diversity, equity, and inclusion; policy practice; and research-informed practice and practice-informed research to social work practice with diverse populations. Included in this course is an emphasis on how engagement, assessment, intervention, and evaluation of social work practice with diverse populations. Finally, in this course students will learn how to apply theoretical perspectives in human behavior in the social environment to social work practice with diverse individuals, families, and communities. Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603, or approval by the MSW Program Director Credit: 3 hours Master of Social Work 605. Generalist Social Work: Social Work Practice in Professional Settings This course is designed to prepare students for social work practice in professional settings, including work with groups and organizations. This course focuses on the application of professional behavior and ethics; human rights and social, racial, economic, and environmental justice; anti-racism, diversity, equity, and inclusion; policy practice; and research-informed practice and practice-informed research to social work practice with diverse populations. Included in this course is an emphasis on how engagement, assessment, intervention, and evaluation of social work practice within professional settings. Finally, in this course students will learn how to apply theoretical perspectives in human behavior in the social environment to social work practice with groups and organizations. Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603, or approval by the MSW Program Director Credit: 3 hours Master of Social Work 620. Generalist Social Work: Practicum I This is the first of two practicum experiences in the generalist social work curriculum. Students will be placed in a social work-related setting and will complete 200 hours of practice experience. While students will gain experience across systems levels, this first of two practicum experiences focuses heavily on preparing students to be competent social workers in applying theoretical perspectives to engagement, assessment, intervention, and evaluation with diverse individuals, families, and communities. In this practicum, students are given realworld opportunities to apply professional behavior and ethics; human rights and social, racial, economic, and environmental justice; antiracism, diversity, equity, and inclusion; policy practice; and researchinformed practice and practice-informed research to social work practice with diverse populations. Graded on a Pass/Fail basis. Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603 Credit: 3 hours Master of Social Work 621. Generalist Social Work: Practicum II This is the second of two practicum experiences in the generalist social work curriculum. Students will continue placement in a social workrelated setting and will complete an additional 200 hours of practice experience. The second of two practicum experiences is designed to continue providing students with opportunities to work across systems levels but will be heavily on preparing students to be competent social workers in applying theoretical perspectives to engagement, assessment, intervention, and evaluation with groups and organizations. In this practicum, students are given real-world opportunities to develop competencies in the application of professional behavior and ethics; human rights and social, racial, economic, and environmental justice; anti-racism, diversity, equity, and inclusion; policy practice; and research-informed practice and practice-informed research to social work in professional settings. Prerequisite: MSW 600, MSW 601, MSW 602, & MSW 603 Credit: 3 hours
Master of Social Work 651. Transformative Social Work Practice I: Engagement in the Beloved Community In this course, students will be building upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to engage with individuals, families, groups, organizations, and communities through ethical and professional social work. In mastering this competency, students will learn how to connect practice-informed research and research-informed practice to engagement across client systems in ways that align with anti-racism, diversity, equity, and inclusion. Through the lens of transformative social work, students will connect these concepts to engagement with individuals, families, groups, organizations, and communities. Prerequisite: MSW 604, MSW 605, MSW 620, & MSW 621, or Advanced Standing Status Credit: 3 hours Master of Social Work 652. Transformative Social Work Practice II: Assessment in the Beloved Community In this course, students build upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to assess client systems through ethical and professional social work. Students will learn how to connect practice-informed research and research-informed practice to assessment with client systems in ways that align with anti-racism, diversity, equity, and inclusion. Through the lens of transformative social work, students will connect these concepts to assessment with individuals, families, groups, organizations, and communities. Prerequisite: MSW 604, MSW 605, MSW 620, & MSW 621, or Advanced Standing Status Credit: 3 hours Master of Social Work 653. Transformative Social Work Practice III: Intervention in the Beloved Community In this course, students will be building upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to intervene with client systems through ethical and professional social work. In mastering this competency, students will learn how to connect the findings of scientific inquiry as well as lessons learned from engagement and assessment to interventions with client systems from the lens of anti-racism, diversity, equity, and inclusion. Additionally, students will critically analyze the extent to which existing policies and subsequent programs promote human rights and social, racial, economic, and environmental justice. Furthermore, students will learn how, through transformative social work, interventions across client systems are seamlessly connected to professional standards, social justice, ADEI, scientific inquiry, policy practice, engagement, and assessment. Prerequisite: MSW 651 & MSW 652 Credit: 3 hours Master of Social Work 654. Transformative Social Work Practice IV: Evaluation in the Beloved Community In this course, students will be building upon the knowledge, values, skills, and cognitive affective processes gained in the generalist practice curriculum that are needed to evaluate practice with individuals, families, groups, organizations, and communities through ethical and professional social work. In mastering this competency, students will learn how to connect evaluation of practice to the findings of scientific inquiry as well as lessons learned from engagement, assessment, and intervention with client systems from the lens of anti-racism, diversity, equity, and inclusion. Additionally, students will critically analyze the extent to which policies intersect with the evaluation of interventions designed to promote human rights and social, racial, economic, and environmental justice. Furthermore, students will learn how evaluation of transformative social work practice is seamlessly connected to professional standards, social justice, ADEI, scientific inquiry, policy practice, engagement, assessment, and intervention with individuals, families, groups, organizations, and communities. Prerequisite: MSW 651 & MSW 652 Credit: 3 hours
Wingate University Academic Catalog 2026-2027
242 Master of Social Work 670. Transformative Social Work Practicum I: Engagement and Assessment in the Beloved Community In the first semester of the specialized practice practicum (250 hours total), students will focus on engagement and assessment across client systems. Will apply knowledge and values connected to demonstrating skills and cognitive affective processes needed for professional and ethical practice through the lens of anti-racism, diversity, equity, and inclusion. While students in the first semester of the specialized practicum are encouraged to also explore additional components of transformative social work, the focus will be on demonstrating mastery of components of the specialized curriculum that connect with engagement and assessment in the beloved community. Prerequisite: MSW 604, MSW 605, MSW 620, & MSW 621, or Advanced Standing Status Credit: 3 hours Master of Social Work 671. Transformative Social Work Practicum II: Intervention and Evaluation in the Beloved Community In the second semester of the specialized practicum (250 hours total), students will draw upon the foundations of the generalist practice curriculum with a focus on intervention and evaluation of client systems. Students will apply research-informed practice and practice-informed research related to professional behaviors and ethics essential for intervention and evaluation congruent with anti-racism, diversity, equity, and inclusion. Students will critically analyze existing policies connected to the host practicum agency, and the extent to which they promote human rights and social, racial, economic, and environmental justice. Furthermore, students will demonstrate how to select and apply intervention and evaluation strategies in the context of the host agency that are seamlessly connected to previous lessons learned in engagement and assessment and that advance social, racial, economic, and environmental justice through the results of scientific inquiry and policy practice. At the end of the second semester of the specialized practice practicum, students should be able to demonstrate the interconnection of all nine competencies within the framework of transformative social work in the beloved community. Graded on a Pass/Fail basis. Prerequisite: MSW 670 Credit: 3 hours Master of Social Work 690. Transformative Social Work Capstone Project I: Engagement and Assessment in the Beloved Community This course will provide students with the opportunity to apply the concepts learned in MSW 651 and MSW 652. Using a case-based approach, this course will provide students with an opportunity to connect the foundations social work to engagement and assessment with diverse populations (individuals, families, and groups) and through professional settings (organizations and groups). This is the first of two Transformative Social Work Capstone Projects within the specialized practice curriculum and is designed for students to apply the practice of transformative social work to engagement and assessment of the beloved community. Prerequisite: MSW 651 & MSW 652 Credit: 3 hours
Master of Social Work 691-Transformative Social Work Capstone Project II: Intervention and Evaluation in the Beloved Community This is the second part of the Capstone experience and provides students with the opportunity to apply the concepts learned in MSW 653 and MSW 654 and builds on MSW 690. Using a case-based approach, this course will provide students with an opportunity to connect the foundations social work to intervention and evaluation with diverse populations (individuals, families, and groups) and through professional settings (organizations and groups). This is the second of two Transformative Social Work Capstone Projects within the specialized practice curriculum and is designed for students to develop strategies for intervention and evaluation with diverse populations (individuals, families, and communities) and professional settings (organizations and groups) identified in the first Capstone course. Prerequisite: MSW 653 & MSW 654 Credit: 3 hours
O C C UP A T I O N A L T H E RA P Y (OTD) Occupational Therapy 711. Human Gross Anatomy This course is designed to help students establish a foundational understanding of the neuromusculoskeletal systems of the human body for the practice of occupational therapy. Using a regional approach, students will explore the head and neck, trunk, upper extremities, and lower extremities. At the conclusion of the course, students will have an understanding of how body structures contribute to occupational performance. Prerequisite: Admission to the Doctor of Occupational Therapy Program Credit: 5 hours (Fall) Occupational Therapy 712. Pathophysiology This course provides education on general pathophysiological principles of disease and disorders that affect organ systems of the body, with an emphasis on integrating the interrelationship between different organ systems in the context of clinical correlations relevant to occupational therapy practice. Topics include but are not limited to the effects of heritable diseases, genetic conditions, disability, trauma, and injury to the physical and mental factors that may influence occupational performance. Prerequisite: Admission to the Doctor of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 713. Applied Kinesiology This course focuses on instruction in joint kinematics, applying the physical laws of motion. Special emphasis is placed on body surface palpation and measurements of goniometry, dexterity, and strength. Prerequisite: Admission to the Doctor of Occupational Therapy Program Credit: 4 hours (Fall) Occupational Therapy 714. Occupational Therapy Foundations This course is designed to introduce students to the profession of occupational therapy. Topics include but are not limited to the history and philosophy of the profession, foundations of occupational science, occupational and psychological development across the lifespan, the domain of occupational therapy, occupational therapy theory, concepts of human behavior, and Vision 2025. Additionally, students will analyze the trends in models of service delivery, including but not limited to medical, educational, community, and social models, and their potential effect on the practice of OT. This course also facilitates discussion of the varied roles of the OT as a practitioner, educator, researcher, policy developer, program developer, advocate, administrator, consultant, and entrepreneur. Prerequisite: Admission to the Doctor of Occupational Therapy Program Credit: 3 hours (Fall)
Wingate University Academic Catalog 2026-2027
243 Occupational Therapy 721. Neuroscience This course focuses upon the foundations of neuroanatomy and neuropathophysiology with emphasis on both typical and atypical human function following damage to the nervous system. This course will introduce the principles of neuroscience and describe their clinical application; it will begin with an introduction to the nervous system (micro and macro), then address the major functions of the central, autonomic, and peripheral nervous systems. Moreover, the consequences of damage to each system in relation to occupational performance will be integrated throughout the course through casebased application. Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Spring)
Occupational Therapy 726. Fieldwork I & Professional Development This course allows students to begin developing professional behaviors and apply what they have learned about psychosocial and mental health occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course allows students to engage in critical reflection regarding clients and interventions observed in the clinical setting. The course also emphasizes the importance of continuing professional development with the initiation of a reflective professional portfolio that students will develop over the course of their studies. Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program Credit: 1 hour (Spring)
Occupational Therapy 722. Occupational Therapy Process: Mental Health Drawing upon undergraduate coursework in psychology, abnormal psychology, and/or sociology, this course addresses the occupational performance of clients with mental health and/or psychosocial challenges and the models of practice and frameworks used in mental health practice. Additionally, the psychosocial implications of practice across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; referral; and discharge planning for clients with psychosocial or mental health challenges. Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Spring)
Occupational Therapy 731. Occupational Therapy Process: Pediatrics This course addresses the developmental milestones and occupational performance of infants, children, and youth. Emphasis is placed on models of practice and frameworks used in pediatric practice. Additionally, pediatric considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for pediatric clients. Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Summer)
Occupational Therapy 723. Foundations of Clinical Practice in Occupational Therapy I This course introduces students to information necessary for socialization to the profession and entry-level clinical practice. Topics include but are not limited to: practice settings for occupational therapists, official documents of the American Occupational Therapy Association, professional accountability and professional development, the distinct value of OT, interprofessional practice, task analysis, clinical reasoning, and skills for reflective practice. Additionally, this course addresses clinical leadership including the collaborative roles and responsibilities of the OT and OTA and how the role of a professional is enhanced by knowledge of and involvement in international, national, state, and local OT associations and related professional organizations. Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 724. Foundations of Clinical Practice in Occupational Therapy II This course continues to lay the foundation for entry-level clinical practice through education on topics including but not limited to: therapeutic use of self in both individual and group interaction, group theory and process, graded activity, skilled observation, blood borne pathogens, universal precautions, vital signs, HIPAA, safety regulations, physical transfers, wheelchair management, use of mobility devices, and clinical documentation. Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring) Occupational Therapy 725. Scholarship & Evidence-Based Practice I This course provides an introduction to research methodology and critical appraisal relevant to clinical practice and/or research applications. Students will learn to develop clinical questions, locate, understand, critique, and evaluate information to assess the validity and trustworthiness of quantitative and qualitative research, and integrate evidence into clinical practice. Additionally, students will learn to articulate the importance of how scholarly activities contribute to the development of a body of knowledge relevant to the profession. Prerequisite: Successful completion of Semester 1 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring)
Occupational Therapy 733. Technology for Occupational Performance This course introduces the use of technology to facilitate occupational performance. Students will learn to evaluate and adapt processes or environments (e.g., home, work, school, community), apply ergonomic principles and principles of environmental modification, provide recommendations and training in strategies for enhancing functional and community mobility, and select and teach compensatory techniques including the use of assistive technology, seating and positioning considerations, contextual modifications and adaptations, ergonomics, driver rehabilitation, telehealth, virtual environments/gaming, distance communication, and the use of electronic medical records to document therapeutic intervention. Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Summer) Occupational Therapy 734. Interventions to Support Occupations This course introduces students to the theory and skills necessary for selecting and utilizing preparatory methods and tasks including but not limited to therapeutic exercise, wound care, physical agent modalities, and prosthetics to prepare clients for occupational performance. Additionally, students will learn to select, design, fabricate, and apply orthotics for upper extremity conditions. Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Summer) Occupational Therapy 735. Scholarship & Evidence-Based Practice II This course introduces the principles of study design, literature review, methodology, data analysis, and synthesis for both quantitative and qualitative studies. Emphasis will be placed on strategies for ensuring validity and reliability of quantitative studies and trustworthiness of qualitative studies. Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Summer)
Wingate University Academic Catalog 2026-2027
244 Occupational Therapy 736. Fieldwork I & Professional Development II This course facilitates the continuing development of professional behaviors and application of material learned about pediatric occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon completion of the occupational profile/client interview and skilled documentation supporting the rationale for occupational therapy intervention. Prerequisite: Successful completion of Semester 2 courses for the Doctor of Occupational Therapy Program Credit: 1 hour (Summer) Occupational Therapy 741. Occupational Therapy Process: Adults This course addresses the occupational performance adult clients with emphasis on models of practice and frameworks used in clinical practice. Additionally, considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for adult clients. Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Fall) Occupational Therapy 742. Introduction to the Doctoral Capstone This course introduces the doctoral capstone process. In this course, students will develop their capstone ideas and identify their capstone experiential sites. Additionally, students will complete all documentation required to finalize their doctoral capstone experiential sites. Prerequisite: Successful completion of Semester 3 courses for Doctor of Occupational Therapy Program Credit: 1 hour (Fall) Occupational Therapy 743. Program Development for Community-Based Practice in Occupational Therapy This course provides a historical overview of community and population health in the OT profession from past to present. Social determinants of health that impact marginalized populations and communities are explored to prepare students to be servant leaders who are confident in advocating and developing programs for those at risk for social injustice, occupational deprivation, and disparities. The fundamentals of policy and the implications and effects on OT practice for provision of services will be explored given the current socio-political climate. Students will learn how to clearly articulate the variety of roles of an OT in community and primary care settings including, but not limited to, consultant, care coordinator, case manager, and facilitator. Students will also learn about the business aspects and practices of developing a sustainable community public health program. Prerequisite: Successful completion of Semester 3 courses for Doctor of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 744. Cultural Considerations for Occupational Therapy Practice Drawing upon undergraduate coursework in sociology and/or anthropology, this course explores the influence of culture on occupational performance. Students will learn skills for cultural sensitivity and responsiveness, while global social issues and prevailing health/welfare needs of populations with or at risk for disabilities and chronic health conditions will be addressed. Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Fall)
Occupational Therapy 745. Professional & Scholarly Writing This course provides students with the tools required for professional and scholarly writing. Focus will be on writing scholarly reports for presentation or publication in peer-reviewed journals; writing letters of insurance appeal; locating and securing grants; effectively and professionally communicating in writing the distinct nature of occupation and the evidence that occupation supports performance, participation, health, wellness, and well-being utilizing principles of health literacy; and using the written word to promote occupational therapy. Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program Credit: 2 hours (Fall) Occupational Therapy 746. Scholarship & Evidence-Based Practice III In this course, students will identify a topic for research; conduct a needs analysis; design a study that evaluates professional practice, service delivery, and/or professional issues; and complete the Institutional Review Board (IRB) approval process. Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Fall) Occupational Therapy 747. Fieldwork I & Professional Development III This course facilitates the continuing development of professional behaviors and application of material learned about adult occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon clinical reasoning, client education, and communication with clients/caregivers. Prerequisite: Successful completion of Semester 3 courses for the Doctor of Occupational Therapy Program Credit: 1 hour (Fall) Occupational Therapy 751. Occupational Therapy Process: Geriatrics This course addresses the occupational performance older adult clients with emphasis on models of practice and frameworks used in clinical practice. Additionally, considerations across all practice settings are analyzed and students learn the process of occupational therapy including screening; evaluation; intervention planning, monitoring, and modification; clinical reasoning with compensatory techniques; referral; and discharge planning for geriatric clients. Topics of productive aging and end of life issues are also addressed. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 4 hours (Spring) Occupational Therapy 752. Scholarship of Teaching & Learning in Occupational Therapy Practice In this course, students will learn the principles of teaching and learning for both clinical and academic higher education applications. Students will explore topics of learning theory specific to academic, community, and clinical education settings. They will also explore introductory pedagogical concepts for designing and implementing academic coursework, including the development of syllabi and learning objectives, instructional design models, teaching methods, instructional styles and skills, and methods of learner evaluation. Finally, students will apply teaching and learning concepts to clinical education scenarios by exploring the ongoing professional responsibility for providing fieldwork education and the criteria for becoming an effective fieldwork educator. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring)
Wingate University Academic Catalog 2026-2027
245 Occupational Therapy 753. Healthcare Management & Administration This course provides an introduction to the practice of management and administration in occupational therapy. Emphasis is placed on the impact of contextual factors on occupational therapy services; business operations and marketing; budget development; supervision of clinical and support personnel; risk management, utilization review, and quality improvement; accreditation; reimbursement; staff development; and requirements for credentialing, licensure, certification, and registration. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring)
Occupational Therapy 761. Fieldwork IIa This course is the first 12-week, full-time experience in a clinical setting under the supervision of a qualified occupational therapy practitioner. It provides students with the hands-on opportunity to continue developing skills required to relate theory and evidence to practice through client evaluation, intervention, and discharge. Students will apply principles of clinical reasoning and reflective practice to establish entry-level competency in a traditional or non-traditional practice setting. Prerequisite: Successful completion of all coursework and competency evaluations Credit: 12 hours (Summer)
Occupational Therapy 754. Leadership Theory & Practice This course introduces students to leadership theories and strategies important for leading clients, colleagues, consumers, and the profession of occupational therapy. Emphasis will be placed on the distinction between leadership and management, the use of self-reflection for continuing leader development, the importance of leadership in the field of occupational therapy, servant leadership theory, and exploration of leadership positions in organizations or agencies promoting the profession. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring)
Occupational Therapy 771. Fieldwork IIb This course is the second 12-week, full-time experience in a clinical setting under the supervision of a qualified occupational therapy practitioner. It provides students with the hands-on opportunity to continue developing skills required to relate theory and evidence to practice through client evaluation, intervention, and discharge. Students will apply principles of clinical reasoning and reflective practice to establish entry-level competency in a traditional or non-traditional practice setting. Prerequisite: Successful completion of OTD 761 Level II Fieldwork Credit: 12 hours (Fall)
Occupational Therapy 755. Fieldwork I & Professional Development IV This course facilitates the continuing development of professional behaviors and application of material learned about geriatric occupational therapy theory and practice in a clinical setting through supervised observation and participation. The didactic portion of this course focuses upon interprofessional practice and interdisciplinary communication. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 1 hour (Spring) Occupational Therapy 756. Practice Preparation & Clinical Competence This course allows students to demonstrate the skills, attitudes, and knowledge required for entry-level occupational therapy practice. Students will complete case-based mock client encounters demonstrating evidence-based practice and clinical skills, reflective practice, and the ability to apply theoretical constructs to evaluation and intervention with various types of clients in a variety of practice contexts and environments, including population-based approaches, to analyze and effect meaningful occupation outcomes. Additionally, students will demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration under state laws and will pass a competency exam prior to initiation of Level II fieldwork experiences. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 2 hours (Spring) Occupational Therapy 757. Scholarship & Evidence-Based Practice IV In this course, students will collect data, complete data analysis, and compose a report for presentation or publication in a peer-reviewed journal. Prerequisite: Successful completion of Semester 4 courses for the Doctor of Occupational Therapy Program Credit: 3 hours (Spring)
Occupational Therapy 772. Doctoral Capstone I During this online course, students will design a scholarly proposal for a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in their chosen practice area. Additionally, students will develop personal learning outcomes for their doctoral experiential in collaboration with a faculty mentor. Prerequisite: Successful completion of OTD 761 Level II Fieldwork Credit: 2 hours (Fall) Occupational Therapy 781. Doctoral Experience During this 14-week, full-time experience doctoral students will develop advanced skills in one of the following: clinical skills, research skills, administration, program development and evaluation, policy development, advocacy, education, or leadership. The Doctoral Capstone is designed to develop occupational therapists with advanced skills through collaboration of the faculty and student and provided in settings consistent with the program’s curriculum design. The purpose of the Doctoral Capstone aligns with Wingate OTD program’s vision of developing practice-ready leaders and clinical scholars committed to the pursuit of meaningful occupational performance for all persons, groups, and populations. Prerequisites: Successful completion of all Level II Fieldwork and OTD 772; students must also pass a competency examination prior to initiation of the doctoral experiential Credit: 14 hours (Spring) Occupational Therapy 782. Doctoral Capstone II During this hybrid course, students will implement a culminating project that relates theory to practice and demonstrates synthesis of advanced knowledge in their chosen practice area. Students will also prepare a scholarly report that is appropriate for presentation or for publication in a peer-reviewed journal. Prerequisites: Successful completion of all Level II Fieldwork and OTD 772 Credit: 2 hours (Spring)
P H A R MA C Y (PHAR) Pharmacy 700. Interprofessional Teamwork Interprofessional collaboration and communication focused on improving healthcare outcomes and patient safety. Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring)
Wingate University Academic Catalog 2026-2027
246 Pharmacy 810. Foundational Sciences An integrated module providing basic principles of biomedical sciences, pharmaceutics, biopharmaceutics, pharmacokinetics, medicinal chemistry, & pharmacology for the purpose of treatment of disease. Prerequisite: Doctor of Pharmacy Program Standing Credit: 6 hours (Fall) Pharmacy 811. Integrated Pharmacotherapy 1 Integration of biological, pharmaceutical, and clinical sciences to manage problems in self-care conditions and the integumentary system. Prerequisite: Doctor of Pharmacy Program Standing Credit: 3 hours (Fall) Pharmacy 815. Foundations of Pharmacy Practice and Community Health Engagement 1 This is the first in a course series that introduces learners to the pharmacist as a community advocate, educator, and collaborator. In this course, learners will explore the contributions of psychosocial and cultural factors towards illness, health, and healthcare, examine health belief models that shape pharmacy practice, and discover the principles of service and community responsibilities of the pharmacist. Learners will be introduced to methods of gathering, interpreting, and communicating drug information. In addition, relevant legal requirements will be reviewed. Prerequisite: Doctor of Pharmacy Program Standing Credit: 3 hours (Fall) Pharmacy 816. Skills Lab 1 Prelab Laboratory portion of Skills Lab 1. Prerequisite: Doctor of Pharmacy Program Standing Credit: 0 hours (Fall) Pharmacy 817. Skills Lab 1 This first-semester skills lab is designed to complement the current didactic pharmacy courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment learning with an emphasis on preparing learners for community pharmacy practice. Prerequisite: Doctor of Pharmacy Program Standing Credit: 3 hours (Fall) Pharmacy 818. Pathways 1 This course introduces learners to foundational methods, strategies, and skills for success in pharmacy education and practice. Learners will explore their personal learning and leadership styles, along with ways to maximize personal and professional strengths and experiences. Learners will be able to identify leadership styles and develop personal leadership philosophies as a guiding principle through pharmacy education and practice. This skillset will allow learners the ability to execute exemplary leadership administration in regard to collaborative projects, organizational leadership, healthcare teams, and other opportunities. Learners will also engage in early exposure to multiple pharmacy career options. Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Fall) Pharmacy 819. P1 Recitation This recitation will provide learners with additional practice applying concepts taught in concurrent courses. Prerequisite: Doctor of Pharmacy Program Standing Credit: 0 hours (Fall) Pharmacy 820. P2 Recitation This recitation will provide learners with additional practice applying concepts taught in concurrent courses. Prerequisite: Doctor of Pharmacy Program Standing Credit: 0 hours (Fall)
Pharmacy 823. P2 Recitation This recitation will provide learners with additional practice applying concepts taught in concurrent courses. Prerequisite: Doctor of Pharmacy Program Standing Credit: 0 hours (Spring) Pharmacy 825. Foundations of Pharmacy Practice and Community Health Engagement 2 This course builds on competencies developed in Foundations of Pharmacy Practice and Community Health Outreach 1 to prepare learners to evaluate literature describing preventive and therapeutic measures to improve community and population health. It also provides an overview of the healthcare system and continues to ensure the learner builds into advanced communication strategies, both verbal and written. Material is integrated from principles of research design, biostatistics, epidemiology, and public health. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 815 Credit: 3 hours (Spring) Pharmacy 826. Skills Lab 2 – Prelab Laboratory portion of Skills Lab 2. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 816 Credit: 0 hours (Spring) Pharmacy 827. Skills Lab 2 This second-semester skills lab is designed to complement the current didactic pharmacy courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment learning with an emphasis on preparing learners for community pharmacy practice. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 817 Credit: 3 hours (Spring) Pharmacy 828. Pathways 2 This course exposes learners to more specific methods, strategies, and skills for success in pharmacy education and practice. This course will expose learners to multiple career pathways within pharmacy practice in order to identify specific areas of interest. Learners will be able to identify leadership styles and develop personal leadership philosophies as a guiding principle through pharmacy education and practice. This skillset will allow learners the ability to execute exemplary leadership administration in regard to collaborative projects, organizational leadership, healthcare teams, and other opportunities. Prerequisites: Doctor of Pharmacy Program Standing Credit: 1 hour (Spring) Pharmacy 829. P1 Recitation This recitation will provide learners with additional practice applying concepts taught in concurrent courses. Prerequisite: Doctor of Pharmacy Program Standing Credit 0 hours (Spring) Pharmacy 830. Introductory Pharmacy Practice Experience 1 – Community Introductory Pharmacy Practice Experience-1 (IPPE-1) will provide learners the opportunity to become familiar with the operational components of community pharmacy. Prerequisites: PHAR 817 & PHAR 827 Credit: 2 hours (Summer following first year) Pharmacy 831. Integrated Pharmacotherapy 4 Integration of biological, pharmaceutical, and clinical sciences to manage problems in respiratory, ocular, and endocrine systems. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Co-requisite: PHAR 837 Credit: 4 hours (Fall)
Pharmacy 821. Integrated Pharmacotherapy 2 Integration of biological, pharmaceutical, and clinical sciences to manage problems in cardiovascular and renal systems. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Credit: 6 hours (Spring)
Pharmacy 832. Integrated Pharmacotherapy 5 Integration of biological, pharmaceutical, and clinical sciences to manage problems associated with infectious diseases. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Co-requisite: PHAR 837 Credit: 5 hours (Fall)
Pharmacy 822. Integrated Pharmacotherapy 3 Integration of biological, pharmaceutical, and clinical sciences to manage problems in integrative medicine, musculoskeletal, pain, and immunologic conditions. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Credit: 4 hours (Spring)
Pharmacy 835. Pharmacy Law and Ethics Pharmacy jurisprudence including laws, regulations, and ethical considerations of practice. Prerequisite: Doctor of Pharmacy Program Standing Co-requisite PHAR 837 Credit: 2 hours (Fall)
Wingate University Academic Catalog 2026-2027
247 Pharmacy 836. Skills Lab 3 Prelab Laboratory portion of Skills Lab 3. Prerequisites: Doctor of Pharmacy Program Standing, PHAR827 Co-requisites: PHAR 831, PHAR 832, PHAR 835 Credit: 0 hours (Fall)
Pharmacy 846. Skills Lab 4 Prelab Laboratory portion of Skills Lab 4. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 837 Co-requisites: PHAR 841, PHAR 842, PHAR 845 Credit: 0 hours (Spring)
Pharmacy 837. Skills Lab 3 This semester of the skills lab is designed to complement the current integrated and social and administrative thread courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for institutional pharmacy practice. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 827 Co-requisites: PHAR 831, PHAR 832 Credit: 3 hours (Fall)
Pharmacy 847. Skills Lab 4 This semester of the skills lab is designed to complement the current integrated and social and administrative thread courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for institutional pharmacy practice. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 837 Co-requisites: PHAR 841, PHAR 842, PHAR 845 Credit: 3 hours (Spring)
Pharmacy 838. Therapeutic Lifestyle Changes This course will explore therapeutic lifestyle changes specific to various diseases and medical conditions. Credit: 1 hour (Pass/Fail)
Pharmacy 848. Research An elective course applying principles of research design, approval through appropriate body, performance of intervention (if applicable), data collection and analysis, as well as reporting the results in a manner appropriate for the research conducted. Credit: 1 hour (Pass/Fail)
Pharmacy 839. Journal Club This course is designed to actively develop the knowledge, skills, and abilities required for medical literature evaluation and presentation. Successful completion of this course will adequately prepare student pharmacists for evaluation, analysis and discussion of current therapeutic, medical, healthcare policy, or healthcare ethics literature and presentation of medical literature. Credit: 1 hour (Pass/Fail) Pharmacy 840. Medical Spanish I A primer on Medical Spanish for healthcare providers, with a focus on medication instruction and compliance enhancement in a community setting. Credit: 1 hour (Pass/Fail) Pharmacy 841. Integrated Pharmacotherapy 6 Integration of biological, pharmaceutical, and clinical sciences, to manage problems associated with the nervous system. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Co-requisite: PHAR 847 Credit: 4 hours (Spring) Pharmacy 842. Integrated Pharmacotherapy 7 Integration of biological, pharmaceutical, and clinical sciences to manage problems in gastrointestinal and hepatic systems. Prerequisite: Doctor of Pharmacy Program Standing, PHAR 810 Co-requisite: PHAR 847 Credit: 4 hours (Spring) Pharmacy 843. Medical Spanish II A primer on Medical Spanish for healthcare providers, with a focus on providing patient education Credit: 1 hour (Pass/Fail) Pharmacy 844. Opioid Stewardship An elective course training student pharmacists on the appropriate use of opioids and the prevention, identification, and treatment of opioid abuse and misuse. Pending successful completion of the class, students will receive an Opioid Stewardship Certificate from the North Carolina Association of Pharmacists (NCAP). Credit: 1 hour (Pass/Fail) Pharmacy 845. Application of Pharmacy Practice and Community Health Engagement This course provides the framework for learners to integrate and apply the competencies of research design and evaluation of community health needs developed in the previous courses. Students will be introduced to elements in the process of designing a community-based research project and continue to build skills in advocacy, teamwork, and leadership. Prerequisite: Doctor of Pharmacy Program Standing Credit: 2 hours (Spring)
Pharmacy 849. Introduction to Global Health An Introduction to Global Health starts with defining global health, then will introduce students into the methods of measuring the global burden of disease and the determinants of health. Current targets for global health will be discussed and the systems in place used for global health governance will be examined. Credit: 1 hour (Pass/Fail) Pharmacy 850. Introductory Pharmacy Practice Experience 2 Introductory Pharmacy Practice Experience-2 (IPPE-2) will provide learners the opportunity to become familiar with the operational components of institutional pharmacy Prerequisites: Doctor of Pharmacy Program Standing, PHAR 837, PHAR 847 Credit: 2 hours (Summer following second year) Pharmacy 851. Integrated Pharmacotherapy 8 Integration of biological, pharmaceutical, and clinical sciences to manage problems in hematology, oncology, reproductive health, and urology. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Co-requisite: PHAR 857 Credit: 4 hours (Fall) Pharmacy 852. Integrated Pharmacotherapy 9 Integration of biological, pharmaceutical, and clinical sciences to manage problems in special populations, toxicology, and drug-induced diseases. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810 Co-requisite: PHAR 857 Credit: 4 hours (Fall) Pharmacy 853. Point of Care Testing This course is designed to help learners earn a point of care testing (POCT) certificate. It includes self-study, lecture, discussion, and skill assessments. Learners will explore various types of specimen collection; the legal and management issues associated with POCT and follow-up care; and assessment and evaluation strategies to determine if POCT is appropriate. Note: Certificate and program materials are offered through a national organization, and payment of a fee is required to participate in the course. Credit: 1 hour (Pass/Fail) Pharmacy 854. Teaching and Learning This elective course will introduce learners to evidence-based teaching and assessment strategies in a variety of settings, including didactic lectures, small group facilitation, and experiential learning environments. Credit: 1 hour (Pass/Fail)
Wingate University Academic Catalog 2026-2027
248 Pharmacy 855. Community Health Engagement Capstone 1 Learners will work in groups to perform the community needs assessment to design, obtain approval for, and execute a community health engagement project. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 815, PHAR 825 Co-requisite: PHAR 857 Credit: 2 hours (Fall) Pharmacy 856. Skills Lab 5 Prelab Laboratory portion of Skills Lab 5. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847 Co-requisites: PHAR 851, PHAR 852, PHAR 855 Credit: 0 hours (Fall) Pharmacy 857. Skills Lab 5 This semester of the skills lab is designed to complement the concurrent didactic pharmacy courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for clinical pharmacy practice. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847 Co-requisites: PHAR 851, PHAR 852, PHAR 855 Credit: 3 hours (Fall) Pharmacy 858. Basic Clinical Skills-Ambulatory Patient Care A (third or fourth) practice experience for the development of pharmaceutical care skills in an ambulatory care setting Prerequisites: Successful completion of all P2 didactic courses Credit: 3 hours Pharmacy 859. Medical Affairs Competency Certificate This elective course is designed for learners with an interest in pursuing a role in the pharmaceutical industry. Note: certification and program materials are offered through an external organization and payment of associated fee is required to participate in the course. Credit: 2 hours (Pass/Fail) Pharmacy 860. Updates in Therapeutics Review of clinical updates in biological, pharmaceutical, and clinical sciences related to medical disorders. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 810, PHAR 811, PHAR 821, PHAR 822, PHAR 831, PHAR 832, PHAR 841, PHAR 842, PHAR- 851, PHAR 852 Co-requisite: PHAR 867 Credit: 3 hours Pharmacy 861. Advanced Diabetes An advanced study in diabetes care focusing on providing proper management and patient education. Credit: 1 hour (Pass/Fail) Pharmacy 862. Critical Care The Critical Care Pharmacotherapy Elective is pharmacotherapy of problems (including pathophysiology and clinical presentation) associated with the critically ill in both the adult and pediatric populations. Credit: 1 hour (Pass/Fail) Pharmacy 863. Medical Therapy Management This certificate training program will enhance clinical expertise in evaluating complicated medication regimens, identifying medicationrelated problems, and making recommendations to patients, caregivers, and healthcare professionals. Note: certification and program materials are offered through the American Pharmacists Association and payment of associated APhA fee is required to participate in the course. Credit: 1 hour (Pass/Fail)
Pharmacy 864. Advanced Pharmacy Practice Students will be introduced to human resource management, pharmacoeconomic analyses and evaluation, leadership, business planning, and reimbursement for pharmacist clinical services. The course will focus on application of content through creation of a valueadded healthcare service to prepare student pharmacists for a changing workforce. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 815, PHAR 825 Co-requisite: PHAR 867 Credit: 5 hours (Fall) Pharmacy 865. Community Health Engagement Capstone 2 Learners will finalize pharmacy related projects initiated in PHAR855 Community Health Engagement Capstone 1 and then analyze and present findings, and develop a report or manuscript using professional techniques. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 855 Co-requisite: PHAR 867 Credit: 3 hours (Fall) Pharmacy 866. Skills Lab 6 Prelab Laboratory portion of Skills Lab 6. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847 Co-requisites: PHAR 860, PHAR 864, PHAR 865 Credit: 0 hours (Fall) Pharmacy 867. Skills Lab 6 This semester of the skills lab is designed to complement concurrent didactic courses and will involve a combination of learning strategies such as hands-on lab activities and case discussions to augment student learning with an emphasis on preparing students for APPEs and their future practice. Prerequisites: Doctor of Pharmacy Program Standing, PHAR 847 Co-requisites: PHAR 860, PHAR 864, PHAR 865 Credit: 3 hours (Fall) Pharmacy 868. Basic Clinical Skills – Inpatient Care A (third or fourth) practice experience for the development of pharmaceutical care skills in an institutional setting Prerequisites: Successful completion of all P2 didactic courses Credit: 3 hours Pharmacy 870. Advanced Clinical Skills in Ambulatory Care Students will assess patient cases and develop optimal treatment plans, with an emphasis on evidence-based medicine. Credit: 1 hour (Pass/Fail) Pharmacy 871. Advanced Clinical Skills in Acute Care Credit: 1 hour (Pass/Fail) Pharmacy 872. Integrative Medicine An introduction to integrative medicine, which combines evidencebased conventional and alternative therapies to deliver holistic and effective patient care. Prerequisites: Doctor of Pharmacy Program Standing Credit: 1 hour (Pass/Fail) Pharmacy 873. Principles of Leadership This course will focus on the attributes of positive leadership skills by gaining an understanding of different leadership models, selfassessment and reflection exercises. Students will gain an appreciation of personal leadership styles and how leadership is important in all aspects of practice as well as personal life. Students will focus on the concept of "total leadership" and coursework will be used to aid in articulating the student's leadership style. Credit: 1 hour (Pass/Fail) Pharmacy 874. P3 Recitation I This recitation will provide learners with additional practice applying concepts taught in concurrent courses. Credit: 0 hours (Pass/Fail)
Wingate University Academic Catalog 2026-2027
249 Pharmacy 875. P3 Recitation II This recitation will provide learners with additional practice applying concepts taught in concurrent courses. Credit: 0 hours (Pass/Fail) Pharmacy 876. Healthcare Data Analytics This course is intended to develop the student's knowledge of research methods and skills and allow the student to practice hands-on research skills, data collection, analysis, and reporting using healthcare data. Students will learn to integrate health information, evidence-based medicine, outcomes measurement and data analytics. It is intended to familiarize students with the basic concepts and procedures used in analyzing healthcare data. The student will have hands-on experience with data analysis from conception of a project to putting together a report, poster, or a research paper. Prerequisite: Doctor of Pharmacy Program Third Year Standing and PHAR 825 Credit: 1 hour (Pass/Fail) Pharmacy 877. High Stakes Compensatory Education This course will be used to review the necessary knowledge, skills, or abilities from previously required curriculum to pass a high stakes assessment. Prerequisite: Failure of a high stakes exam within a course otherwise passed OR failure of Annual Student Mastery Assessment (ASMA) Credit: 1 hour (Pass/Fail) Pharmacy 878. Pharmacogenomics and Personalized Medicine Pharmacogenomics and Personalized Medicine elective focuses on the scientific basis of pharmacogenomics and its application to patient care through case studies, translational aspects of pharmacogenomics, and the clinical practice of pharmacogenomics. Prerequisite: Doctor of Pharmacy Program Standing – Second Year Credit: 1 hour (Pass/Fail) Pharmacy 879. Advanced Pediatric Pharmacotherapy This course will focus on giving pharmacy students a deeper understanding of pediatric care and pediatric pharmacy practice. Prerequisite: Doctor of Pharmacy Program Standing, PHAR 852 Credit: 1 hour (Pass/Fail) Pharmacy 880. Post-Graduate Education (PGE) An exploration of post-graduate education opportunities and the opportunity to refine application and interview skills. Prerequisite: Doctor of Pharmacy Program Standing – Fourth Year Co-requisite: Enrollment in APPE Clinical Rotations Credit: 1 hour (Pass/Fail) Pharmacy 881. Sports Pharmacy This course will focus on giving learners a deeper understanding of sports pharmacy including treating patients of all athletic levels in line with appropriate prescribing and individual sport regulations, and determining where sports pharmacy can be practiced. Prerequisite: Currently enrolled in an accredited PharmD program or a graduate of an accredited PharmD program Credit: 2 hours (Pass/Fail) Pharmacy 882. Advanced Geriatric Pharmacotherapy This course provides an in-depth review of the specialized field of geriatric pharmacy. With a focus on the unique pharmaceutical needs of elderly patients, this course delves into the pharmacotherapy principles, medication management strategies, and clinical considerations essential for providing optimal care to outpatient older adults. Prerequisite: PHAR 852 Credit: 1 hour (Pass/Fail) Pharmacy 890. Advanced Community Practice An experiential rotation for the development of patient care skills in a community pharmacy setting. Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements Credit: 4 hours (Pass/Fail)
Pharmacy 891. Advanced Hospital Practice An experiential rotation for the development of patient care skills in a hospital/health systems pharmacy environment. Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements Credit: 4 hours (Pass/Fail) Pharmacy 892. Adult Internal Medicine An experiential rotation for the development of patient care skills in an adult internal medicine setting. Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements Credit: 4 hours (Pass/Fail) Pharmacy 893. Ambulatory Care An experiential rotation for the development of patient care skills in an ambulatory care setting. Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements Credit: 4 hours (Pass/Fail) Pharmacy 894. Non-Patient Care Elective An experiential rotation for the development of pharmacy skills in a nontraditional setting. Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements Credit: 4 hours (Pass/Fail) Pharmacy 895. Patient Care Elective An experiential rotation for the development of patient care skills in a pharmacy setting. Prerequisite: Doctor of Pharmacy Program Standing and completion of all didactic requirements Credit: 4 hours (Pass/Fail) Pharmacy 896. Graduation Preparation I A comprehensive review of the curriculum in a guided and intentional format. Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Pass/Fail) Pharmacy 897. Graduation Preparation II A comprehensive review of the curriculum in a guided and intentional format. Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Pass/Fail) Pharmacy 898. Graduation Preparation III A comprehensive review of the curriculum in a guided and intentional format. Completion of required entrustable professional activities throughout APPE clinical services. Prerequisite: Doctor of Pharmacy Program Standing Credit: 1 hour (Pass/Fail)
P H YS I C I A N A S S I S T A N T S T U DI E S (PA) Physician Assistant Studies 519. Medical Diagnostics I Offered annually in the Fall semester, Medical Diagnostics I, the first of a two course series, is designed to provide a fundamental understanding of clinical laboratory medicine and to develop techniques for the interpretation of electrocardiograms (EKG). The laboratory medicine content will provide students with a basic understanding of routine laboratory testing commonly seen in the practice of medicine that will be reinforced and expanded in other courses throughout the PA curriculum. The EKG material will provide students with the physiologic background and basic interpretation skills to complement the cardiology material provided in Clinical Medicine I and best prepare them for future coursework in the clinical setting. Material covered in this course will be integrated into future didactic and clinical instruction. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall)
Wingate University Academic Catalog 2026-2027
250 Physician Assistant Studies 521. Clinical Orientation This course will provide first year students with procedures and expectations to develop skills to maximize the learning process during the clinical rotation phase of the PA Program. Prerequisite: Physician Assistant Studies Program Standing Credit: 0 hours (Fall) (Pass/Fail) Physician Assistant Studies 524. Topic Exploration I This is the first of two courses that will engage students in small group discussion related to concurrent topics in Clinical Medicine, Pathophysiology, and Patient Assessment. The interactive discussion format will develop critical thinking skills as students review disease etiology, pathophysiology, pertinent history and clinical findings, pertinent physical exam, differential diagnosis, and treatment. In addition, students will be guided through refinement of taking an adequate disease history and making decisions based on key points uncovered in the history by experienced faculty facilitators. Prerequisite: Physician Assistant Studies Program Standing Credit: 0 hours (Fall) (Pass/Fail) Physician Assistant Studies 525. Topic Exploration II This is the second of 2 courses that will engage students in small group discussion related to concurrent topics in Clinical Medicine, Pathophysiology, and Patient Assessment. The interactive discussion format will develop critical thinking skills as students review disease etiology, pathophysiology, pertinent history and clinical findings, pertinent physical exam, differential diagnosis, and treatment. In addition, students will be guided through refinement of taking an adequate disease history and making decisions based on key points uncovered in the history by experienced faculty facilitators. Prerequisite: Physician Assistant Studies Program Standing Credit: 0 hours (Spring) (Pass/Fail) Physician Assistant Studies 527. Health Care Issues I This course serves as an introduction to communication skills for person centered care. Evidence based strategies for decreasing implicit bias, providing patient education, giving serious news, developing cultural humility and behavior change will be provided. Additionally, students will learn evidence-based strategies to increase resilience. Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Fall) Physician Assistant Studies 528. Health Care Issues II In this course, students will explore the unique role of PAs and the ethical and professional challenges that may be encountered in the student experience and in collaborative medical practice. Through discussion and case analyses, students will better understand the ethics of decision-making that affects others, as well as recognize external factors that influence such decision making. Students will learn to identify, evaluate and manage ethical challenges and conflicts of values with a process that ensures critical reflection. In addition, students will have the opportunity to examine and model professional attributes of a good clinician – one who provides compassionate, comprehensive care and who recognizes the value of shared decision-making with patients, families and other members of an interprofessional healthcare team. This course will also include an introduction to the fundamentals of health policy and an in-depth exploration of social determinants of health and health disparities. Through discussion, case analysis, and self-reflection students will demonstrate the ability to identify and apply strategies to help address barriers to health equity as a PA professional within various practice settings. Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Spring)
Physician Assistant Studies 529. Medical Diagnostics II Medical Diagnostics II is the second course in a two-part series designed to develop techniques for the acquisition and interpretation of various imaging modalities. In part II, students will gain the ability to recognize and interpret common imaging modalities, with an emphasis on plain film radiographs and point-of-care (POC) ultrasonography. Students will develop an understanding of the mechanisms by which common medical images are created, along with how best to utilize various modalities given a clinical scenario. The course will incorporate a combination of lecture format and active learning exercises. This approach will facilitate the development of the skills necessary for the recognition of common disease patterns and the anticipated progression of disease as measured using imaging. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Spring) Physician Assistant Studies 530. Clinical Medicine I Clinical Medicine I is the first of a series of three courses designed to provide the essentials of diagnosis and management of the most common and important clinical disorders seen by primary care practitioners. Using a systems approach, clinical information presented includes disease etiology, presentation, physiology and pathophysiology of disease (when not covered elsewhere), pertinent laboratory and radiographic concerns, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Treatment and care options presented include: preventive, emergent, acute, chronic, rehabilitative, and palliative when applicable. Major systems areas covered in Clinical Medicine I include: Dermatology, HEENT, Hematology, Gastroenterology, Cardiology, Pulmonary, and Nutrition/Preventative Medicine. Prerequisite: Physician Assistant Studies Program Standing Credit: 6 hours (Fall) Physician Assistant Studies 531. Clinical Medicine II Clinical Medicine II is the second of a series of three courses designed to provide the essentials of diagnosis and management of the most common and important clinical disorders seen by primary care practitioners. Using a systems approach, clinical information presented includes disease etiology, presentation, physiology and pathophysiology of disease (when not covered elsewhere), pertinent laboratory and radiographic concerns, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Treatment and care options presented include: preventive, emergent, acute, chronic, rehabilitative, and palliative when applicable. Major system areas covered in Clinical Medicine II include: Neurology, Orthopedics, Rheumatology, Renal, Urology and Endocrinology. Prerequisite: Physician Assistant Studies Program Standing Credit: 6 hours (Spring) Physician Assistant Studies 532. Clinical Medicine III Clinical Medicine III is the third of a series of three courses designed to provide the essentials of diagnosis and management of the most common and important clinical disorders seen by primary care practitioners. Using a systems approach, clinical information presented includes disease etiology, presentation, physiology and pathophysiology of disease (when not covered elsewhere), pertinent laboratory and radiographic concerns, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Treatment and other care options presented include: preventive, emergent, acute, chronic, rehabilitative, and palliative when applicable. Clinical practice areas covered in Clinical Medicine III include Psychiatry and Infectious Disease. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Summer)
Wingate University Academic Catalog 2026-2027
251 Physician Assistant Studies 538. Patient Assessment I This is the first of three consecutive courses that develop foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. This course introduces the student to the art of history taking and physical exams of skin, eyes, ears, nose, throat, gastroenterology, cardiovascular, and pulmonary systems. A combination of lecture, assigned readings, self-directed learning, and hands on experience in a laboratory setting will be used to develop student’s ability to critically evaluate information obtained through patient interviews and physical exam in the formation of diagnostic possibilities. Laboratory sessions will emphasize the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination. In addition, students will learn documentation skills needed to completely and accurately document a history and physical exam. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Fall) Physician Assistant Studies 539. Patient Assessment II This course teaches foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. This course introduces the student to the art of history taking and physical exams of neurological and musculoskeletal systems, as well as, male and female genitalia. During this course, the integration of the student’s knowledge of the structure and function of the human body will be coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Spring) Physician Assistant Studies 540. Patient Assessment III This course expands on knowledge and skills acquired in PA 538 and PA 539 Patient Assessment I and II, as well as Clinical Medicine and Pharmacology courses to further develop diagnostic and patient management skills. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Summer) Physician Assistant Studies 541. Pharmacology I This is the first class in a three-part series, based on the NCCPA blueprint, the AMSPC Knowledge Objectives in Medical Pharmacology, and nationally accepted competencies for Physician Assistants. Students will be introduced to pharmacokinetic, pharmacodynamic, and pharmacotherapeutic principles, and are expected to acquire knowledge and develop the skills that a physician assistant will need to enhance patient care in clinical practice focusing on efficient and efficacious use of pharmacologic materials. Prerequisite: Physician Assistant Studies Program Standing Credit: 3 hours (Fall) Physician Assistant Studies 542. Pharmacology II This is the second class in a three-part series. Students will be introduced to systematic pharmacology and pharmaceutical agent use. Combined lecture and active learning exercises are designed to develop the skills that a physician assistant will need to enhance patient care in clinical practice focusing on efficient and efficacious use of pharmacologic materials. Prerequisite: Physician Assistant Studies Program Standing Credit: 3 hours (Spring) Physician Assistant Studies 543. Pharmacology III This is the third and final class in a three-part series. Students will be introduced to additional classes of medications and expected to apply accurate and appropriate pharmacokinetic, pharmacodynamic, and pharmacotherapeutic principles. Combined lecture and active learning exercises are designed to develop the skills that a physician assistant will need to enhance patient care in clinical practice. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Summer)
Physician Assistant Studies 545. Clinical Anatomy and Pathophysiology I This is the first of two courses that will build students’ foundational knowledge of clinical anatomy and pathophysiology. It is designed to provide students with working knowledge of the major anatomical regions and structures of the human body. Emphasis will be placed upon the relationships of components within a specific region as well as surface and functional anatomy as it relates to physical examination skills and clinical applications. Major anatomical regions covered in this course include head and neck, thorax, and structures of the central and peripheral nervous system. Additionally, students learn integrative human pathophysiology by studying interrelationship of function and dysfunction at the molecular, cellular, tissue, organ and body system level. With emphasis on understanding homeostatic mechanisms that maintain health and alterations of function brought about by disease, injury and aging, students learn principles and develop conceptual models of pathophysiology that can be applied to decision-making in clinical practice. Major topic areas covered include: fundamentals of genomics and cellular physiology/pathophysiology in addition to normal and altered anatomical structure and function of major organ systems, including the integument, hematologic system, cardiovascular and lymphatic systems, pulmonary system and neurologic system. Prerequisite: Physician Assistant Studies Program Standing Credit: 5 hours (Fall and Spring) Physician Assistant Studies 548. Clinical Anatomy and Pathophysiology II This is the second of two courses that will build students’ foundational knowledge of clinical anatomy and pathophysiology. It is designed to provide students with working knowledge of the major anatomical regions and structures of the human body. Emphasis will be placed upon the relationships of components within a specific region as well as surface and functional anatomy as it relates to physical examination skills and clinical applications. Major anatomical regions covered in this course include abdomen, back, upper and lower extremities, and pelvis and perineum. Additionally, students learn integrative human pathophysiology by studying interrelationship of function and dysfunction at the molecular, cellular, tissue, organ and body system level. With emphasis on understanding homeostatic mechanisms that maintain health and alterations of function brought about by disease, injury and aging, students learn principles and develop conceptual models of pathophysiology that can be applied to decision-making in clinical practice. Major topic areas covered include fundamentals of cancer biology and epidemiology, fundamentals of fluid, electrolyte and acid-base balance in addition to normal and altered function of major organ systems, including the renal system, gastrointestinal system, immune system, endocrine system and reproductive systems (normal male and female structure and function only). Prerequisite: Physician Assistant Studies Program Standing & PA 545 Credit: 5 hours (Fall and Spring) Physician Assistant Studies 550. Emergency Medicine Emergency Medicine is an advanced clinical course designed to review the treatment of trauma and medical disorders commonly presenting to the emergency department. This lecture-based course is offered in the third and final didactic semester. Using an organ system approach, clinical information presented includes review of anatomy, physiology, pathophysiology of disease (when not covered elsewhere), clinical presentation, pertinent laboratory and radiographic testing, treatment options (pharmacological and nonpharmacological), patient education and follow up care. Material covered previously in the curriculum will be integrated into this course as we explore emergent presentations of past material. Prerequisite course requirements: Successful completion of all first and 2nd semester didactic courses. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Summer)
Wingate University Academic Catalog 2026-2027
252 Physician Assistant Studies 552. Surgery and Procedures Exploration of the evaluation, diagnostics, and management of surgical disorders. Using an organ system approach, clinical information presented includes disease etiology, presentation, physiology/pathophysiology (when not covered elsewhere), pertinent diagnostic findings (including, but not limited to laboratory and radiographic studies) while focusing on the surgical management of disease and trauma. Specific focus areas covered include preoperative evaluation of a surgical patient (indications/contraindications), postoperative management (including potential complications), patient education and follow-up care. Additionally, intra-operative skills will be introduced and discussed. Material covered previously in the curriculum will be integrated into this course, while focused on the surgical management of previously discussed conditions. The course will focus across the spectrum of surgical care, including, but not limited to the following systems/areas: gastrointestinal, cardiovascular, pulmonary/thoracic, breast, dermatologic, renal/genitourinary, trauma/acute care, neurologic, pain medicine/anesthesia, and endocrine. Includes hands-on application of relevant procedures. The focus of the lab portion of the course is translating didactic knowledge into clinical practice. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Summer) Physician Assistant Studies 553. Pediatrics This course will provide students with a foundational knowledge of primary care pediatrics from the newborn period through adolescence. The course addresses issues unique to childhood and adolescence by focusing on growth and development, recognition and management of common acute and chronic illnesses, performance of age appropriate H & P, health promotion, and disease and injury prevention. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Summer) Physician Assistant Studies 554. Women’s Health Students must understand the special needs of patients within the primary care subspecialty of women’s health. This class is taught in a comprehensive approach to women’s healthcare by exploring issues that primarily impact women’s health, including reproductive health. Upon its completion, students will be able to perform a thorough OB/GYN history, understand the skill of performing a thorough, painless OB/GYN examination, continue to develop the skills of formulating a diagnosis and management plan as it pertains to Obstetrics and Gynecology, understand the mandate and guidelines to practice preventive care and health maintenance for women, and demonstrate a foundational fund of knowledge in obstetrics, gynecology and women’s health necessary for all physician assistants (regardless of career specialty). Finally, this course will prepare students to provide medical care to patients with consideration for disability status or special health care needs, ethnicity/race, gender identity, religion/spirituality, sexual orientation, and social determinants of health. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Summer) Physician Assistant Studies 580. Research, Epidemiology and Statistics The Research, Epidemiology, and Statistics course provides an introduction to basic methods for undertaking research and program evaluation to include: methods and measures, epidemiology, critical evaluation, and analytical concepts. Also included are modules covering critical evaluation of printed and presented materials, basic epidemiology, and evidence-based medicine. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall)
Physician Assistant Studies 600. Ambulatory Medicine I This course will provide the student with clinical instruction and handson experience in primary care medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in an outpatient setting and may include a family medicine clinic, an internal medicine clinic, or an urgent care facility. The student will gain knowledge, clinical skills, and experience in the evaluation and management of a wide range of medical problems seen in primary care. There will be emphasis on the comprehensive care of patients, including chronic and acute disease management, preventive care and health maintenance, and patient/family education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 602. Internal Medicine This course will provide the student with clinical instruction and handson experience in inpatient internal medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in an inpatient hospital setting. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in internal medicine. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient/family education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 603. Pediatrics This course will provide the student with clinical instruction and handson experience in pediatrics that build upon the knowledge and skills gained in the didactic year. The rotation will take place in hospital, outpatient clinic, or private practice settings. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in pediatrics. There will be an emphasis on comprehensive care, including chronic and acute disease management, preventive care and health maintenance, and patient/family education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 604. Psychiatry This course will provide the student with clinical instruction and handson experience in general psychiatry/ behavioral health that build upon the knowledge and skills gained in the didactic year. The rotation will take place in inpatient or outpatient settings. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in psychiatry/behavioral health. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient/family education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 605. General Surgery This course will provide the student with clinical instruction and handson experience in surgical care that will build upon the knowledge and skills gained in the didactic year. The rotation will take place in surgical outpatient and inpatient facilities as available. Regardless of setting, there will be an emphasis on the medical management of a surgical patient including: preoperative care (history, physical exam, risk assessment, recognition of surgical emergencies), perioperative care (antibiotic and thromboprophylaxis, scrubbing, sterile field/technique, retraction, hemostasis), and postoperative care (wound management, fluid, electrolyte and acid-base balance, blood products, management of complications, nutrition, patient education). Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours
Wingate University Academic Catalog 2026-2027
253 Physician Assistant Studies 606. Women’s Health This course will provide the student with clinical instruction and handson experience in women’s health that build upon the knowledge and skills gained in the didactic year. The rotation will take place in hospital, clinic, or private practice settings and will include prenatal care, gynecology, and in some practice settings, labor and delivery. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical conditions seen in women’s health. There will be an emphasis on comprehensive care of the patient, including chronic and acute disease management, preventive care and health maintenance, and patient education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 607. Emergency Medicine This course will provide the student with clinical instruction and handson experience in emergency medicine that build upon the knowledge and skills gained in the didactic year. The rotation will take place in emergency department settings and students may be required to participate in rotating shifts. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in emergency medicine. There will be an emphasis on emergency care (ranging from routine to life-saving) as well as patient and family education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 608. Elective Rotation I This course will provide advanced training and clinical experience in a medical/surgical field of interest to the student. The student will engage in all appropriate aspects of patient care from initial patient evaluation, diagnostic workup, assessment and management. A variety of outpatient and inpatient clinical sites will be used as appropriate to the medical specialty. The goal of the elective rotation is to provide the student with practical experience and exposure in a medical field of interest which will build upon knowledge and skills gained in the didactic year and in completed required clinical rotations. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 609. Elective Rotation II This course will provide advanced training and clinical experience in a medical/surgical field of interest to the student. The student will engage in all appropriate aspects of patient care from initial patient evaluation, diagnostic workup, assessment and management. A variety of outpatient and inpatient clinical sites will be used as appropriate to the medical specialty. The goal of the elective rotation is to provide the student with practical experience and exposure in a medical field of interest which will build upon knowledge and skills gained in the didactic year and in completed required clinical rotations. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours Physician Assistant Studies 610. Ambulatory Medicine II This course will provide the student with clinical instruction and handson experience in primary care medicine that build upon the knowledge and skills gained in the didactic year and in PA 600 Ambulatory Medicine I. The rotation will take place in an outpatient setting and may include a family medicine clinic, outpatient internal medicine clinic, or an urgent care facility. The student will gain knowledge, clinical skills and experience in the evaluation and management of a wide range of medical problems seen in primary care. There will be an emphasis on the comprehensive care of patients, chronic and acute disease management, preventive care and health maintenance, and patient/family education. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours
Physician Assistant Studies 611. Clinical Transitions Course The Clinical Transition Course is the first clinical course in the Wingate PA curriculum and offered in the Fall semester of the 2nd year. This course will provide 1-week intensives dedicated to each of the required clinical rotations (SCPEs). Each week will be dedicated to an area of practice and include instruction, workshops, guest speakers, and other additional activities. The represented areas of practice are Ambulatory Medicine I &II, Internal/Hospital Medicine, Pediatrics, Behavioral Medicine, Women’s Health, Emergency Medicine, and Surgery & Skills (POCUS). Topics covered in each of the 1-week intensives include The PA Role, Documentation, Common Inpatient Conditions, Common Outpatient Conditions, Specialty Pharmacology, Communication (consults and reports), Common Procedures, and other specialtyspecific topics. Following the listed 1-week intensives, the course will finish with “Olympic” activities where teams can demonstrate their acquired knowledge, skills, and attitudes through various competitions. Prerequisite: Physician Assistant Studies Program Standing Credit: 6 hours (Fall) Physician Assistant Studies 620. Capstone Project I PA 620 is the first of two courses dedicated to the PA Capstone Project. The successful completion of a capstone project is a requirement for a Masters of Physician Assistant Studies degree from Wingate University. This culminating experience requires students to apply knowledge and skills obtained throughout their graduate studies to identify and analyze quality improvement initiatives in healthcare. Students will complete a project that demonstrates their ability to independently conduct research, thoughtfully evaluate data, synthesize information and present important findings. Students successfully completing the project will be armed with quality improvement knowledge and skills that will serve them, their employers, and their patients well when they enter the workforce. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall) Physician Assistant Studies 623. Professional Development Students will continue to build on their foundation of the Physician Assistant profession by looking at topics such as resume development, employment strategies, completing of state applications, medical malpractice, and reimbursement issues. This course is designed to promote collaborative learning and to cultivate effective communication skills to successfully transition from a student to a certified PA. Prerequisite: Physician Assistant Studies Program Standing Credit: 1 hour (Summer) Physician Assistant Studies 624. PANCE Preparation This course prepares students to successfully complete the Physician Assistant National Certifying Examination (PANCE), necessary for entering medical practice. Review material uses a systems approach, integrating all aspects of medicine including medical and surgical disorders encountered. Prerequisite: Physician Assistant Studies Program Standing Credit: 0 hours (Fall) (Pass/Fail) Physician Assistant Studies 710. Summative Evaluation This course provides a series of summative evaluation events that are used to measure cognitive, motor, and affective domains in the final semester of the program. Students must successfully complete a 300question multiple-choice, end-of-program examination that covers all areas of learning and perform a multi-station objective standardized clinical examination (OSCE). For the OSCE, students must demonstrate competency in clinical and technical skills, clinical reasoning and problem-solving abilities, interpersonal skills, medical knowledge, and professional behaviors. Prerequisite: Physician Assistant Studies Program Standing Credit: 2 hours (Fall)
Wingate University Academic Catalog 2026-2027
254 Physician Assistant Studies 720. Capstone Project II PA 720 is the second of two courses dedicated to the PA Capstone Project. The successful completion of a capstone project is a requirement for a Masters of Physician Assistant Studies degree from Wingate University. This culminating experience requires students to apply knowledge and skills obtained throughout their graduate studies to identify and analyze quality improvement initiatives in healthcare. Students will complete a project that demonstrates their ability to independently conduct research, thoughtfully evaluate data, synthesize information and present important findings. Students successfully completing the project will be armed with quality improvement knowledge and skills that will serve them, their employers, and their patients well when they enter the workforce. Prerequisite: Physician Assistant Studies Program Standing Credit: 4 hours (Fall)
P UB L I C H E A L T H (PH) Public Health 601. The Public Health Revolution This course explains the history of the rise of the modern public health system. Students will consider how the growth of scientific knowledge and the acceptance of disease control as a public responsibility has shaped the practice of public health today. Foundations of public health will be discussed in relationship to other related systems, including international systems. Finally, students will explore the sudden and urgent attention to public health due to the COVID pandemic and the impact on the future of the public health system. Credit: 2 hours Public Health 602. Determinants of Health Only about 20% of a person's health is attributable to interactions with the health care delivery system. This course will unpack the complex factors that impact health, including the environment, economy, biology, genetics, ecologic interdependencies, globalization, policies, social interactions, and behavioral and psychological factors. The evidence base for these so-called "determinants of health" will be compared and the impact of disparities between communities will be discussed. Students will consider whether public collaborations with the health care sector can improve determinants of health, or if systemic inequities are so entrenched that a more accurate term would be "determinants of death." Credit: 3 hours Public Health 603. Advocate for Health Effective advocacy can take many forms, ranging from individuals contacting legislators, professional lobbyists, public media campaigns, and public demonstrations. Public health advocacy can be defined as activities that attempt to contribute to health by promoting systemic change and influencing policy processes. A key component of this course will include the analysis of such processes and identifying opportunities for health promotion, protection, and education targeted specifically at behavioral health changes for varying communities and populations. This course will consider the most common and effective forms of public health advocacy, specifically in the context of how health policies are influenced. Students will conclude this course by actively advocating for a political, social or economic policy of their choice. Credit: 2 hours Public Health 604. Principles in Public Health Leadership Research shows that only 15% of job success is attributed to technical skills. The remainder comes from communication, work ethic, teamwork, empathy and other competencies collectively referred to as soft skills. This course will cover soft skills essential to public health practice through various case studies of public health leaders. Specific areas of focus include leadership, ethics and collaboration. Credit: 2 hours
Public Health 610. Principles of Public Health Practice This course introduces students to the core functions of practice of public health. In a variety of contexts, public health professionals follow a prescribed process to advance health goals. They start with a needs assessment, followed by design and implementation of an evidencebased intervention. The results of the intervention are evaluated to inform action, which may include modifying the intervention in pursuit of more impact or leveraging the results to advocate for policy change. Every step of this process requires public health practitioners to apply evidence-based approaches and best practices. This course will equip students to develop a public health program, from conceptualization to implementation to recommendations for future action. A key focus of this course is public policy setting. Credit: 3 hours Public Health 611. Applied Public Health Practice This course challenges students to develop and evaluate public health programs. Students will conduct a needs assessment for a specific population, identify a public health challenge, and design a health promotion educational intervention. Students' adaptability will be tested when their proposal is challenged by an unexpected cultural characteristic of the population is revealed. Next, students will evaluate a public health policy and recommend modifications. Students' leadership skills will be tested when their recommendations are met with an unexpected structural challenge. This course will include an oral presentation, simulating a mock defense of the student's proposal to a board of decision-makers. Credit: 3 hours Public Health 620. Principles of Public Health Methods Valid evidence is the cornerstone to advancing public health. This course is focused on the core scientific disciplines - biostatistics and epidemiology - used to produce evidence for public health policies and programs. Specifically, this course uses studies with different research designs to illustrate principles such as data source integrity, descriptive and inferential statistics, data visualization, bias, and causal inference. At the completion of this course, students will be able to recommend an appropriate study design for a given research question and articulate the generalizability of the results. Credit: 3 hours Public Health 621. Applied Public Health Methods In this course, students will use datasets and software to design and conduct an analysis in the public health context. Given a research question, students will propose a study design, data source, and analytic plan. Given sample data from a health promotion educational intervention, students will analyze both qualitative and quantitative data to produce results, including appropriate statistical tests. Students will write a clear summary of their work, as well as propose application of the results through public health policy, program, or additional research. Credit: 3 hours Public Health 630. Principles of Health Education and Promotion Health promotion and education are foundational to the pursuit of meeting the challenges identified by Public Health 3.0. This course explores the theoretical underpinnings for how health behaviors can be changed at the individual, community and environmental level. Students will use case studies to explore behavioral models and how individual, social groups and environmental relationships influence change. Students will use principles of effective communication to analyze various types of public health communications, ranging from social media to major health campaigns. With an interdisciplinary focus, this course will ultimately equip students with the skills to ensure that proposed public health programs are designed in a way that can positively affect health behavioral change. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
255 Public Health 631. Community-Based Participatory Research Community-based participatory research is a critical tool used in health education and promotion that ensures equitable engagement with communities and partners. This course will focus on teaching students the principles and skills related to cultural humility, health equity, and community empowerment. Topics will include foundational principles of CBPR and community-engaged practice, soft skills needed to build relationships with partners, understanding power dynamics within communities, and the importance of understanding shared governance. The course will cover qualitative methods and stakeholder input and key strategies for applying CBPR to create culturally relevant interventions. Credit: 3 hours Public Health 640. Special Topics in Public Health Special topics of interest in the public health field. May be taken as MPH program electives. Credit: 3 hours Public Health 650. Community Epidemiology Epidemiologic data is needed to guide public health policy development, practice, and program development. This course will provide the principles and methods used in epidemiology and apply them to community health. Students will gain skills in measurement, case ascertainment, descriptive and analytical epidemiologic methods. Emphasis will be placed on social, environmental, and behavioral determinants of health. Credit: 3 hours Public Health 651. Data Analysis in Epidemiology This course provides students with the knowledge and practical skills needed to analyze, interpret, and communicate epidemiologic data. Emphasizing applied approaches, the course covers data management, descriptive and inferential statistical techniques, and the use of software tools commonly employed in public health research. Students will learn how to organize and clean datasets, calculate measures of disease frequency and association, and perform regression analyses to assess relationships between exposures and health outcomes. Credit: 3 hours
Public Health 660. Case Studies in Epidemiology Epidemiology is the foundation of public health, because of the empirical data used to describe and pinpoint the distribution of diseases and their risks. To fully grasp how epidemiology is a critical foundation in public health and medicine, this course will present students with real-world case studies to explore the application of epidemiologic methods in investigating and addressing public health problem. Students will analyze historical and contemporary examples of infectious disease outbreaks, chronic disease surveillance, environmental exposures, and injury prevention to understand how epidemiologic principles guide research, policy, and intervention strategies. Prerequisites: PH 650 & PH 651 Credit: 3 hours Public Health 670. Applied Practice / Integrative Learning Experience I The Applied Practice Experience (APE) and integrative learning experience (ILE) I is the first part of a yearlong engagement that is customized to a student's specific public health interests. The experience is individualized and supervised by the course director and a site preceptor with support from the faculty advisor. Students work with interprofessional community partners that may be at a local, state, national, or global level, to identify a health need and develop a sustainable solution. The APE/ILE I focuses on a public health issue at community-based site, where students will engage in a 15-week applied public health project and provide 2 deliverables to the site, as well as a poster presentation as part of the course. Credit: 3 hours Public Health 671. Applied Practice / Integrative Learning Experience II The Applied Practice Experience (APE) and integrative learning experience (ILE) II is the second part of a yearlong engagement that is customized to a student's specific public health interests. The experience is individualized and supervised with the support of a faculty advisor. Students work with interprofessional community partners that may be at a local, state, national, or global level, to identify a health need and develop a sustainable solution. The second half of the ILE focuses on developing a scholarly product. Students work to construct a written capstone product culminating in an oral presentation to peers and faculty. Credit: 3 hours
Wingate University Academic Catalog 2026-2027
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I N DE X Academic Calendar Clinical Mental Health Counseling, 163 Doctor of Medical Science, 191 Eight (8) Week Classes, 26 Graduate Business, 211 Graduate Education, 214 Graduate Sport Sciences, 222 Master of Public Health, 192 Master of Social Work, 198 Pharmacy, 205 Physical Therapy, 175 Physician Assistant Studies, 187 Traditional Undergraduate, 26 Academic Deans, 17 Academic Resource Center, 3, 40, 43, 44, 157, 158, 168, 173, 187, 208 Accreditation, 14 ACBSP, 210 ACOTE, 167 ACPE, 204 ARC-PA, 186 CACREP, 163 CAPTE, 176 National Association of Schools of Music, 64 ACT, 27, 92 Add-on Licensure, Principalship Admission, 218 Program Completion, 219 Program Requirements, 218 Tuition, 152 Advanced Placement, 29, 37, 168 Associations, 14 Badge, 16, 54 Advanced Leadership, 97 Entrepreneurship, 97 Professional Internship, 97 Biology, 66 Board of Trustees, 16 Officers, 16 Books and Supplies, 30, 161 Cambridge Assessment International Education, 29 Campus Locations, 14 Career Pathways, 45 Certificate, 16, 27, 30, 32, 54, 97, 98, 152, 153, 198, 214, 247, 248 Chapter 31, 32 Chapter 33, 32 Chapter 35, 32 Check Acceptance, 30 Chemistry and Physics, 69 CLEP, 29 Clinical Mental Health, 162 Coaching, 133, 134, 148, 222, 240 Colleges and Schools Arts and Sciences, 59 Business, 76, 210 Education, 214 Health Sciences, 73, 162 Honors College, 57 Pharmacy, 204 Sport Sciences, 89, 221 Commencement Graduate Policies, 159 Undergraduate Policies, 36 Communication and Art, 59, 63 Complaints, 41, 161 External Complaint Resources, 41, 161 Consumer Information Disclosures, 34, 155 Copyright Policies, 36, 156 Counseling Services, 43 Course Descriptions Accounting, 99 Agricultural Food Systems, 100
American Sign Language, 100 Art, 101 Biology, 102 Business, 106 Capstone, 107 Career, 107 Career and Community Studies, 107 Chemistry, 108 Communication, 109 Computer Science, 111 Criminal Justice, 112 Doctor of Physical Therapy, 230 Doctorate in Educational Leadership, 237 Doctorate in Higher Education Executive Leadership, 238 Economics, 113 Education, 113 Educational Leadership, 236 English, 119 Entrepreneurship, 121 Environmental Biology, 121 Ethnic Studies, 122 Exercise Science, 122 Finance, 123 Fitness, 123 French, 123 Geography, 124 German, 124 Graduate Education, 234 Graduate Interprofessional Education, 239 Greek, 124 Health, 124 Health and Physical Education, 124 History, 125 Honors, 127 Human Services, 127 Interprofessional Education, 128 Management, 128 Marketing, 129 Master of Accounting, 225 Master of Arts in Education, 234 Master of Arts in Sport Management, 239 Master of Arts in Teaching, 234 Master of Business Administration, 225 Master of Clinical Mental Health Counseling, 227 Master of Social Work, 240 Mathematics, 129 Modern Languages, 131 Music, 131 Nursing, 134 Occupational Therapy, 242 Organizational Communication and Management, 136 Pharmacy, 136, 245 Philosophy, 136 Physical Education, 136 Physician Assistant Studies, 249 Physics, 137 Political Science, 137 Psychology, 138 Public Health, 141, 254 Religion, 142 Russian, 143 Science, 143 Sociology, 143 Spanish, 145 Special Studies, 146 Sport and Recreation Management, 147 Sport Sciences Leadership, 149 Theatre Arts, 149 Ukrainian, 149 Wellness, 149 Women and Gender Studies, 150 Wingate University Academic Catalog 2026-2027
Credit by Exam, 37 Departmental Examination, 37 Undregraduate Maximum, 29 Wingate Online Policy, 29 Credit Hour and Course Delivery, 37, 156 DANTES, 29 Department of Public Instruction, 79, 80, 216, 218 Disability Services, 43, 157 Grievance Procedure, 157 Harassment Policy, 45, 159 Doctor of Education, Educational Leadership, 214 Admission, 215 Calendar, 214 Cohort, 214 Curriculum, 215 Degree Requirements, 215 Program Completion, 215 Purpose, 214 Tuition, 152 Doctor of Education, Higher Education Calendar, 214 Cohort, 215 Program Completion, 216 Program Requirements, 216 Purpose, 215 Doctor of Education, Higher Education Executive Leadership Admission, 216 Maximum Time, 216 Tuition, 152 Doctor of Medical Science, 191 Accreditation, 191 Admissions, 191 Calendar, 191 Curriculum, 192 Graduation, 192 Misson, 191 Tuition, 152 Doctor of Occupational Therapy, 167 Academic Policies, 169 Accreditation, 167 Admission, 168 Curriculum, 169 Essential Skills, 168 Learning Outcomes, 167 Mission, 167 Tuition, 152 Doctor of Pharmacy Academic Policies, 207 Accreditation, 204 Admission, 204 Curricular Change, 207 Curricular Components, 206 Curriculum, 205 Mission, 204 PharmD/MBA, 213 Prerequisites, 205 Tuition, 152 Doctor of Physical Therapy, 175 Academic Policies, 179 Accreditation, 176 Admission, 176 Calendar, 175 Curriculum, 177 Essential Functions, 176 Tuition, 152 DSST, 29 Dual Enrollment, 29 Early College, 27 Educational Specialist, 215 Electives, 53 ELS, 27 ELTI, 27
257 Emeritus Faculty, 24 English and Modern Languages, 63 Entrepreneurship Certificate, 98 Environmental Biology, 67 Exercise Science, 89 Faculty, 18 Faculty Senate, 17 FAFSA, 152 Family Educational Rights and Privacy, 38, 159 FERPA, 159 Financial Aid Graduate Programs, 154 State & Federal Programs, 32 Undergraduate, 32 Free Application for Federal Student Aid, 152 GMAT, 211, 212 GPA, 38, 159 Grade Key, 39, 159 Grade Point Average, 38, 159 Grade Reports, 39 Graduate and Professional Programs Attendance, 155 Commencement Honors, 155 Costs and Financial Aid, 152 Degrees, 155 Load Status, 153 Policies and Procedures, 155 Graduate Education Admission, 219 Advising, 219 Attendance, 219 Grading Policy, 219 Grievances and Appeals, 220 Transfer Policy, 221 GRE, 212 Health Communication, 60 HEOA, 34, 155 High School Students, 29 Higher Education Opportunity Act, 34, 155 History, 13 History and Political Science, 60, 62 Honor Code, 39, 159 Honors College, 57 Admission, 57 Advising, 58 Minor Curriculum, 57 Progress and Grade Standards, 58 Recognition, 59 IELTS, 27 Incomplete Grade, 39, 159 Independent Comprehensive Articulation Agreement (ICAA), 28 Insurance (Medical), 31, 184, 209 International Baccalaureate, 29 International Programs, 54 Internships Abroad, 54 International Students, 159 Admission - Undergraduate, 27 Countries Exempt from Proficiency, 160 Countries Exempt from Profiency, 28 English Proficiency, 27 Health Sciences, 162 Immunizations, 30 Internships, Undergraduate, 39 Lab Science, 47, 49, 50 Leaders of the University, 14 Legacy Award, 32 Librarians, 23 Library, 45, 160 Ethel K. Smith Library, 45, 160 Mission and Goals, 45, 160 Special Collections, 45, 160 Lyceum Requirement, 36, 46, 88, 96 Majors, 52 Master of Accounting, 211 Admission, 211 Calendar, 211
Correspondence, 210 Curriculum, 211 Prerequisites, 211 Program Completion, 211 Transfer Policy, 213 Tuition, 152 Master of Arts in Education, Educational Leadership Admission, 216 Maximum Time, 217 Program Completion, 217 Program Requirements, 216 Tuition, 152 Master of Arts in Education, Elementary Education Admission, 217 Maximum Time, 217 Program Completion, 217 Program Requirements, 217 Tuition, 152 Master of Arts in Sport Management Accreditation, 221 Admission, 222 Calendar, 222 Evaluation and Review, 223 MASM Advantage Program, 222 Program Completion, 223 Program Policies, 223 Program Requirements, 222 Tuition, 152 Master of Arts in Teaching Admission, 218 Licensure, 218 Practicum, 218 Program Completion, 218 Program Requirements, 218 Tuition, 152 Master of Business Administration, 212 Academic Policies, 213 Academic Status, 213 Admission, 212 Appeals, 213 Calendar, 211 Concentrations, 212 Correspondence, 210 Curriculum, 212 Grading Policy, 213 Health Care Management, 213 PharmD/MBA, 213 Prerequisites, 212 Program Completion, 213 Transfer Policy, 213 Tuition, 152 Master of Clinical Mental Health Counseling, 162 Accreditation, 163 Admissions, 163 Licensure, 163 Mission, 163 Program Completion, 164 Program Evaluation and Review, 164 Program Objectives, 163 Program Policies, 165 Program Requirements, 164 Tuition, 152 Master of Physician Assistant Studies, 185 Academic Calendar, 187 Accreditation, 186 Admissions, 186 Curriculum, 187 Graduation, 191 Mission Statement, 185 Program Goals, 185 Technical Standards, 186 Tuition, 152 Master of Public Health, 192 Admissions, 193 Calendar, 192 Department Goals, 192 Wingate University Academic Catalog 2026-2027
Graduate Certificate, 198 Mission, 192 Program Completion, 195 Program Evaluation and Review, 195 Program Policies, 195 Program Requirements, 193 Tuition, 152 Values, 192 Vision, 192 Master of Social Work, 198 Accreditation, 198 Admissions, 199 Calendar, 198 Mission, 198 Program Completion, 200 Program Evaluation, 200 Program Policies, 200 Program Requirements, 200 Specialized Practice, 198 Tuition, 152 Values, 198 Mathematics, 71 Media Release, 40, 160 Medical/Immunization Requirements Health Sciences, 162 Minors, 53 Mission Statement, 13 Goals for All Programs, 13 Library, 45, 160 Music, 64 Scholarships, 32 Non-Degree Programs Addiction Specialist Certificate, 97 Career and Community Studies Certificate, 97 Christian Ministry Certificate, 98 Entrepreneurship Certificate, 98 Leadership Certificate, 98 Public Health – Generalist Certificate, 98 North Carolina Community College, 28 Nursing, 73 Officers of the University, 17 President, 17 OneDog 101, 45 Online Class Attendance, 40, 160 Overload, Undergraduate, 40 Payment Plan Graduate and Professional, 153 Pearson, 80, 217, 218 Permission to Take Courses at Another Institution, 42 Pre-Professional Programs, 55 Dental, 55 Law, 55 Medicine, 55 Nursing, 55 Occupational Therapy, 56 Pharmacy, 56 Physical Therapy, 57 Physician Assistant Studies, 56 Veterinary Medicine, 55 Presidents, 14 Programs Offered, 15 Graduate and Professional Majors, 16 Non-Degree Programs, 16 Undergraduate Majors, 15 Psychology, 71 Public Health, 75 Refund/Repayment Policy Return of Title IV Funds, 31, 153 Religion and Philosophy, 62 Repeat Courses, 41 ROTC, 35 SAP, 32, 154 SAT, 27, 92 Satisfactory Academic Progress, 154 Sociology, 72 Student Research, 45, 161 Student Responsibility, 34, 155
258 Teacher Education, 79 Adding a Licensure Area, 79 Degree-Seeking Students, 79 Licensure Only, 79 Licensure Tests, 80 Post Baccaluareate Program, 86 Student Teaching, 79 Title 38, 32 Title IX Resources, 41, 161 TOEFL, 27, 215, 216 Transcripts, 42, 161 Transfer Policy Advanced Placement (AP), 29 Cambridge AICE, 29 CLEP, 29 DSST, 29 Graduate Business, 213 Graduate Education, 221 Graduate Sport Sciences, 222 IB, 29 ICAA, 28 Undergraduate, 28 Tuition and Fees Graduate and Professional Programs, 152 Undergraduate, 30 Undergraduate Academic Policies and Procedures, 34 Additional Bachelor’s Degree, 34 Admission, 27 Advising, 43 Attendance, 35 Attendance Verification, 35 Auditing a Class, 35 Bankruptcy (Academic), 35 Calendar - Traditional, 26 Catalog Year, 35 Class Level, 35 Commencement Policies, 36 Co-Registration, 42 Course Numbers, 36 Dean’s List, 34 Deposit, 29 Directed Study, 38 Drop/Add, 40 Elective Pass, 40 Full/Part-Time, 41 General Education, 46 Grade Appeals, 38 Graduation Requirements, 39 Honor Code, 39 IDs, 31 Independent Study, 39 International Programs, 54 Internships, 39 Latin Honors, 34 Leave of Absence, 42 Major Changes, 40 Medical/Immunizations, 29 Mid-Semester Grade Reports, 39 Overload, 40 President’s List, 34 Probation and Suspension, 34 Readmission, 28 Residential Fees, 30 Scholarships, 32 Second Major, 34 Summer Sessions, 41 Transfer Admission, 28 Transient Study, 42
Tuition and Fees, 30 Veterans Benefits, 32 Withdrawal, 42 Withdrawal, Course, 40 Undergraduate Curriculum, 46 Bachelor of Arts, 47 Bachelor of Liberal Studies, 51 Bachelor of Music Education, 49 Bachelor of Science, 48 Bachelor of Science in Nursing, 50 Majors, 52 Minors, 53 Undergraduate Majors Accounting, 76 Biochemistry, 69 Biology, 66 Biology (3+1 Program), 67 Biology and Education, 80 Biology with Concentration in Agricultural Food Systems, 67 Biology with Concentration in Medical Laboratory S cience (3+1 Program), 67 Chemistry, 69 Chemistry-Business, 70 Communication, 59 Criminal Justice, 72 Criminal Justice and Human Behavior, 94 Educational Studies, 87, 94 Elementary Education, 80, 95 English, 63 English and Education, 81 Environmental Biology, 67 Environmental Biology (Public Health Track), 68 Exercise Science (3.5+3 BS/DPT Combined Program), 90 Exercise Science, Fitness Professional Track, 89 Exercise Science, Pre-Professional Track, 89 Finance, 76 Forensic Science, 70 General Studies, 95 Health and Physical Education, 81 History, 60 History and Education, 82 Human Services, 72, 94 International Business, 77 MAEd 4+1, 86 Management, 77 Marketing, 77 Mathematics, 71 Mathematics and Education, 82 Mathematics/Business, 71 Middle Grades Education, 83 Music Education, 84 Music, Concentration in Church Music, 65 Music, Emphasis in Performance, 65 Music, General, 65 Nursing, 74 Organizational Change and Communication Management, 94 Political Science, 62 Psychology, 71 Public Health, 75 Public Health (4+1 BSPH-MPH Program, 75
Wingate University Academic Catalog 2026-2027
Religion and Philosophy, 62 Sociology, 73 Spanish Education, 85 Sport and Recreation Management, 91 Undergraduate Minors Accounting, 77 Art, 63 Art Therapy, 63 Biology, 68 Chemistry, 70 Coaching, 91 Communication, 60 Community and Commercial Recreation, 91 Community Youth Development, 92 Creative Writing, 63 Criminal Justice, 73 Economics, 77 Educational Studies, 88 English, 63 Environmental Biology, 68 Exercise Science, 91 Film Studies, 64 Finance, 78 Foundations of Medical Science, 68 French, 64 History, 61 Human Services, 73 International Studies, 61 Legal Studies, 62 Management, 78 Marketing, 78 Mathematics, 71 Medical Sociology, 73 Music, 66 Philosophy, 62 Physics, 71 Political Science, 62 Professional and Technical Writing, 64 Psychology, 72 Public Health, 76 Race and Ethnic Studies, 61 Religious Studies, 62 Social Science, 61 Sociology, 73 Spanish, 64 Sport Management, 92 Women and Gender Studies, 73 Veterans Benefits, 32 Vocational Rehabilitation, 32 WEngage, 54 Requirements, 54 Wingate Online, 92 Admission, 92 Bachelor of Liberal Studies, 94 Bachelor of Science, 95 Credit by Exam, 29 Degree Requirements, 94 Graduation Requirements, 96 Leave of Absence, 43 Major Changes, 40 Readmission, 93 Withdrawal, 43 WinLINK Acccess, 161 WInternational Program, 54 Requirements, 55 Withdrawal from the University, 42 Writing Center, 45, 162 Yellow Ribbon, 32
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Wingate University Academic Catalog 2026-2027