Academic catalog (grad)

Academic catalog (grad)
SAINT MARTIN’S UNIVERSITY
ACADEMIC CATALOG
2015/2016
GRADUATE PROGRAMS
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TABLE OF CONTENTS
Switching from Undergraduate to Graduate.... 45
Time to Degree Completion.............................. 45
Transcripts.......................................................... 45
Transfer Credit................................................... 46
Veterans.............................................................. 46
Withdrawals........................................................ 46
Leaves of Absence............................................... 47
GENERAL INFORMATION..................................3
About this Catalog............................................... 4
Accreditation........................................................ 4
Mission Statement................................................ 5
Academic Calendar.............................................. 6
History.................................................................. 6
Saint Martin of Tours........................................... 6
Core Themes......................................................... 7
Benedictine Values............................................... 7
Academic Values.................................................. 7
Location................................................................ 8
Campus Facilities................................................. 8
Student Affairs.................................................... 10
Student Support Services................................... 11
Graduate Admission.......................................... 16
Expenses.............................................................. 27
GRADUATE PROGRAMS.................................. 51
School of Business.............................................. 52
Master’s Program in Business............................ 53
MBA................................................................ 53 Business Administration/
Finance & Accounting................................... 56
College of Education and
Counseling Psychology..................................... 60
Master of Arts in Counseling Psychology.... 61
Programs in Education.................................. 69
MED................................................................ 73
MIT................................................................. 82
Special Education Endorsement................... 88
Hal and Inge Marcus School of
Engineering..................................................... 100
Master’s Programs in Engineering.................. 101
MCE.............................................................. 101
MEM ............................................................ 110
MME............................................................. 115
ACADEMIC INFORMATION..............................34
Graduate Programs............................................ 35
Academic Policies and Procedures.................... 36
Academic Dishonesty......................................... 36
MIC Policies....................................................... 36
Academic Probation/Suspension...................... 38
Advancement to Candidacy............................... 38
Application for Degrees..................................... 39
Change of Registration...................................... 39
Directed Study.................................................... 39
Enrollment.......................................................... 39
Enrollment at Other Colleges............................ 40
FERPA................................................................. 40
Grades and Grading........................................... 41
Independent Study............................................. 44
Late Validation................................................... 44
Non-Matriculated Grad Students...................... 44
Registration........................................................ 44
Repeating Courses.............................................. 44
Schedule Limitations......................................... 44
Student Right-to-Know Act............................... 45
DIRECTORY....................................................126
Deans................................................................ 127
Faculty............................................................... 127
Faculty and Staff Emeriti................................. 132
Saint Martin’s Abbey........................................ 132
Board of Trustees............................................. 133
Trustee Emeriti................................................. 134
University Administration............................... 135
Administrative Offices..................................... 135
Campus Map..................................................... 137
Directions to Saint Martin’s............................. 138
Appendix A....................................................... 139
Index................................................................. 141
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GENERAL INFORMATION
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ABOUT THIS CATALOG
The 2015/2016 edition of the Saint Martin’s University Graduate Academic Catalog is divided into
sections to assist you in planning your graduate education at the University. Please refer to the table of
contents to find main section headings.
The course listings, appearing under each program area heading, provide the following information:
• Course number.
• C
ourse title followed, in parentheses, by the number of semester
hours of credit earned for completing the class.
• Synopsis of the course offering.
• Prerequisites required for admission to the class, if applicable.
ACCREDITATION
Saint Martin’s is a comprehensive Master’s University offering undergraduate and graduate programs. Established in 1895, Saint Martin’s is a Catholic Benedictine University founded by the Abbey of Saint Martin’s.
Saint Martin’s University is accredited by the Northwest Commission on Colleges and Universities; it
is authorized under federal law to enroll non-immigrant alien students.
Undergraduate civil engineering and mechanical engineering programs housed in the Hal and Inge
Marcus School of Engineering are accredited by ABET, Inc.
The mental health counseling track and the marriage and family therapy track of Saint Martin’s Master
of Arts in Counseling Psychology program are accredited by the Master’s in Psychology and Counseling Accreditation Council (MPCAC)
The teacher, school counseling, and school administration programs offered through the College of
Education and Counseling Psychology are approved by the Washington Professional Educator Standards Board (PESB). The residency teacher education program, which is designed to prepare teacher candidates to become P-12 professionals, was granted initial accreditation by the Teacher Education Accreditation Council (TEAC) (now the Council for the Accreditation of Educator Preparation
(CAEP)) for a period of seven years from October 2013 to October 2020. This accreditation certifies
that the program has provided evidence that the program adheres to CAEP’s quality principles.
The University is a member of the American Association of Colleges; Council for Independent Colleges; Council for the Advancement and Support of Education; Independent Colleges of Washington;
National Catholic Education Association; Northwest Association of Private Colleges and Universities;
Washington Friends of Higher Education; Service Members Opportunity Colleges; American Association of Benedictine Colleges and Universities; Western Association of Graduate Schools; and the
Carnegie Association for the Scholarship of Teaching and Learning.
Saint Martin’s University’s programs are approved by the Washington Student Achievement Council
(formerly the Higher Education Coordinating Board) for enrollment of people eligible to receive educational benefits under Title 38 and Title 10.
Saint Martin’s University reserves the right to make changes as it deems necessary to procedures, policies, calendar, curriculum, overall academic programs or majors and costs.
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MISSION STATEMENT
Saint Martin’s University is a Catholic Benedictine institution of higher education that empowers students to pursue a lifetime of learning and accomplishment in all arenas of human endeavor.
Saint Martin’s students learn to make a positive difference in their own lives and in the lives of others
through the interaction of faith, reason and service.
The University honors both the sacredness of the individual and the significance of community in the
ongoing journey of becoming.
CONTEXT
Established in 1895, Saint Martin’s University is the educational mission of Saint Martin’s Abbey, a
Catholic Benedictine monastery, whose members pray, work and live together on the University campus. The physical beauty of Saint Martin’s 300-acre campus reflects the rich intellectual and spiritual
nature of its presence in the Pacific Northwest.
Essential features of university life are animated by its Benedictine identity and its participation in the
centuries-old traditions of Catholic intellectual thought and the search for truth.
Thus, the University honors students and guides them toward achieving academic excellence. Superior
teaching is the norm. Rooted in the long tradition of the liberal arts, the University’s undergraduate
and graduate curriculum cultivates: creativity and the ability to communicate and pursue ideas; critical thinking and independent inquiry; academic proficiency; the formation of sound ethical judgments; and service to humanity.
Reflecting the Benedictine virtue of hospitality, the University welcomes and seeks students from near
and far: the Pacific Northwest, the nation, and the world at its main campus and Extended Learning
Division on the Joint Base Lewis-McChord (JBLM). Saint Martin’s treasures persons of all ages, religions and nationalities as it encourages diverse viewpoints and an appreciation of all cultures.
SAINT MARTIN’S UNIVERSITY IS AN EQUAL OPPORTUNITY INSTITUTION
The principles of the Catholic Benedictine tradition, equal employment opportunity, and nondiscrimination are fundamental to the mission, goals, and objectives of Saint Martin’s University. The University does not discriminate in employment or in the delivery or administration of its educational programs, policies, scholarship and loan programs, athletic or other University programs on the basis of
sex, sexual orientation, race, color, religion (except as a bona fide occupational qualification for certain
select positions), marital status, national or ethnic origin, military or veteran status, age, or disability.
Students or employees with concerns or complaints about discrimination on the basis of sex in
employment or an education program or activity, or any other inquiries related to the University’s
non-discrimination policy, may contact the Director of Human Resources/Title IX Coordinator, 5000
Abbey Way SE, Lacey WA 98503, 360-491-4700. Consistent with the requirements of Title IX of the
Education Amendments of 1972 and the regulations adopted under that law, the University has designated the above individual as the University’s Title IX Officer, responsible for coordinating the University’s Title IX compliance. Individuals may also contact the Office for Civil Rights, U.S. Department
of Education, 915 2nd Avenue, Room 3310 Seattle, WA 98174-1099, Telephone: (206) 220-7900, TDD:
(206) 220-7907.
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ACADEMIC CALENDAR 2015–16
The Lacey campus operates on a semester calendar while the MBA program and most Extended
Learning Division programs operate on eight-week terms that fall within the semester start and close
dates. The academic calendar can be found on the Saint Martin’s University website. Please note that
dates are subject to change.
HISTORY
Saint Martin’s University was established in 1895 by monks of the Roman Catholic Order of Saint Benedict. The Order, the oldest in Western civilization, was founded by Saint Benedict of Nursia in about 528.
From that early time to the present, Benedictines have worked in education. Their abbey schools nurtured and protected the legacy of the classics of Western civilization. Monk scholars helped write the
cultural and educational history of Europe and, in the past century, that of the United States.
Benedictine history in the United States began in 1845 when Abbot Boniface Wimmer, O.S.B., established the first American abbey school, Saint Vincent College, near Latrobe, Pennsylvania. From there,
Benedictines founded high schools, colleges and universities throughout the country. Saint Martin’s
is one of 18 Benedictine colleges and universities in the United States and Canada and the only one
west of the Rockies.
The site of Saint Martin’s University and Abbey, on a wooded hillside in rural Lacey, Washington, was
selected in 1893 by Abbot Bernard Locnikar, O.S.B., of Minnesota’s Saint John’s Abbey, Saint Martin’s
motherhouse.
Saint Martin’s first enrolled boys and young men between the approximate ages of 10 to 20. The school
admitted its first student, Angus McDonald, on Sept. 11, 1895.
Both boarders and “day scholars” were accepted and taught from a curriculum of preparatory and high
school classes, plus classical and commercial college courses.
By 1897, 29 students were attending Saint Martin’s and College-level courses were added in 1900 to
provide the necessary education for candidates planning to enter the Benedictine order of monks.
Saint Martin’s University also has a long history of building global relationships. In 1920, Father Placidus Houtmeyers, O.S.B., was one of the first monks to take Catholic education principles to Beijing.
Saint Martin’s strong relationships with China and Japan continue today. The University’s collaboration with Mukogawa Women’s University is more than 25 years old.
Saint Martin’s became a four-year, accredited, baccalaureate-granting institution in 1940. The University became coeducational in 1965. Graduate programs were added in the early 1980s with the first
master’s degree awarded in 1984. The institution changed its name from Saint Martin’s College to Saint
Martin’s University in August 2005 to more clearly define its programs, strengthen its outreach, and
better fulfill its global mission.
SAINT MARTIN OF TOURS
Saint Martin of Tours, the patron saint of the University, figures prominently in the development of
Christianity in fourth-century Europe. During his lifetime, Martin established nearly 3,500 churches.
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Although his youth was spent as a cavalryman in the Roman army, he longed for something more. He
horrified his father, a tribune in the army, by studying to become a Christian.
Legend has it that Martin, while still a soldier, chanced upon a shivering beggar clutching his rags
about him in the bitter cold. Martin cut his flowing cavalry cloak in two and gave half to warm the
beggar. Some time thereafter, Martin had a vision in which that beggar revealed himself to be the Lord
Jesus Christ. Soon after, Martin obtained a discharge from the army.
As a free man, he began his commitment to Christianity in earnest, studying under famous scholars
and teachers of the era. Soon he was considered the holiest man in France. Although he was sought as
a bishop, he chose to remain a missionary until 371, when the people of Tours, France, prevailed upon
him to become bishop. Saint Martin’s Abbey and University take their name from this illustrious patron.
CORE THEMES
The Core Themes of Saint Martin’s University are faith, reason, service, and community. Please see
the Appendix section of this catalog for objectives and outcomes associated with each Core Theme.
BENEDICTINE VALUES
Inspired by its Benedictine heritage, the Saint Martin’s University community embraces Benedictine
values derived from The Rule of Benedict. Our Benedictine values include the following: awareness of
God; community living; dignity of work; hospitality; justice; listening; moderation; peace; respect for
persons; stability; and stewardship.
ACADEMIC VALUES
Knowledge: We emphasize broad geographic and historical perspectives, cultural and linguistic plurality and scientific and aesthetic understanding.
Spirituality: We provide and encourage the development of personal recognition of spiritual values
beyond the intellectual and physical.
Hospitality: We welcome and include in our community people from diverse backgrounds and locations. We encourage diverse viewpoints and the appreciation of different cultures.
Service: We expect that our students will live exceptional lives dedicated to serving others in the local
and global community. We expect such service to mirror the Catholic Benedictine life and to nurture
the family spirit among all who participate in the University.
Creativity: We expect our students to find joy in acts of creation and recognize artistic expression as
the bridge between interior and exterior spaces.
Communication: We provide opportunities for students to pursue ideas and communicate them in
varied forms.
Inquiry: We work to develop thoughtful graduates who are able to engage in honest and thorough analysis
and critical and independent thinking, and who are prepared to address the complex nature of our society.
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Discovery: We believe that discovery, including self-discovery, is developed in the context of learning,
serving and valuing the worth of others.
Holistic education: We believe that intellect alone cannot sustain a meaningful life, and thus we work
to unfold the potential of the whole person.
LOCATION
Saint Martin’s University is located in Lacey, Washington, adjacent to Olympia, the state capital. The
population of the Lacey area is about 43,000, and that of Thurston County — which includes the greater Olympia area of Lacey, Olympia, and Tumwater — is about 245,000.
The pastoral beauty of the 300-acre Saint Martin’s campus reflects the rich intellectual and spiritual
nature of its presence in the Pacific Northwest, the University’s stewardship of its natural surroundings
and the community’s care of its members. The wooded areas of campus are threaded with pleasant
walking trails. Many species of wildlife roam the undeveloped acres on campus and the meadows
below the main University buildings.
Located near the shores of South Puget Sound, Saint Martin’s is conveniently located near Interstate-5,
less than an hour from Seattle, two hours from Portland, Oregon, and about 30 minutes from Tacoma.
In nearby cities, students can take advantage of events such as art shows, concerts, and theater, as well
as a variety of professional sports. With its proximity to metropolitan areas, the Greater Olympia area
also attracts nationally recognized entertainers, artists and musicians, providing cultural opportunities to complement the University’s educational experience.
The University’s proximity to the state capital gives students an opportunity to learn about and participate in legislative and government-related activities. The University facilitates student internships and
work experiences in government offices and agencies.
For nature lovers, the area is exceptional. Swimming and other water activities are as close as five
minutes from campus on a wealth of nearby lakes, streams and ocean inlets. Pacific Ocean beaches,
just 50 miles west, offer opportunities for clamming, kite-flying, deep-sea fishing and sailing. Less
than an hour away, hikers, skiers, backpackers, and other outdoor enthusiasts can pursue their favorite
pastimes in the mountains or enjoy such spectacular Northwest attractions as Mount Rainier National
Park, Mount St. Helens, the Olympic Peninsula, and the San Juan Islands.
CAMPUS FACILITIES
This partial list of campus facilities represents those buildings most frequently used by graduate students. For a full listing please refer to the undergraduate catalog.
Abbey Church: The Abbey Church is the spiritual center of Saint Martin’s. A beautiful, modern structure adjacent to Saint Martin’s Abbey, its surrounding gardens and serene atmosphere draw many
people from on campus and the nearby community. The church is used for daily services as well as
for small concerts and other activities. A bronze statue of the Benedictine Order’s patron saint, Saint
Benedict of Nursia, stands near the church entrance.
Cebula Hall: Cebula Hall, completed in 2012 and opened to students in 2013, is a LEED-platinum
state of the art building. It houses the Hal and Inge Marcus School of Engineering. Cebula Hall con-
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tains classrooms and offices, an engineering computer center and engineering laboratories. Its name
honors Father Richard Cebula, O.S.B. (1916-2004), who served as the engineering division chairman
for many years.
Engineering Annex: The Engineering Annex houses the engineering industrial labs.
Charneski Recreation Center: Opened in the fall of 2009, this 36,000-square-foot facility houses
three multi-purpose courts, a four-lane running track, a batting cage and a fitness center equipped
with weights, cardio equipment, a multi-purpose classroom and an aerobics-dance studio.
Computer Resource and Copy Center: To access University computer resources, a student must first
complete a one-time computer/email account application. This includes the student agreeing to comply with the University’s Acceptable Use Policy. Students who violate that policy will quickly lose all
access to University systems. Inappropriate uses such as pornography, copyright violations or piracy
will result in immediate loss of privileges.
A wide variety of computer resources are available to Saint Martin’s students. These include:
• G
eneral-purpose computers. Computers are available in the Computer Resource
Center in Old Main, O’Grady Library, Harned Hall, Trautman Student Union Building,
Parsons Hall and Cebula Hall. These computers are licensed with a variety of upto-date software, including Microsoft Office Professional, programming languages,
library reference materials, statistical software and engineering applications.
• P
rint, copy and scanning. Several locations are available for students to scan materials to
data formats, and students have easy access to laser printers. Per-page print and copy charges
are modest and are partially subsidized by the University. In addition, students are given
a $10 credit toward their printing each semester. Copies can be made in the Computer
Resource and Copy Center at $.05 for black and white copies and $.25 for color copies; see
the staff for assistance. Black and white or color copies can also be made at the O’Grady
Library and Harned Hall utilizing a card or coin vending unit attached to the copiers.
• E
mail, Internet and research tools. While on campus, students have easy access
to the University’s network and to the Internet. Email accounts and library
database information also can be accessed off-campus via the Internet. The
residence halls provide wired Ethernet connections for each resident. Wireless
Internet access is also provided in common areas and in many classrooms.
Harned Hall: Opened in 2008, Harned Hall is shared by students and faculty in every division. This
technology-rich building features eight general classrooms, four seminar rooms, a computer classroom, a small computer lab, an electrical lab, a faculty room and a tiered lecture hall. Wireless access
is available throughout the building.
O’Grady Library: Designed by internationally acclaimed architect Michael Graves, O’Grady Library
is now home not only to the library, but to the Center for Learning, Writing and Advising, the ITS
Help Desk, and the Center for Scholarship and Teaching. O’Grady Library supports student success
by bringing together research assistance, tutoring and technology help in one location. At O’Grady
Library, students also have access to a variety of learning spaces and resources: the Information Commons, the Multimedia Center, the Curriculum Resource Center, five group study rooms, three media
rooms, two classrooms and the spacious Benedictine Reading Room. Books, journals, reference materials, videos and music are available both in the library and online, and students also can check out
laptops, digital cameras, digital voice recorders, digital camcorders and other multimedia equipment.
The library extends its resources through participation in the Summitt, the shared catalog of the Orbis
Cascade Alliance, which makes available to Saint Martin’s students more than nine million titles from
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37 academic libraries in the Pacific Northwest, with courier delivery to O’Grady Library.
Old Main: Old Main, the University’s primary academic building, contains most faculty and administrative offices, many classrooms and laboratories, the Computer Resource and Copy Center, the University bookstore, and the student and monastic dining rooms. The student dining area, St. Gertrude
Dining Hall, recently was renovated and expanded to accommodate seating for 250. Students can dine
outside, weather permitting, or remain inside and enjoy the view from the hill onto the lower campus.
Old Main’s south wing, the University’s oldest structure, was completed in 1913, and the west wing in
1923. It was seismically updated in 2000.
St. Martin’s Abbey: The Abbey, home of Saint Martin’s Benedictine monks, is across from Old Main,
the University’s oldest building.
Trautman Student Union Building (TUB): Dedicated in 1965, the Student Union Building is a center
for student activities, student government and clubs. It offers meeting and activity space for students,
a game room, and a relaxing environment for connecting with the community.
Zaverl Hall: Zaverl Hall, built in 2006, contains mechanical engineering labs and maintenance and
storage facilities.
Extended learning: Saint Martin’s University operates extended programs at nearby Joint Base Lewis-McChord, Centralia College, and Tacoma Community College. The Extended Learning Division
programs provide educational undergraduate and graduate level programs to non-traditional students, including military personnel, their families and, on a space-available basis, area residents.
STUDENT AFFAIRS
The Office of Student Affairs supports the overall quality of campus life through programming based
on Catholic Benedictine tradition, the hallmarks of which are hospitality, respect for the individual,
commitment to service, and development of the whole person. The department supports the needs of
a diverse student population.
Collaboration among students, faculty, and staff enhance each student’s overall growth and development through coordinated programs, activities and services. Structured experiences help students
develop and refine leadership skills, make responsible choices, celebrate common values, embrace
diversity, respect the rights of others, resolve conflicts, explore and define personal goals, recognize
civil and social responsibilities, and develop other characteristics expected of university graduates.
These experiences, and the services provided by the University, enrich Saint Martin’s learning environment. They are key factors in preparing graduate students to pursue their career choices and become
educated citizens, involved community members and future leaders.
Graduate students are encouraged to participate in community activities and clubs and to use the
resources available to them through the Office of Student Affairs.
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STUDENT SUPPORT SERVICES
CAMPUS MINISTRY
The Office of Campus Ministry provides a Christian environment in the Catholic Benedictine tradition in which all students and employees, regardless of religious persuasion, are assured respect and
freedom to pursue personal spiritual growth. The office assists students in blending their faith into
their educational and daily lives.
CAMPUS LIFE
Various campus organizations and activities contribute to the intellectual, moral and social development of students. All students are urged to participate in out-of-class and community activities as
part of their University education. Saint Martin’s believes co-curricular activities provide experience,
enrichment, knowledge and opportunities for personal growth not always available in the classroom.
They also contribute to the well-being of the University community and its neighbors.
Student activities are coordinated through the Office of Campus Life. Activities include social and
educational excursions, the Benedictine Leaders Program, cultural events, sporting events, lectures,
dances and traditional activities such as Homecoming. Off-campus outdoor excursions are offered
including ski/snowboard trips, rock climbing, and hiking. Students interested in intramural sports
can participate at the team or individual level. Activities vary from year to year, but often include flag
football, volleyball, basketball, table tennis, soccer, bowling, dodgeball and softball.
The University recognizes and supports the vital contributions made possible by students’ participation in student government, the Associated Students of Saint Martin’s University (ASSMU). ASSMU
represents the needs of the students to the faculty, administration and board of trustees. All currently
enrolled undergraduate students are members of ASSMU and can participate in the election of representatives and executive officers.
Individual student clubs and organizations are officially recognized through ASSMU. These organizations are typically formed around recreational interests, academic majors, social issues or personal
development activities.
CAREER SERVICES
The Career Center helps students define their career goals and objectives as they relate to future employment. The Center’s services are available to all students and alumni at the University’s main campus and Extended Learning Division. Those services and programs include:
• Online database (Saints4Hire) for jobs, scholarships and alumni mentors
• Resume, cover letter, interviewing, negotiating and other skill-building workshops
• On-campus interviewing and recruiting.
• Career guidance testing
• Career fairs
• A career resource library
• Assistance finding scholarship opportunities
• Peer advisors
• Facebook page
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CENTER FOR LEARNING, WRITING AND ADVISING
The Center for Learning, Writing and Advising offers free academic support services to all Saint Martin’s students. The Learning Center provides subject area tutoring, professional level writing tutoring,
extensive math drop-in tutoring, personalized academic improvement plans, and learning and writing
strategy workshops. The staff at the center also works closely with the University’s academic early
warning system — a referral system that supports student success. At the LWC, students meet with
trained peer readers to discuss their academic, personal and professional writing.
COUNSELING AND WELLNESS CENTER
The Counseling and Wellness Center provides free and confidential counseling services to all enrolled students. Our professional staff of counselors is available to assist students with a wide range of issues to promote a successful university experience. Students can receive help for any social, emotional, educational or
vocational issue, including academic stress, stress, adjustments, depression, anxiety and relationship issues.
The substance abuse prevention program coordinator is available to provide assessments, outreach
and education on substance abuse prevention and awareness. Other services that are provided to the
campus community include consultation, referrals, training and educational programs. To make an
appointment, students can call, email or stop by the Counseling and Wellness Center.
DISABILITY SUPPORT SERVICES
Saint Martin’s University is committed to providing a campus environment that is accessible to all
students. The Office of Disability Support Services handles coordination of services and academic
accommodations for students with disabilities.
Students wishing to request appropriate accommodations are responsible for initiating contact with
the office. The office will assess the individual needs of each student, assist him or her in communicating those needs to faculty and staff, and help the student obtain materials, services and the assistance
necessary to successfully pursue their higher education.
Procedures for course accommodations for students with documented disabilities are available in the
Office of Disability Support Services.
Students who need special housing accommodations on-campus due to a disability also find assistance
through the Office of Disability Support Services.
OFFICE OF INTERCULTURAL INITIATIVES
The Office of Intercultural Initiatives (OII) offers a variety of multicultural and social justice programs
for the entire campus community. Programs are designed to: support underrepresented and underserved
students; sponsor programs that foster critical multicultural awareness among students, faculty and staff;
and engage students in social justice education that prepares them for a complex, global society. OFFICE OF INTERNATIONAL PROGRAMS AND DEVELOPMENT
The Office of International Programs and Development (OIPD) serves the Saint Martin’s community
through a variety of international programs and services related to language, culture and academic
exchange. The goal of OIPD is to enhance and support international and cross-cultural education. The
office supports this mission through numerous programs designed to integrate our international and
domestic communities.
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Specifically, programs and events offered by OIPD are: study abroad and study tour opportunities;
International Education Week; International Taste of Culture; the annual Saint Martin’s University
Dragon Boat Festival; conversation partners; student cultural ambassador program; summer cultural exchange programs, home-stay opportunities; and various volunteer opportunities. OIPD also offers student-led cultural activities that provide international students with a better understanding of
American culture and an opportunity to explore the Pacific Northwest.
PUBLICATIONS
The Belltower is a periodic newspaper written and edited by Saint Martin’s students. Its purpose is to
serve the communication needs of the student community and provide a vehicle for communicating
student, faculty and staff news and views on campus issues. Graduate students are encouraged to connect with student editors and to contribute to The Belltower.
Insights, a periodic publication of the Office of Marketing and Communications, provides news about
the University to friends and supporters of Saint Martin’s.
Other communications concerning the University and its students include periodic newsletters for parents and a variety of news and information that is carried on the University’s website, www.stmartin.edu.
STUDENT HEALTH CENTER
Saint Martin’s Student Health Center, located in room 102 of Burton Hall, is dedicated to the wellness
of Saint Martin’s students. Staffed by a physician’s assistant and nurse, the Student Health Center assists students in developing a commitment to healthy lifestyles and becoming advocates for their own
health care. Services include:
• Acute care for colds, flu and other medical concerns
• Writing of prescriptions
• L
imited disease management for chronic health problems,
such as asthma, diabetes and high blood pressure
• Referrals for services that extend beyond the scope of the center
Graduate students may utilize the Student Health Center for a fee paid at the time of visit.
The Student Health Center is open Monday, Wednesday and Friday; staff are available on Tuesday to
schedule appointments. Hours of operation are announced at the beginning of each semester.
STUDY ABROAD
Graduate students have select opportunities to study abroad through approved study abroad and
short-term faculty-led programs. Graduate students can transfer in a total up to nine pre-approved
semester credit hours of coursework, which can include study abroad. It is very important that graduate students discuss any plans to study abroad with their advisors and obtain course equivalencies and
approvals before participating in a program.
Participating in a study abroad experience is a memorable and possibly life-changing event for a student. Beyond developing new friendships and taking in new sights, many other benefits exist, including the following:
• Overseas experience aids students to stand out in a competitive job market.
• Many study abroad programs offer unique opportunities, such
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as internships and volunteering in a field of interest.
• S tudy abroad enhances a student’s overall academic experience by
providing an alternative perspective to learning subject matter.
Studying abroad helps build a greater sense of self-confidence, independence and direction, which in
turn, helps develop leadership skills.
STUDENT CONDUCT
Saint Martin’s University believes in honoring the freedom of the individual and respecting the rights
of the group. A code of conduct in necessary to ensure this is possible. As a Roman Catholic university, Saint Martin’s not only expects students, staff, and faculty to follow appropriate civil laws, but also
encourages each individual to participate in building a positive and welcoming community.
Students at Saint Martin’s are expected to conduct themselves in a responsible manner that reflects favorably on themselves and the Saint Martin’s community. University policies, guidelines, and expectations are outlined in the Saint Martin’s University Student Handbook available at http://www.stmartin.
edu/StudentServices/pdf/StudentHandbook.pdf. While the University is not directly responsible for
individual students’ behavior, students will be held accountable for that which is detrimental to the
educational objectives of the University or inconsistent with its values or mission through appropriate
disciplinary action as outlined in the Student Handbook.
Policies may be amended from time to time, and students are responsible for familiarizing themselves
with the most up-to-date regulations as outlined in the online version of the Student Handbook. The
University reserves the right to suspend, expel or otherwise discipline a student whose conduct is
inappropriate, disruptive, or dangerous to the University or members of the Saint Martin’s community.
ATHLETIC AND RECREATIONAL PROGRAMS
Athletic and recreational activities are planned and supervised as an integral part of educating the
whole student. Students are encouraged to participate in individual and group recreation.
The Hal and Inge Marcus Pavilion is the University’s indoor athletic facility.
Saint Martin’s outdoor track and field facility, which was dedicated in the spring of 2009, features an
all-weather running track and an irrigated infield for field-event competition. Students use the infield
for soccer practice and intramural games.
In the fall of 2009, Saint Martin’s opened the 36,000-square-foot Charneski Recreation Center.
This facility includes three multi-purpose courts, a four-lane running track, a batting cage and a
9,000-square-foot fitness center equipped with weights, cardio equipment, a multi-purpose classroom
and an aerobics-dance studio.
The University’s athletic fields and courts, as well as nearby public golf courses, lakes, shores and
mountains, offer opportunities for many sports and activities.
Saint Martin’s is a member of NCAA Division II Great Northwest Athletic Conference. University
teams participate in men’s and women’s basketball, golf, soccer, cross country, and outdoor and indoor
track and field; women’s volleyball and softball; and men’s baseball. Occasionally, graduate students
with remaining eligibility participate in intercollegiate athletics. The Saint Martin’s University Compliance Officer can respond to eligibility questions.
14
EVENT SERVICES AND FACILITIES
Saint Martin’s University Event Services operates and manages the Norman Worthington Conference
Center and the Hal and Inge Marcus Pavilion. These two facilities are available for use by students,
faculty and staff for a variety of internal campus events. Available space includes conference rooms,
classrooms, playing fields, basketball and volleyball courts, and locker rooms. The versatility of both
facilities offers several options for equipment, technology and room layout.
As rental spaces, the Norman Worthington Conference Center and Marcus Pavilion are also available
to the public for community meetings, conferences, banquets, receptions, graduations and other activities. For athletic events, the Hal and Inge Marcus Pavilion can provide seating for 3,200 guests. Event
Services manages the scheduling of these facilities and offers a one-stop-shop conferencing and event
experience that meets the needs of those using the space. On-campus catering services are provided
exclusively by Bon Appétit Management Company, the University’s food service provider
CAMPUS DINING SERVICES
All food service at Saint Martin’s University is managed by Bon Appétit Management Company, an
award-winning company known for its standards of excellence and innovation in sustainable food
service. Bon Appétit brings made-from-scratch restaurant-style dining to Saint Martin’s University.
Breaking bread together helps to create a sense of community and comfort. The Bon Appétit staff
recognizes the important role they fill and take great care to honor their position on the Saint Martin’s campus. Food is purchased with high ethical standards and environmental impact in mind; eggs
are cage-free, beef is range-fed, fish adhere to Seafood Watch guidelines, and produce is organic and
grown locally whenever possible. Bon Appétit encourages feedback and gladly works with individual
students to meet special dietary needs.
For more information on Bon Appétit’s principles and standards, visit www.bamco.com. To learn more
about Bon Appétit’s food service at Saint Martin’s University, visit www.cafebonappetit.com/saintmartin.
RESIDENCE LIFE
Serving students so that they may serve others, the Office of Housing and Residence Life at Saint
Martin’s University acts as a catalyst for the formation of a community in which members support and
encourage one another by sharing their gifts and challenge each other to recognize and fulfill their full
potential. The residence halls are an integral part of the University community and complement its
educational programs. The Office of Housing and Residence Life provides an environment that helps
students learn and grow. The halls are maintained by professional and paraprofessional staff members
specifically employed to assist students.
Procedures and policies for the residence halls are outlined in the Student Handbook and the housing
contract. Residents are responsible for familiarizing themselves with this handbook and contract, and
for complying with terms and conditions of each document.
Additional information about the University’s residence halls is available from the Office of Admission
or the Office of Housing and Residence Life. Housing and Residence Life policies, procedures, forms,
and facilities information is available at http://www.stmartin.edu/residencelife/.
A refundable $200 damage deposit must be on file with the Office of Student Financial Services prior
to the issuance of keys to the room. No portion of the $200 deposit will be refunded if the application
is canceled more than 30 days from the date it is submitted; after August 1, regardless of the date
submitted; or if requested more than 30 days after officially checking out of the halls. After taking
15
occupancy, if the applicant stays the entire contract period and applies to return to the residence halls
the following academic year, the damage deposit will automatically be carried over to the following
academic year.
Graduate students assigned to suites are required to select a meal plan, but unlike undergraduates,
they may choose the more affordable apartment plan. Apartment residents with kitchens, however, are
not required to carry a meal plan. Housing charges are assessed each semester and billed through the
Office of Student Financial Services. For more information on housing rates, amenities, options, and
policies, visit http://www.stmartin.edu/residencelife/.
GRADUATE ADMISSION
Saint Martin’s University seeks to enroll students of all ages and backgrounds who will benefit from the
distinctive, personalized education provided by the University.
Graduate admission to Saint Martin’s University is competitive and is based on the criteria outlined
below. Each graduate program also sets admissions requirements, which may exceed the general requirements set by the Office of Graduate Studies. Applicants should carefully read the program admission requirements detailed under each graduate program in this catalog. Please note that applicants
who do not meet the minimum admissions criteria may be admitted conditionally.
International graduate students must submit an additional processing fee of $100 with their application for admission. Applications will be processed and students notified about acceptance only after
this fee has been received by the University. International transcripts must be evaluated by an approved international transcript evaluation service (listed below). Your evaluation must be a detailed
course-by-course report, with a summary of U.S. education equivalent. Exceptions to this policy may
be made only by the Registrar. • World Education Services (WES) www.wes.org
• International Educational Research Foundation (IERF) www.ierf.org
• International Education Evaluations, Inc. (IEE) www.foreigntranscripts.com
• Global Credentials Evaluators, Inc. (GCE) www.gceus.com • Other NAFSA or NACES member/affiliate services may be approved once verified.
PRIORITY DEADLINES
Graduate programs have rolling admissions, which means that interested applicants can apply at
any time. However, for priority scholarship, assistantships, and admissions consideration applicants
should submit their applications by the priority deadlines listed on the program websites.
The minimum admission requirements for unconditional graduate admission to the University include:
• An earned bachelor’s degree from a regionally accredited college or university.
• A minimum undergraduate cumulative GPA of 2.75.
• P
roof of English proficiency for international students: A minimum score of 79 iBT
/550 PBT on the TOEFL or an overall band score of 6.5 on the academic version of
the IELTS (test scores must be less than two years old at the time of application) or a
bachelor’s degree from a U.S. institution where English is the language of instruction.
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• Admission to a degree program or as a non-matriculated (non-degree seeking) student.
Three decisions can be made about a candidate’s application:
• The student may be admitted unconditionally; or
• Th
e student may be admitted conditionally with additional requirements
specified that must be met within a set timeline; or
• The student may be denied admission.
There are different application procedures for admission depending on which program and which
student type the applicant is pursuing.
• Graduate degree program admission
Master of Business Administration
Master of Arts in Counseling Psychology
Master in Teaching
Master of Education
Master of Civil Engineering
Master of Engineering Management
Master of Mechanical Engineering
• Graduate non-matriculated student admission
• Certification-only admission
• Readmission of former Saint Martin’s graduate students
A description of the application procedure for each one of these follows.
If it is found that an applicant has made a false or fraudulent statement or a deliberate omission on the
application for admission or any accompanying documents or statements, the applicant may be denied
admission. If the student is already enrolled when the fraud is discovered, the case will be adjudicated
using the procedures specified for violations of the SMU Code of Conduct & Policies as contained in
the Student Handbook.
GRADUATE DEGREE PROGRAM AND POST-MASTERS
CERTIFICATION PROGAM ADMISSION
Prospective students wishing to apply for one of our seven graduate degree programs or two post-master’s certification programs should submit their application and supporting documentation to the Office of Graduate Studies.
The application and admissions requirements vary for each graduate program and are described in
detail in the graduate program section of this catalog. Details and forms can also be found on the
graduate studies website: www.stmartin.edu/gradstudies
• A graduate application.
• $50 application fee.
• O
fficial transcripts from all colleges and universities attended sent
directly from the institution to the Office of Graduate Studies.
Program-specific application materials listed on the program website or in the graduate program section of this catalog.
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International students also must submit:
• O
fficial TOEFL or IELTS score report sent directly to the Office of Graduate
Studies from the testing institution (Saint Martin’s Institution code is 4674).
• Official English translations of all transcripts (if language is other than English).
• D
eclaration of finances, proof of financial support, and a passport copy.
This is not required for admission, but is required by USCIS for the issuance
of the form I-20. Submitting these documents as part of the application
process will speed the process of issuing the I-20 if admitted.
• An additional $100 non-refundable deposit fee.
International students are also required to submit their transcripts to one of the following credential
evaluation service approved by Saint Martin’s University for evaluation:
GRADUATE NONMATRICULATED STUDENT ADMISSION
Prospective students interested in taking graduate courses without enrolling in a degree program
should submit the following:
• A graduate application with “non-degree seeking” selected as program.
• Official transcript showing proof of bachelor’s degree.
Enrollment in specific courses may require prior approval.
READMISSION OF FORMER SAINT MARTIN’S
UNIVERSITY GRADUATE STUDENTS
Students who have attended Saint Martin’s previously and left voluntarily (i.e., were not suspended),
should submit an Application for Re-Admission to the Office of Graduate Studies if they have been
away for more than one calendar year from the last day of the semester or session last attended. This
will require a $50 re-application fee. Readmitted students will be subject to the degree requirements of
the catalog that is current at the time of their readmission.
Students who have attended another college or university during their absence from Saint Martin’s
University must submit official transcripts from each institution. International transcripts have to be
submitted through an approved credential evaluator.
Students who have been away less than one year should contact the Office of Graduate Studies in order
for their record to be reactivated so they may register for classes.
Students who have been suspended from Saint Martin’s University for poor academic performance
may appeal or seek reinstatement by writing to the Provost who consults with the Graduate Council
in determining readmission. Details regarding the procedure to be followed are available in the Office
of the Provost and Provost.
Students who have been dismissed from Saint Martin’s University for conduct or behavior may not
seek reinstatement, except in exceptional circumstances. Details regarding the procedure to appeal
for reinstatement after conduct-related dismissal are available in the Office of the Dean of Students.
In all cases listed here, students are strongly advised to contact the Student Financial Service Center at
the same time and ask specifically what they need to do to reinstate or reapply for financial aid.
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EXTENDED LEARNING DIVISION ADMISSION
Applicants to graduate programs at the Extended Learning Division apply following the same procedures as main campus applicants. Counselors at the Extended Learning Division generally can provide
some assistance regarding graduate program admission; however, applicants can also contact the Office of Graduate Studies at the main campus.
The Extended Learning Division at Joint Base Lewis-McChord (JBLM) is primarily for the benefit
of active-duty service members and their families. Non-military-affiliated students may attend Saint
Martin’s JBLM campuses; however, program and course enrollment priority is always granted to the
University’s military-affiliated students.
Yellow Ribbon Program: Saint Martin’s University is an approved institution for the education and
training of veterans. Saint Martin’s is a Yellow Ribbon Program school and supporter of the Post 9/11
GI Bill. The University does not cap numbers of students who can participate in the Yellow Ribbon
Program. Yellow Ribbon benefits replace other forms of Saint Martin’s financial assistance such as
merit scholarships and grants.
Saint Martin’s also is a designated “Military Friendly School” and continues to be recognized every
year for our service to the military community.
Admitted students eligible to receive VA benefits must contact their respective veteran’s representative
and submit the necessary paperwork for certification. The student must submit a copy of their Certification of Eligibility sent by the VA and must also complete and submit the Saint Martin’s Request
for Certification Form each term or semester to ensure continuous receipt of benefits prior to certification. Saint Martin’s University will not certify students in advance; students must be registered with
advisor approval. Saint Martin’s will not participate in accelerated pay if the student is using Chapter
33. The VA pays directly to the school. Tuition and fees should not be reported to the VA prior to bills
being assessed to ensure accuracy of costs. It is the student’s responsibility to promptly notify the VA
representative of any schedule changes, including withdrawals, adds, and drops. Failure to promptly
report any changes to registration could lead to an overpayment and the student may be responsible
for debt repayment.
Veterans Administration / Vocational rehabilitation: Applicants applying through Veterans Administration or vocational rehabilitation programs should schedule an appointment with the program
director or designated official of their degree program and the veterans representative in the Office
of the Registrar to complete all required academic degree plans and necessary paperwork. Applicants
to the University should allow a minimum of two weeks from the time of their advising appointment
for completion of transcript evaluation, academic degree program, financing documentation and additional information.
GRADUATE TEACHING AND RESEARCH ASSISTANTS
Saint Martin’s University offers a limited number of Graduate Teaching and Research Assistantships
to graduate students enrolled in programs in Business, Education, and Engineering at the University.
GRADUATE TEACHING ASSISTANTS
Description and Purpose:
A Graduate Teaching Assistant is an academic appointment in support of the teaching of an undergraduate course or courses at the 100-200 levels. GTAs are subject to directions established by their
faculty mentors in the delivery of teaching-related functions for the courses they support; as GTAs
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they hold responsibility for maintaining and promoting academic integrity. GTAs receive a stipend
and access tuition remission for a portion of their graduate study during each semester.
GTAs in Business typically assist faculty in Business, Economics, Accounting or other related courses;
GTAs in Education typically assist faculty in Education, Humanities, or Social Science courses; GTAs
in Engineering typically assist faculty in courses in the STEM disciplines.
GTAships extend graduate student learning beyond the courses students take towards their graduate
degree and provide opportunities for them to strengthen knowledge of their fields and develop pedagogical skills. GTAships help students develop academic rigor and creativity, independent judgment,
intellectual honesty, and the ability to communicate their knowledge.
Responsibilities:
Graduate Teaching Assistants average no more than fifteen (15) hours per week in teaching-related
activities as determined by their faculty mentor. GTAs assist their mentors by performing teaching-related duties, such as leading discussions or laboratory sections, assisting in the teaching of lower level
courses, developing teaching materials, posting materials or leading discussions on Moodle, supporting faculty in incorporating co-curricular experiences such as service learning and research projects
into their courses, and preparing and giving examinations. GTAs are not responsible for grading examinations or papers for a course but may be asked by their mentors to grade smaller assignments
such as daily quizzes, respond to student blogs and discussion, or to provide feedback to students
regarding in class presentations and group projects.
Conditions of Appointment and Renewal:
Graduate Teaching Assistants must be enrolled in a graduate school program at SMU. GTAships are
awarded only to registered graduate students, and individuals who have completed their graduate
degrees or are no longer registered as graduate students may not be appointed to assistantships. The
Graduate Council evaluates applications for GTAships and recommends the appointment of candidates to the Provost.
All GTAs and GRAs must undergo background checks by the Office of Human Resources before they
are cleared for appointment by the Office of the Provost.
GTAships are renewable each semester up to a maximum of two academic years, subject to satisfactory
progress within the degree program in which the student is enrolled, academic performance constituting continued good standing in their academic program, satisfactory fulfillment of all teaching-related
responsibilities as assigned by their Graduate Director/Mentor, and the availability of University funds.
Specifically, GTAs are expected to
• Maintain an overall graduate GPA of 3.0
• E
nroll in a minimum number of graduate semester credits each
semester as specified by their program director.
GTA Orientation and Training:
All GTAs should participate in a GTA Orientation and Training Program provided jointly by the
Office of Graduate Studies and the Center for Excellence in Teaching and Scholarship before they
undertake GTA responsibilities prior to the start of each fall and spring semesters. The training is
coordinated by the Graduate Council and supported by the Assistant Director of Graduate Studies.
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GRADUATE RESEARCH ASSISTANTS
Definition and Purpose:
Saint Martin’s offers a limited number of Graduate Research Assistantships in Business, Education,
and Engineering.
GRAs engage in degree-related research or projects in collaboration with faculty and / or assist faculty
on research initiatives and projects. GRAs are awarded partial tuition credit and a stipend for each
semester during which they hold a GRAship.
GRAships thus extend graduate student learning beyond the courses students take towards their degree and provide opportunities for students to strengthen their knowledge of their fields (or related
fields) and their research skills by working closely with faculty mentors. GRAships help students develop academic rigor and creativity, independent judgment, intellectual honesty, and the ability to
communicate their knowledge.
Responsibilities:
GRAs average no more than fifteen (15) hours per week in research/project-related activities in addition to the hours required of them in their courses. Conditions of Appointment and Renewal:
GRAs must be enrolled in a graduate school program at SMU. GRAships are awarded only to registered graduate students. Individuals who have completed their graduate degrees or are no longer
registered as graduate students may not be appointed to assistantships.
GRAs are required to maintain an overall graduate GPA of 3.0 and to enroll in a minimum number
of graduate semester credits each semester as specified by their program director. GRAships are renewable each semester up to a maximum of two academic years, subject to the following conditions:
• Satisfactory progress within the degree program in which the student is enrolled,
• academic performance constituting good standing in the graduate field,
• satisfactory fulfillment of all research-related responsibilities, and the availability of funds.
Application Procedures for GTAs and GRAs
SMU supports consistent and similar educational experiences for graduate students on assistantships,
across all graduate fields and colleges/schools.
Applications for Graduate Teaching Assistantships and Graduate Research Assistantships are available
in the Office of Graduate Studies and should be submitted to the Assistant Director of Graduate Studies by August 1 for appointments in the subsequent fall semester and by December 1 for appointments
in the subsequent spring semester.
Students must have achieved a cumulative minimum GPA of 3.0 in their undergraduate degree and a
GPA of 3.25 or higher in courses that constitute their major field of graduate study in order to qualify
for a GTAship or GRAship. Requirements may vary by program and students are encouraged to check
with Graduate Program Directors and / or Department Chairs regarding any additional qualifying requirements. The awarding of GTAships and GRAships is limited and highly competitive and therefore
not guaranteed.
Allocations of GTAships and GRAships are made by the University’s Graduate Council in consultation
with the Provost.
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APPLYING FOR FINANCIAL AID
The Free Application for Federal Student Aid (FAFSA) is required to apply for financial aid at Saint
Martin’s University. The FAFSA application can be completed online at www.fafsa.ed.gov after Jan. 1
of each year.
The Saint Martin’s University FAFSA code is 003794.
PRIORITY FAFSA APPLICATION DEADLINE:
• March 1st
TYPES OF FINANCIAL AID
Saint Martin’s University is part of the Federal Direct Loan Program. Students may choose to accept
the Federal Direct Loans awarded to them to assist in covering their educational expenses. Types of aid
offered include Direct Unsubsidized Stafford Loans and Graduate PLUS Loans.
For student loan assistance, the contribution toward college costs expected from the student is calculated according to a federally mandated needs analysis system, which takes into account many factors
representing the student’s financial and family situation. Graduate students must be enrolled halftime, a minimum of three (3) credit hours per semester in a program leading to a degree or academic
certificate to receive financial aid. Please note that all Direct Loans are loan money and must be repaid.
Beginning July 1, 2012, graduate/professional students are no longer eligible for subsidized Stafford
loans and only are eligible for Direct Unsubsidized Stafford Loans. Direct Unsubsidized Loans are not
based on financial need and interest is charged during all periods. Students can borrow up to $20,500
in Unsubsidized Stafford Loans each year depending on enrollment.
ELIGIBILITY REQUIREMENTS
To be eligible to apply for and receive a student loan, a student must:
• Be a citizen of the United States or an eligible non-citizen.
• B
e admitted to a regular degree program. Students classified as nondegree seeking are not eligible for federal student loans.
• Satisfy Selective Service requirements: see FAFSA for explanation.
• Not have defaulted student loans.
• File the Free Application for Federal Student Aid (FAFSA).
• E
nroll half-time with a minimum of three credit hours; cannot
include credits taken for enrichment or audit.
• Maintain satisfactory academic progress.
Students who do not maintain eligibility may be required to return all financial aid and need to start
the repayment process on any federal student loan they have received.
22
DIRECT UNSUBSIDIZED STAFFORD LOAN
Eligibility: Not need-based; must still file FAFSA
Amount: Cannot exceed $20,500 per academic year
Repayment: Begins six months after graduation or when student ceases to be enrolled at least halftime. Borrowers are responsible for interest while enrolled and during the repayment period. However, interest payments can be deferred while the student is enrolled and during their grace period.
GRADUATE PLUS LOANS
Eligibility: Not need-based; must still file FAFSA
Amount: Cannot exceed the cost of attendance
Repayment: The repayment period for a Grad PLUS borrower begins on the date of the final disbursement of the loan, and the first payment is due within 60 days after the date the loan is fully disbursed.
Grad PLUS borrowers may receive a deferment while they are enrolled on at least a half-time basis at
an eligible school. Upon dropping to less than half-time enrollment status, the borrower is not entitled
to a grace period on Direct PLUS Loans.
Note: A Grad PLUS borrower must apply for an in-school deferment — deferment eligibility will not
be determined automatically, as is possible with Federal Direct Subsidized Loans (Direct Subsidized
Loans) and Direct Unsubsidized Loans. The Grad PLUS borrower may apply for an in-school deferment by submitting an In-School Deferment Request to the Direct Loan Servicing Center.
SPECIAL CIRCUMSTANCE APPEAL
If your family should experience one or more of the following situations, you may file a special/unusual circumstance letter to update your information (those families who are appealing will be required
to submit a standard verification form):
• Loss of wages
• Death of a parent or spouse
• Divorce or separation
• Retirement of a parent or spouse
• Medical/dental that are exceptional or unexpected
• K-12 private school tuition costs
• Loss of child support
• Support paid to extended family members
• National or natural disaster
Contact the Student Financial Services Office if you have questions about submitting a special circumstance appeal.
Situations we cannot consider:
• Inability to liquidate assets
• Consumer debt
• Mortgage payment
• Property taxes
23
ZERO CREDITS EARNED
Students who earned zero credits (all grades of ‘XF’ or ‘W’) during a semester may be required to
return all or a portion of their federal aid. If a formal date of withdrawal cannot be determined, the
university will assume the student ceased participation in academic activities at the midpoint in the
semester and will be required to return 50 percent of the student’s financial aid. The student will be
responsible for any balance owed to the school from the loss of funding.
SATISFACTORY ACADEMIC PROGRESS
The Student Financial Service Center monitors Satisfactory Academic Progress (SAP) for all students
receiving federal, state and/or institutional financial aid. This process is separate from the Academic
Progress that is monitored by the Academic Standards Committee.
When students accept financial aid, they also accept responsibility for making Satisfactory Academic
Progress (note: the abbreviation SAP will be used interchangeably throughout the document). This
progress is based on the number of credits students enroll in per semester, their term and cumulative
grade point average(s) as well as the length of enrollment at Saint Martin’s University in addition to
any transfer courses accepted by the University.
Please read all this information carefully. You are responsible for understanding these requirements.
• F
ederal regulations stipulate that a student’s SAP is monitored
even if they are not receiving federal student aid.
• S tudents who are reinstated academically to the University are still required to
submit a financial aid SAP appeal and a copy of their reinstatement conditions
to the Office of Student Financial Services for financial aid review. An approved
academic appeal does not guarantee an approved financial aid appeal.
If you have any questions or concerns regarding the requirements as described, contact the Office of
Student Financial Services.
What is SAP? Federal and state financial aid regulations require that recipients of federal and state aid
make Satisfactory Academic Progress toward the completion of a degree. Therefore, Saint Martin’s University student aid recipients, in addition to meeting other financial aid eligibility criteria, must be in good
academic standing and making satisfactory progress in their degree program. The SAP policy must be
as strict as, or stricter, than the University’s academic progress policy. The SAP policy is reviewed on an
annual basis and if policy changes are made, they will then be updated and disseminated to the students.
Satisfactory Academic Progress is reviewed at the conclusion of each semester, including summer
session. In addition, students placed on a probationary status for financial aid will have their progress
reviewed at the end of each semester. When a student does not initially meet SAP requirements, they
will be placed on a Warning status for the next term of enrollment. Extended Learning Division and
MBA students are reviewed on the same schedule: terms one and two comprising fall semester; and
terms three and four comprising spring semester.
For financial aid purposes, students will be evaluated on the following criteria:
1. Cumulative/term GPA: Graduate degree candidates are required to maintain a cumulative/term GPA of 3.0 or higher.
2. Number of credits a student enrolls per semester: To be eligible for financial aid,
a student must complete at least 67 percent of the overall attempted credits.
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If a student drops below the cumulative 67 percent completion rate, the student will be placed on “warning” status and have one term to bring the
completion rate above 67 percent before losing eligibility for aid.
If a student continues to maintain a completion rate below 67% rate, at the end
of the warning term, financial aid will be suspended. Eligibility for aid may be regained as a result of a successful appeal or by completing a term without receiving
financial aid and are no longer being in suspension status. See example below:
Credits Attempted
6 or More Credits (full-time)
3-5 Credits (half-time)
Credits that must be completed
Minimum of 6 Credits
Minimum of 3 Credits
3. Maximum Time Frame (length of enrollment at Saint Martin’s University):
• M
aximum Time Frame restrictions placed on Graduate students
outlined below must be met to continue receiving financial aid.
• M
aximum Time Frame restrictions are based upon the total credits attempted. All
terms, including summer, in which a student is enrolled count toward the maximum
time frame, even if the student completely withdraws from the University.
• T
erms of enrollment in which no aid is received will count towards the Maximum
Time Frame limit. This includes transfer credit hours for which no aid was received.
Repeat courses — Courses count once in the calculation of attempted credit hours. Therefore, a repeat
of an ‘A,’ ‘B,’ ‘C,’ Pass, or ‘S’ will not count as additional credits unless otherwise noted.
• S tudents repeating a course in which an ‘’XF’ was previously
received will not be funded for that particular course.
• S tudents repeating courses in which a ‘C-’ or below was received can only
repeat the course once and be eligible for funding for that course.
• S tudents repeating previously withdrawn ‘W’ courses are only
eligible for funding one additional time for that course.
Audited courses — Audited courses do not count towards the release of a student’s financial aid nor
in the calculation of completed credit hours for SAP purposes.
Maximum time frame requirements for individual degree programs for receiving aid are outlined
below: (150% credits required for graduation)
• Master of Business Administration (MBA): 54 attempted credit hours
• Master of Arts in Counseling Psychology (MAC): 72 attempted credit hours
• Master of Education (MED): 60 attempted credit hours
• Master in Teaching (MIT):
Elementary education: 92 attempted credit hours
Secondary education: 76 attempted credit hours
Special education: 110 attempted credit hours
• Master of Engineering Management (MEM): 45 attempted credit hours
• Master of Civil Engineering (MCE): 45 attempted credit hours
• Master of Mechanical Engineering (MME): 45 attempted credit hours
25
Eligibility for financial aid at Saint Martin’s University is determined by a student’s academic record,
financial eligibility determined by the FAFSA application, academic program, or a combination of
these factors. The award may include a combination of the following:
Saint Martin’s assistantships, scholarships and grants:
• Athletic award – Offered to recruited athletes and at the discretion of the coaches.
• G
raduate teaching/research assistantships – A limited number of graduate teaching/
research assistantships (GTAs or GRAs) are available that provide partial tuition
remission and/or a small stipend for graduate students are awarded by the individual
graduate programs and typically require 10 - 15 hours of work per week per semester.
• A
lumni Association scholarship – Competitive scholarship available for
continuing undergraduate and graduate student awarded on the basis of
academic achievement, community service, leadership, and an essay. The
applications is distributed by the Alumni Association in early spring semester
and are due March 1 for awards for the following academic year.
• P
eter V. Vale MBA scholarship — Endowed scholarship for admitted or
enrolled MBA students awarded on the basis of scholastic achievement,
leadership, character, citizenship and motivation. Applications are required and
are available from the MBA website or the School of Business administrative
office and are due March 1 for awards for the following academic year.
Federal grants:
• F
ederal TEACH Grant – A grant awarded to students who agree to teach for
four years as a highly-qualified teacher in a high-need field at a low-income
school after completing their degree. If the four-year service requirement is not
met, the funds must be repaid as an unsubsidized Federal Direct Loan.
Student loans:
• U
nsubsidized Federal Direct Student Loan – Unsubsidized loans are available to
students regardless of financial need. At least half-time enrollment is required. No
payments are expected but interest will accrue while the student is enrolled
OTHER MEANS FOR PAYING EDUCATIONAL COSTS
Other loans:
• P
rivate or alternative loan – A non-need-based loan borrowed
from a private lender such as a bank or credit union.
• Outside scholarships – Many scholarships are offered by businesses, foundations,
and philanthropic organizations and we encourage you to apply for all scholarships
that might apply to you, even if they are small. Students are required to report
any outside scholarships received. Saint Martin’s will not reduce University
aid unless the amount falls under our Limit on Total Aid policy.
FOR MORE INFORMATION
For more information, please contact the Student Financial Service Center at 360-438-4397 or [email protected]
stmartin.edu. Office hours are 8 a.m. to 5 p.m. Monday through Friday, with the exception of Wednesdays when the office is open from 11 a.m. to 5 p.m. The Student Financial Service Center is located on
Saint Martin’s Lacey campus, 5000 Abbey Way SE, Lacey, Washington 98503.
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EXPENSES
All fees are subject to change on 30 days’ notice.
GRADUATE TUITION RATES
Students should refer to the Office of Graduate Studies website for the most current tuition information. Please note that tuition rates can vary according to program, location, military status, course level
and semester enrolled.
Final tuition charges are based on the student’s class schedule as recorded on the last day for adding or
changing classes, which is an official date listed in the academic calendar.
RESIDENCE CHARGES
1. Baran Hall
Year/Semester
Double room charges:
(year $4,490 / semester $2,245)
Single room charges:
(year $5,060 / semester $2,530)
2. Spangler Hall Suites
Double room charges:
(year $5,150 / semester $2,575)
Single room charges:
(year $5,610 / semester $2,805)
Super single charges:
(year $6,220 / semester $3,110)
3. Spangler Hall Apartments
Single room charges:
(year $6,740 / semester $3,370)
Single room charges (studio):
(year $7,040/ semester $3,520)
4. Burton Hall Apartments
Single room charges:
(year $6,540/ semester $3,270)
Double room charge:
(year $5,740 / semester $2,870)
5. Parsons Hall
Double room charges:
(year $5,150 / semester $2,225)
Single, shared bath, room charges:
(year $5,920 / semester $2,960)
Single, private bath, room charges:
(year $6,440/ semester $3,220)
Triple room charges:
(year $4,450 / semester $2,225)
6. Board Charges
Gold Plan
(year $5,490 / semester $2,745)
Silver Plan
(year $5,190 /semester $2,595)
Bronze Plan
(year $4,910 /semester $2,455)
Commuter
(year $1,900 /semester $950)
For other housing options, contact the Office of Housing and Residence Life, 360-412-6163.
Residential programming fee: $10 per semester charged to all students residing on campus in University residence halls
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New residential student damage deposit/room reservation: $200.
Please see “Refund Policy” in this section of the academic catalog for a description of refund policies
for room damage deposits.
FEE SCHEDULE
All fees listed are 2015–2016 rates and are subject to change.
Student Services Fees
Student health insurance (nonrefundable): Estimated $2,220 per year for student premium (family
coverage is available provided the student is also enrolled in the plan). Saint Martin’s University requires Lacey campus students who are enrolled at least half time to have health insurance coverage.
Students are encouraged to maintain any personal coverage they have. Those who do not have personal
coverage through a private insurer must purchase health insurance through the University’s provider.
Students who have sufficient personal coverage may waive this fee by submitting a completed online
waiver form to the University’s insurance provider by the first day of the semester. Waivers cannot be
accepted after the deadline; if a student has not submitted the form by the deadline, they will be responsible for the insurance charge. Details about completing the online waiver or about student health
insurance coverage can be found on the “Health Insurance” webpage of Student Financial Services.
International student health insurance: International students are required to have coverage while
attending school in the U.S. and must contact the Office of International Programs and Development
at 360-438-4504 for further information.
REGISTRATION FEES
• L
ate validation fee (nonrefundable): $50 (charge effective after first day of class) if
payment or financial arrangements are not made prior to the beginning of the term
SPECIAL FEES
• Matriculation Fee: $110 per semester. Some graduate programs require this fee for
non-enrolled students who are in the process of completing degree requirements.
• C
ontinuing, non-enrolled student fee: This $50 fee per semester applies to nonregistered students completing degree requirements and wish to access O’Grady
Library, the Computer Resource Center and other University technology services.
• P
rofessional Development Certification fee: $300 – this fee is assessed to students
who enroll in Internship (Student Teaching) as required by the State of Washington
• G
raduation fee: $50 – this fee is charged to students when they apply for graduation.
It is non-refundable and is charged each time a student applies for graduation.
PAYMENT
All fees are due and payable in full the week prior to the first day of the semester or term.
Saint Martin’s University accepts the following methods of payment in person or by mail: cash,
check, money order or traveler’s check.
The following methods of payment are accepted online: VISA, MasterCard, Discover and American Express. A service fee of 2.5 percent is assessed at the time of processing. Free electronic check
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(e-Check) payments are also accepted online. Credit card payments are not accepted in person, by
mail, phone, email or fax. For further information, please contact the Student Financial Service Center, 360-438-4389.
Tuition payment plans. Monthly payment plans at Saint Martin’s are administered by Tuition Management Systems (TMS). This plan has a small enrollment fee, but does not charge interest. Students
are encouraged to set up their plans early because the first payment is often due in July or August
before fall classes begin. Information is available from the Student Financial Service Center or online
at www.afford.com/stmartin.
Questions? Please call the Student Financial Service Center at 360-438-4389 or email [email protected]
stmartin.edu. Center hours are Monday, Tuesday, Thursday, and Friday from 8 a.m. to 5 p.m. and
Wednesdays from 11 a.m. to 5 p.m. The center is closed on University observed holidays, and is located on Saint Martin’s Lacey campus, 5000 Abbey Way SE, Lacey, Washington 98503.
PROPERTY LOSS OR DAMAGE
Saint Martin’s University does not assume responsibility for loss of money, securities or personal property held by students. Damage of school property is charged to the responsible student or repaired at
the student’s expense.
REFUND POLICY
GENERAL INFORMATION
Saint Martin’s University measures its classes in semester credits. The academic year on the Lacey
campus, the College of Education programs at Centralia College, and specific Extended Learning Programs is divided into two semesters of 16 weeks each. Two six-week summer terms also are offered, as
are eight and twelve-week terms, depending on the program. Refund procedures and calculations will
vary by campus and by the term in which the student is enrolled. GoArmyEd students will follow the
8-week tuition refund policy regardless of where they are enrolled.
ACTION REQUIRED BY STUDENT
Students expecting a refund must comply with the published deadline dates, and must officially withdraw/drop their course(s). It is the students responsibility to remove themselves from any course(s)
they are not attending. Failure to complete the withdrawal/drop process will result in a grade for the
course(s) and charges for enrollment.
Students enrolled through an extended learning division campus must notify their respective extended learning division campus administrative office; and those attending the Lacey campus would contact the Office the Registrar.
OFFICIAL WITHDRAWAL — DATE DETERMINATION
Date of drop is determined by the date the process is completed by the student through Self Service. The
course withdrawal date used is the date the Office of the Registrar receives the completed withdrawal form.
Complete withdrawal dates are determined by the date the Complete Withdrawal form is received by
the Office of the Registrar.
**Failure to attend class does not constitute an official withdrawal.**
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REFUND CALCULATIONS AND APPEALS
Refunds are based on total charges, not on amounts paid. Please note that if the student is receiving
financial aid, the Student Financial Service Center will determine whether financial aid requires an
adjustment. This is based on the Federal Return of Title IV Funds Policy. Federal and state awards may
have to be repaid before the student is eligible for a refund. The student is responsible for any balance
remaining due to a withdrawal or aid adjustment.
NONREFUNDABLE PAYMENTS
Some fees are nonrefundable and are listed in the FEE SCHEDULE section of the catalog.
Student health insurance is nonrefundable if the student withdraws after 45 days, as the policy continues to provide coverage even though the student is no longer enrolled at the University.
Please see the “Room and Board” section of this academic catalog for descriptions of the applicable
refund policy.
TUITION REFUNDS
16-Week Full Term
(GoArmyEd students: Please see 8-12 week refund schedule, below.)
Date of withdrawal
Refund amount (percentage)
Prior to first day of term
and from 1 to 10 calendar days................................................................................................................... 100
From 11 to 17 calendar days......................................................................................................................... 75
From 18 to 24 calendar days......................................................................................................................... 50
From 25 to 31 calendar days......................................................................................................................... 25
After 31 calendar days..................................................................................................................................... 0
Eight- to 12-Week Term
(All GoArmyEd students follow this policy)
Date of withdrawal
Refund amount (percentage)
Prior to first day of term
and from 1 to 8 calendar days..................................................................................................................... 100
From 9 to 12 calendar days........................................................................................................................... 50
From 13 to 16 calendar days......................................................................................................................... 25
After 16 calendar days..................................................................................................................................... 0
Six-Week Term (Generally summer terms)
Date of withdrawal Refund amount (percentage)
Prior to and through the first class term.................................................................................................. 100
Through 7 calendar days.............................................................................................................................. 50
From 8 to 14 calendar days.......................................................................................................................... 25
After 14 calendar days..................................................................................................................................... 0
Refunds are paid within 30 days following the student’s official date of withdrawal or grant of a leave
of absence as documented by the University.
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ROOM AND DAMAGE DEPOSIT
Damage Deposit and Cancellation Fee
A refundable $200 damage deposit must be on file with the Student Financial Service Center prior to
the issuance of keys to the room.
No portion of the $200 deposit will be refunded if:
• the contract is cancelled more than 30 days from the date it is signed or,
• the contract is cancelled after August 1, regardless of the date signed or,
• it is requested more than 30 days after officially checking out of the residence hall.
Reservations not claimed by noon of the fourth day of classes may be terminated by the University. A
resident who does not check out in accordance with the procedures described in the Student Handbook will be subject to fines and/or forfeiture of all or part of the resident’s deposit.
After taking occupancy, if the resident stays the entire contract period and applies to return to the
residence halls the following academic year, the resident’s damage deposit will automatically be carried
over to the following academic year.
A $300 cancellation fee is charged if the contract is terminated after the fall semester add/drop deadline.
MEAL PLANS
Meal plans may be selected and changed by written request before the add/drop date, but no changes
can be made thereafter. Fall meal plan balances carry over to spring with the purchase of a traditional
meal plan (Bronze, Silver or Gold). At the end of the spring semester, all balances expire. If a student
leaves housing or the University before the end of the semester, board charges are prorated at a daily
rate based on the ratio of full days used (to and including the official withdrawal date) to total days
covered by the student’s board contract. Please refer to the Saint Martin’s University dining services
brochure or visit www.cafebonappetit.com/saintmartin for additional meal plan policy information.
ROOM REFUND
Room charges are prorated if a student officially withdraws from the University and checks out according
to contract by the 30th day of the semester. Room charges are not refundable if a student is not leaving
the University or if the student withdraws after the 30th day of the semester. Additionally, a $300 cancellation fee is charged if this contract is terminated after the University’s fall semester add/drop deadline.
The room damage deposit may be refunded only after written application to the Office of Housing and
Residence Life. The application must be received no later than 30 days after a student officially stops
living in the residence hall.
The deposit is refundable if:
a) The resident follows the check-out policy outlined in the Student Handbook.
b) Room keys are properly checked in with the Office of Housing and Residence Life.
c) No damages or excess cleaning charges are associated
with the resident’s room at check-out.
d) The resident does not have an outstanding balance on their student account.
e) The student fulfills the Housing Contract Terms of Residence and does not cancel
the reservation more than 30 days from the date it is signed or after August 1.
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EXTENDED LEARNING DIVISION
Through the Extended Learning Division, Saint Martin’s University operates accelerated eight week
sessions at Joint Base Lewis-McChord (JBLM), Centralia College, Everett Community College and
Tacoma Community College. The Extended Learning Division offers education programs at Centralia
College following the same academic schedule as the Lacey campus. Please see the Lacey campus
schedule for academic start dates for Centralia classes.
Undergraduate, graduate and teacher certification courses are taught at the JBLM Extended Learning Division and are primarily for the benefit of armed forces personnel and the affiliated military community.
DEGREE OPTIONS FOR EXTENDED LEARNING DIVISION
The following certificate and graduate degree options are offered at the Joint Base Lewis-McChord
Extended Learning Division:
Elementary or secondary teacher residency certification: Note – a bachelor’s degree is required prior to enrolling in this program.
Graduate degrees:
• Master of Business Administration
• Master in Teaching (elementary, secondary, special education)
• Master of Education (special education, ELL)
The Extended Learning Division at Centralia College offers graduate-level coursework that applies
toward a Master in Teaching or Master of Education as well as courses in endorsement areas.
Applications are accepted from military personnel, prior military personnel and civilians. Applicants
for graduate programs at the Extended Learning Division follow the same admissions procedures as
students on the Lacey campus.
REGISTRATION FOR EXTENDED LEARNING DIVISION
The Saint Martin’s University Extended Learning Division at Joint Base Lewis-McChord offers courses on
an accelerated, five-session academic year (semester hours) schedule. Sessions are eight weeks in length.
SESSION DATES
2015
Fall 01
Fall 02
2016
Spring 01 Spring 02
Summer
August 10 – October 5
October 19 – December 15
Jan. 4 – March 2
March 14 – May 7
May 16 – July 11
Registration dates can be found of the Registrar’s website.
LACEY CAMPUS STUDENTS
Students enrolled in a degree program at the University’s Lacey campus will be permitted to take
undergraduate courses at the extended campuses only with the approval of their respective student
advisor, the dean of the student’s school or college, and the dean of the academic unit that offers the
course. Enrollment is on a space-available basis only.
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CLASS LOADS FOR EXTENDED LEARNING DIVISION
For programs on an eight week term schedule, the maximum course load is nine (9) semester credits
in any session and a total of thirteen (13) credits for the semester. Any exception to this requires explicit approval. A written request must be submitted including: a) the specific request, b) a justification
for why the exception is needed, and c) a justification for why the exception is realistic. The request
requires the approval of the Program Director and the Assistant Director for Graduate Recruitment,
Admissions and Graduate Student Support.
For graduate program students using Veterans Administration benefits, enrollment in three semester
hours per session is considered full-time.
To be considered a full-time student for financial aid purposes, a graduate student must be enrolled
for a combined total of six semester hours in fall sessions one and two, and a combined total of six
semester hours in spring sessions one and two.
WITHDRAWAL POLICY FOR EXTENDED LEARNING DIVISION
A student may withdraw from a course by completing a withdrawal form at an extended campus office.
A “W” will be recorded on the student’s transcript. The last day to withdraw from a course in a given
session can be found in the Academic Calendar.
TUITION REFUNDS POLICY FOR EXTENDED LEARNING DIVISION
A percentage of tuition will be refunded if a student withdraws from a class. The refund amount depends on when the withdrawal occurs, as indicated below. There are no tuition refunds for distance
learning courses after the start of classes.
Eight-week term:
Date of withdrawal
Percentage of Paid Charges Refunded
1 to 8 calendar days........................................................................................................................................100
9 to 12 calendar days........................................................................................................................................50
13 to 16 calendar days......................................................................................................................................25
After 16 calendar days.......................................................................................................................................0
GOARMYED STUDENT REFUND POLICY
The following refund schedule for GoArmyEd students was implemented following GoArmyEd
regulations which do not allow universities to follow more than one refund schedule. Saint Martin’s
University is using the eight-week refund schedule for all students enrolling through GoArmyEd, regardless of course location. Thus, GoArmyEd students at all extension sites and the Lacey campus will
follow the following refund schedule:
Date of withdrawal
Percentage of Paid Charges Refunded
1 to 8 calendar days........................................................................................................................................100
9 to 12 calendar days........................................................................................................................................50
13 to 16 calendar days......................................................................................................................................25
After 16 calendar days.......................................................................................................................................0
Sixteen-week session: Same as 16-week session on Lacey campus; see previous tuition refund schedule.
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ACADEMIC INFORMATION
34
ACADEMIC INFORMATION
GRADUATE PROGRAMS:
• Master in Teaching (MIT)
• Master of Arts in Counseling Psychology (MAC)
• Master of Business Administration (MBA)
• Master of Civil Engineering (MCE)
• Master of Education (MED)
• Master of Engineering Management (MEM)
• Master of Mechanical Engineering (MME)
• Post-Master’s Certification – School Administration
• Post Master’s Certification – ESA Guidance and Counseling
Credit Hours: Credit amounts for face-to-face courses are based on the hours a course meets in a given
semester and/or session. The standard calculation method for face-to-face courses is based on a 16 week
semester and requires an hour of class time (50 minute sessions) per week for each credit assigned to the
course. As such, a 3.0 unit course would meet for 48 hours, a 2.0 unit course would meet for 32 hours, and
a 1.0 unit course for 16 hours. Short term courses (6, 8, or 12 week) are still required to meet the minimum
class time requirement for the credit assigned to the course, and will do so through longer individual meeting
times (ex. 8 week course for 3.0 credits would meet for 6.0 hours a week to meet the 48 hour requirement). Graduate level courses that are cross-listed with undergraduate courses will typically carry the same number of credits. Students undertaking a course for graduate credits alongside students registered in the course
for undergraduate credits are required to complete additional work that reflects their engagement at an advanced level. Advanced requirements are to be reflected on syllabi shared with enrolled graduate students.
Course number classifications: The University gives credit for all courses numbered 100 through 699
in each academic department.
• C
ourses at the 100-200 level generally provide a foundation or overview of a
discipline. They are intended primarily for freshmen and sophomores.
• C
ourses at the 300-400 level frequently assume prior knowledge of the field and a higher
level of analysis and difficulty. They are intended primarily for juniors or seniors.
• C
ourses at the 500-600 level are considered graduate courses. They generally involve
individual research projects, critical discussion of issues and oral presentations.
Attendance: Students are expected to attend all classes for which they are registered. Decisions regarding absences from class are left to the individual instructor. Students who have never attended a course,
and are reported as such by instructors during the attendance verification process (10 day count), will be
removed from the course. This could impact student enrollment status and student financial account.
Work missed because of late registration, illness or any other reason must be completed. The student is responsible for contacting the instructor to make arrangements. The failure to attend a class for which a student is registered, does not constitute a withdrawal – the student must initiate withdrawal from a course.
Commencement: There is one commencement ceremony per year, at the end of the spring semester. Those students who complete their graduation requirements in August, December and May are welcome to participate.
35
ACADEMIC POLICIES
The JBLM campus commencement ceremony for students serving in the military takes place in May.
JBLM students wishing to attend both the JBLM and Lacey campus ceremonies may choose to do
so. Students enrolled through Centralia College, Everett Community College or Tacoma Community
College participate in the spring ceremony on the Lacey campus.
In order to participate in commencement related exercises and to be considered for degree conferral,
students must apply for commencement by the deadline set by the Office of the Registrar. An application fee of $50 is assessed each time a student applies for commencement. It is non-refundable, and it
must be paid along with any other fees in order to graduate.
Graduate student advising: Academic advising is the responsibility of both faculty members and the
student. Faculty members are prepared to help students explore various career choices, explain University requirements and provide guidance in selecting classes.
Advisors are expected to provide accurate information to students and help them make informed
choices about programs and courses. Students, however, are responsible for keeping themselves
informed about policies, policy revisions, academic and graduation requirements and for seeking
help from their advisor.
Student responsibility: Students are responsible for meeting academic regulations. They also are expected to truthfully complete all documents pertaining to their University studies and activities. Failure to do so may constitute grounds for disciplinary action.
ACADEMIC POLICIES AND PROCEDURES
Policies governing graduate students are listed below alphabetically.
ACADEMIC DISHONESTY
Academic dishonesty includes but is not limited to:
• A
ssisting another student on examinations, tests, quizzes or other assignments,
or receiving assistance from a student without permission of the instructor;
• U
sing unauthorized materials for assistance during
examinations, tests, quizzes or other assignment;
• P
lagiarism. Plagiarism is the act of using the words and ideas of others
without giving proper credit. Common varieties of plagiarism include:
• Having another individual write a paper or take an examination for a student.
• Directly quoting material without using quotation marks or proper indentation.
• Not giving credit for another person’s original ideas and organization.
• S ubmitting forged or altered admissions materials including but not limited to
test score reports, letters of recommendation and credential evaluations.
ACADEMIC POLICIES
Incidents of cheating and plagiarism and their appeal:
36
The following steps are followed for incidents of academic dishonesty, cheating and plagiarism and
their appeal.
• Th
e professor or university official encounters an incident that the professor or
university official judges to be academic dishonesty, cheating or plagiarism. The
professor or university official prescribes a penalty in keeping with the seriousness of
the offense. The professor or university official files an incident report with the Dean,
with a copy to the Program Director and Provost within seven days of notifying the
student of the penalty. A copy of the incident report is provided to the student.
• Th
e student either accepts the penalty or files a written appeal with the Program
Director of the professor’s department. The appeal must specify the grounds or
reasons for the appeal, whether the student is appealing the charge of academic
dishonesty/cheating/plagiarism, and/or the severity of the penalty prescribed.
• Th
e Program Director renders a decision on the appeal within five business days and informs
the student in writing with a copy to the Dean and the Provost. The student accepts the
decision of the Director or writes to the Dean within five business days seeking further
review of the appeal. The student may not submit additional documentation at this stage.
• Th
e Dean reviews the appeal and informs the student of the decision within five
business days, with a copy to the Program Director and Provost. The Director
informs the professor. The student may accept the decision of the Dean or within
three business days, ask the Provost to additionally review the appeal.
• Th
e Provost’s decision on the appeal, made within five business days of receiving
a written request for review of the appeal by the student, is final.
• Th
e Program Director, Dean, or Provost may constitute ad hoc appeals committee(s)
to hear the case. This committee, if constituted, must include two faculty members,
the ASSMU President and one graduate student not involved in the case. The
appeals committee hears the case, investigates the circumstances surrounding it,
and based on the facts of the case, advises the Director, Dean, or Provost.
• Th
e appeals committee may recommend reconsideration of a penalty to the
professor directly but must copy the Program Director, Dean, and Provost on this
recommendation. If the professor chooses to modify the penalty and this is acceptable
to the student, the case is settled. The student must formally acknowledge acceptance
of the penalty in writing. If the professor chooses not to modify the penalty or if
the student is not satisfied with the modification of the penalty, the student has the
right to appeal this decision in accordance with procedures described above.
• I n serious cases, the appeals committee or the Provost may recommend
suspension or expulsion from the University. In these cases, the student retains
the right to pursue the standard appeals process as described above.
• I f multiple cases of cheating or plagiarism are reported, or if a student charged with
academic dishonesty has faced similar charges previously that were either accepted
by the student once notified by a professor or if a professor’s charges were upheld
through an appeals process, the Provost may suspend or expel the student.
• I n seeking to suspend or expel the student, the Provost must seek
the recommendation of the Academic Standards Committee. The
Provost’s decision constitutes the final appeal in these cases.
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ACADEMIC PROBATION
A graduate student will be placed on academic probation or suspended when the student’s cumulative
grade point average falls below 3.0 or the student earns more than one grade of ‘C’. Grades lower than
a ‘C’ will result in academic probation or suspension. Please note that individual graduate programs
may have additional minimum standards by which students are evaluated. If a student falls below
these minimum standards, the student will be placed on academic probation or suspended by the
Office of Graduate Studies. If placed on probation, the student will be subject to an academic contract
with specific non-optional actions designed to ensure student success through a letter of warning
from the University. At semester’s end, the student’s record will be reviewed to determine whether
progress toward meeting the minimum standards has been met. Even if academic progress was made,
the student may continue on probation for a second semester if the student’s overall grade point does
not meet minimum standards.
The Office of Graduate Studies notifies students of other restrictions and requirements.
No student may remain on academic probation for more than two consecutive semesters without
specific authorization from the Office of Graduate Studies. Failure to meet the conditions of academic
probation may result in suspension from the University. A student may be permanently dismissed
from the University for consistently failing to maintain academic standards.
ACADEMIC SUSPENSION
Students academically suspended from the University may appeal their suspension if they wish to
re-enroll the semester immediately following suspension. To appeal, the student should contact the
Office of the Provost (Old Main 269) within 5 business days upon receiving notice of suspension. If
no appeal is made, or the appeal is denied, the reinstatement procedure should be followed when the
student applies for readmission.
The University has a defined procedure for any students who wish to exercise their right to petition for
reinstatement. If a student wishes to petition for reinstatement to the University, the student may petition
the Office of Graduate Studies. This procedure is used after the student has been away from the University for one or more semesters after academic suspension. The petition must consist of the following:
• A
written explanation that demonstrates the student’s understanding
of the reasons for the academic difficulties;
• A
realistic plan for addressing these difficulties. This plan must be
developed in consultation with the student’s academic advisor; and
• A
letter of support from the student’s advisor and, if appropriate, the Learning Center
director acknowledging that they have met with the student and that they are aware
of the student’s petition and approve of the student’s future academic plan.
The student must submit the petition accompanied by an explanation and a plan to address deficiencies to the Office of Graduate Studies, in care of the Provost, by March 15 for reinstatement consideration for fall semester and by October 15 for reinstatement consideration for spring semester or
summer. Students will be notified of their status within three weeks of each of the above dates.
ADVANCEMENT TO CANDIDACY
The admission of a student to graduate study does not imply admission to candidacy for an advanced
degree. The major department in which the student intends to become a candidate for a master’s de-
38
gree must be satisfied as to the student’s sound basic training and the ability to pursue studies at the
graduate level. In general, students complete a minimum of 12 to 18 semester hours of coursework before review or application for admission to candidacy. Each program determines the particular format
for the admission to candidacy and/or the particular time frame in which it is to occur.
APPLICATION FOR DEGREES
Candidates for degrees must file an application for a degree at the beginning of their last academic
semester. Deadlines for filing an application are posted and applications are available on the registrar’s
website: www.stmartin.edu/registrar.
In order to participate in the commencement ceremony and to be considered for degree conferral, students must apply for graduation during the semester in which they intend to graduate and pay the $50
graduation fee. The fee is non-refundable, and is assessed each time a student applies for graduation.
CHANGE OF REGISTRATION
• F
or classes on the semester schedule – Dates relating to the student’s ability to
add, drop or withdraw from courses can be found on the University’s Academic
Calendar and the registrar’s website. Individual graduate programs may have
policies that restrict the add/drop period further. Graduate students should
check with their specific program for the policy for add/drop deadlines. Official
withdrawal from courses is permitted until one week after mid-semester.
• F
or classes on the term schedule– Adding or dropping classes on the term schedule
may be done only from the first through the eighth calendar day of a term. Official
withdrawal from courses is permitted until the last day of the term’s fifth week.
DIRECTED STUDY
Directed study is designed for students who wish to research and study a topic not covered in a course
offering or to explore a topic in greater depth.
The student, in consultation with an advisor and course instructor, initiates a directed study. The instructor’s role is to aid the student in defining the topic, suggesting resource materials and evaluating
student achievement. Together, they must complete a detailed outline, “A Proposal of Directed Study,”
before the student registers for the directed study. Students taking a directed study must schedule
regular meetings with the faculty supervisor at the outset of the study.
Respective academic departments define how many hours of directed study will be assigned and will
approve topics and content.
Directed studies are not appropriate for regular catalog courses (see Independent Study section).
Graduate students must have a cumulative grade point average of 3.0 to be eligible to apply for directed study.
Additional requirements for Directed Study are provided on the Directed Study Request form.
ENROLLMENT
All students are expected to report to campus on the date officially listed in the Saint Martin’s University Academic Catalog. New students will not be admitted unless they have received official notice
of acceptance from the Office of Graduate Studies. Individuals can be registered as either full-time or
39
part-time students. A full-time student is one carrying a minimum of six semester hours of academic
credits per semester.
ENROLLMENT AT OTHER COLLEGES
Students enrolled full-time at Saint Martin’s University must gain prior approval before enrolling at
another college, university or institution of higher learning while attending Saint Martin’s.
FERPA – THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
Saint Martin’s University is in compliance with the federal Family Educational Rights and Privacy Act
(FERPA) of 1974. The University guarantees each student the right to inspect and review personal educational records. For more information, visit www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html.
Notification of rights under Family Educational Rights and Privacy Act for
Postsecondary Institutions:
• Th
e Family Educational Rights and Privacy Act (FERPA) provides students
certain rights with respect to their Saint Martin’s University records.
• Th
e right to inspect and review the student’s education records within 45 days of the day
the University receives a written request for access. A written request that identifies
the record(s) the student wishes to inspect can be submitted to the registrar, dean,
head of the academic department or other appropriate official. The University
official will make arrangements for access and notify the student of the time and
place where the records can be inspected. If the records are not maintained by the
University official to whom the request was submitted, that official shall advise
the student of the correct official to whom the request should be addressed.
• Th
e right to request amendment to education records the student believes to be
inaccurate. If the University decides not to amend the record as requested
by the student, the University will notify the student of the decision and
advise the student regarding a right to a hearing regarding the request for
amendment. Additional information regarding hearing procedures will
be provided to the student when notified of a right to a hearing.
• Th
e right to consent to disclosures of personally identifiable information contained in
the student’s education records, except to the extent that FERPA authorizes disclosure
without consent. One exception, which permits disclosure without consent, is disclosure
to school officials with legitimate educational interests. A school official is a person
employed by the University in an administrative, supervisory, academic or research
role or a support staff position (including law enforcement unit personnel and health
staff members); a person or company with whom the University has contracted (such
as an attorney, auditor or collection agent); a person serving on the University’s board
of trustees; or a student serving on an official committee such as a disciplinary or
grievance committee or a student who is assisting another school official in performing
tasks. A school official has a legitimate educational interest if the official needs to
review an education record in order to fulfill the official’s professional responsibility.
• Th
e right to file a complaint with the U.S. Department of Education concerning
alleged failures by Saint Martin’s University to comply with the requirements
of FERPA. The name and address of the office that administers FERPA
is: Family Policy Compliance Office, U.S. Department of Education,
400 Maryland Avenue SW, Washington, D.C., 20202-4605.
40
GRADES AND GRADING
Grades: Grades are issued at the end of the semester and at the end of summer session. For courses on
the term schedule, grades are issued at the end of the designated term.
Grades at the graduate level are awarded on the following basis:
Grade value per credit
A
4.00 –
Represents outstanding achievement and demonstration of deep knowledge of
the subject covered in the course as well as ability to undertake independent research on related subjects.
A- 3.67 –
Represents demonstrable mastery of the subject and strong potential for independent research and work on related subjects.
B+ 3.33 –
Represents significant mastery of the subject with areas of potential growth that
could be addressed through further commitment to the discipline.
B
3.00 –
Represents knowledge of the subject and potential to develop greater mastery of
the subject.
B-
2.67 -Represents general knowledge of the subject.
C+ 2.33 –
Some knowledge of the discipline and/or significant shortcomings in achieving
course objectives.
C 2.00 -A grade of C represents unsatisfactory academic performance at the graduate
level and in graduate courses.
C-1.67
A grade of C- or lower is a failing grade in all graduate programs.
D+1.33
D1.00
D-0.67
F0.00
W
Withdrawal
not computed in GPA
AU Audit (No Credit)
not computed in GPA
I
Incomplete
not computed in GPA
P
Pass
not computed in GPA
NP No Pass
not computed in GPA
IP(In Progress): The “IP” grade is used only for graduate thesis courses that, by the nature of
the requirements involved, cannot be completed or graded at the end of a given term. Faculty
members may assign “IP” to extend the time permitted for the completion of research or course
requirements. The student must be making satisfactory progress in the course to receive a grade
41
of “IP”. A student awarded an “IP” grade must continuously re-enroll in a “Thesis/Practicum: In
Progress” course. The “Thesis: In Progress” course is a zero credit course used to notate progress.
The final grade will be submitted by the faculty member at the end of the term in which the work
is completed. In the case of an “IP” grade for the thesis or internship, a student who does not
complete a thesis or internship during the period of candidacy will have the “IP” grade changed
to an F. A $110 matriculation fee will be assessed each time a student registers for a “Thesis: In
Progress” course.
Grade point average: GPA (grade point average) is computed by dividing the total number of graduate level grade points by the total number of graduate level semester hours attempted (excluding pass/
fail credits). (If a program permits taking undergraduate courses for graduate credit, those courses
will be included in the calculation.) The cumulative grade point average represents the student’s performance for all graduate courses completed. The Saint Martin’s University transcript reflects Saint
Martin’s University grade point only and is so labeled.
Transfer ‘C’ Grades: Transfer ‘C’ grades are not accepted for graduate level credit or to satisfy Saint
Martin’s University graduation requirements.
Pass/No Pass grades: The pass/no pass grade option may be allowed within the limits of the following
guidelines:
• A
grade of ‘P” (pass) may be given for specific courses. Normally, these will be
workshops, independent studies, directed studies and internships/student teaching.
• U
nder special circumstances — and with approval of the student, instructor,
advisor and department chair — a course may be taken pass/no pass.
• P
ass/no pass courses may be taken only with prior knowledge
and agreement of the student and instructor.
• A
student wishing to take a course for graded credit when the course is designated
pass/no pass must request the change of grade status at the time of registration
and obtain the instructor’s permission prior to the second class session.
• The equivalent of a ‘B-’ or better is required for a pass grade.
Request for an incomplete grade: The grade of ‘I’ means incomplete. The issuance of the grade of ‘I’ is
at the discretion of the faculty member teaching the course. Conditions for an ‘I’ include:
• Course work must be of passing quality at the time at which the incomplete is requested.
• Circumstances justifying an incomplete must be beyond the student’s control.
• A
student must submit an incomplete grade form specifying the reason for
the request to the instructor prior to the last week of the semester.
• Th
e approved Incomplete Grade Request Form must include
specific work required to remove the incomplete.
If the instructor approves, the Office of the Registrar must receive a copy of the Incomplete Grade
Request Form.
Removal of an incomplete grade: The removal of an “Incomplete” (‘I’) is the student’s responsibility.
All coursework must be completed by the end of the regular semester (fall or spring) following the
semester in which the ‘I’ was granted. An ‘I’ will remain on the student’s transcript for one regular
semester (fall or spring) beyond the semester in which the “Incomplete” was entered. At the conclu-
42
sion of that one semester, the grade of ‘I’ will be converted into a grade of ‘F’ unless the instructor has
submitted a grade change.
Change of grade: If a teacher discovers an error in the recording or calculation of a student’s final
grade, an amended grade report may be filed with the Office of the Registrar. In all other cases, the
respective academic unit dean and the Provost must approve a “Change of Grade Request.”
Grievances regarding grades: Academic problems related to a course, a professor or a grade should
be solved at the lowest level possible. If the problem cannot be resolved directly between the student
and the faculty member involved or if the student is unable to confront the faculty member involved,
then the following steps may be taken.
It is the intent of the procedure that a student be given a fair hearing and provided with a resolution
process that protects the rights and recognizes the responsibilities of both the affected student and the
faculty member(s).
NOTE: For complaints or problems that include possible harassment and/or discrimination, please
refer to the Student Conduct and Policies section of the current Student Handbook.
Process for filing a grievance about a course procedure or a grade
1. The student is required to address the issue directly with the instructor involved in a timely
manner. For example, if the student is assigned a grade that the student thinks is unwarranted,
the student should ask the faculty member for clarification about grading criteria and evaluation of coursework within three weeks of the grade being posted.
2. If the complaint remains unresolved, the student should take documentation of the situation
and copies of relevant documents to the dean of the faculty member’s academic unit or the director of the graduate program and the Dean of the Extended Learning Division (if the course
is held through one of our extended sites[TC9]). A student can obtain the name and location
of the dean directly from the Office of Academic Affairs at the University’s main campus in
Lacey (Old Main 269; telephone 360-438-4310). The dean or director will read the written
explanation and related documentation and consult with the dean, director or department
chair of the course in question. The dean or chair will investigate the details of the complaint
as necessary and appropriate. The dean, director or chair will then provide the student with
a written response and explanation regarding the findings in a timely manner. Copies of that
response will be filed with the academic unit dean, the instructor and the department chair of
the course in question.
3. If the academic unit dean or graduate program director is the faculty member involved in the
complaint or if the complaint cannot be resolved with the dean or graduate program director,
then the student should take the complaint to the Provost at the main campus in Lacey (Old
Main 269; 360-438-4310). The Provost will read the student’s written explanation and related
documentation. The Provost will investigate the details of the complaint as necessary and appropriate.
The Provost will provide the student with a written response and explanation regarding the findings in a timely manner. Copies of that response will be filed with the academic unit dean, the
instructor and the department chair of the course in question. Decisions of the Provost are final.
43
INDEPENDENT STUDY
An Independent Study enables a student, in unusual circumstances, to take a course listed in the catalog on an individualized basis. Requirements are similar to those for Directed Study and are provided
on the Independent Study Request Form.
LATE VALIDATION
All students, no matter which campus they are enrolled at or if their classes are online, must pay in full
or have financial arrangements completed by the first day of the semester/term. This includes students
who are receiving financial aid or sponsored assistance. Failure to complete this financial obligation
will result in a late validation fee of $50.
NON-MATRICULATED GRADUATE STUDENTS
An individual may be admitted as a non-matriculated graduate student. Examples would include individuals enrolled in another institution wishing to take classes for transfer to their home institution;
individuals taking classes, but not a specific degree or certificate program for professional development; or those taking classes because of interest or for personal enrichment. Please note, however, first
enrollment priority will be given to degree-seeking students and permission of the program director
and the instructor are required.
Since no program admission is implied, admission as a non-matriculated graduate student will be
processed by the Office of Graduate Studies following guidelines in the basic requirements for admission. Non-matriculated students will then be able to register for classes pending the permission of the
program director and instructor on a space-available basis.
There is no limit to the total number of credits that may be taken by a non-matriculated graduate student. However, normally a maximum of nine semester credits taken as a non-matriculated graduate
student may be applied to a Saint Martin’s University graduate program, should the student later decide to apply for program admission. Limits for the number of credits that may be taken in a semester
or term are the same as for graduate students enrolled in a degree or certificate program.
Non-matriculated graduate students may take those graduate courses for which they have met the
prerequisite requirements. If a course is one for which program admission is required, authorization
to enroll in that class requires the permission of the appropriate program director.
REGISTRATION
No student will receive credit for any course in which the student is not registered. After a student has registered for classes, changes in courses or class sections must be properly approved and recorded by the registrar.
REPEATING COURSES
Only a course in which a grade of ‘C’ or lower was earned may be repeated. The highest grade received
will be used in computing cumulative grade point average, and credit will be allowed only once toward
fulfilling graduation requirements.
SCHEDULE LIMITATIONS
To be considered full-time, a student must be enrolled for six (6) semester hours of credit with a maximum of thirteen (13) semester credits per semester.
44
STUDENT RIGHT-TO-KNOW ACT
Saint Martin’s University adheres to the requirements of the Federal Student Right-to-Know Act in
providing certain information about the University. Information on the institution, academics, financial assistance, graduation rates, institutional security policies and crime statistics, athletic program
participation rates and financial support data is available on the University website, www.stmartin.
edu. For questions or additional information, please contact the Office of Admission, 360-438-4485.
SWITCHING FROM UNDERGRADUATE TO GRADUATE
Students enrolled in undergraduate courses wishing to switch to the graduate level course must do so
during the add/drop period for the respective term.
TIME TO DEGREE COMPLETION, CONTINUITY OF ENROLLMENT,
READMISSION
The amount of time permitted to complete a graduate degree is seven (7) years from the registration
in the first course to be included in the degree or certificate program. For this purpose, enrollment in
prerequisite courses that do not count toward the degree does not trigger the timeline, for example
500 level courses for the MBA.
Students working toward a degree at Saint Martin’s University are expected to meet the graduation
requirements contained in the academic catalog in effect for the year in which they begin coursework
toward the degree. No students may use requirements in a catalog older than seven years prior to the
date of their graduation.
When a student is admitted, the catalog in effect at the time of the initial enrollment in courses counting for the degree will normally govern graduation requirements as long as no break in attendance of
greater than one year has occurred. If there is a break in enrollment exceeding one year, the catalog in
effect at the time of readmission will normally govern graduation requirements.
Graduate students with a break of more than one year in registration will be required to apply for
readmission. Students who do not have an approved Leave of Absence on file will be subject to the
application fee in effect at the time of application for readmission. A student who was not in good
academic standing (probation or suspension) must provide evidence to support the likelihood that
readmission would be expected to lead to successful program completion.
The candidate for readmission must submit official transcripts of any college-level work completed
since the last registration in Saint Martin’s as part of the readmission process.
TRANSCRIPTS
A transcript is a copy of a student’s permanent academic record which is maintained for all Saint
Martin’s University students by the Office of the Registrar. An official transcript is one bearing the
University seal, the official signature of the registrar, and is either provided to the student in a sealed
envelope or delivered (by mail or electronically) to someone other than the student. An unofficial
transcript will contain the same information as an official, but will be produced on plain white paper
and does not bear the official signature or seal. Other colleges/universities will likely need an official
transcript for transfer course determination.
Transcripts will not be released for any student or former student who has an unresolved financial
obligation with the university.
45
Students should request their official and/or unofficial transcripts via SCRIPSAFE, the university’s
trusted agent for online transcript request, at https://iwantmytranscript.com/stmartin . Transcripts
may also be requested in person in the Registrar’s Office and are subject to a $15.00 processing fee
per transcript. Currently enrolled students can view/print their unofficial transcripts online via the
self-service portal at no charge.
Release of these records is protected by the Family Educational Rights and Privacy Act (FERPA).
TRANSFER CREDIT
For students transferring to Saint Martin’s: Transfer for credits earned prior to admission to Saint
Martin’s University as a graduate student will be reviewed at the time of application to ensure full
consideration. Acceptance of transfer coursework will only be considered from a regionally accredited
college or university.
For current Saint Martin’s students: Students enrolled in a Saint Martin’s University graduate program who wish to take classes at another university must seek prior approval from their graduate
program director and the Office of Graduate Studies in order for those credits to count towards a Saint
Martin’s University degree or certificate. Up to nine semester hours of graduate work may be taken at
another institution and transferred for inclusion in a Saint Martin’s University graduate program. To
be eligible for transfer, the credit must have been pre-approved in writing by the program director and
earned at a regionally accredited university (or the equivalent). Only those classes for which a grade of
‘B’ or higher is earned may be accepted for transfer.
Individual programs may have additional expectations.
VETERANS
The Veterans Affairs representative counsels and advises students about regulations and rules set forth
by the U.S. Veterans Administration and Saint Martin’s University.
It is the veteran’s responsibility to be fully informed of all academic regulations affecting satisfactory
progress. The TT Minimum Standards of Progress are as follows:
• A student’s progress will be monitored by midterm and final grades.
• Th
e administration’s regional office will be notified within 30 days of lessthan-satisfactory progress or dismissal from the University; of the student’s
withdrawal or non-attendance in courses that would result in a change of
certification; or of the student’s complete withdrawal from the University.
• Attendance will be reported monthly to the Veterans Affairs representative.
• A
veteran whose benefits have been terminated will not be certified for reenrollment
unless a federal Veteran’s Administration counseling psychologist approves.
• I n the case of illness or other extenuating circumstances, these
standards will be applied on an individual basis.
WITHDRAWALS
Withdrawal from Courses at Lacey Campus: Students may drop courses prior to the official start date
by using Self-Service on the Saint Martin’s website. After the Add/Drop period, a student must submit an
Add/Drop Form to the Office of the Registrar. Withdrawal from a course will be reflected on the student’s
transcript as a W grade. The last day to withdrawal from courses can be found on the Academic Calendar.
46
Withdrawal from Courses at Extended Campuses: Students may drop courses prior to the official
start date by using Self-Service on the Saint Martin’s website. After courses begin, a student must
submit an Add/Drop Form to the Extended Learning Division Office. Withdrawal from a course will
be reflected on the student’s transcript as a W grade. The last day to withdrawal from courses can be
found on the Academic Calendar.
Complete Withdrawal from the University: Students wishing to completely withdraw from the University must obtain a withdrawal form from the Office of the Registrar, obtain the signatures of their
advisor and then return the completed form to the Office of the Registrar. Students requesting a complete withdrawal from all of their courses must submit the Complete Withdrawal Request in addition
to the withdrawal form.
A student withdraws in good standing if the student is not dismissed for scholarship deficiencies and/
or is not on academic probation at the time of withdrawal.
LEAVES OF ABSENCE
Leaves of absence are types of withdrawals granted to students on the basis of extenuating personal
situations.
Emergency Leave Of Absence: Saint Martin’s University students are expected to manage their academic schedules and withdraw from any courses they are unable to complete by the deadlines provided in the normal academic schedule. The University will, however, consider requests for an emergency
leave of absence from a student who experiences an urgent personal situation, such as a death or
serious illness in the immediate family, which requires the student to withdraw from all courses at the
University after the regular academic deadline for withdrawal. Documentation of the serious nature of
the emergency must be provided to the Dean of Students.
When an emergency leave of absence is granted, the course grade awarded is normally a W (withdrawn) in all courses unless the student initiates and receives appropriate approval for an incomplete
(I) grade in any course. If the student is granted an incomplete (I) grade, the student must complete the
requirements of the courses according to the guidelines specified by the instructor and policy outlined
in the academic catalog.
Voluntary Medical Leave Of Absence: Saint Martin’s University will consider requests for a voluntary
medical leave of absence from students experiencing a physical or mental health-related condition
which impairs their ability to function safely or successfully as a student and requires the student’s
withdrawal during a semester or an absence of one or more semesters from the University. Voluntary
medical leaves of absence are coordinated through the Dean of Students. Students granted medical
leaves of absence are expected to use the time away from the University for treatment and recovery.
Applications for medical leave for the current semester must be submitted no later than the last day
of classes as published in the academic calendar. Students with significant health issues that arise
during the final exam period should contact their academic dean’s office, and may also wish to apply
for a medical leave for the following semester. Documentation of the serious nature of the health
condition must be provided by a certified medical or mental health professional. Requests for leave
are considered by the Dean of Students or designee, who may meet with the student and consult with
the Counseling and Wellness Center and other relevant professionals and/or campus administrators
as appropriate, before recommending or approving the leave.
When a medical leave of absence is granted, the course grade awarded is normally a W (withdrawn) in all
courses unless the student initiates and receives appropriate approval for an incomplete (I) grade in any
47
course. If the student is granted an incomplete (I) grade, the student must complete the requirements of the
courses according to the guidelines specified by the instructor and policy outlined in the academic catalog
Students must move out of residence within seven days of approval of the medical leave of absence. Students are not eligible to participate in student employment effective the date of approval of the medical
leave of absence and for the duration of their medical leave.
Students must contact the Dean of Students to request an application to return from a medical leave
of absence, with sufficient advance notice to complete the application and approval process before the
beginning of the semester in which the student wishes to return. The Dean of Students or designee
considers the approval of return from leave, and may consult with the Counseling and Wellness Center, other relevant professionals and/or campus administrators, before recommending or approving
the leave. The student must receive approval to return from leave before registering for courses or
applying for on-campus residence for the semester. The application to return must include supporting documentation from the student’s treating medical
or mental health professional, providing evidence that the health condition has been addressed and
that the student is capable of resuming study and functioning safely as a member of the University
community. Depending on the individual circumstances of the medical leave, the student may be
asked to provide additional documentation concerning the nature and duration of treatment, recommendations for ongoing care once the student has returned from leave, or to provide releases to
the Counseling and Wellness Center to allow communication with treatment providers, the Dean of
Students, and/or the Behavioral Intervention Team, regarding the student’s safe return to campus. Depending upon the individual circumstances of the medical leave, the student may also be asked to
provide a brief statement describing:
• Th
e student’s experience away from the University, including
the activities undertaken while on leave;
• Th
e student’s current understanding of the factors leading to the need for the leave,
and the insights the student has gained from treatment and time away; and
• The student’s plans to ensure a successful return to the University.
If the return from leave is approved, the Dean of Students will contact the student to request a check-in
visit to review the student’s safety and review the plan for sustained health, including recommendations for ongoing treatment, on or off-campus. Students with disabilities may be eligible for reasonable
accommodations and/or special services in accordance with the Rehabilitation Act of 1973 and the
Americans with Disabilities Act. Students are responsible for communicating their requests for academic accommodation to Disability Support Services.
If the Dean of Students determines, after considering the student’s application and supporting documentation, that the student is not ready to return to the University, the student will be advised of that
decision in writing. The written response to the student will also include recommendations to enhance
the student’s chance of approval the next time the student’s request is considered. ?
Involuntary Medical Leave Of Absence: In appropriate circumstances, Saint Martin’s University may
take extraordinary actions to protect personal or community safety.
Threats to Self or Others: In the event that the University is presented with a credible report that a
student has: (a) threatened or attempted suicide; (b) engaged in efforts to prepare to commit suicide;
(c) expressed a preoccupation with suicide; (d) threatened to inflict serious harm upon another; (e)
48
engaged in efforts to obtain weapons or other dangerous items in order to inflict serious harm upon
another; (f) expressed a preoccupation with harming others; or (g) engaged in other behavior that poses a significant danger of causing substantial harm to the health or safety of the student or others, the
University may require the student to participate in a professional assessment with a licensed counselor,
psychiatrist, psychologist, or physician. These sessions are designed to foster the students’ willingness
and ability to maintain a reasonable concern for their own welfare and the welfare of others.
Involuntary Leave: In addition to the above actions to prevent threats of harm, the University may consider imposing an involuntary leave from the University’s academic program, housing, or other aspect
of the University’s services. Involuntary leave is intended to be invoked only in extraordinary circumstances, when a student is unable or unwilling to take a voluntary leave of absence. When the University
considers imposing an involuntary leave, the Dean of Students will initiate the following procedures:
1. The Dean of Students or designee will notify the student that an involuntary leave is being considered; whether the leave being considered would require leave from the academic program,
housing, and/or other University services, and the reasons that an involuntary leave is being
considered. The student shall have the opportunity to respond with information that the student
believes should be considered.
2. The Dean of Students or designee will direct the student to this policy and will encourage the
student to agree to a voluntary leave of absence, thereby eliminating the need to complete the
process for an involuntary leave.
3. The Dean of Students or designee will confer with others as may be appropriate to obtain information relevant to the University’s determination of whether an involuntary leave is necessary.
4. The Dean of Students or designee will consider whether the student’s actions are disruptive of the
learning environment, pose a threat to the safety of others, and/or pose a direct threat to the safety of the student. The Dean of Students will also consider accommodations that may be provided
that would mitigate the need for an involuntary leave. The consideration must be based upon the
student’s conduct, actions, and statements, and not merely upon speculation, a remote risk of
harm, or the knowledge or belief that the student is an individual with a disability.
5. The University may require the student to undergo a mental or physical examination if doing so is
likely to facilitate a more informed decision. Additionally, in order to assist with judging the risk
of harm, the University may request authorization to consult with the healthcare professionals
that are or have provided services to the student.
6. Following these consultations and examinations (if any), the Dean of Students or designee will
make a decision regarding the involuntary leave of absence and will provide written notice of the
decision to the student.
If involuntary leave is imposed, the notice shall identify whether the student is being withdrawn from
the academic program, campus housing, and/or other University services and the time when the student must depart from campus (if applicable), and the steps that must be taken when the student
wishes to re-enroll. While on involuntary leave, the student may visit campus only as specified in the
notice, or as otherwise authorized in writing by the Dean of Students or designee.
If involuntary leave is not imposed, the University may impose conditions and/or requirements under
which the student is allowed to remain enrolled in the University’s programs.
The University reserves the right to notify a parent, guardian, or other person, of the circumstances
49
leading to the consideration of involuntary leave, if notification is deemed appropriate. In addition,
if leave is imposed, the parent, guardian, or other person may be asked to make arrangements for the
safe removal of the student from campus.
After an involuntary leave, a formal request for reinstatement must be submitted to the Dean of Students who will decide whether or not to approve the reinstatement. The Dean of Students may condition reinstatement upon receipt of a certification from one or more appropriate healthcare professional(s) providing evidence that the behavior that precipitated the need for the involuntary leave has been
ameliorated and that the student is able to participate in the University’s programs without disruption
of the learning environment and without posing a threat to personal or community safety.
This involuntary medical leave policy is not intended to take the place of disciplinary actions under
Saint Martin’s University Student Code of Conduct, and does not preclude sanctions, including the
removal or dismissal of students from the University, University residence halls, or other University
facilities or services, for violations of the Code of Conduct or other University policies.
50
GRADUATE PROGRAMS
51
SCHOOL OF BUSINESS
Richard Beer, Dean
MISSION STATEMENT
The School of Business supports the University’s Catholic Benedictine identity by empowering students
to pursue a lifetime of learning and accomplishment in the fields of business, economics, and accounting.
Students make a positive difference in business practices by engaging with businesses and business
leaders through internships, research projects, data analysis and dissemination of findings to strengthen the public and private sectors, locally, regionally, and nationally.
A focus on ethical decision-making and engagement with international contexts ensures that our students are prepared to lead and serve in their local, national, and global communities.
The School of Business offers a unified business program that integrates the separate functional areas of business. Customer satisfaction and the competitive need for continuous quality improvement
provide the major focus for this integration. Emphasis is also placed on the multicultural setting of
business competition, both in national and international markets, and on the political economy in
which it operates.
The School of Business offers the following degree programs and options:
• Bachelor of Arts in Accounting
• Bachelor of Arts in Business Administration with concentrations in
• Accounting
• Economics
• Finance
• Management
• Marketing
• Minor in Economics
• M
aster of Business Administration (MBA) with an available
concentration in Finance and accounting
FACULTY
Don Conant, Director, MBA Program
Diane Bingaman, Chair, Accounting Department
Gina Armer
Wendy Fraser
Heather Grob
Angela McCaskill
Riley Moore
52
MASTER’S PROGRAM IN BUSINESS
MASTER OF BUSINESS ADMINISTRATION (MBA)
Saint Martin’s Master of Business Administration Program provides students with decision-making
tools and an understanding of the total administrative system. The program develops a capacity for
understanding managerial relationships and provides specialized training and personal research in a
functional field of management.
The program operates year-round. All classes are offered at night to accommodate working professionals. Many students complete the program in 15 month (two (2) courses per term).
MBA ADMISSIONS
ADMISSION REQUIREMENTS
Applicants must meet all of the university requirements for unconditional admission plus the following program specific requirements:
• Minimum 2.75 cumulative undergraduate GPA.
• D
emonstration of strong analytic, problem solving and writing skills as
evidenced by previous coursework, resume and admissions essay.
• B
achelor’s degree from a regionally accredited college or university, with
sufficient coursework in accounting, finance, economics, marketing,
and management to be successful in MBA coursework.
Applicants not meeting the unconditional admission requirements but who otherwise demonstrate
the potential to benefit from graduate education may be admitted conditionally.
APPLICATION PROCEDURE
Applications are accepted on a rolling basis. However, in order to receive priority consideration for admission and scholarships, applications should be submitted by the priority deadline of the desired session.
PRIORITY DEADLINES
Fall I (August – October): July 1
Fall II (October – December): September 1
Spring I (January – March): December 1
Spring II (March – May): February 1
Summer (May – August): April 1
Application requirements: Applicants must submit all of the required materials for university graduate
admission (see the graduate admission section of the catalog) plus the following program specific materials:
• Resume
• A
personal essay. Saint Martin’s University espouses the core values of faith, reason,
service, and community. The personal essay should be written in the context of these
values. “Faith” expresses our confidence that our actions can positively influence
our experience. “Reason” encompasses our ability to learn about ourselves, others,
and our circumstances. “Service” describes our investment of ourselves in others.
53
“Community” conveys the ways we connect and remain connected to those around us.
The personal essay should be typed, double spaced and describe in detail (about 200 words per area) some special interest, significant experience, or achievement in each of the following areas:
Faith – Describe a significant personal or professional challenge you faced and the steps
you took to address this challenge. Include whether you turned to anyone in facing
the challenge, the role that person played, and what you learned about yourself.
Reason – Describe any of your special interests and how you have developed knowledge in these areas. This may include examples of your creativity; the ability to see alternatives; take diverse perspectives; come up with
many, varied, or original ideas; or a willingness to try new things.
Service – Describe what you have done to serve those around you. Give examples
of specific programs, projects, or activities in which you have been involved.
Community – Describe the way or ways in which you engage your community. This may
include how you connect with colleagues, members of your community, members of
your family, or other communities. Describe why this connection is important to you.
Application forms and materials can be found on the Office of Graduate Studies website: www.stmartin.edu/gradstudies.
All application materials should be sent/emailed directly to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
After all materials are received, the applicant’s file will be reviewed. Possible outcomes include unconditional admission, conditional admission, or non-acceptance. Once application materials are submitted, they become the property of the university, and cannot be returned.
Class locations: Classes are offered on the main campus in Lacey.
Calendar: The MBA Program is offered in five eight-week terms per year, enabling students to complete the required coursework (minus the research component and assuming no prerequisites are required) in just over one year if they are taking two classes per term. However, most students complete
the degree in 18 to 24 months.
The terms are as follows: Fall I Aug. – Oct.
Fall II Oct. – Dec.
Spring I Jan. – March
Spring II March – May
Summer May – July
Registration: Registration must be completed by the second class meeting of the term. Students enrolled for three credit hours per eight-week term are classified as full-time students. Foreign students
must complete nine credit hours during 16 weeks (two eight-week terms) to be considered full-time.
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Additional information: For further information, contact: Director, MBA Program, Saint Martin’s
University, 5000 Abbey Way SE, Lacey, WA 98503-7500
DEGREE REQUIREMENTS
Candidates must complete 36 total semester hours (12 courses) to be awarded an MBA degree. This consists
of 27 semester hours (nine courses) of core work and nine semester hours (three courses) of elective work.
Comprehensive examinations are not required. Up to 9 credit hours of graduate work from other
institutions is permitted.
A grade point average of 3.0 (‘B’) is required in all work taken after admission to the University. Grades
of ‘C’ or below are not considered acceptable graduate-level work, but will be counted when calculating
grade point average. A student receiving a grade of ‘C’ will be placed on academic probation. Students
who receive a grade lower than ‘C’ or two grades of ‘C’ will be required to withdraw from the program.
Students who will not be registered for longer than a year must apply to the School of Business for a leave
of absence. Any student who is who does not register for one full year and is not granted a leave of absence will be ex-matriculated and will need to reapply to the program and re-pay the $50 application fee.
MBA 500 courses listed below are provided for applicants without a sufficient background in these areas. They do not count toward the MBA degree. However, MBA students must complete these courses
or their equivalent undergraduate courses prior to taking the core courses for which these courses are
prerequisites. (See the core course descriptions for prerequisite requirements.)
Prerequisite courses (0-15 semester hours):
MBA 500 Survey of Economics
MBA 501 Survey of Accounting Systems
MBA 502 Survey of Finance
MBA 503 Survey of Management and Marketing
MBA 504 Quantitative Methods for Management
Core courses (nine courses – 27 semester hours):
MBA 601 Organization Theory and Behavior
MBA 602 Financial Planning and Control
MBA 603 Accounting for Managerial Decision Making
MBA 605 Business Analytics
MBA 620 Financial Institutions and Markets
MBA 622 Marketing Management
MBA 624 Human Resources Management
MBA 650 Strategy and Policy Analysis
MBA 661 Commercial Law
Elective courses (three courses – 9 semester hours):
MBA 623 Management Information and Control Systems
MBA 625 International Management
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MBA 626 Consumer Behavior
MBA 627 Managerial Communications
MBA 628 Investment Analysis and Portfolio Management
MBA 630 Entrepreneurship
MBA 631 Operations Management
MBA 635 Risk Management
MBA 640 Project Management
MBA 665 Business Ethics and Society
MBA 670 Leadership and Change
MBA 695 Special Topics
The MBA Program allows students to take nine elective credits at participating international partner
universities in Europe and Asia. Participation in study abroad opportunities is limited and subject to
a selection process.
Senior undergraduate students with a cumulative GPA of 3.0 or higher may take up to nine semester
credits of graduate MBA courses as electives with permission of their advisor and the MBA director.
Any credits earned will count towards the 128 semester hours required for the undergraduate degree
and can also be applied towards the MBA degree requirements. The petition to take graduate level
MBA classes as an undergraduate can be found on the website of the Office of the Registrar.
MASTER OF BUSINESS ADMINISTRATION / FINANCE AND
ACCOUNTING
This program enables accounting students with an undergraduate accounting degree to receive an
MBA with an accounting and finance focus, so that they have sufficient academic credit to sit for the
Certified Public Account (CPA) examination. Applicants must meet the existing MBA entry requirements and should have an undergraduate accounting degree.
The accounting strand is composed of 36 semester hours.
Core courses: (nine courses – 27 semester hours)
• Identical to the regular MBA core.
Finance and accounting concentration (three courses – nine semester hours)
• MBA 628 Investment Analysis and Portfolio Management
• MBA 663 Accounting Measurement and Disclosure
• MBA 664 Financial Statement Analysis for Decision Making and Valuation
MASTER OF BUSINESS ADMINISTRATION COURSES
MBA 500
Survey of Economics (3)
Introduction to the economic analysis of consumers, individual firms and their market interaction, as
well as analysis of key aggregate variables, including inflation and unemployment. Credit not applicable toward graduation requirement in fields of economics, management or related majors. Course
content duplicates ECN 101 or its equivalent.
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MBA 501
Survey of Accounting Systems (3)
Introduction to the basic assumptions, principles and techniques that form the basis for contemporary
accounting practices. Credit not applicable toward any graduation requirement in accounting, economics, management or related majors. Course content duplicates ACC 201 and ACC 202 or equivalent.
MBA 502
Survey of Finance (3)
Development and use of basic financial information for management analysis, decision-making, planning and control, along with exploration of contemporary financial institutions and U.S. monetary
system. Credit not applicable toward any graduation requirement in fields of economics, management
or related majors. Course content duplicates BA 300 and BA 311 or equivalent.
MBA 503
Survey of Management and Marketing (3)
Analysis of the organizational activities of planning, production and control, as well as of mutual
interaction of people and organizations. Organizational marketing activities also are covered. Credit
not applicable toward any graduation requirement in management or related fields. Course content
duplicates BA 335 and BA 330 or equivalent.
MBA 504
Quantitative Methods for Management (3)
Introduction to applied topics in algebraic functions, sets, statistics and linear programming used in
management and related fields. Credit not applicable toward graduation requirement in management,
mathematics or related fields. Course duplicates MTH 201, BA 302 or equivalent.
MBA 601
Organization Theory and Behavior (3)
An analysis of historical and contemporary organizations and an examination of models for understanding human behavior within a complex social environment. Prerequisite: MBA 503 or equivalent.
MBA 602
Financial Planning and Control (3)
Analysis of operational financial policies. Intensive, critical investigation of evaluation process and resulting impact on firm investment, financing and dividend policies. Contemporary theory and controversies of financial policy and structure. Prerequisites: MBA 500, MBA 502 and MBA 504 or equivalents.
MBA 603
Managerial Accounting (3)
Study and application of accounting concepts and techniques used by management for planning and
controlling organizational activities. Equivalent to MEM 603. Prerequisites: MBA 500, MBA 501,
MBA 502 and MBA 504 or equivalents.
MBA 605
Business Analytics (3)
Concepts of statistical decision theory, sampling, forecasting, linear programming and other stochastic and deterministic models applied to managerial problems. Prerequisite: MBA 504 or equivalent.
MBA 606
Marketing Concepts and Theory (3)
Provides an understanding of societal, managerial and strategic underpinning of marketing theory
and practice. A study of the basic concepts and tools necessary in analysis of markets and marketing
opportunities, as well as designing tactical marketing strategies. Prerequisite: MBA 503 or equivalent.
MBA 610
Seminar in Research Methods (3)
Selection of research projects, design of experimental procedures, observation methods, analysis of
data and reporting of findings. Seminar will culminate in the design of a research proposal. Approval
of the proposal leads to initiation of a research project or thesis that will be completed in MBA 611 or
MBA 612. Prerequisite: MBA 605.
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MBA 611
Research Project (3)
Student will research a topic of interest approved by a faculty sponsor. The project is designed not as
original research, but instead as a survey of literature with respect to the topic selected. Quantitative
analysis will be encouraged, but not required. A student selecting the research project alternative will
be required to take one additional elective course. Candidate may select MBA 611 upon completion
of MBA 610 during any term.
MBA 612
Graduate Thesis (6)
Student will develop a proposition to be maintained against argument. The result will be a monograph
embodying original research. The student will begin with an idea, develop a hypothesis, create a research design, create a survey instrument if necessary, carry out research design, analyze data, state a
conclusion and document the process and conclusions. Candidate may select MBA 612 upon completion of MBA 610 during any term.
MBA 613
Accounting Internship (3)
The internship is designed to be a cooperative learning experience between student, faculty and employer. Employer performance evaluations are required. The student is required to give oral presentations
and written reports on the internship and have prior approval from faculty and the internship director.
MBA 620
Financial Institutions and Markets (3)
Analysis of central role of money, finance and financial institutions in capitalistic economic systems.
The relationship between financial institutions and economic growth and instability are covered
through study of the development of the banking industry, central banking and financial sophistication. Prerequisite: MBA 602.
MBA 622
Marketing Management (3)
Examination of the marketing system, its operations and mechanism for coordinating these operations. Market research, advertising and consumer psychology to assist marketing managers in major
marketing decisions will be explored. Emphasis on development of integrated marketing program.
MBA 623
Management Information and Control Systems (3)
Evaluation of organizational information needs and the ability of computer technology to meet those
needs in an economical way. Emphasis is on identification, specification and installation of appropriate computer technology and the subsequent need for direction, control and overall management of
the information function.
MBA 624
Human Resources Management (3)
Analysis and discussion of problems/opportunities administering personnel systems and policies.
Coverage includes retention, recruitment, employment, appraisal, training and compensation. Prerequisite: MBA 601. Equivalent to MEM 624.
MBA 625
International Management (3)
Discussion and analysis of the scope of international business within a framework that identifies the
specific role of the multinational corporation and provides an orientation into every aspect of the
functional intricacies of these firms. Prerequisites: MBA 601 and MBA 602.
MBA 626
Consumer Behavior (3)
Course studies purchase decisions for individual consumers and industrial buyers; examines various
models of purchasing behavior while exploring motivations, influences, roles played and situational
factors influencing the purchase of products and services.
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MBA 627
Managerial Communications (3)
An examination of current theories of interpersonal and organizational communications. Special emphasis is placed on identifying barriers to effective communication and developing a prescription to
solve those problems. Prerequisite: MBA 601.
MBA 628
Investment Analysis and Portfolio Management (3)
Comprehensive coverage of descriptive and quantitative areas of portfolio analysis design /management. Prerequisites: MBA 602.
MBA 630
Entrepreneurship (3)
Course provides framework for understanding human and organizational issues underlying creative
and entrepreneurial success. Major topics covered include managing creativity, the entrepreneur,
managing the evolving organization and entrepreneurship and creativity in the established firm.
MBA 631
Operations Management (3)
This course is an intensive study of strategies employed in the design and operation of all processes required for the production of goods and delivery of services. Since operations management spans almost all
the real value-added activities of an organization, this course looks at a breadth of topics including product
and process design, facility layout, job design, customer order fulfillment, production scheduling, material
requirements planning and supply chain, inventory and quality management. Quantitative decision-modeling techniques also are explored for planning, scheduling, control and analysis of operations.
MBA 635
Risk Management (3)
This course provides a framework to understand risk management and its purpose and benefit in organizations. The course is intended to assist the student in identifying and analyzing all types of risk and
in managing that risk. This course looks at the myriad of potential losses facing business and individuals, together with the general risk management process and the many alternative risk management
tools, including loss control, risk retention, and risk transfer.
MBA 640
Project Management (3)
This course provides exposure to key project management concepts, including the practical steps involved in initiating, planning, delivering, and completing projects. The course is designed to introduce
the student to the key elements of project management across the project lifecycle, and is in general
alignment with the order of the text chapters. As such, the course will encompass practical knowledge
and experiences of the instructor and students, as well as theoretical components.
MBA 650
Strategy and Policy Analysis (3)
This capstone course will explore the process of strategic planning and policy development, and engage in a critical analysis of historical and contemporary organizations in terms of their strategy, policy decision-making, and execution. Students will discuss concepts of building important and ethical
internal and external business relationships. The course provides a managerial context for operating
an organization effectively and ethically in a competitive global market. Students will develop tools for
identifying, analyzing, and resolving complex management, policy and operational problems through
the use of lectures, discussion, student analysis and activities, and case studies of various kinds of
organizations. A final project will culminate the MBA experience, drawing from other MBA courses. MBA 66
Commercial Law (3)
Advanced law course including topics in contracts, bankruptcy, uniform commercial code, property,
business organizations and government regulations. Prerequisite: Completion of undergraduate business law course.
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MBA 663
Accounting Measurement and Disclosure (3)
Comprehensive accounting and auditing research course, including recent pronouncements concerning generally accepted accounting principles and generally accepted auditing standards. Emphases on
electronic research techniques and the theoretical structure of accounting and auditing. Prerequisite:
Undergraduate accounting and auditing.
MBA 664
Financial Statement Analysis for Decision Making and Valuation (3)
Course includes analysis of the balance sheet, income statement, cash flow statement, and note disclosures for foreign and domestic companies. Emphasis on management decision-making and business valuation techniques. Case studies and projects related to actual company financial statements will be used.
MBA 665
Business Ethics and Society (3)
This course examines the foundations of moral reasoning and analysis of ethical issues that arise in
a wide range of contemporary business practices, both domestically and globally. This course is designed to inform and stimulate thinking on ethical issues, corporate social responsibility, conscious
capitalism, and professional challenges encountered in business. The course material should enable
students to recognize and manage ethical issues and to formulate their own standards of integrity and
professionalism.
MBA 670
Leadership and Change (3)
This course develops understanding and insight into the role of leadership in the public and private
sectors. Important areas include leadership theory, self-awareness, leadership strategies, incentives,
innovation, and change management. By the end of the course students will have an understanding of
their personal leadership strengths and weaknesses, their ability to motivate others, and their capacity
for change. These insights will prepare students to successfully lead organizations in a dynamic and
diverse global environment.
MBA 695
Special Topics (3)
Course covers topics announced by faculty.
COLLEGE OF EDUCATION AND
COUNSELING PSYCHOLOGY
Steve Siera, Interim Dean
MISSION STATEMENT
In a culture inspired by the interaction of faith, reason, and service, our mission is to prepare a community of reflective practitioners who use their knowledge, skills, and dispositions to transform the
lives of those they serve.
Education and Counseling Psychology Programs: The programs offered through the College of Education and Counseling Psychology include bachelor’s and master’s degree options as well as certificates of advanced study options. Those offerings include:
• The Residency Teacher Certification Program (first-level certification
• Bachelors
• Post baccalaureate
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• Master in Teaching
• The Residency School Counselor Program:
• Master of Education
• Certificate of Advanced Study (post masters)
• The Residency School Administrator Program:
• Master of Education
• Certificate of Advanced Study (post masters)
• Master of Arts in Counseling Psychology
• Marriage and Family therapy
• Mental Health Counseling
Both the Master of Arts in Counseling Psychology program and the Education Programs have developed comprehensive program designs guided by overarching goals and procedures which are described in the respective sections.
PROGRAM IN COUNSELING
Saint Martin’s University College of Education and Counseling Psychology offers graduate studies
leading to a Master of Arts in Counseling Psychology (MAC). The MAC Program is accredited by …
the Master’s in Psychology and Counseling Accreditation Council (MPCAC)
MASTER OF ARTS IN COUNSELING PSYCHOLOGY
FACULTY
Godfrey J. Ellis, Director
Leticia Nieto
Peggy Zorn
Kaj Kayij-Wint, Visiting
MISSION STATEMENT
The Master of Arts in Counseling Psychology Program (MAC) prepares clinicians in the theoretical
foundations and skills necessary for advanced positions in the professions of counseling and marriage
and family therapy. Built on a philosophy of therapeutic service, intellectual hunger, fundamental
respect, social justice, and a focus on the person of the therapist, the MAC program strives to embody
spirit, empathic care, intellect, and wisdom. Along with providing students with opportunities to acquire and increase excellence in the areas of diagnosis, assessment, and therapy, the MAC program
strives to be personally and professionally transformative, liberating, and enriching.
PROGRAM SUMMARY
The 51-credit MAC program comprises a common core of 9 courses and of 3 required courses in
either of two tracks within the program. In addition, a series of electives provides students with an
opportunity to study specialized topics, modalities, and/or the psychological issues and therapy needs
of various populations. Most courses are offered once a week in the afternoons or evenings.
Teaching methods include dyad, small-group work, lectures, media, presentations, and discussions as
well as supervised clinical role playing, psychodrama, and introspective exercises. A required 600-hour
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internship complements coursework by providing students with a supervised, in-depth opportunity to
work in a variety of clinical settings. The goals, roles, methods, and evaluations in the MAC program
are developmental and relational in context and are oriented to flexibility and accommodation.
ADMISSION
Minimum requirements for unconditional admission: Students not meeting the unconditional admission requirements but who otherwise demonstrate the potential to benefit from graduate education
may be admitted conditionally.
In order to be unconditionally admitted, applicants must meet all of the University requirements for
unconditional admission (see the graduate admission section of this catalog) plus the following program specific requirements:
• A
n undergraduate major in psychology is highly desirable but not essential. A minor
in psychology is usually expected as a minimum academic background. Some clinical
experience in a reputable counseling facility, either voluntary or in a paid position,
generally is expected as a requirement for admission into the program. Other experiences
may be considered. These could include: 1) an undergraduate internship, 2) counseling
experience connected to commercial services or products and/ or 3) personal therapy.
• S tudents are expected to have professional goals that match the orientation of the program
and to have adequate professional preparation for graduate study in counseling psychology.
A final expectation is what might be called the “person of the therapist,” including the student’s suitability for the field of counseling and such characteristics as:
• Ability to work with abstractions and applications of theory.
• Ability (or potential) to move fluidly between theory and practice.
• Capacity for compassion and ability to be warm, enthusiastic and nurturing.
• Acceptance of others, appropriate social skills and excellent “people skills.”
• A tendency toward, and desire for, personal growth and enrichment.
• Psychological self-awareness and emotional “groundedness.”
• Clarity of purpose and ability to be self-directed and self-motivated.
• Non-discriminatory and non-ethnocentric attitudes and behavior.
• Emotional maturity and readiness (this is not the same as “age”).
• A
bility to resolve personal issues rather than projecting
those issues onto clients, students, or faculty.
More information is available on the University’s MAC program webpage. Prospective students should
carefully review the information posted there.
APPLICATION PROCEDURE
To receive priority consideration for financial aid, application to the Master of Arts in Counseling
Psychology program should be made by the priority deadline of the desired semester. Note that exceptions to the following deadline dates may be made at the discretion of the program director.
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DEADLINES
Summer semester (May - July)
April 1
Fall semester (late August - December)
July 1
Spring semester (January - May)
November 1
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• MAC supplemental application.
• A
minimum of two letters of recommendation sent directly from the
letter writer to the university, preferably one from a previous teacher and
another from a clinical, workplace, or volunteer position supervisor.
• A
written statement of three to five pages (typed/double spaced) in
which applicants describes their preparation for the program, reasons
for desiring entrance into the program, and career objectives.
Application forms and materials can be found on the MAC website: www.stmartin.edu/gradstudies/mac/
All application forms, letters of recommendation, and fees should be mailed/emailed to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
After all materials are received, the applicant’s file will be reviewed. Students whose backgrounds
closely match program objectives will be called for a prospective student interview. Possible outcomes
include unconditional admission, conditional admission, or non-acceptance. Once application materials are submitted, they become the property of the university, and cannot be returned.
PROGRAM FORMAT
Transfer credit
Generally, a maximum of nine semester hours of graduate work may be considered for transfer credit.
Requests for transfer credit should be made at the time of application. Courses considered for transfer
credit must be graduate-level courses consistent with the educational goals of the MAC Program and
must have been completed at another regionally accredited college or university. The courses must
have been taken in the last six years and prior to admission to the program. Grades lower than ‘B‘
cannot be considered for transfer credit.
Initial coursework
The MAC Program is open to qualified students who are interested in either marriage and family
therapy (MFT) or mental health counseling (MHC).
The conceptual foundation for marriage and family therapy is the interacting social system. MFTs are
mental health professionals who are trained and licensed to diagnose and treat dysfunction within
the context of marriage, couples, and family systems. According to systemic theory, it is the interplay
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between the elements of any social system that matters for healthy functioning. Because the focal point
for MFT is the interactional unit, a systems approach implies the presence of the entire system in the
therapy process. However, MFT may also be used with dyads or single clients.
The conceptual foundation for mental health counseling is the individual. Although the words “mental
health” imply a medical model, an MHC approach is much broader, embracing any counseling work
focusing on the individual rather than on interpersonal relationships. This might take place in various
settings including schools, geriatric facilities, rehabilitation clinics, and crisis centers. It may focus on
such issues as motivation, self-esteem, addictions, vocational change, spiritual questioning, cognitive
self-messages, and other challenges during difficult times. Counseling is usually with single clients, but
may take place in groups or even in the presence of supportive significant others.
Designed to serve students with commitment and interest in both MFT and MHC, coursework in the
MAC program consists of 51 credits that support careers and licensure in one or both of these fields.
Students in both tracks complete a common core of 9 classes (27 credits) that support both MFT and
MHC, a set of 3 required classes (9 credits) in their chosen specialization (MFT or MHC), and a set of
3 elective courses (9 credits). In addition, all students in both specializations complete a two-semester
internship sequence (6 credits). MFT interns are expected to pursue placements that emphasize systemic processes while MHC interns are expected to pursue placements that emphasize mental health
issues. Students are encouraged to choose a specialization track as early in their program as possible.
However, the 51 credits also provide elective room for students: 1) whose intellectual growth and
transformation leads them to switch tracks after exposure to new ideas and 2) who choose to complete
the requirements for both tracks in a desire to open as many doors of career opportunity as possible.
All students, regardless of track chosen, must successfully complete a minimum of 21 preparatory
semester hours of graduate common core coursework before applying for advancement to candidacy.
Those classes consist of MAC 520, 540, 550, 600, 610, and 660. Those in the MFT track must also have
successfully completed MAC 530. Those in the MHC track must have also successfully completed
MAC 500. Other common core requirements (MAC 620, 630, and 640), track requirements (MAC 560
and 650 for MFT and MAC 510 and 590 for MHC), and all electives may be taken after conferral of
candidacy. The internship sequence may not be started prior to advancement to candidacy. Admission
to the graduate program does not guarantee advancement to candidacy status.
There is also a set of 3 elective courses (9 credits) that students judge will be most helpful in their professional pursuits. However, the MFT-track students must include either MAC 560: “Therapy with
Children and Adolescents” or MAC 680: “Applied Systemic Theories and Techniques” as one of their
electives. MHC-track students must include either MAC 665: “Expressive Therapies with Individuals and
Families” or MAC 685: “Neurobiology, Psychopharmacology, and Mindfulness” as one of their electives.
Candidacy status
On completion of initial coursework, and therapy requirement, students may apply for advancement
to candidacy. Advancement to candidacy is necessary to begin an internship. Advancement to candidacy is not automatic. Advancement to candidacy will be based on:
• Grade point average in graduate courses.
• Completion of an essay of 200-300 words.
• A
letter of recommendation from a current student who has been in the
MAC program at least as long as the applicant or an alumnus.
• R
ecommendation of graduate instructors, who evaluate academic preparation
and personal suitability of the student for a career in counseling.
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Additional information
Further information may be obtained by contacting:
Administrative Assistant
MAC Program
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
Telephone: 360-438-4560
DEGREE REQUIREMENTS
Degree candidates must complete the approved course of graduate study listed in the program requirements. A total of 51 credits are required for completion of the MAC program. The candidates may plan
their own course of study or may consult with the program advisor.
MAC students are expected to maintain a grade point average of 3.0 (‘B‘ or better) in their coursework
and to receive a grade of at least a ‘C+’ in any MAC course. Students whose cumulative grade point
average falls below 3.0, or who receive a grade of ‘C‘ in any single class, will be subject to being placed
on immediate academic probation and their standing reviewed by the core MAC faculty. A student
who: 1. fails to return the GPA to a 3.0 by the end of the next semester; 2. receives two grades of ‘C; or
3. receives any grade lower than ‘C‘ in any class, normally will be withdrawn from the MAC program
and from Saint Martin’s University.
The time limit for completing degree requirements is seven years. Students who fail to take courses for
more than one academic year will be required to reapply to the program and re-enter under requirements current at the time the new application is submitted.
PROGRAM REQUIREMENTS / DEGREE REQUIREMENTS
Common Core Requirements – All Students (27 semester hours)
• MAC 520 Theories and Practice of Family Therapy I
• MAC 540 Life Span Development in Individual and Family Therapy
• MAC 550 Treatment of Trauma and Abuse
• MAC 600 Diagnoses and Controversies in Psychopathology
• MAC 610 Clinical Assessment and Treatment Planning
• MAC 620 Ethical Practice and the Law
• MAC 630 Systemic Treatment of Addictions and Co-Occurring Disorders
• MAC 640 Research Methods and Statistics
• MAC 660 Complexities of Social Memberships
MFT Track Required Classes (9 semester hours)
• MAC 530 Theories and Practice of Family Therapy II
• MAC 555 Theories and Practice of Conjoint Therapy
• MAC 650 Human Sexuality and Sex Therapy
MFT Track Electives (9 semester hours from the courses listed below)
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• MAC 500 Individual Therapy
• MAC 510 Group Therapy
• MAC 560 Therapy with Children and Adolescents
• MAC 580 Faith Based Counseling
• MAC 590 Career Development in Individual and Family Therapy
• MAC 597 Directed Study
• MAC 665 Expressive Therapies with Individuals and Families
• MAC 680 Applied Systemic Theories and Techniques
• MAC 685 Neurobiology, Psychopharmacology, and Mindfulness
• MAC 695 Special Topics
MHC Track Required Classes (9 semester hours)
• MAC 500 Individual Therapy
• MAC 510 Group Therapy
• MAC 590 Career Development in Individual and Family Therapy
MHC Track Electives (9 semester hours from the courses listed below)
• MAC 555 Theories and Practice of Conjoint Therapy
• MAC 560 Therapy with Children and Adolescents
• MAC 580 Faith Based Counseling
• MAC 597 Directed Study
• MAC 650 Human Sexuality and Sex Therapy
• MAC 665 Expressive Therapies with Individuals and Families
• MAC 680 Applied Systemic Theories and Techniques
• MAC 685 Neurobiology, Psychopharmacology, and Mindfulness
• MAC 695 Special Topics
Clinical Internship* – All Students (6 semester hours)
• MAC 691 Clinical Internship I
• MAC 692 Clinical Internship II
* Only degree candidates are eligible for internships. In addition to candidate status, students are
required to have completed two additional courses before beginning an internship. All students are
required to have completed MAC 630 and either MAC 555 (for students on an MFT track) or MAC
510 (for students on an MHC track). This amounts to a total of 27 hours of coursework prior to beginning an internship.
Personal therapy requirement
All MAC students are required to complete a minimum of 10 sessions of individual, group or family
therapy while in the program. This is true even for those students who have received some kind of
therapy before entering Saint Martin’s University or those who intend to seek counseling after they
have finished the MAC program. This therapy is expected to take place during the first two semesters
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of the program. It must definitely take place before application for degree candidate status (see the
University’s MAC web page for more detailed information).
Therapy must be conducted by a licensed mental health counselor, a licensed marriage and family
therapist, a licensed clinical social worker, a licensed clinical psychologist, an MD psychiatrist, or a
mental health therapist of equivalent status. The therapist must be approved prior to beginning therapy. Forms are available on the University’s MAC web page.
MASTER OF ARTS IN COUNSELING PSYCHOLOGY COURSES
MAC 500
Individual Therapy (3)
Study of major techniques and theories of individual counseling, with emphasis on developing counseling skills through role-playing.
MAC 510 Group Therapy (3)
Experiential focus on group theory, process and practice with consideration of the types, stages, and
roles of group development; factors in group therapy; and group therapy facilitation.
MAC 520
Theories and Practice of Family Therapy I (3)
Introduction to systemic perspectives and techniques. With emphasis on four schools of family system therapy (multigenerational, structural/problem-solving, strategic/paradoxical, and experiential/
provocative) and includes practical application through role-play.
MAC 530
Theories and Practice of Family Therapy II (3)
Introduction to systemic perspectives and techniques. With emphasis on four schools of family system therapy (multigenerational, structural/problem-solving, strategic/paradoxical, and experiential/
provocative) and includes practical application through role-play. Prerequisite: MAC 520
MAC 540
Lifespan Development in Individual and Family Therapy (3)
Meta-theoretical perspectives and systemic approaches to human development over the life-span with
emphasis on individual and family dynamics and therapy.
MAC 550 Treatment of Trauma and Abuse (3)
Psychosocial and systemic consideration of the treatment of all types of abuse and trauma including
the role of society throughout history and the role of intergenerational impacts.
MAC 555 Theories and Practice of Conjoint Therapy (3)
Application of conjoint and couples theories and therapies including consideration of all relational
styles, stages, and issues of relationship resolution and/or dissolution and includes application through
role-playing. Prerequisite: MAC 520.
MAC 560 Therapy with Children and Adolescents (3)
Examines the developmental stages of childhood and adolescence and covers projective techniques
such as play therapy, art therapy, and sand tray therapy. Prerequisites: MAC 520, MAC 550.
MAC 580 Faith-Based Counseling (3)
Non-denominational and non-doctrinal theories of faith-based counseling. Includes a comparison of
ethical techniques of faith-based counseling (primarily Christian) with traditional techniques of secular psychotherapy. Major issues affecting individuals and families are applied through role-playing.
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MAC 590 Career Development in Individual and Family Therapy (3)
Provides in-depth inquiry into the systemic process of career development, including mythopoetic
approaches, career counseling theories and tools, and intensive career self-exploration.
MAC 597 Directed Study (3)
Student research projects with faculty direction and consultation.
MAC 600
Diagnoses and Controversies in Psychopathology (3)
Guides practice in the diagnosis and differentiation of various DSM psychopathologies using case
examples. Also considers controversies about the meaning of madness, the use or misuse of psychotropics, and the power or abuse of the DSM system. Prerequisite: MAC 520.
MAC 610 Clinical Assessment and Treatment Planning (3)
Discusses the role of professional assessment and introduces major mental status assessment exams, test
interpretation, contracts for treatment, and conventions for treatment planning. Prerequisite: MAC 600.
MAC 620 Ethical Practice and the Law (3)
Case-study-based emphasis on AAMFT and ACA standards to guide therapists in ethical practice
with an introduction to WA state RCWs and WACS, the legal and court system, and the process of
testifying as an expert witness. Prerequisite: MAC 600.
MAC 630 Systemic Treatment of Addictions and Co-Occurring Disorders (3)
Treatment planning and counseling methods in working with substance abuse clients and their larger
systems, including the pharmacology of drugs and alcohol. Prerequisite: MAC 600
MAC 640 Research Methods and Statistics (3)
Overviews statistics and research methods for counselors and clinicians with emphasis on the consumption of research; includes consideration of both qualitative and quantitative methods.
MAC 650 Human Sexuality and Sex Therapy (3)
Considers theoretical perspectives on sexual dynamics and dysfunctions as well as standard clinical
approaches to the treatment of sexual issues and disorders. Prerequisite: MAC 520.
MAC 660
Complexities of Social Memberships (3)
Experiential exploration of the impact of social memberships in individual and family therapy including applications through role-play and psychodrama. Prerequisites: MAC 520, MAC 540.
MAC 665 Expressive Therapies with Individuals and Families (3)
Experiential approach to various expressive arts and projective techniques in individual and systemic
therapy. Prerequisite: MAC 520.
MAC 680 Applied Systemic Theories and Techniques (3)
Systemic theories and hands-on techniques related to selected topics and issues (to vary on a rotating
schedule and addressing such topics as bereavement, eating disorders, and suicide prevention). Prerequisite: MAC 520.
MAC 685 Neurobiology, Psychopharmacology, & Mindfulness (3)
Considers the science of neurobiology as it relates to clinical practice including treatment techniques
and the pros and cons of pharmacological treatment. Also address mindfulness in individual and
family therapy. Prerequisite: MAC 600.
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MAC 695 Special Topics (3)
Course devoted to selected topics relevant to counseling psychology.
MAC 691 Clinical Internship I (3)
Provides academic and clinical structure and supervision of an off-campus internship experience. Emphasis also placed on values and ethical issues of counseling. Prerequisites: Degree Candidate Status
(DCS), MAC 600, MAC 610
MAC 692 Clinical Internship II (3)
Continues the academic and clinical structure and supervision of an off-campus internship experience. Emphasis placed on counseling ethics and facilitating transition from structured classroom to
the unsupervised world of the professional workplace. Prerequisite: MAC 691
PROGRAMS IN EDUCATION
Saint Martin’s University’s education programs are approved by the Washington Professional Educator
Standards Board. Students completing the elementary, secondary or special education options are
eligible for certification by the state of Washington. Certification requirements are subject to changes
enacted by the state’s Professional Educator Standards Board, which take precedence over requirements outlined in the University’s catalog.
CAEP Accreditation: Saint Martin’s University’s Residency Teacher Education Program, which is designed to prepare teacher candidates to become outstanding P-12 professionals, was granted accreditation
by the Teacher Education Accreditation Council (TEAC) for a period of seven years from October 2013
to October 2020. This accreditation certifies that the forenamed professional education program has provided evidence that the program adheres to TEAC’s quality principles. With the merger of NCATE and
TEAC, this has been subsumed into the Council for the Accreditation of Educator Preparation (CAEP).
Title II 2012-2013 Institutional Report Card Information: The pass rate of the WEST-E for traditional program completers is 100 percent and for alternative route program completers is 100 percent.
A total of 239 candidates were enrolled during 2012-2013; 52 traditional program and 20 alternate
route program candidates were enrolled in supervised internships during the 2012-2013 academic year.
Candidates in the traditional program typically participate in 16 weeks of full-time supervised internship (560 hours); candidates in the alternate route program typically participate in a yearlong full-time
supervised internship (1150 hours). Complete Title II Reports are available on the University website.
Through pre-program requirements, the University’s education programs ensure that all candidates
have knowledge in the liberal arts. During the professional sequence, students gain essential knowledge and skills and participate in varied field experiences in P-12 schools. University faculty, as well as
local school district teachers, counselors and administrators, participate in the program and contribute to its quality and relevance.
The goal of Saint Martin’s University education programs is to select and prepare teacher, counselor,
and administrator candidates to become outstanding P-12 professionals. To the general University
emphasis on basic strength in academic areas of study for all graduates, the College of Education and
Counseling Psychology adds strong professional teacher, counselor and administrator programs that
comply with specific state requirements.
The programs also are shaped by practitioners who serve on professional education advisory boards
(PEABs). True to its Roman Catholic Benedictine heritage, the education programs share the University’s strong emphasis on moral and ethical values.
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A teacher/counselor/administrator education candidate at Saint Martin’s will enter his or her first
school prepared not only with knowledge, but also with strong values, an educational philosophy centered on meeting the needs of the individual child, and a base of practical experience on which to build.
Education Programs: The education programs include bachelor’s and master’s degree options as well
as certificates of advanced study options:
• Th
e Residency Teacher Certification Program (first-level certification): The program
can be completed as part of a bachelor’s degree, independently after the baccalaureate is
completed (Certificate of Advance Study), or as part of the Master in Teaching degree.
• Th
e Residency School Counselor Program: The program can be completed as a Certificate
of Advanced Study (education staff associate) or as part of a Master of Education strand.
• Th
e Residency School Administrator Program: The program can be
completed as Certificate of Advanced Study for principal and/or program
administrator as part of a Master of Education degree strand.
Candidates may be withdrawn from education programs at the discretion of the College of Education
and Counseling Psychology as a result of the Staffing Level II/Intervention Level II process. Saint Martin’s University makes no guarantees for candidates to be recommended for Washington state teacher/
counselor/administrator certification based on course and field experience completion alone.
EDUCATION PROGRAM CONCEPTUAL FRAMEWORK
Mission statement: In a culture inspired by the interaction of faith, reason, and service, our mission
is to prepare a community of reflective practitioners who use their knowledge, skills, and dispositions
to transform the lives of those they serve.
As a community of educators, we see the values of hard work, flexibility, compassion, and camaraderie
reflected in our commitment to bridging and connecting the classrooms at Saint Martin’s with the
schools of the community. We see it in ourselves as we mutually support each other with personal
encouragement and academic integrity. We value our heritage and our mission continues.
Vision statement: Saint Martin’s University strives to focus our education programs upon the development of professionals who value tradition, and concurrently, subscribe to a progressive spirit.
Philosophy statement: The education programs at Saint Martin’s University have been constructed
to allow for the confluence of 1,500 years of Benedictine traditions of scholarship, education, hospitality, and community with current thoughts and practices of today. We feel that the blending of
tradition and modernity allows us to develop education professionals with curiosity, who promote
stimulating environments for increasingly diverse students, and who value the dynamics of pluralism, change and individuality.
Purpose statement: The purpose of the Saint Martin’s University education programs is to provide
a distinctive professional educational experience as well as professional preparation. In partnership
with our students and P-12 professional educators, we strive to realize potential, think critically, love
learning, and grow in spiritual and ethical character with the goal of promoting the better education
and welfare of children. As a community of educators, we see the values of hard work, flexibility, compassion and camaraderie reflected in our commitment to bridging and connecting the classrooms of
Saint Martin’s with the schools of the community. We demonstrate them as we mutually support each
other with personal encouragement and academic integrity.
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Commitment to excellence
We are committed to assuring that candidates will be provided an intellectual and professional learning environment that is rigorous, relevant and realistic. Academic courses and program experiences
are purposefully designed for candidates to probe deeper, reach further and to encourage creative and
resourceful exploration of alternative pathways to address presented issues and tasks.
Our programs are developed and conducted with high expectations that candidates will be personally
engaged in their learning, stimulated in their thinking and genuinely challenged to expand the knowledge, skills, and dispositions within their chosen field. Candidates are intentionally guided, coached
and supported in their enhancement of relevant and meaningful teaching, counseling, and administrative skills. Candidates will demonstrate their abilities to meet professional standards through effective oral and written communications, completion of realistic analysis, and critical thinking and
problem solving tasks. Candidates are held accountable to demonstrate professional dispositions and
organize and simultaneously manage multiple projects within established timelines.
Our learning community instills excellence in thought and service while nurturing a candidate’s sense
of personal and professional development. Therefore, candidates completing our academic and certification programs will be agents of change and educational leaders who are resilient, reflective practitioners meeting the needs of an evolving world.
Core values
Our programs, therefore, involve the recognition of change, the constructivist approach to knowledge
and skills formulation, multi-age grouping practices, technological utilization, and significant themes
of inquiry integrating both the practical and the theoretical aspects of knowledge.
Our curriculum engages students in basic skills development through inquiry-oriented, critical, reflective, creative and imaginative thinking, and ethical decision making.
Our programs support the use of case studies, field experiences, performance and reflective assessment, a strong background in academic content areas, and the need for students to be active agents
in their education.
Students who complete our program(s) are able to function as future educators in a pluralistic, consensual, democratic society and recognize the need for instruction in both social (group) and personal
(individual) realms.
Guiding principles: To the general University emphasis on basic strength in academic areas of study
for all graduates, the College of Education and Counseling Psychology adds strong professional training programs which comply with specific state requirements. The programs are also shaped by practitioners who serve on its Professional Education Advisory Boards (PEAB). True to its Catholic Benedictine heritage, the College of Education and Counseling Psychology shares the University’s strong
emphasis on moral and ethical values and development of the whole person — intellectually, physically, and spiritually. Teachers/counselors/administrators educated at Saint Martin’s will enter their
first school prepared not only with knowledge, but also with strong values, an educational philosophy
centered on meeting the needs of the individual child, and a base of experience upon which to build.
Program design: Spiral/integrated program design: Programs have been designed to integrate knowledge/skills throughout courses and various learning and field experience opportunities. Knowledge/
skills are introduced, developed, practiced, and mastered as students proceed through the program
from the introductory courses/opportunities to the core foundation courses/opportunities, to methods
courses/opportunities, and, finally, to the student teaching/internship. Full program design statements
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are available in the Education Student Handbook and on the website, www.stmartin.edu/education.
Goals: The following three goals, therefore, lead us to the core of the College of Education and Counseling Psychology Conceptual Framework:
• Curriculum (subject matter knowledge)
The College of Education and Counseling Psychology is dedicated to developing competent professional educators who have strong knowledge in subject matter. Individuals completing our programs will utilize/communicate with technology as it relates to
teaching; creatively participate in free and open inquiry; and problem-solve and construct/discover new learning opportunities for themselves, P-12 students and staff.
• Pedagogy (pedagogical knowledge and skills)
Individuals will develop and utilize pedagogical strategies and skills necessary to
their program. Education programs will provide a community for P-12 and SMU
collaboration, thus enriching pre-service through the professional performance
continuum. Individuals completing our programs will have participated in a variety of leadership and service opportunities and multiple P-12 field experiences, including placements with school districts with diverse student populations.
• Caring community (professional dispositions)
The Education programs are dedicated to developing a caring communityof teacher/ counselor / administrator colleagues with strong ethical character, professional
leadership, collaborative skill, openness to innovation, and personal integrity. Individuals completing our programs will reflect democratic traditions – including acceptance (hospitality) of all individuals and sensitivity for cultural diversity.
With these goals in mind, the education programs were designed to supply its students with: an excellent background in academic and pedagogical theory and knowledge; the ability to apply that theory
and knowledge in practical, daily situations, technological and teaching techniques for successfully
transmitting that knowledge and application skill; a caring, nurturing attitude toward children and colleagues; skill, confidence and sensitivity in classroom leadership; and, the ability to gain employment.
ALL EDUCATION PROGRAMS: ACADEMIC POLICY
Candidates should review prerequisites for all courses required for their teacher certification program.
Candidates who preregister will be processed on the assumption that they will satisfactorily complete
all coursework presently being taken.
Candidates must earn a grade of ‘C’ (2.00) or better in each program course. Candidates who receive a
‘C-’ in any course required by their program are required to retake the course. Candidates who receive
two grades of ‘C-’ or lower in any program or endorsement course, or whose overall grade point average falls below 3.0 (a ‘B’ average), will be automatically withdrawn from the program.
Candidates may reapply to the program when grade discrepancies have been rectified.
Education candidates must meet the professional education requirements in effect when they are accepted to an education program within the College, not those in effect when they were admitted to the
University. Ordinarily, courses in basic certification and/or endorsements completed more than seven
years before admission or readmission to the teacher certification program do not meet professional
requirements.
Candidates may need to repeat all or part of those courses before student teaching as per advisor
recommendation.
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ALL EDUCATION PROGRAMS: WAIVER AND SUBSTITUTION OPTIONS
Waiver and substitution options are available for courses based on approved documentation of equivalent knowledge and skills. Contact the Education office (360-438-4333) for additional details.
WASHINGTON STATE COMPETENCY-BASED ENDORSEMENT REQUIREMENTS
For a competency-based endorsement, the student must have completed each of the requirements
listed below (Graduate-level courses may be substituted for lower-level requirements.) :
• C
ollege of Education and Counseling Psychology requirements for
Washington State Residency Teacher Certification in elementary
education, secondary education, and/or special education.
• Th
e knowledge/skills equivalent to a “major” (i.e., 30-45-plus semester credits) in
the endorsement area and related areas and/or approved waiver documentation.
• Appropriate methods courses
The student also must have:
• Passed the WEST-E test in the appropriate endorsement areas.
• Been observed teaching.
• Met all areas on the Washington State Teacher Assessment Evaluation.
Complete information about endorsement requirements is available at the College of Education and
Counseling Psychology office. Endorsements may require additional methods courses specified on the
endorsement forms available in the College of Education and Counseling Psychology office and on the
website, www.stmartin.edu/cepp.
Endorsements Offered: Bilingual Education, Biology, Chemistry, Choral Music, Drama, Early Childhood, Early Childhood Special Education, Elementary Education, English Language Arts, English
Language Learner, French, General Music, Health/Fitness, History, Instrumental Music, Japanese,
Mathematics, Middle Level Humanities, Middle Level Math, Middle Level Science, Reading/Literacy,
Science, Social Studies, Spanish, Special Education,
NOTE: A candidate may be eligible for a pre-endorsement waiver from the Washington State Special
Education Office if the candidate is hired to teach a special education classroomand has completed
the first seven courses (21 special education credits) listed above. The waiver provides the teacher an
additional three years after certification to complete the remaining nine semester hours in ED 424/
MED 524 or ED426/MED526, ED 477/MED 577 and SED 445/MED 545. The waiver in this case does
not indicate waiver of knowledge/skills, but a three-year approval to teach in special education while
completing the remaining requirements for the endorsement. Please contact the University’s Department of Special Education for additional information.
MASTER OF EDUCATION (MED)
FACULTY
Linda Maier, Director
Kathleen Allen
Candice Carter
Huabin Chen
Fumie Hashimoto
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Belinda Hill
Cynthia Petersen
Eileen Reilich
Maureen Siera
Steve Siera
Dan Windisch
The Master of Education degree provides teachers and future school counselors or administrators the
opportunity to gain advanced professional skills in the areas of advanced teaching and learning; English as a Second Language (teaching English Language Learners), guidance and counseling; reading
literacy; principal or program administrator; and special education.
The MED is a 32-41 semester-hour degree offered during summers, evenings and weekends. The program has three components: core, strands and electives. The number of semester hours varies with the
strand a student chooses to follow (please see description below).
NOTE: The Master in Teaching (MIT) degree is an option for individuals seeking residency teacher
certification leading to a master’s degree. If you are seeking residency certification, see the MIT section.
All MED degree candidates are required to take 11 semester hours of general courses called a “core.”
In addition to the core requirement, students choose from either a thesis option or a non-thesis option
(Capstone Project), the latter requiring at least one additional graduate-level course (at least two credits ) beyond the requirements for the thesis option.
Elective courses are selected to complete required credit hours. These courses must be acceptable for
graduate credit and typically are taken from courses offered in education. However, they may include
undergraduate (with prior approval only) or graduate courses from other departments.
NOTE: Rules, regulations, policies and procedures determined by state and national policymakers
may take precedence over the contents of this catalog for certification/endorsements.
Strand areas
The Master of Education degree has six strand options (areas of emphasis – may lead to partial endorsements and/or certification). A strand requires between four and nine courses (16 to 29 semester hours).
• Advanced teaching and learning
• E
nglish as a Second Language (teaching English Language
Learners – may include endorsement)
• Guidance and counseling (includes Educational Staff Associate – ESA – certification)
• P
rincipal/program administrator (includes administrationprincipal or program administrator certification)
• Reading literacy (may include endorsement)
• Special education (may include endorsement)
ADMISSION REQUIREMENTS
Applicants, except for those applying to the guidance and counseling strand, normally have had at least
one year of relevant work experience in the field of education, usually under contract in a state-accredited school. Other work experience involving students is considered on an individual basis.
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Minimum requirements for unconditional admission: In order to be unconditionally admitted, applicants must meet all of the university requirements for unconditional admission plus the following
program specific requirements:
• A
completed teacher certification program acceptable to the state of Washington, or
an intention to complete the school counselor ESA certificate. NOTE: The ESA school
counseling certificate does not require teacher certification in the state of Washington.
• At least a 3.0 GPA for undergraduate work.
• G
raduate Record Exam (GRE) combined score of 291 on the verbal
plus quantitative sections or Miller Analogies Test (MAT) score of
at least 386.Test scores may not be older than five years.
Applicants not meeting the unconditional admission requirements but who otherwise demonstrate
the potential to benefit from graduate education may be admitted conditionally.
APPLICATION PROCEDURE
Applications are accepted on a rolling basis. However, in order to receive priority consideration for
admission and scholarships, applications should be submitted by the priority deadline of the desired
semester or session.
PRIORITY DEADLINES
Lacey campus
Summer semester (May - July)
April 1
Fall semester (late August - December)
July 1
Spring semester (January - May)
November 1
JBLM campus
Summer session (May - July)
April 1
Fall session I (August - October)
July 1
Fall session II (October - December)
September 1
Spring session I (January - March)
November 1
Spring session II (March - May)
February 1
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• Test scores (GRE or MAT) sent directly from the testing agency.
• Th
ree completed recommendation forms/letters (available on website).
Have each recommender send their signed form directly to the Saint
Martin’s University Office of Graduate Studies. Letter writers are
encouraged to attach a letter further detailing qualifications
• Curriculum vitae outlining professional or work experience details
• Proof of fingerprinting and clearance through OSPI
• Acknowledgement of fingerprint background check form
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• D
etailed information on fingerprinting procedures and payments can be found
through the Graduate Programs in Education Resource page at http://www.
stmartin.edu/GradStudies/images/pdfs/EDUAdmissionResources_small.pdf
• V
erification of Pre-residency clearance from the Office of the
Superintendent of Public Instruction Certification unit
• Program advising appointment either in person or by phone or email
• W
ritten response of approximately 300-400 words to a prompt and emailed to the
Graduate Studies Office. An onsite written essay may be requested if needed
Once admitted, students will be required to submit the following pre-enrollment materials. Information on how to complete these will be sent with the admission notice.
• Pre-program observation form
• Proof of CPR / First Aid registration
All application forms, forms of recommendation, written documents, and fees should be mailed or
emailed to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
After all materials are received, the applicant’s file will be reviewed. Possible outcomes include unconditional admission, conditional admission, or non-acceptance. Once application materials are submitted, they become the property of the university, and cannot be returned.
DEGREE REQUIREMENTS
A student working toward a Master of Education degree leading to additional certification must complete all certification and endorsement requirements, in addition to selected master’s degree courses.
Candidates plan courses of study in consultation with a program advisor. That course plan may not be
changed without prior approval. Degree candidates are expected to receive a grade of at least a ‘B’ in all
courses. Candidates who receive a grade of ‘C’ will be placed on academic probation and their candidacy
reviewed by the Graduate Program Advisory Committee. A student who receives a grade lower than ‘C‘
or two grades of ‘C‘ or whose overall grade point average falls below 3.0 will be automatically withdrawn
from the MIT program. A student who is removed from the program may apply for reinstatement.
A candidate working toward a Master of Education degree must be accepted as a degree candidate. To
be a degree candidate, the student must:
• Have completed 15 semester hours of graduate study.
• Be in good standing.
• Have earned a cumulative grade point average of 3.0.
• H
ave completed MED 601 (or be enrolled in MED 601 during
the semester in which the application is submitted).
• Formed a supervisory committee.
Degree candidates must complete an approved course of 32-41 semester hours to secure their degree.
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A candidate who receives a grade lower than ‘C‘ or two grades of ‘C‘ will be withdrawn from the program. The student may apply for reinstatement. The time limit for completion of degree requirements
is seven years.
Candidates having an initial or residency certificate may coordinate the MED degree with requirements for continuing certification. Graduate students pursuing the professional teacher certificate
should discuss their program with their advisor.
Transfer Credit
Nine semester hours of graduate work may be taken at another institution and transferred, provided
the work fits the program plan; is recommended by the program advisor; is approved by the director
of master’s programs in education; and carries a grade of ‘B‘ or better.
Students applying for program admission must request to have prior graduate study considered for
transfer into the program prior to admission.
Students already enrolled in the master’s program must receive the appropriate approvals for transfer
credit prior to enrolling in the courses to be transferred.
MED REQUIREMENTS
Core Requirements (11 semester hours)
• MED 601 Educational Research Methods I (3)
• MED 607 Foundations for Educational Practice (3)
• MED 605 Diversity and Social Context (3)
• MED 559 Introduction to Exceptionality (2) -or• MED 561 Instructional Strategies for the Exceptional Learner (2)
(Determination of appropriate selection will be done
during the program planning advisement.)
Exit options
Thesis option
• MED 699 Final Project/Thesis (3) -or• Non-thesis option:
• MED 698 Integrating Theory and Practice in Education
• One additional graduate-level elective course in education
• Minimum of 36 allowable program credits
• Satisfactory completion of a capstone project
Specialization strands (one strand required)
A. Advanced teaching and learning strand
(32-36 total semester hours, including 18 hours in the strand)
• MED 506 Curriculum and Instruction (2) -or• MED 635 Inquiry Development (2)
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• MED 630 Creative Thinking and Problem-solving (3
• MED 631 Curriculum Theory and Development (3)
• MED 633 Models of Teaching (3)
• MED 538 Literature for Children and Young Adults (2)
• Approved electives (5)
B. English as a Second Language/ English Language Learner strand
(32-36 total semester hours, including 18 hours in the strand)
• MED 525 Issues & Trends in ELL & BE (3)
• MED 526 Language Acquisition Methods (3)
• MED 527 Social Linguistics and People: Theory and Practice (3)
• MED 528 Reading Instruction for English Language Learners (3)
• MED 566 Assessment in Special Education (3)
• MED 597 Directed Practicum: ESL/BE Internship (3)
C. Guidance and counseling strand
(40-41 total semester hours, including 26 semester hours in the strand)
• MAC 502 Group Counseling (3) -or• MED 642 Group Processes (3)
• MAC 503 Individual Counseling (3) -or• MED 641 Individual Counseling (3)
• MED 640 Guidance and Counseling (3)
• MED 644 High School and Career Counseling (3)
• MED 545 School Drug Prevention and Counseling (3)
• MED 646 Assessment and Current Issues in School Counseling (3)
• MED 648 Elementary and Middle School Counseling (3)
• MED 649 Internship in School Counseling (5)
D. Principal/program administrator strand
(35-41 total semester hours, including 21 hours in the strand)
• MED 631 Curriculum Theory and Development (3) optional – see advisor
• MED 650 Professional Development Evaluation and Supervision (3)
• MED 653 Principles of Leadership (3)
• MED 654 Principal as Leader of Learning Community (3)
• MED 655 School and Community Relations (2)
• MED 656 Educational Finance (2)
• MED 657 School Law for Educational Administrators (2)
• M
ED 659 Principal/Administrative Leadership Internship
(six – normally three credits in two semesters)
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E. Reading literacy strand
(32-36 total semester hours, 18 semester hours in the strand)
• MED 671 Philosophy of Reading (2)
• MED 672 Writing, Spelling, and Phonics Instruction: From Theory to Practice (3)
• MED 673 Strategies for Reading Improvement K-12 (3)
• MED 674 Literature Across the Curriculum (3)
• MED 675 Literacy Assessment and Evaluation (3)
• MED 678 Literacy Leadership (2)
• Elective (2)
F . Special education strand
(36 total semester hours, including 12 semester hours in strand and six
hours of electives approved by the director of special education)
• MED 563 Management Strategies for Exceptional Learners (3)
• MED 565 Transitions to Adulthood for Special Populations (3)
• MED 566 Assessment in Special Education (3)
• MED 567 Legal Issues and the IEP (3)
• MED 569 Practicum in Special Education (3)
• MED 577 Reading Diagnosis (4)
• MED 526 Lang Acquisition Methods (3)
• MED 524 Early Childhood Education (3) (for elementary)
• MED 545 School Drug Prevention and Counseling (3) (for secondary)
• Approved electives (6)
Electives
(Select from choices below, with permission of advisor and instructor)
• MED courses listed in any strand, or
• MED 511 Methods of Teaching Math (may not duplicate ED 411)
• MED 515 Methods of Teaching Science (may not duplicate ED 415)
• MED 518 Methods of Teaching Social Studies (may not duplicate ED 418
• MED 519 Methods of Teaching Language Arts (may not duplicate ED 419
• MED 529 Methods of Arts and Movement Integration (may not duplicate ED 429)
• MED 571 Educational Law (may not duplicate ED 371)
• MED 580 Readings in Education
• MED 584 Secondary Methods (may not duplicate ED 484)
• MED 586 Living and Learning – Middle School (may not duplicate ED 486)
• MED 595 Directed Study
• MED 597 Directed Practicum
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• MED 623 The Gifted Child
• MED 643 Assessment and Appraisal
Internship (guidance and counseling and principal administrator only). A 400-hour internship and
comprehensive examination are required for the guidance and counseling strand/ESA certificate.
A 540-hour internship over two semesters is required for the principal and program administrator
strand/certificate.
Thesis option – MED programs
The MED and MIT thesis options require a thesis or field project as part of the degree. The thesis/
field project must be developed in consultation with the candidate’s advisor and the student’s graduate
committee. It will be characterized in the following way:
• Th
e nature of the thesis/project will demonstrate advanced
competency related to the area of specialization.
• Th
e development of the thesis/project will show significant effort above
and beyond normal employment expectations of an employer.
• Th
e thesis/project will result in a usable, well-researched product (e.g.,
a written document, a curriculum guide, a movie, a case study) and
will be accompanied by a quality research study and thesis.
• Th
e thesis/project should make a significant contribution to candidates and/or their
immediate professional position, as well as a more general contribution to the field.
• The thesis/project cannot be approved on an ex-post-facto basis.
Once the final thesis/project is completed and approved, the candidate will present the thesis/project
at a public seminar. This oral defense is a sharing of information, materials and/or procedures having
potential usefulness to the educational community as well as to answer questions related to the thesis.
Non-thesis option – MED programs
The MED non-thesis option requires a minimum of 36 credits which includes one additional graduate-level course beyond the requirements for the thesis option. These elective courses may be from any
strand area but may not include MED 580, MED 590, MED 595, MED 597. The courses must be acceptable for graduate credit and typically are taken from courses offered in in education. However, they
may include undergraduate (with prior approval only) or graduate courses from other departments.
The MED and MIT non-thesis options require enrollment and successful completion of MED 698,
Integrating Theory and Practice in Education. This course is intended to be a culminating experience
in the Master’s Degree Program. During the semester, candidates will work closely with their instructor and academic advisor to complete their capstone project. The final project is presented to a small
group of peers and colleagues in a seminar setting.
Certificates of Advanced Study in Education (CASE)
Certificate program options are offered in two areas for those who already possess graduate degrees.
All options are non-degree bearing and two are offered at the graduate level.
Options for graduate level
1. Residency ESA School Counselor Certification;
2. Residency School Principal or School Administrator Certification
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Other requirements
• P
assed state mandated tests/exams for each of the options, earn the grade/GPA
requirements specified in the undergraduate and graduate sections of the catalog.
• Meet other state requirements for certification or added endorsements.
ADMISSION REQUIREMENTS
Minimum requirements for unconditional admission: Applicants not meeting the unconditional admission requirements but who otherwise demonstrate the potential to benefit from graduate education may be admitted conditionally.
In order to be unconditionally admitted, applicants must meet all of the university requirements for
unconditional admission plus the following program specific requirements:
• A master’s degree from an accredited institution.
• 3.0 GPA on undergraduate work.
• A
completed teacher certification program acceptable to the state of Washington
(e.g. added endorsement option), an intention to complete the school counselor
ESA (e.g. school counselor option), or a completed teacher certification
program or Educational Staff Associate program and intention to complete
the school administrator option (e.g. school administrator option).
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• Th
ree completed recommendation forms (available on website). Have each recommender
send their signed form directly to the Saint Martin’s University Office of Graduate
Studies. Letter writers are encouraged to attach a letter further detailing qualifications
• Curriculum vitae outlining your professional or work experience details
• Proof of fingerprinting and clearance through OSPI
• Acknowledgement of fingerprint background check form
• D
etailed information on fingerprinting procedures and payments can be found
through the Graduate Programs in Education Resource page at http://www.
stmartin.edu/GradStudies/images/pdfs/EDUAdmissionResources_small.pdf
• V
erification of Pre-residency clearance from the Office of the
Superintendent of Public Instruction Certification unit
• Program advising appointment
• W
ritten response of approximately 300-400 words to a prompt
and emailed to the Graduate Studies Office.
Once admitted, students will be required to submit the following pre-enrollment materials. Information on how to complete these will be sent with the admission notice.
• Pre-program observation form
• Proof of CPR / First Aid registration
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All application forms, forms of recommendation, written documents, and fees should be mailed or
emailed to:
Office of Graduate Studies,
Saint Martin’s University,
5000 Abbey Way SE,
Lacey, WA 98503-7500.
[email protected]
Certificates of Advanced Study in Education (CASE) – two graduate options
1. Residency ESA school guidance and counseling certification (normally 31 semester graduate level credits)
Courses typically required:
• MAC502 Group Counseling (3) or MED642 Group Processes (3)
• MAC503 Individual Counseling (3) or MED641 Individual Counseling (3)
• MED640 Guidance and Counseling (3)
• MED644 High School and Career Counseling (3)
• MED545 School Drug Prevention and Counseling (3)
• MED648 Elementary and Middle School Counseling (3)
• MED649 Internship in School Counseling (5)
• MED605 Diversity in the Classroom (3)
2. Residency school principal and/or program administrator certification (normally 21 semester graduate level credits)
Courses typically required:
• MED650 Professional Development Evaluation and Supervision (3)
• MED653 Principles of Leadership (3)
• MED654 Principal as Leader of Learning Community (3)
• MED655 School and Community Relations (2)
• MED656 Educational Finance (2)
• MED657 School Law for Educational Administrators (2)
• MED659 Principal/Administrative Leadership Internship (6)
MASTER IN TEACHING (MIT)
FACULTY
Candice Carter, Director
Kathleen Allen
Huabin Chen
Fumie Hashimoto
Belinda Hill
Linda Maier
Cynthia Petersen
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Eileen Reilich
Maureen Siera
Steve Siera
Dan Windisch
The Master in Teaching (MIT) degree is approved by the Washington State Professional Educator
Standards Board. The residency teacher education program (including the MIT), which is designed
to prepare teacher candidates to become outstanding P-12 professionals, was granted accreditation by
the Teacher Education Accreditation Council (TEAC) (Now CAEP) for a period of seven years from
October 2013 to October 2020. This accreditation certifies that the forenamed professional education
program has provided evidence that the program adheres to TEAC’s quality principles.
Students completing the elementary, secondary or special education programs are eligible for state certification. To ensure eligibility, it is sometimes necessary to make program revisions if the Washington
State Board of Education makes changes in certificate requirements. Any changed state requirements
may take precedence over requirements outlined in this catalog. The Master in Teaching degree provides the opportunity for simultaneously earning residency teacher certification and a master’s degree.
Residency certification can be obtained in the areas of:
• Elementary education
• Secondary education
and/or
• Special education
During the professional sequence, students gain knowledge and skills essential to effective teaching and
participate in varied field experiences in school classrooms. University faculty and local school district
teachers and administrators participate in the program and contribute to its quality and relevance.
The Master in Teaching option is a 45-73 semester hour degree offered during days, evenings, summers and weekends. The number of semester hours varies with the specific endorsement: elementary
education is 60-63 semester hours in length; secondary education is 48-50 semester hours; and special
education, 64-73 semester hours. In addition to these total required hours, the student may need to
complete pre-requirements and/ or endorsement courses.
The College of Education and Counseling Psychology also offers the post baccalaureate Certificate of
Advanced Study (Residency Teacher Certification) option for those who already have a baccalaureate
degree. Please see the Undergraduate Catalog for this option.
COMPETENCY-BASED ENDORSEMENTS
All candidates are required to complete two competency-based endorsements of 30 or more semester
hours each. Course requirements may be satisfied by coursework completed at a regionally accredited,
state-approved college or university with a grade of ‘C‘ or better; approved waiver documentation for
previous life and/or work experience; and/or successfully passing the appropriate WEST-E exams and
Teacher Performance Assessment (edTPA)
To receive an endorsement in elementary education, middle-level or special education, a student must
complete all the required courses and be recommended for a residency teaching certificate with an
endorsement in elementary education (kindergarten-8); middle-level (grades 4-9); or special education (kindergarten-12). In addition to an endorsement in elementary, middle-level and/or special
education, each student must have at least one additional endorsement earned either at Saint Martin’s
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or elsewhere. While this requirement is usually satisfied with the student’s baccalaureate major, additional coursework may be required.
Candidates for a secondary endorsement (grades 5-12) are required to have an academic major or
equivalent (30 semester-hour minimum) in the area in which they intend to be endorsed. Students
seeking MIT certification can be recommended only in the field of their major and in fields for which
they meet state requirements for added endorsements.
Authorized endorsements
Saint Martin’s has been authorized by the Washington State Board of Education to offer teacher certificate competency-based endorsements in the following fields: biology, lingual education, chemistry,
drama, early childhood education, early childhood special education, elementary education, English
language arts, English Language Learner, French, health/fitness, history, Japanese, mathematics, middle-level humanities, middle-level math, middle-level science, choral music, instrumental music,
general music, reading, science, social studies, Spanish and special education. Contact an education
advisor for assistance in developing an approved endorsement program.
Endorsement requirements
For Washington State teacher education endorsements, please refer to the requirements as outlined
in the College of Education and Counseling Psychology Master in Teaching section of the University
website under “Program Requirements.
ADMISSION REQUIREMENTS
Minimum requirements for unconditional admission:
In order to be unconditionally admitted, applicants must meet all of the university requirements for
unconditional admission plus the following program specific requirements:
• An overall grade point average of 3.0 (‘B‘)
• A
score of 291 (850 if taken before September 2011) on the verbal
plus quantitative sections of the GRE or 386 on the MAT
• A grade of at least ‘C‘ (2.00) in each of the required pre-professional courses
• Demonstrated competency in basic skill areas (oral and written expression mathematics)
• Scores that meet state requirements on standardized tests.
• S tudents should visit the MIT website or contact the Office of
Graduate Studies to obtain application materials
Students should review prerequisites of all courses required for admission to the MIT. Students who
preregister will be processed on the assumption that they will satisfactorily complete all coursework
currently being taken.
Applicants not meeting the unconditional admission requirements but who otherwise demonstrate
the potential to benefit from graduate education may be admitted conditionally.
APPLICATION PROCEDURE
Applications are accepted on a rolling basis. However, in order to receive priority consideration for
admission and scholarships, applications should be submitted by the priority deadline of the desired
semester or session.
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PRIORITY DEADLINES
Lacey campus
Summer semester (May - July)
April 1
Fall semester (late August - December)
July 1
Spring semester (January - May)
November 1
JBLM campus
Summer session (May - July)
April 1
Fall session I (August - October)
July 1
Fall session I (October - December)
September 1
Spring session I (January - March)
November 1
Spring session II (March - May)
February 1
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• Test scores (GRE or MAT) sent directly from the testing agency.
• Th
ree forms of recommendation (available on website). Have each recommender send
their signed form directly to the Saint Martin’s University Office of Graduate Studies.
Letter writers are encouraged to attach a letter further detailing qualifications
• Curriculum vitae outlining the applicant’s professional or work experience details
• Proof of fingerprinting and clearance through OSPI
• Acknowledgement of fingerprint background check form
• D
etailed information on fingerprinting procedures and payments can be found
through the Graduate Programs in Education Resource page at http://www.
stmartin.edu/GradStudies/images/pdfs/EDUAdmissionResources_small.pdf
• Character and Fitness Form
• Program advising appointment either in person or by phone or email
• W
ritten response of approximately 300-400 words to a prompt and emailed to the
Graduate Studies Office. An onsite written essay may be requested if needed.
Once admitted, students will be required to submit the following pre-enrollment materials.
• Pre-program observation form
• Proof of CPR / First Aid registration
All application forms, forms of recommendation, written documents, and fees should be mailed or
emailed to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
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After all materials are received, the applicant’s file will be reviewed. Possible outcomes include unconditional admission, conditional admission, or non-acceptance. Once application materials are submitted, they become the property of the university, and cannot be returned.
DEGREE REQUIREMENTS
Candidates plan courses of study in consultation with a program advisor. That plan may not be
changed without prior approval. Degree candidates are expected to receive a grade of at least a ‘B‘ in
all courses. Candidates who receive a grade of ‘C‘ will be placed on academic probation and their candidacy reviewed by the graduate program advisory committee. A student who receives a grade lower
than ‘C‘ or two grades of ‘C‘ or whose overall grade point average falls below 3.0 will be automatically
withdrawn from the MIT program. A student who is removed from the program may apply for reinstatement. The time limit for completion of degree requirements is seven years.
A student working toward a Master in Teaching degree must advance to candidacy. To advance to
candidacy, the student must:
• Have completed 15 semester hours of graduate study.
• Be in good standing.
• Have earned a cumulative GPA of 3.0.
• H
ave completed MED 601 (or be enrolled in MED 601 during
the semester in which the application is submitted).
• Have formed a supervisory committee.
To secure their degree, candidates must complete an approved program of 48-66 graduate-level semester hours as specified below.
• E
lementary education: 60-61 semester hours (includes
certification and an elementary endorsement)
• S econdary education: 48-49 semester hours (includes certification
and a secondary content area endorsement)
• Special education: 65-66 semester hours (includes certification and a SED endorsement)
Ordinarily, courses in professional education completed more than seven years before admission or
readmission do not meet professional requirements. Students may need to repeat all or part of these
courses or document current knowledge/skills before student teaching.
Transfer Credit
Nine semester hours of graduate work may be taken at another institution and transferred, provided
the work fits the program plan; is recommended by the program advisor; is approved by the director
of master’s programs in education; and carries a grade of ‘B‘ or better. Students applying for program
admission must request to have prior graduate study considered for transfer into the program prior to
admission. Students already enrolled in the master’s program must receive the appropriate approvals
for transfer credit prior to enrolling in the courses to be transferred.
MIT requirements – pre-professional courses (required before formal admission)
• ENG 101 College Writing I
• ENG 102 College Writing II
• SPH 106 Public Address -or- THR 211 Acting I
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• PSY 101 Introduction to Psychology
• Mathematics course above MTH 101
• Natural science, with laboratory (elementary)
• HIS 141 or His 142 U.S. History (elementary)
• His 101 World History (elementary)
Core courses for elementary, secondary or special education options
(11 semester hours; must be taken at the graduate level)
• MED 601 Educational Research Methods I (3)
• MED 607 Foundations for Educational Practice (3)
• MED 605 Diversity and Social Context (3)
• MED 559 Introduction to Exceptionality (2) -or• MED 561 Instructional Strategies for the Exceptional Learner (2)
(Unless taken prior to admission, MED 559 (2) Introduction to Exceptionality is included in certification core requirements)
EXIT OPTIONS
Thesis option
• MED 699 Final Project/Thesis (3)-orNon-thesis option
• MED 698 Integrating Theory and Practice in Education
• One additional graduate-level elective course in education
• Minimum of 36 allowable credits
• Satisfactory completion of a capstone project
Basic certification core courses for elementary, secondary or special education options (28 semester hours; must be taken at the graduate level)
• MED 506 Curriculum and Instruction (2)
• MED 512 Technology for the Classroom (2)
• MED 526 Methods of Teaching Language Acquisition (3)
• MED 560 Classroom Management (2)
• MED 559 Introduction to Exceptionality (2)
• MED 570 Classroom Assessment (2)
• MED 571 Educational Law (1)
• MED 583 Issues of Abuse/Teacher as Counselor (1)
• MED 593 and/or 594 and/or 596 Teacher Internship (12)
• MED 598 Teacher Internship Seminar (1)
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Elementary methods courses
(20 semester hours – required in addition to the basic and core courses listed above; courses previously
taken at the undergraduate level may apply)
• MED 511 Methods of Teaching Math (3)
• MED 515 Methods of Teaching Science (3)
• MED 518 Methods of Teaching Social Studies (2)
• MED 519 Methods of Teaching Language Arts (2)
• MED 529 Arts and Movement (4)
• MED 538 Child and Adolescent Literature (2)
• MED 574 Primary Reading/Writing (1)
• MED 576 Reading Content Area for Elementary Teachers (1)
• MED 592 Elementary Education Practicum (2)
Secondary methods courses
(Eight to nine semester hours required in addition to the basic and core courses listed above; courses
previously taken at the undergraduate level may apply; additional methods may be required for individual endorsements)
• MED 582 Reading Assessment and Intervention for Secondary Teachers (1)
• MED 584 General Secondary Methods with Practicum (2)
• MED 585 Content Area Reading for Secondary Teachers (1)
• Subject specific methods class MED 511, 515, 518 or 519
Special education methods courses
(25 semester hours – required in addition to the basic and core courses listed above; courses previously
taken at the undergraduate level may apply)
• MED 563 Management Strategies for Exceptional Learners (3)
• MED 565 Transitions to Adulthood for Special Populations (3)
• MED 566 Assessment in Special Education (3)
• MED 567 Legal Issues and the IEP (3)
• M
ED 524 Issues and Trends in ECE (3)
-or- MED 526 Methods of Language Acquisition (ESL) (3)
• MED 577 Reading Diagnosis (4)
• MED 545 School Drug Prevention and Counseling (3)
• MED 569 Practicum in Special Education (3)
SPECIAL EDUCATION ENDORSEMENT
(GRADES PRESCHOOL-12)
The University’s Special Education endorsement prepares teachers to work with mildly or moderately handicapped students in an inclusionary classroom, a resource room or a self-contained special
education class. Completion of the required courses for the endorsement will lead to an institutional
recommendation that the student be endorsed in special education.
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NOTE: Completion of the special education MIT and/or endorsement leads to a special education endorsement. That endorsement does not allow the certificate holder to teach in a regular elementary or
secondary classroom. Therefore, students also must complete the required elementary or secondary sequence, including at least eight weeks of internship in a regular classroom. The section concerning endorsements applies to the special education program as well as the elementary program. To ensure proper
sequencing of courses, students planning to enter the Master in Teaching program must consult an advisor from the College of Education and Counseling Psychology prior to taking courses at the University.
Internship
All teacher certification programs require supervised student teaching/internship. Each student is expected to complete all required professional courses and be advanced to candidacy before applying
for the internship.
To facilitate placement, application for supervised internship must be made by the deadline for the
internship (contact the College of Education and Counseling Psychology office for specific deadline
dates). Candidates are asked to convey special placement requests at that time. University supervisors
will discuss individual placement problems with students, but the University ultimately makes the
internship assignments in cooperation with school district personnel. Students may not be placed
in the same school in which a spouse or family member is employed. Students may not make special
arrangements on their own. To do so may jeopardize placement at that school and/or district and may
result in termination of any/all field experience placements in that district for the student.
Completion of an application for intern teaching and assignment to a school or classroom are tentative
and are based on successful completion of coursework in progress. Students may be withdrawn from
intern teaching at the discretion of the College of Education and Counseling Psychology faculty or of
the administrators of the P-12 school. Saint Martin’s College of Education and Counseling Psychology
placement offices make no guarantees for student teaching placement in a particular school district or
school building, with a particular cooperating teacher or University supervisor, or during a particular
semester. Education programs staff will work diligently to obtain a placement for student teaching, but
final acceptance of a student teacher is the prerogative of the school district.
All internship assignments are considered full-time work, normally requiring seven hours a day in the
school plus additional time for class preparation and seminars.
EXIT OPTIONS
Thesis option
The MIT thesis option requires a thesis or field project as part of the degree. The thesis/field project
must be developed in consultation with the student’s advisor and the student’s graduate committee. It
will be characterized in the following way:
• Th
e nature of the thesis/project will demonstrate advanced
competency related to the area of specialization.
• Th
e development of the thesis/project will show significant effort
above and beyond the normal workload of the candidate
• Th
e thesis/project will result in a usable, well-researched product (such
as a written document, a curriculum guide, a movie, a case study)
and be accompanied by a quality research study and thesis.
• Th
e thesis/project should make a significant contribution to candidates and/or their
immediate professional position, and a more general contribution to the field.
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• The thesis/project cannot be approved on an ex-post-facto basis.
Once the final thesis/project is completed and approved, the student will present the thesis/project at
a public seminar. This oral defense is a sharing of information, materials and/or procedures having
potential usefulness to the educational community as well as to answer questions related to the thesis.
Non-thesis option
The MIT non-thesis option requires at least one elective course beyond the requirements for the thesis
option with a minimum of 36 allowable credits exclusive of the internship and internship seminar.
These elective courses may be from any strand area but may not include MED 580, 590, 595, 597.
The courses must be acceptable for graduate credit and typically are taken from courses offered in in
education. However, they may include undergraduate (with prior approval only) or graduate courses
from other departments.
The MIT non-thesis option requires enrollment and successful completion of MED 698, Integrating Theory and Practice in Education. This course is intended to be a culminating experience in the
Master’s Degree Program. During the semester, candidates will work closely with their instructor and
academic advisor to complete their capstone project. The final project is presented to a small group of
peers and colleagues in a seminar setting.
Graduate certificate options
The University’s College of Education and Counseling Psychology offers programs leading to a Master
of Education, Master in Teaching and a Master of Arts in Counseling Psychology degree. The College also offers graduate certificate options for residency teacher certification, Residency ESA School
Counselor Certification, and Residency School Principal or School Administrator Certification.
Certificate of Advanced Study in Education (CASE): Residency Teacher
Post-baccalaureate level Certificates of Advanced Study in Education program includes an option in
the following area: The Residency Teacher Certification. This option is normally completed by taking
undergraduate level classes. All options are non-degree bearing. The description of this program and
requirements are included in the Undergraduate Catalog.
Certificate of Advanced Studies in Education (CASE)
Post-master’s-level Certificates of Advanced Study in Education program options are offered in the
following areas for those already with graduate degrees. All options are non-degree bearing.
• Residency ESA School Counselor Certification;
• Residency School Principal or School Administrator Certification
Added endorsement options
Added endorsement options for current teachers are available for all endorsements authorized for
Saint Martin’s University (refer to the list under “endorsements” in this section). Requirements vary
depending on the current endorsement and the desired endorsement.
Requirements can be met by a combination of coursework, life and/or work experience, observation,
appropriate methods knowledge/skills, WEST-E tests and/or Performance-based Pedagogy Assessment evaluation. Contact the College of Education and Counseling Psychology office for further information or application materials.
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MASTER’S DEGREES IN EDUCATION COURSES
Split-level course requirements
Many courses offered in the Master of Education and Master in Teaching programs have an undergraduate level offered concurrently with the graduate level course. Graduate core split level courses
(e.g., ED 306/MED 506) are typically one credit less than the undergraduate section. The “equal work
but less credit” split-level courses therefore adjust for graduate credit earned. Graduate students also
will be required to analyze or perform research or accept greater leadership in the course content.
In split-level courses for which undergraduate and graduate students earn the same credit, graduate
students will be expected to complete additional requirements. Split-level courses are numbered at the
500 level. Courses at the 600 level are designed to be offered for graduate credit only.
MED 504 Practicum Level 1 (0)
Independent practicum related to strand/endorsement/area of interest. Includes 30 hour practicum plus
5 hours written assignments per credit enrolled. Prerequisite: Graduate status. Restricted enrollment.
MED 506 Curriculum and Instruction (2)
Multiple approaches to curriculum and instruction emphasizing becoming a reflective teacher. Principles of organizing, sequencing, delivering, evaluating instruction. Emphasis on development of a thematic unit with lesson design based on state and national standards. Exploration of teaching methods
such as cooperative learning, concept development and inquiry learning. Prerequisite: Acceptance as
a teacher certification candidate.
MED 508 Practicum Level 2 (0)
Independent practicum related to strand/endorsement/area of interest. Includes 30 hour practicum plus
5 hours written assignments per credit enrolled. Prerequisite: Graduate status. Restricted enrollment.
MED 511 Methods of Teaching Math (3)
Objectives, materials, methods and curriculum for teaching preschool-grade 8 mathematics. Emphasis on theory, teaching strategies and integrated knowledge and skills of mathematics for elementary
teachers, Washington State Essential Academic Learning Requirements and Grade Level Expectations.
Includes a 10-hour observation and instruction practicum in primary-grade 8 mathematics. Prerequisite: MED 506.
MED 512
Technology for the Classroom (2)
Emphasis on how to integrate computers and other technologies into classroom teaching, rather than
computer skills themselves. Class discussions will focus on teaching philosophies, issues and trends in
an information age. Students will develop curriculum and classroom materials using e-mail, internet
and selected software. Emphasis on development of electronic portfolio.
MED 513 Multimedia Production for Educators (3)
Classroom applications of multimedia hardware and peripherals such as CD-ROMs, laserdiscs, scanner, digital cameras and video cameras. Ways to incorporate these techniques into the classroom will be
explored. Book production, models, animation, cartoons, photography and posters, along with other
multimedia models/techniques, are used to creatively express a view of the world. Students will create
an advanced integrated multimedia project. Prerequisite: MED 512 or equivalent. Offered on demand.
MED 514 Network Systems for Educators (3)
Exploration of management information systems development, and network systems as they pertain
to the preschool-grade 12 school environment. Students will create home pages for themselves and
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participate in the creation of pages for the Saint Martin’s website. Course content will incorporate the
objectives and functions of a school’s technology center, techniques and administrative procedures,
including budget preparation, space use, selection and organization of materials and equipment. Prerequisite: MED 512. Offered on demand.
MED 515 Methods of Teaching Science (3)
Objectives, materials, methods and curriculum for teaching preschool-grade 8 science. Emphasis on
theory, teaching strategies and integrated knowledge and skills of science for elementary teachers,
Washington State Essential Academic Learning Requirements. Prerequisite: MED 506.
MED 518 Methods of Teaching Social Studies (2)
Introduces specific methods used in preschool-grade 8 to teach social studies. Emphasis on integrated
thematic unit planning, map-globe interpretation and content specified in the Washington State Essential Academic Learning Requirements for grades primary-12. Includes a 10-hour observation and
instruction practicum in primary-grade 12 social studies. Prerequisite: MED 506.
MED 519 Methods of Teaching Language Arts (2)
Objectives, materials, methods and curriculum for teaching listening, speaking, writing and reading
in grades kindergarten-8. Emphasis on theory, teaching strategies and integrated knowledge and skills
of language arts for elementary teachers, Washington State Essential Academic Learning Requirements and Grade Level Expectations. Includes a 10 hour instructional practicum in primary-grade 8
language arts. Prerequisite: MED 506.
MED 524 Early Childhood Education (3)
Important issues related to teaching preschool-3 will be emphasized. Methods, curriculum and assessment specific to early childhood education will be reviewed, as will the relationship of family and
community to the student, classroom environment and promotion of social competence. Prerequisite:
MED 506; MED 559 or concurrent enrollment.
MED 525
Issues and Trends in English Language Learners and Bilingual Education (3)
Examination of the educational theories, practice and research related to the education of English
Language Learners (ELL) and bilingual education. This course presents issues pertaining to educating
English Language Learners, including program models, school community, assessment, and politics
involving ELL and bilingual education. Involvement of parents, mainstream teachers and others who
do not have ESOL or bilingual training in educating English Language Learners will be included.
Additionally, discussions will include evaluating the historical, political, social/cultural, and linguistic
issues involved in meeting the needs of students who are speakers of languages other than English.
Resources for continuing professional development in the fields of second language instruction and
bilingual education will be provided. Prerequisites: MED 506; MED 526.
MED 526 Language Acquisition Methods (3)
Course focuses on developing student’s proficiency-oriented teaching style, exploring various methodologies, theories and history of language acquisition. Students will be able to apply language acquisition theories and develop personal teaching styles. Uses English-as-a-Second-Language, English
Language Learner, bilingual education and foreign language strategies. Includes a 10-hour practicum
in an ELL setting. Prerequisite: MED 506.
MED 527 Social Linguistics and People: Theory and Practice (3)
The course concerns the nature of human language, what the study of language tells us about the
human mind and the relation of language to its cultural and educational context. The scope of the
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course is interdisciplinary and the topics explored reach beyond the boundaries of linguistics to other
scientific disciplines that constitute the field of cognitive science: psycholinguistics, philosophy of language and the mind, anthropology and artificial intelligence. Examination of the educational theories,
practice and research related to the education of diverse populations. The impact of social context factors such as race, ethnicity, culture, gender and economic status on social linguistics, knowledge bases,
learning styles, socialization patterns and educational opportunity will be studied. Development of
appropriate and diverse classrooms and curriculum will be emphasized. Prerequisite: MED 506.
MED 528 Reading Instruction of English Language Learners (3)
The course provides knowledge of various methods of instruction for ELL/bilingual education students with emphasis on techniques for effective instruction and assessment of oral language development, reading and writing. Students develop multicultural curriculum to support language learning,
using ELL/bilingual education strategies. Prequisites: MED 506, MED 526.
MED 529 Arts and Movement (4)
This course explores the elements, principles and pedagogy of visual art, drama, music and creative
movement for the elementary classroom. Students will create and participate in arts experiences for
the class and others. Prerequisite: MED 506.
MED 538 Literature for Children and Young Adults (2)
Nature, history and sources of children’s books. Required for elementary certification, special education, reading, English and English/language arts endorsements. Prerequisite: MED 506.
MED 545 School Drug Prevention and Counseling (3)
Examines pharmacology, counseling approaches and school programs related to the school counselors’ role in prevention, counseling and referral of students with drug and alcohol problems. Prerequisite: MED 640 (concurrent enrollment allowed).
MED 559 Introduction to Exceptionality (2)
Introduction to philosophical, historical, legal and social implications of the exceptional student from
an integrated, strategy-based pedagogical perspective. Includes 10 hours of classroom experience as
a part of the course.
MED 560 Classroom Management (2)
Through an understanding of current theories and practices in classroom management, students begin to create personal philosophy of management. Includes, but is not limited to, strategies for individual and group behavior and instruction developed through systematic application of specific models.
Includes a 10-hour practicum. Prerequisite: MED 506 or concurrent enrollment.
MED 561 Instructional Methods of Exceptional Learners (2)
Principles of organizing, sequencing, delivering and evaluating instruction for exceptional learners.
Effective methods for teaching content-area material such as reading, math or science. Selecting and
adapting curriculum. Prerequisites: MED 506; MED 559.
MED 563 Management Strategies for Exceptional Learners (3)
Strategies for individual and group behavior/instructional management. Various competencies developed in systematic application of specific models for exceptional learners. Strategies for organization,
administration and participation with families and other significant parties are included. Prerequisites: MED 506; MED 559.
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MED 565 Transitions to Adulthood for Special Populations (3)
Examines the educational transition from school-based special education programs to independent
living or agency-supported living for differently abled people through presentation and discussion
of current literature, field-based participatory research, on-site visits and other appropriate formats.
Prerequisite: MED 559.
MED 566 Assessment in Special Education (3)
Study of professional practice in special education assessment, including ecological, classroom and
curriculum-based assessment; norm-and criterion-referenced testing; diagnostic instruments and
procedures; and alternative assessment strategies. Observation of school-based assessment techniques
and practical application of learned techniques is required. Prerequisite: MED 570, MED 559.
MED 567 Legal Issues and the IEP (3)
Comprehensive study of federal and state regulations on populations. Communicative ethics and collaborative strategies joining families, school personnel and outside agencies are emphasized. Prerequisite: MED 566 and MED 559.
MED 569 Practicum in Special Education (3)
Observation, small group instruction and assessment of exceptional learners in public and private sectors. Includes a 90-hour practicum and 15-hour seminar. Prerequisite: Minimum of 3.33 grade point
average in three prior special education courses.
MED 570 Classroom Assessment (2)
Students learn how to construct and evaluate classroom assessments to assess student learning. Also
covered are state and national trends in assessment and testing, educational statistics, norm- and criterion-referenced tests, standardized tests, alternative assessments, grading, assessment management
technology and conferencing skills. Prerequisite: MED 506, or concurrent enrollment.
MED 571 Educational Law (1)
Fulfills new Washington State requirements for understanding educational law and its relationship to
contemporary school issues and problems. State agencies and local school boards, university issues
and law, teachers’ employment, tenure, academic freedom and student issues of compulsory education.
MED 572 Integrated Approach to Phonics and Spelling (2)
An in-depth exploration of the theoretical rationale and research base for the learning and teaching of
the reading skills, content and strategies of phonemic awareness, phonics and spelling as they are integrated into the reading program in elementary school. Prerequisites: MED 519, MED 574 and MED 576.
MED 574 Primary Reading/Writing Instruction (1)
This course explores the reading and writing process as it pertains to the teaching of beginning reading.
The five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)
are applied to the teaching of beginning reading. Includes a 10-hour practicum. Prerequisite: MED 519.
MED 575 Reader-Writer Workshop (3)
The purpose of this course is to develop an understanding of the reader-writer workshop approach to
teaching reading and writing as an integrated process for K-8 students. Prerequisites: MED 519, MED
574 and MED 576.
MED 576 Content-area Reading for Elementary Teachers (1)
This course is planned to facilitate the application of specific reading and writing strategies to assist
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comprehension of printed materials in all subject areas by students at all levels of reading. Major components of reading (fluency, vocabulary and comprehension) are used in planning strategy lessons for
use with students. Prerequisites: MED 519 or permission of instructor.
MED 577 Reading Diagnosis (4)
Explores the area of reading disabilities. Students learn when and how to use various assessments
and instructional strategies to help struggling readers. Reading behavior is analyzed using informal
reading inventories, miscue analysis and other assessment tools. Includes a 10 hour practicum in a
weekly tutoring experience, diagnosing children, planning and implementing instruction. Prerequisites: MED 519, MED 574 and MED 576.
MED 579 Reading Practicum (3)
The purpose of this course is to apply theoretical knowledge learned in the reading program. Includes a
90 hour practicum and a 15 hour seminar that serves as an opportunity to observe and practice instructional activities in reading in an extended field experience. Prerequisite: MED 519, MED 574, MED 576.
MED 580 Readings in Education (1-2)
An independent readings course for students with special needs. Reading list to be developed by student and advisor. Prerequisite: Graduate status. Restricted enrollment.
MED 581 Issues and Trends in Literacy Instruction (3)
This course is designed as a student-centered forum in which students take a leadership role in the
study and discussion of current reading topics and current research in literacy education. Prerequisites: MED 519, MED 574, and MED 576.
MED 582 Reading Assessment and Intervention for Secondary Teachers (1)
This course focuses on the reading behaviors of secondary students. Students will acquire the necessary knowledge and skills to support secondary students in reading complex materials. Students
will explore the reading process and examine their own reading behaviors. Assessment strategies are
studied and applied to the content areas taught in secondary schools. Students are required to participate in a secondary school, either working in a reading program and/or tutoring a struggling student.
Includes a 10-hour practicum. Prerequisites: MED 506, and MED 585 or concurrent enrollment.
MED 583 Issues of Abuse/Teacher as Counselor (1)
Course addresses the teacher’s role in identifying, reporting and working with children who have been
victims of child abuse. Also includes the role of the classroom teacher as a counselor.
MED 584 Secondary Methods (2)
Candidates learn varied instructional methods via performance and observation of peer teaching.
Also covered are advanced instructional planning and forming more effective relationships with students. Required: concurrent enrollment with MED 587. Prerequisite: MED 506.
MED 585 Content-area Reading for Secondary Teachers (1)
This course explores the reading process as it is applied to content areas taught in the secondary school.
This course facilitates the application of specific reading and writing strategies to assist comprehension
of expository materials in all subject areas by students at all levels of reading. Major components of
reading (fluency, vocabulary and comprehension) are used in planning strategy lessons for use with
students. Prerequisite: MED 506.
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MED 586 Living and Learning in the Middle School (3)
Intertwines specific needs of preadolescents (ages 10-14 years old) with middle school philosophy,
organization and specific middle school teaching methods. Includes a 30-hour practicum designed to
integrate observation and teaching at the middle-school level. Prerequisites: MED 506.
MED 587
Secondary Methods Practicum/Seminar (2)
Specific research-based professional development models are emphasized. Field experiences and assignments will relate to the candidate’s major teaching area. Includes a 90 hour practicum of structured observation and teaching experience in a high school plus a 15 hour seminar. Prerequisite: MED
506. Co-requisite: MED584.
MED 591 Added Endorsement Practicum (3)
Includes 90 hours of structured observation, teaching preparation, teaching experience, and reflection
in a P-12 setting in the added endorsement field plus 15 hours research/lesson plans/final paperwork. Includes a minimum of two observations by a University supervisor using the Washington State
Performance based Pedagogy Assessment. Prerequisite: Acceptance to added endorsement program;
permission of instructor.
MED 592 Elementary Education Practicum (2)
The purpose of this course is to apply theoretical knowledge learned in the elementary education
program to the classroom setting. This seminar and specialty practicum serves as an opportunity to
practice instructional activities in an extended field experience. Includes a 90 hour practicum in an
elementary classroom plus a 15 hour seminar. Course may be substituted with MED569 or MED579.
Prerequisite: Last semester of coursework before student teaching.
MED 593 Internship, Special Education (6-12)
Supervised full-time internship with a split assignment. Special education students will split their
internship between special education and either an elementary or a secondary school, depending on
their endorsements. Prerequisites: Completion of all required coursework and endorsements leading
to recommendation for certification. Course fees apply.
MED 594 Teacher Internship (6-12)
Supervised full-time internship in an elementary school for one semester. Prerequisites: Completion of all
required coursework and endorsements leading to recommendation for certification. Course fees apply.
MED 595 Directed Study (1-3)
Independent study on topics of special interest. Restricted enrollment.
MED 598 Teacher Internship Seminar (1)
Weekly seminar for student or intern teachers. Must be taken concurrently with internship. Co-requisite: Concurrent enrollment in MED 593 or MED 594.
MED 601
Educational Research Methods I (3)
An introduction to traditional and alternative forms of understanding and communicating about the
teaching profession. A variety of techniques related to understanding and writing, including library
research, field research, narrative, metaphoric and personal reflection will be studied. This course is
a prerequisite for the thesis course, MED 699. To be taken prior to admission to candidacy. Prerequisites: Admission to graduate program.
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MED 605 Diversity and Social Context in the Classroom: Theory and Practice (3)
Examination of the educational theories, practice and research related to the education of diverse
populations. The impact of social context factors such as race, ethnicity, culture, gender and economic
status on knowledge bases, learning styles, socialization patterns and educational opportunity will be
studied. Development of appropriate and diverse classrooms and curriculums will be emphasized.
Prerequisites: Admission to the graduate program; relevant professional experience.
MED 607 Foundations for Educational Practice (3)
This is a course designed to provide a graduate student the basic knowledge and skills in educational
philosophy and educational psychology. Graduate students will be asked to think critically and creatively about concepts involved with the control of education, educational philosophy and psychology.
The course will include how these philosophies or theories affect best practice; and how best practice
affects these theories. Focus will be on those basic concepts central to the certification requirements as
well as refinement and extension of those concepts.
MED 630 Creative Thinking and Problem-solving (3)
Examination of basic theoretical concepts involved with creativity and problem-solving. Attention to
development of creative thinking and problem-solving abilities. Development of ideas and design of
activities aimed at enhancing the capabilities of others.
MED 631 Curriculum Theory and Development (3)
Design, development and evaluation of instructional material. Emphasis on construction of educational sequences for various types of learning tasks. Selection, sequencing, teaching procedures and
assessment are discussed. Prerequisite: MED 506.
MED 633 Models of Teaching (3)
Comprehensive review of various instructional strategies frequently used in classroom settings. Emphasis on strategies amenable to analytical review and evaluation. Prerequisite: MED 506.
MED 635 Inquiry Development (2)
Development of questioning techniques that enable teachers to increase the verbal skills of students
and make students more autonomous, productive learners.
MED 636
Individualized Instruction (2)
Rationale and principles of individualized instruction, with special attention to programs, methods
and materials now available, as well as development of new programs.
MED 637 The Gifted Child (2)
Investigation of the gifted student, emphasizing definition, attributes, identification and implications
for the educator.
MED 640 Guidance and Counseling (3)
Consideration of major principles and practices of guidance and counseling. Roles of the teacher and
school counselor in the guidance and counseling process. Includes 10 hour practicum in a P-12 setting.
MED 641
Individual Counseling (3)
Consideration of major principles and practices of individual counseling for school counselors. Either
MED 641 or MAC 501 can be taken to meet the individual counseling requirement for the guidance
and counseling strand. Prerequisite MED 640.
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MED 642 Group Processes (3)
Consideration of major principles and practices of group counseling for school counselors. Either
MED 642 or MAC 502 can be taken to meet the group counseling requirement for the guidance and
counseling strand. Prerequisite: MED 640
MED 643 Assessment and Appraisal (3)
Introduction to major techniques of assessing strengths and weaknesses of individuals in academic,
psychological and social domains.
MED 644 High School and Career Counseling (3)
The course combines two topics: 1) topics and skills needed for high school counselors, and 2) career
counseling topics and skills needed for K-12 school counselors. Prerequisite: MED 640
MED 646 Assessment and Current Issues in School Counseling (3)
Covers research on current issues of interest to school counselors; consulting and training design
roles of school counselors; and testing and assessment competencies needed by school counselors.
Prerequisite: MED 640.
MED 647 Education Foundations for ESA Certification (1)
Focuses on problems of school and society, human growth development, learning and American
school law for ESA school counseling candidates without prior coursework in the above topics.
MED 648 Elementary and Middle School Counseling (3)
Covers topics and skills needed for elementary and middle school counselors. Emphasis on pragmatic,
developmentally appropriate, counseling skills for working with K-8 students. Topics include community resources, testing and measurement, working with parents, visitations to K-8 schools, the varying
roles of K-8 school counselors, prevention programs and the role of school counselor as staff trainer
and consultant. Includes a 10 hour practicum. Prerequisite: MED 640.
MED 649 Internship in School Counseling (3)
An accumulation of 400 hours of supervised and school based internship in a P-12 school setting and a
one-hour weekly seminar. Must be repeated each semester that a student is working on the internship.
Each student must take a total of five credits. Prerequisite: Instructor permission.
MED 650 Professional Development Evaluation and Supervision (3)
The study and development of knowledge/skills and techniques/strategies essential to personnel evaluation, supervision and development. Focus will be on three related areas: assessment of person’s competency and performance; design of relevant didactic and practicum staff development experiences;
and education as a “profession.”
MED 653 Principles of Leadership (3)
This course examines the basic principles of school leadership. Using research, theory from education
and the social sciences, and knowledge based on effective practices, students will examine various
aspects of the daily work of principals, the characteristics of effective schools, and the value of leading school change and improvement. Special attention will be given to how principals lead, manage
programs and shape school culture. Theories, concepts, and models will be applied to the realities of
successful, productive leadership.
MED 654 Principal as Leader of Learning Community (3)
An introduction to the information and competencies necessary to prepare administrators capable
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of facilitating the development, articulation, implementation and stewardship of a vision of learning
that is shared and supported by the school community; who are advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional
growth; who are capable of ensuring management of the organization, operations and resources for a
safe, efficient, and effective learning environment; and who will act with integrity, fairness and in an
ethical manner.
MED 655 School and Community Relations (2)
A course designed to provide a thorough examination of the school and its interaction with the community. Internal and external communities and the relationship between and among these entities and
the school will be examined, including the role of communications in school-community relations.
The overall goal is to produce leaders who can take action to promote organizational growth and
productivity.
MED 656 Educational Finance (2)
An overview of financial support for schools including legal and historical basis of school funding,
sources of funding for schools, basics of funding mechanisms, budgeting procedures, and building level
financial management. Emphasis will be placed on legal foundations and requirements for practice.
MED 657 School Law for Educational Administrators (2)
Provides an overview of federal and state law that principals and school administrators are responsible to know and administer, including student rights and protections under special education and
privacy requirements. This course satisfies the following requirements of WAC 181-27-(2): principal
and program administrator candidates, in order to support student achievement of the state learning
goals and essential academic learning requirements, will complete a well-planned sequence of courses
and/or experiences in an approved preparation program which shall include: (B) Information Collection… (C) Problem analysis… (D) Judgment… (P) Oral expression… (Q) Written expression… (R)
Philosophical and cultural values… (S) Legal and regulatory applications. Prerequisite: Admission to
the school administration program or permission of instructor.
MED 659
rincipal/Program Administrator Internship (1-6)normally three credits in
P
each of two semesters
An accumulation of 540 hours of school-based, supervised, internship in a kindergarten through
grade 12 school setting and a weekly one hour seminar. (A minimum of 270 of the hours must be
accumulated during the regular school day.) Repeated each semester that a student is working on the
internship. Each student must take a total of six credits.
MED 671 Philosophy of Reading Instruction (2)
Explores theoretical and historical base of teaching of reading and writing in grades kindergarten-8.
Also offers an overview of the body of knowledge associated with the field of reading instruction.
Prerequisites: MED 519, MED 574 and MED 576.
MED 672 Writing, Spelling, and Phonics Instruction: From Theory to Practice (3)
This course is designed for the serious student of literacy education to study and evaluate the trends
and issues in the field of education that have lead to the professionally accepted best practices in the
areas of writing, spelling, and phonics instruction in America’s schools. Prerequisites: Admission to
the MED graduate program.
MED 673 Strategies for Reading Improvement K-12 (3)
Students learn how to create a learning environment that fosters reading improvement at the K-12
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level. This course focuses on those cognitive strategies needed for the instruction of reading comprehension and effective study methods. Students assess the effectiveness of the school/class reading curriculum and learn how to supplement that curriculum for diverse learners. Prerequisites: Admission
to the MED graduate program.
MED 674 Literature Across the Curriculum (3)
Literature is part of a balanced-literacy program. In this course, students will build their knowledge of
quality children’s and young adult literature and develop practical teaching methods using literature.
Using a literacy curriculum framework, students will explore ways to effectively use literature to supplement, extend, and enhance student learning. Prerequisites: Admission to the MED graduate program.
MED 675 Literacy Assessment and Evaluation (3)
The study of reading development and the analysis of reading behavior using a variety of assessment
tools, including Running Records, Informal Reading Inventories and Miscue Analysis. Students work
with children individually and in small groups to diagnose, plan, and implement effective instruction.
Prerequisites: Admission to the MED graduate program.
MED 678 Literacy Leadership (2)
This course is designed to aid the master teacher in the development of leadership skills in preparation
for filling the role of reading specialist in schools. It is further planned to facilitate the preparation of
teachers to be effective reading coaches in their schools. Prerequisites: Must be taken in the last 12
hours of the graduate program.
MED 685 School Counselor Peer Review (1)
This is a Washington state required OSPI course for continued School Counselor Certification (WAC
181-79A-221). Students will share, examine, and receive and provide peer review on their approaches
for having a positive impact on their student’s academic learning and lives. Prerequisite: previously
earned ESA School Counselor Certificate.
MED 690 Integrating Seminar (1)
Required for non-thesis option students. Provides practice in integrative writing similar to that required for comprehensive examinations and practice in questions comparable to oral examinations.
Designed to be taken during the last semester of the candidate’s program. Prerequisites: All graduate
core courses completed and Graduate Committee formed.
MED 698 Integrating Theory and Practice in Education, Capstone Course (3)
Required for non-thesis option students. This course is intended to be a culminating experience in the
Master’s Degree Program. During the semester, candidates will work closely with their instructor and
academic advisor to complete their capstone project. The final project is presented to a small group of
peers and colleagues in a seminar setting. Class is designed to be taken during the last semester of the
candidate’s program. Prerequisite: All graduate core courses completed or by permission of instructor
and MED/MIT Director.
MED 699 Final Project/Thesis Research Component (3)
Designed for the student to complete the thesis/final project (thesis option).
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HAL AND INGE MARCUS
SCHOOL OF ENGINEERING
David Olwell, Dean
The mission of the Hal and Inge Marcus School of Engineering is to provide Saint Martin’s University
engineering graduates with an education that will prepare them for successful careers in engineering
practice and to prepare students for advanced graduate studies, and lifelong learning.
The mission complements and reinforces the University’s mission:
Saint Martin’s University is a Catholic Benedictine institution of higher education that empowers
students to pursue a lifetime of learning and accomplishment in all arenas of human endeavor.
Saint Martin’s students learn to make a positive difference in their lives and in the lives of others
through the interaction of faith, reason and service.
The University honors both the sacredness of the individual and the significance of community in
the ongoing journey of becoming.
The guiding philosophy is to provide both a strong fundamental liberal education and a strong engineering education. The liberal arts portion of the program for students emphasizes ethical values,
problem-solving skills and service to society and is administered in a supportive environment. The
professional portion of the program is student-engineer centered: recognizing, supporting and developing the unique strengths and capabilities of each individual. Additionally, the engineer’s role in the
team, in the company and in society is a common thread that lends cohesion to the programs.
The Engineering Advisory Board is a voluntary group of practicing professionals who help guide Saint
Martin’s School of Engineering in setting program goals and evaluating graduates.
With the Catholic, Benedictine tradition as the guiding principle, the University accomplishes its mission by recognizing the spiritual and ethical dimensions of all human activity and by celebrating the
uniqueness and worth of each human being. The goal is to provide a living and learning environment
that prepares students for active, responsible, and productive lives in their professions and as members
of the local and global community.
In keeping with our Benedictine heritage, we provide an environment where spirituality, hospitality,
service, and creativity can flourish. We nurture the student-engineer’s spirit of inquiry and discovery,
including self-discovery, and provide opportunities for them to develop their skills in varied forms of
communication.
MASTER’S PROGRAMS IN ENGINEERING
Saint Martin’s University School of Engineering offers graduate studies leading to Master of Civil Engineering, Master of Mechanical Engineering and Master of Engineering Management degrees.
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MASTER OF CIVIL ENGINEERING (MCE)
FACULTY
Chun Kyung Seong, Director
Kevin Almer
Pius Igharo
David Jansen
Bijan Khaleghi
Jir-Jong Lee
Dintie Mahamah
Jill Walsh
The Master of Civil Engineering Program is designed to provide engineering and science graduates with
specialized technical knowledge oriented toward professional engineering practice in their field of interest
within civil engineering. The program includes advanced courses in structural engineering, transportation engineering, environmental engineering, geotechnical engineering and construction management.
The curriculum is adaptable to both recent graduates and engineers with professional experience. Students will emerge with enhanced engineering analysis and design skills tailored to their professional
objectives. All courses are offered in the late afternoon or evening to accommodate working students
who are professionals. Classes are generally scheduled to allow a student to complete the program in a
two to three year period by taking two classes per semester.
ADMISSION REQUIREMENTS
Minimum requirements for unconditional admission:
In order to be considered for unconditional admission, applicants must meet all of the university requirements for unconditional admission plus the following program specific requirements:
1. A Bachelor of Science degree in Civil Engineering with:
• A cumulative grade point average of at least 2.80 for all undergraduate work, or
• A 3.00 for all upper-division engineering courses, or
• A passing score on the nationally conducted Fundamentals of Engineering (FE) Examination.
2. A Bachelor of Science degree in another engineering field or the sciences and:
• A cumulative grade point average of at least 2.80 for all undergraduate work.
• Completion of calculus (one year), differential equations, physics (one year), chemistry (onehalf year), statics, mechanics of materials and dynamics.
3. A Bachelor of Science degree in any field, plus current registration as a Professional Engineer (PE).
Applicants not meeting the unconditional admission requirements but who otherwise demonstrate
the potential to benefit from graduate education may be admitted conditionally.
APPLICATION PROCEDURE
Applications are accepted on a rolling basis. However, in order to receive priority consideration for admission and scholarships, applications should be submitted by the priority deadline of the desired semester.
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PRIORITY DEADLINES
Summer semester (May - July)
April 1
Fall semester (late August - December)
July 1
Spring semester (January - May)
November 1
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• T
wo letters of recommendation, preferably from professors,
registered engineers or supervisors
• Statement of purpose
Application forms and materials can be found on the Office of Graduate Studies website:
www.stmartin.edu/gradstudies
All application materials should be sent directly to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
After all materials are received, the applicant’s file will be reviewed. Possible outcomes include unconditional admission, conditional admission, or non-acceptance. Once application materials are submitted, they become the property of the university, and cannot be returned.
Program Preparation and Continuation
Within the first semester following admission, the student shall, in consultation with an advisor, prepare a program of study to present to the program director for approval. Students must meet the
prerequisites listed for all program courses taken. In some cases, this may require the student to take
additional preparatory undergraduate courses that may not count toward the MCE degree. The maximum course load per semester is 12 semester hours unless approval for a larger course load approved
in writing by the MCE program director.
DEGREE REQUIREMENTS
Candidates for the Master of Civil Engineering degree must satisfactorily complete 30 semester hours
of approved coursework, including three semester hours of Advanced Design Project (MCE 502) or
six semester hours of thesis (MCE 503). A maximum of four hours of independent study (MCE 501)
is allowed. All courses must be from the MCE courses list or must be pre-approved in writing by the
program director. Coursework must be completed with a minimum grade point average of 3.00 (‘B‘).
Students must complete all work within seven years from the start of the program.
A maximum of nine semester hours of equivalent coursework from other institutions may be transferred into the program if approved by the program director.
Bachelor of Science in Civil Engineering /
Master of Civil Engineering Combined Degree Program
Students enter the Bachelor of Science in Civil Engineering (BSCE)/Master of Civil Engineering (MCE)
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combined degree program by applying for admission during their senior year at Saint Martin’s University. If accepted, up to six credit hours of approved courses may be applied toward both the bachelor’s
and master’s degrees. MCE courses, taken while an undergraduate, would fulfill undergraduate civil
engineering elective requirements. An additional six credits of MCE program coursework may be taken
as an undergraduate student and reserved for application to the master’s degree. Thus, both the undergraduate and graduate degrees in civil engineering could be earned in five academic years.
In order for undergraduate students to register for MCE courses, students need to fulfill required prerequisites, and have a 3.0 grade point average or above, or be approved by their advisor, the chairperson and course instructor. The petition for undergraduate engineering students to enroll in graduate
level courses is available from the Office of the Registrar.
Master of Civil Engineering /Master of Engineering Management Dual Degrees
A dual degree allows a student to pursue two degrees simultaneously.
• The student needs to apply for and be accepted into both programs.
• Up to 12 credits of cross-listed or approved courses may be applied to both degrees.
• E
ach degree will be conferred separately upon completion
of all requirements for that specific program.
Master of Civil Engineering Courses
All courses applied toward the MCE degree must be taken from the following list unless specifically
preapproved by the program director. The number of semester hours earned by the student for each
course is listed after the course name.
MCE 501 Independent Study (1-4)
MCE 502 Advanced Design Projects/Advanced Special Projects (3)
MCE 503 Thesis (1-3)
MCE 505 Insitu Soil Testing (3)
MCE 518 Seismic Evaluation (3)
MCE 525 Advanced Transportation Engineering (4)
MCE 533 Prestressed Concrete Design (3)
MCE 535 Pavement Design (3)
MCE 540 Steel Design (3)
MCE 541 Advanced Steel Design (3)
MCE 552 Masonry Design (3)
MCE 553 Matrix Structural Analysis (3)
MCE 555 Advanced Foundation Design (3)
MCE 560 Structural Systems Design (3)
MCE 563 Dynamics of Structures (3)
MCE 565 Traffic Capacity Analysis (3)
MCE 570 Solid Waste Engineering (3)
MCE 571 Transportation Planning Applications (3)
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MCE 573 Earthquake Engineering (3)
MCE 575 Bridge Engineering and Design (3)
MCE 580 Environmental Laboratory Processes (3)
MCE 583 Water Resources Engineering (3)
MCE 585 Wastewater Systems Engineering (3)
MCE 595 Special Topics (2-3)
MCE 596 Industrial Waste Engineering (3)
MCE/MEM 612 Project Management— A Holistic Approach (3)
MCE/MEM 660 Construction and Consultant Estimating (3)
MCE/MEM 680 Environmental Management (3)
MCE/MEM 691 Construction Management (3)
Suggested Programs of Study
Many program arrangements meeting the requirements for the Master of Civil Engineering degree are
possible. Students are free to take any of the MCE courses for which they meet the prerequisites. The
following are three examples of non-thesis programs with disciplinary focus.
Structures and Foundations Focus
MCE 502 Advanced Design Projects/Advanced Special Projects (3)
MCE 505 Insitu Soil Testing (3)
MCE 518 Seismic Evaluation (3)
MCE 533 Prestressed Concrete Design (3)
MCE 540 Steel Design (3)
MCE 541 Advanced Steel Design (3)
MCE 552 Masonry Design (3)
MCE 553 Matrix Structural Analysis (3)
MCE 555 Advanced Foundation Design (3)
MCE 560 Structural Systems Design (3)
MCE 563 Dynamics of Structures (3)
MCE 573 Earthquake Engineering (3)
MCE 575 Bridge Engineering and Design (3)
MCE/MEM 612 Project Management (3)
MCE/MEM 660 Construction Estimating (3)
MCE/MEM 691 Construction Management (3)
Transportation and Project Management Focus
MCE 501 Independent Study (3)
MCE 502 Advanced Design Projects/Advanced Special Projects (3)
MCE 505 Insitu Soil Testing (3)
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MCE 525 Advanced Transportation Engineering (4)
MCE 535 Pavement Design (3)
MCE 565 Traffic Capacity Analysis (3)
MCE 570 Solid Waste Engineering (3)
MCE 571 Transportation Planning Applications (3)
MCE/MEM 612 Project Management (3)
MCE/MEM660 Construction Estimating (3)
MCE/MEM 680 Environmental Management (3)
MCE/MEM 691 Construction Management (3)
Environmental Engineering Focus
MCE 501 Independent Study (3)
MCE 502 Advanced Design Projects/Advanced Special Projects (3)
MCE 525 Advanced Transportation Engineering (4)
MCE 535 Pavement Design (3)
MCE 570 Solid Waste Management (3)
MCE 580 Environmental Laboratory Processes (3)
MCE 583 Water Resources Engineering (3)
MCE 585 Wastewater Systems Engineering (3)
MCE 596 Industrial Waste Engineering
MCE/MEM 612 Project Management (3)
MCE/MEM 660 Construction Estimating (3)
MCE/MEM 680 Environmental Management (3)
MCE/MEM 691 Construction Management (3)
MASTER OF CIVIL ENGINEERING COURSES
Courses in the MCE program are scheduled in accord with enrollment numbers and demand. Students may not take both the undergraduate and graduate versions of a class for credit. For example,
CE 480 and MCE 580 may not both be taken for credit.
MCE 501
Independent Study (1-4)
Prerequisites: Consent of instructor and approval of program director.
MCE 502 Advanced Design Project / Advanced Special Projects(3)
Course is required of all students not writing a thesis. An independent or small team-based comprehensive graduate-level design project in the student’s discipline interest area, in consultation with
faculty. A formal written, graphical and oral presentation of the completed project is required. Prerequisites: Completion of 18 semester hours in the MCE program and consent of instructor.
MCE 503 Thesis (1-3)
Independent research in the student’s area of interest, under supervision of faculty. Successful completion of a final oral examination and successful defense of the thesis before a faculty panel is required.
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Students may register for a maximum of three hours per semester. Prerequisite: Consent of instructor.
MCE 505 Insitu Soil Testing (3)
Introduction to site investigation procedures and institute testing techniques to characterize field behavior of soils related to engineering properties. Field exercises in the use and interpretation of the
standard penetration test, cone penetration test and pressure meter test. Exercises in reducing field
data and deriving soil properties for application to foundation design problems. Course provides a
connection between introductory soil mechanics and foundation design and introduces both current
practice as well as state-of-art site investigation techniques. Independent research report or design
project required for graduate credit. Credit not allowed for students who have taken CE 405. Prerequisites: CE 321, CE 322.
MCE 518 Seismic Evaluation (3)
Fundamentals of seismology and geotechnical earthquake engineering, in accordance with the NEHRP and USGS procedures, with correlation to the Uniform Building Code and International Building Code. Topics covered include plate tectonics, earthquake faults, seismic magnitude and intensity,
ground motion, seismic wave attenuation, development of response spectra, seismic hazard analysis,
ground motion amplification, liquefaction analysis, dynamic slope stability, seismic design of retaining walls and mitigation of hazardous sites. Prerequisites: CE 321, CE 350, CE 360.
MCE 525 Advanced Transportation Engineering (4)
Selected topics in advanced transportation planning techniques, signalization design, airport planning and design and transportation economics. Course is designed to equip students with practical
design-oriented knowledge of land-use impacts on transportation, travel demand forecasting, models
of trip distribution and traffic assignment on the road network. Independent research report or design
project required for graduate credit. Course credit cannot be given to students who have taken CE 425.
Prerequisites: CE 323, CE 359.
MCE 533 Prestressed Concrete Design (3)
Analysis and design of components of prestressed concrete structures, in accordance with applicable
national and international building code requirements. Prerequisite: CE 360.
MCE 535 Pavement Design (3)
Asphalt and concrete pavement design for highways and airfields. Covers wheel loads and design factors; stresses in flexible and rigid pavements; vehicle and traffic considerations; soil classification and
characteristics; subgrade, bases and subbases; and design methods. Combines soil mechanics theory
and traffic requirements for an understanding of the fundamental behavior of pavements under traffic
loads, with design of material and thickness to satisfy strength and serviceability performance objectives. Independent research report or design project required for graduate credit. Course credit cannot
be given to students who have taken CE 435. Prerequisite: CE 321.
MCE 540 Structural Steel Design (3)
Analysis and design of structural steel members, connections and systems in accordance with current
AISC Specification. Topics include steel properties, load combinations, design specifications, design
of tension members, columns, beams, beam-columns, trusses, welded and bolted connections and
structural systems to resist vertical and lateral loads. Senior CE undergraduate as well as MCE graduate students will learn how to apply the principles of mechanics of materials and structural analysis
to the design of steel structures in conformance with current codes. Independent research report or
design project is required for graduate credit. Course credit cannot be given to students who have
taken CE440. Prerequisite: CE350.
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MCE 541 Advanced Steel Design (3)
Analysis and design of steel structures, including special connections, plate girders, composite
steel-concrete members, structural systems and bracing for lateral load resistance. Coursework based
on load and resistance factor design methods, in accordance with applicable national and international building code requirements. Prerequisite: CE 440 or MCE 540.
MCE 552 Masonry Design (3)
Analysis and design of masonry structures per current building code requirements with focus on reinforced masonry. Topics include general types and applications of masonry construction systems, basic
masonry and reinforcing steel properties, introduction to fundamental unreinforced and reinforced
masonry behavior and design philosophy, development of simple loads and load paths, load combinations, construction specifications and basic building applications. Design/analysis elements include
wall, lintel and beam sections over a full range of behavior, including ultimate strength, serviceability
and basic detailing; integration of masonry components into simple building systems. Introduces basic
concepts of lateral bracing, diaphragm action, fire safety, architectural features and rehabilitation of older masonry buildings. Students apply mechanics of materials, structural analysis principles and methods first developed in reinforced concrete to the design of masonry components. Prerequisites CE 360.
MCE 553 Matrix Structural Analysis (3)
Development and application of matrix methods as the basis for modern computer based structural analysis. Topics covered include matrix algebra; basic concepts of force and displacement methods of structural analysis; member and structural stiffness matrices; the Gaussian elimination algorithm; and exercises
in solving indeterminate trusses, beams and frames. Students learn to extend classical structural analysis
to the advanced analytical techniques used in professional practice. Introduction of commercial software
currently used by structural engineers. Independent research report or design project required for graduate credit. Course credit cannot be given to students who have taken CE 453. Prerequisite: CE 350.
MCE 555 Advanced Foundation Design (3)
Advanced topics in settlement and bearing capacity analysis of shallow and deep foundations, including application of insitu testing and numerical schemes to foundation design. Prerequisite: CE 430.
MCE 560 Structural Systems Design (3)
Current professional practice in the design of structural systems for buildings. Multiple material types
are used in creating structural systems designed to resist dead, live, wind and earthquake loads in accordance with Uniform Building Code criteria. Economical arrangements of components to achieve
material compatibility, strength, serviceability and constructability are emphasized. The impacts of
different professional disciplines’ responsibilities comprising a typical project team are examined.
MCE 563 Dynamics of Structures (3)
Introduction of free and forced vibration of structures; equations of motion for single and multi degree-of-freedom structural system, response to harmonic, arbitrary or step excitations, analytical
and numerical methods of finding natural frequency of vibration, linear and nonlinear system, undamped, damped and resonant behavior of structures. These general concepts on the dynamic behavior of buildings and bridges are related to the structural response under earthquake-induced motion.
Structural design and analysis against earthquake-loading will be introduced. Prerequisites: CE453 or
MCE553 or Instructor permission
MCE 565 Traffic Capacity Analysis (3)
Analyzes and evaluates capacity and level of service of highway facilities using methodology of the
Highway Capacity Manual (HCM). Covers operational, design and planning applications. Specific
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focus on the application of the HCM methodology to two-lane rural highways, freeways and multilane highways, ramps and weaving segments, urban streets and signalized intersections. Use of HCS
software emphasized. Prerequisites: CE323 and CE324.
MCE 570 Solid Waste Engineering (3)
Engineering management and principles as applied to the collection, transport, reuse and disposal of
solid wastes. Emphasis is on municipal wastes. Prerequisite: CE 385 or instructor permission.
MCE 571 Transportation Planning Applications (3)
Techniques of transportation planning applied in urban areas and for resource transportation; calibration, testing and application of traffic estimation models; evaluation of alternate plans. Prerequisite:
CE 435 or MCE 535.
MCE 573 Earthquake Engineering (3)
Structural design for earthquake forces in accordance with the UBC and the IBC. Fundamentals of
earthquake ground motion: tectonics, seismic waves, intensity, magnitude, seismic maps, soil effects,
structural dynamics and response spectra. A detailed study of the IBC static force provisions, including seismic use groups, spectral maps, site coefficients, base shear, force distribution, torsion and
reliability factor; comparison to the UBC provisions. Detailed analysis and design of diaphragm and
shear-wall systems in wood, masonry and concrete. Analysis of steel moment frames, braced frames
and eccentrically braced frames. Overview of foundation design considerations, seismic isolation
and seismic retrofit. Course credit cannot be given to students who have taken CE473. Prerequisites:
CE360, CE44 or MCE 540.
MCE 575
Bridge Engineering and Design (3)
Analysis and design of bridge structures based on load resistance factor design in accordance with
AASHTO and WADOT bridge design specifications. Topics on new load-resistant factors and parameters; new live-load system and application; flexural analysis and design; modified compression
field theory in shear and torsion design, strut and tie analysis and design for disturbed region, fatigue
and fracture problems in steel bridge and substructure design. Focus on reinforced concrete deck and
prestressed girder composite bridge structures. Design of steel girder bridge also introduced. Students
will design and prepare structural drawings of a bridge. Course credit cannot be given to students who
have taken CE475. Prerequisites CE 360, CE 440 or MCE 540.
MCE 580 Environmental Laboratory Processes (3)
Laboratory analysis for water and wastewater evaluation, including solids, dissolved oxygen, coliform
counts, BOD and microbial examinations. Independent research report or design project required for
graduate credit. Graduate credit not allowed for students who have taken CE 480. Prerequisite: CE 385.
MCE 583 Water Resources Engineering (3)
Application of principles of hydrology and hydraulic engineering to water supply systems design.
Collection and distribution, treatment plant design, storage sizing, pump stations, water quality and
economic considerations. Prerequisites: CE 330, CE 370.
MCE 585 Wastewater Systems Engineering (3)
Advanced wastewater systems design, including treatment plant design, biosolids management, pump
station and collection system design. Prerequisites: CE 370, CE 385.
MCE 595 Special Topics (2-3)
Selected topics in civil engineering. Offered on demand. Prerequisite: Consent of instructor.
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MCE 596
Industrial Waste Engineering (3)
Problems of waste pollution from industries such as pulp and paper, cannery, beverage, metal plating,
petroleum, chemical, tannery, etc. Modern methods of management including treatment, waste minimization, reduction, recovery, recycling and reuse are covered. Independent research report or design
project required for graduate credit. Graduate credit not allowed for students who have taken CE 496.
Prerequisite: CE 385.
MCE 612 Project Management – A Holistic Approach (3)
Intensive coverage of management in industrial applications from concept through operations.
Planning, scheduling, controlling, economic analysis, quality control and customer satisfaction are
stressed. Course credit cannot be given to students who have taken MEM 612.
MCE 660 Construction and Consultant Estimating (3)
Cost estimation for construction projects, with emphasis on materials, labor, financing, administration and associated costs. Estimation techniques to evaluate professional technological costs of research and development, planning, design and construction. Course credit cannot be given to students
who have taken MEM 660.
MCE 680 Environmental Management (3)
Engineering and administrative function in the control of environmental factors affecting human
health and survival. Focuses on the challenges of managing engineering approaches, such as meeting
environmental assessment, environmental impact statements and other legal requirements. Course
credit cannot be given to students who have taken MEM 680.
MCE 691
Construction Management (3)
This class stresses the development of management skills to be applied during the construction phase
of a project. Work to include cost-estimating, change management and control of the project to include budget development and management. Topics including protection of client needs, engineering
specifications, value engineering, quality control and assurance and trades integration. Course credit
cannot be given to students who have taken MEM 691.
MASTER OF ENGINEERING MANAGEMENT (MEM)
FACULTY
Richard Beer
Bob Raymond
Stephen Bao
Bob Bergquist
David Jensen
Sonya Phillips
The Master of Engineering Management (MEM) Program prepares engineering and science graduates
for management careers in the field of engineering program and project management.
The program emphasizes the continuity of management and engineering-related efforts from planning through design to execution. The program stresses the inter-relationship of these phases and
focuses on the role of the project manager in managing and controlling all aspects of the project.
Students will emerge with management and business skills to allow effective performance in directing
engineering organizations and in assessing client needs from a business and engineering standpoint.
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Minimum requirements for unconditional admission: Applicants not meeting the unconditional admission requirements but who otherwise demonstrate the potential to benefit from graduate education may be admitted conditionally.
In order to be considered for unconditional admission, applicants must meet all of the university requirements for unconditional admission plus the following program specific requirements:
• A
bachelor’s degree in science or engineering with a cumulative grade point average of at least 2.80 and/or acceptance by the program director; or
• S uccessful completion of the engineering license examination
and/or acceptance by the program director; or
• I n special cases, initial acceptance by the program director, with final
acceptance into the program by the admissions committee.
• Demonstration of strong analytic, problem solving and leadership skills as evidenced by previous coursework, resume and letters of recommendation.
APPLICATION PROCEDURE
Applications are accepted on a rolling basis. However, in order to receive priority consideration for admission and scholarships, applications should be submitted by the priority deadline of the desired semester.
PRIORITY DEADLINES
Summer semester (May - July)
April 1
Fall semester (late August - December)
July 1
Spring semester (January - May)
November 1
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• Online application
• Application fee
• T
wo letters of recommendation, sent directly from the letter writers. Letters
should preferably be from professors, registered engineers or supervisors.
• Current resume
• Official transcripts from all colleges and universities attended
Application forms and materials can be found on the Office of Graduate Studies website:
www.stmartin.edu/gradstudies
All application materials should be sent directly to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
After all materials are received, the applicant’s file will be reviewed. Possible outcomes include unconditional admission, conditional admission, or non-acceptance. Once application materials are submit-
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ted, they become the property of the university, and cannot be returned.
DEGREE REQUIREMENTS
Degree candidates must satisfactorily complete 33 semester hours of designated coursework and a
comprehensive examination, or 24 semester hours of designated coursework plus a six semester-hour
thesis. All work must be completed by the candidate within seven years of starting the program.
Each student’s performance record is reviewed upon completion of 12 semester hours to ensure that
satisfactory progress is being made.
Coursework must be completed with a minimum cumulative grade point average of 3.00. Once the
student starts a thesis, continuous enrollment is required. The department has set a maximum course
load of 12 semester hours per semester unless approval for a larger course load is obtained in writing
via an overload petition from the program director.
Graduate level classes taken while an undergraduate
Undergraduate engineering students with senior standing may petition to enroll in graduate level courses. This petition will be reviewed by the student’s undergraduate advisor, the master’s program faculty
director, the office of graduate studies, and by the dean of the college (if there is an exception to policy). If
approved, up to twelve hours of graduate level coursework may be taken as an undergraduate. Six out of
the possible twelve hours of course work may be applied toward both the bachelor’s and master’s degrees.
In order for the petition to be considered, the student must**:
• Have a minimum of a 3.0 cumulative GPA
• Have senior standing during the semester they wish to enroll in graduate level classes
• N
ot be enrolled in more than 18 credit hours of combined
UG/Grad coursework for the semester
• M
ust not exceed the limit of 12 credit hours of total graduate
coursework allowed as an undergraduate
• Meet the course pre-requisites
Students must submit the petition form to the Office of Graduate Studies no later than the last day to add/
drop for the semester and no sooner than the first day of registration. The form will be reviewed and if
approved, the student will be administratively added to the graduate level courses by the registrar’s office.
In order for the possible coursework to count towards the graduate degree students must:
• Earn a minimum grade of “B” in all graduate-level coursework,
• Apply for and be admitted to the graduate program
Permission to enroll in graduate course work is not a guarantee of graduate program admission. Students
retain their undergraduate student status until they graduate with their Bachelor’s degree, apply for, and
are admitted to a graduate degree program.
Master of Civil Engineering / Master of Engineering Management dual degrees
A dual degree allows a student to pursue two graduate degrees simultaneously. The student needs to be
accepted in both programs. Up to 12 credits of cross-listed or approved courses may be applied to both
degrees with the written approval of the program directors. Each degree will be conferred separately
upon completion of all requirements for that specific program.
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PROGRAM REQUIREMENTS
Core requirements (18 semester hours)
MEM 502 Survey of Finance (3 credits)
MEM 603 Accounting for Managerial Decision-making (3)
MEM 610 Systems Engineering Management – Planning (3)
MEM 611 Systems Engineering Management – Design (3)
MEM 612 Project Management (3)
MEM 620 Engineering Law (3)
Electives
Students must take 15 semester hours of approved electives in the MEM, MCE or MBA program.
Elective classes must be numbered at the 500 level and above. Electives taken other than MEM must
be first approved by the program director.
MASTER OF ENGINEERING MANAGEMENT COURSES
Courses in the MEM program are scheduled in accord with enrollment numbers and demand.
MEM 502
Survey of Finance (3)
Development and use of basic financial information for management analysis, decision-making, planning and control, along with exploration of contemporary financial institutions and U.S. monetary
system. Credit not applicable toward any graduation requirement in fields of economics, management
or related majors. Course content duplicates BA 300 and BA 311 or equivalent. Equivalent to MBA 502
MEM 582 Industrial Engineering (3)
This course is designed for MEM students who have not previously majored in industrial engineering.
The objectives are for the students to understand the scope of industrial engineering and the basic
concepts of industrial engineering. Topics include manufacturing systems analysis, methods analysis and work measurement, motion economy, work place layout, line balancing, work sampling and
compensation management and labor relations. Concepts of lean manufacturing and concurrent engineering will be introduced as well. Topics related project work will be conducted to give the students
an opportunity to apply the theatrical content.
MEM 585
Biomechanical and Instrumentation in Ergonomics (3)
This course covers occupational biomechanical calculations of forces and torques developed in a
worker’s body while performing occupational activities, strength limitations of various worker groups
that can guide the engineers in job and product designs, muscle activities related to various work activities and different task scheduling. It also provides the students exposure to some instrumentation
methods such as measurements of hand forces in performing job activities, hand-arm vibration when
using power tools, reactions times related to different display designs, measurement of workload and
product usability evaluations.
MEM 603
Accounting for Managerial Decision-making (3)
Study and application of accounting concepts and techniques used by management for planning and
controlling organizational activities. Equivalent to MBA 603.
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MEM 610
Systems Engineering Management – Planning (3)
Covers approaches to planning, including strategies, forecasting and modeling. Emphasizes techniques useful in scope planning, managing feasibility studies, concept analysis, EA/EIS, public meetings and workshops, city planning, zoning ordinances. Also covered are human behavior approaches
to problem-solving and scheduling.
MEM 611
Systems Engineering Management – Design (3)
Stresses development of management skills to be applied in scope definition, cost-estimating and design of engineering projects. Includes study of various methods of decision analysis. Topics include criteria development, conversion of client needs to engineering specifications, value engineering, quality
control and assurance, trades integration and computer software applications for design management.
MEM 612
Project Management – A Holistic Approach (3)
Intensive coverage of management in a wide range of project applications from concept through operations. Planning, scheduling, controlling, economic analysis, quality control and customer satisfaction
are stressed in this course. Course credit cannot be given to students who have taken MCE 612.
MEM 615
Managerial and Engineering Economy (3)
Economic evaluation of engineering alternatives geared to maximize investment potentials.
MEM 620
Engineering Law (3)
Practical legal considerations, including engineering ethics, contract law and practice, patents, copyrights, general and special considerations, specifications, scope of work, liabilities, labor law, property
rights and a focus on contract administration.
MEM 630
Ergonomics (3)
This is an introduction course to ergonomics and human factors, which includes systematic approaches
to facility planning, design, construction and operation by considering the human operators. This course
includes interface of machines/equipment with people to promote speed, efficiency and accuracy in safety and comfort. It considers human sensory capabilities, mobility, muscle strength, intellect, common
skills and capacity for learning new skills, capacity for team or group effort and body dimensions.
MEM 623
Seminar in Management Information and Control Systems (3)
Evaluation of organizational information needs and the ability of computer technology to meet those
needs in an economical fashion. Emphasis on identification, specification and installation of appropriate computer technology and subsequent need for direction, control and overall management of the
information function. Equivalent to MBA 623.
MEM 624
Human Resource Management (3)
The management of human resources informal organizations, organizational design and structure,
human resource planning and recruitment, job analysis/evaluation and compensation, management
development, labor relations and training. Course uses case studies. Equivalent to MBA 624.
MEM 640
Marketing for Engineers (3)
Market information, forecasts, qualitative and quantitative analysis and trends. Marketing methods,
proposal preparation, joint venture strategy, customer relations, performance evaluation, formal presentations, use of visual aids, job cost determinations, methodology portrayal, phase selection and
marketing cost factors.
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MEM 650
Quality Control (3)
Use of various methods and recent developments of quality control (such as QA/QC, six sigma, ISO
9000 and TQM) are covered in detail. Quality in design and planning is stressed as equally important
to quality in the completed project and quality in production of goods and services.
MEM 660
Construction and Consultant Estimating (3)
Cost estimation for construction projects, with emphasis on materials, labor, financing, administration and associated costs. Estimation techniques to evaluate professional technological costs of research and development, planning, design and construction.
MEM 680
Environmental Management (3)
Engineering and administrative functions in the control of environmental factors affecting human
health and survival. Focuses on challenges of managing engineering approaches such as meeting environmental assessments, environmental impact statements and other legal requirements. Course credit
cannot be given to students who have taken MCE 680.
MEM 690
Thesis (3)
Independent research in the student’s area of interest, under the supervision of faculty. Successful completion of a final oral examination and successful defense of the thesis before a faculty panel is required.
Students may register for a maximum of three hours per semester. Prerequisite: Consent of instructor.
MEM 691
Construction Management (3)
This class stresses the development of management skills to be applied during the construction phase
of a project. Work to include cost-estimating, change management and control of the project to include budget development and management. Topics including protection of client needs, engineering
specifications, value engineering, quality control and assurance and trades integration.
MEM 692
Construction Contract Management
(3)
The class will emphasize the management of construction contracts. The instructor will provide students an in depth and detailed examination of various types of construction contracts. The course
incorporates a combination of text readings, class discussions, practical problems for discussion in
class and lectures provided to augment and lead weekly discussions.
MEM 695
Special Topics (3)
Course devoted to selected topics relevant to engineering management studies.
MASTER OF MECHANICAL ENGINEERING (MME)
FACULTY
Paul Slaboch, Director
Jerry Budelman
Shawn Duan
Isaac Jung
Rico Picone
Frank Washko
Jim Witsmeer
The Master of Mechanical Engineering Program is designed to provide engineering and science graduates with specialized technical knowledge in the thermal and mechanics areas of mechanical engineering.
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The curriculum is adaptable to both recent graduates and engineers with professional experience. Students will emerge with enhanced engineering analysis and design skills tailored to their professional
objectives. All courses are offered in the late afternoon or evening to accommodate working students
who are professionals. Classes are generally scheduled to allow a student to complete the program in a
two to three year period by taking two classes per semester.
ADMISSION REQUIREMENTS
Minimum requirements for unconditional admission: Applicants not meeting the unconditional admission requirements but who otherwise demonstrate the potential to benefit from graduate education may be admitted conditionally.
In order to be considered for unconditional admission, applicants must meet all of the university requirements for unconditional admission plus the following program specific requirements:
• A bachelor of science degree in mechanical engineering with:
• A cumulative grade point average of at least 2.80 for all undergraduate work; or
• A 3.00 average for upper-division engineering courses; or
• A passing score on the national Fundamentals of Engineering (FE).
• A Bachelor of Science degree in another engineering field or the sciences and:
• A cumulative grade point average of at least 2.80 for all undergraduate work.
• C
ompletion of calculus (one year), multivariable calculus, differential
equations, physics (one year), chemistry (one-half year), statics, mechanics
of materials, dynamics, thermodynamics, fluid mechanics, and heat
transfer. Some remedial undergraduate classes may be required.
• A
bachelor of science degree in any field, plus current registration as
a professional engineer (PE) in mechanical engineering.
APPLICATION PROCEDURE
Applications are accepted on a rolling basis. However, in order to receive priority consideration for admission and scholarships, applications should be submitted by the priority deadline of the desired semester.
PRIORITY DEADLINES
Summer semester (May - July)
April 1
Fall semester (late August - December)
July 1
Spring semester (January - May)
November 1
APPLICATION REQUIREMENTS
Applicants must submit all of the required materials for university graduate admission (see the graduate admission section of the catalog) plus the following program specific materials:
• A current resume or CV.
• A
brief (1 page) personal statement discussing your immediate educational
and long-range career objectives in relation to your chosen field.
• C
ontact information, including name, phone number and email address, for 3
professional references that can speak to your preparedness for graduate school.
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Application forms and materials can be found on the Office of Graduate Studies website:
www.stmartin.edu/gradstudies
All application materials should be sent directly to:
Office of Graduate Studies
Saint Martin’s University
5000 Abbey Way SE
Lacey, WA 98503-7500
[email protected]
After all materials are received, the applicant’s file will be reviewed. Possible outcomes include unconditional admission, conditional admission, or nonacceptance[A19]. Once application materials are
submitted, they become the property of the university, and cannot be returned.
Program preparation and continuation
Within the first semester following admission, the student shall consult with an advisor to prepare a
program of study to present to the program director for approval.
Students must meet all course prerequisites. In some cases this may require the student to take additional preparatory undergraduate course(s).
The maximum course load per semester is 12 semester hours unless approval for a larger course load
is obtained from the MME program director.
DEGREE REQUIREMENTS
Candidates for the Master of Mechanical Engineering degree must satisfactorily complete 30 semester
hours of approved coursework. While not required, a student may opt to complete a research thesis.
Up to six semester hours of Thesis (MME 599) is allowed to complete the thesis project. A maximum
of three hours of independent study (MME 595) is allowed. All courses must be from the approved
MME courses list or must be preapproved by the program director[A20].
Coursework must be completed with a minimum grade point average of 3.00 (‘B’). Students must
complete all work within seven years from the start of the program.
A maximum of nine semester hours of equivalent coursework from other institutions may be transferred into the program if approved by the program director. In addition, a maximum of nine credit
hours of approved courses may be taken from Master of Civil Engineering (MCE) and/or Master of
Engineering Management (MEM) programs at Saint Martin’s University.
Graduate level classes taken while an undergraduate
Undergraduate engineering students with senior standing may petition to enroll in graduate level
courses. This petition will be reviewed by the student’s undergraduate advisor, the master’s program
faculty director, the office of graduate studies, and by the dean of the college (if there is an exception to
policy). If approved, up to twelve hours of graduate level coursework may be taken as an undergraduate. Six out of the possible twelve hours of course work may be applied toward both the bachelor’s
and master’s degrees.
In order for the petition to be considered, the student must**:
• Have a minimum of a 3.0 cumulative GPA
• Have senior standing during the semester they wish to enroll in graduate level classes
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• N
ot be enrolled in more than 18 credit hours of combined
UG/Grad coursework for the semester
• M
ust not exceed the limit of 12 credit hours of total graduate
coursework allowed as an undergraduate
• Meet the course prerequisites
Students must submit the petition form to the Office of Graduate Studies no later than the last day to
add/drop for the semester and no sooner than the first day of registration. The form will be reviewed
and if approved, the student will be administratively added to the graduate level courses by the registrar’s office.
In order for the possible coursework to count towards the graduate degree students must:
• Earn a minimum grade of “B” in all graduate-level coursework,
• Apply for and be admitted to the graduate program
Permission to enroll in graduate course work is not a guarantee of graduate program admission. Students retain their undergraduate student status until they graduate with their Bachelor’s degree, apply
for, and are admitted to a graduate degree program.
Approved MME courses
A student can choose courses from a MME specific area of emphasis or any combinations of MME courses:
• MME courses (minimum 21 credit hours)
• MCE/MEM courses (maximum of nine credits combined)
Programs of study
Many program arrangements meeting the requirements for the Master of Mechanical Engineering
degree are possible. The following are listings for courses in the thermal/fluids area, the mechanics
area, and controls area.
Thermal/fluids emphasis
MME 520 Gas Turbine Power (3)
MME 525 Heating, Ventilating, and Air Conditioning (3)
MME 534 Solar Thermal Energy (3)
MME 535 Energy Systems (3)
MME 536 Thermal Design of Heat Exchangers (3)
MME 537 Computational Heat Transfer (3)
MME 547 Heat Transfer in Electronics (3)
MME 548 Advanced Convective Heat Transfer (3)
MME 560 Gas Dynamics (3)
MME 564 Flight Mechanics (3)
MME 580 Advanced Engineering Mathematics (3)
MME 590 Independent Study (1-3)
MME 595 Special Topics (3)
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MME 598 Advanced Design/Research Project (3) or
MME 599 Thesis (6)
Mechanics emphasis
MME 505 Structural Composites (3)
MME 506 Applied Elasticity and Advanced Mechanics of Solids (3)
MME 507 Structural Optimization (3)
MME 508 Principles of Fracture Mechanics (3)
MME 509 Advanced Strength of Materials (3)
MME 510 Vibration Theory (3)
MME 550 Computer-Aided Design (3)
MME 554 Robotics and Automation (3)
MME 580 Advanced Engineering Mathematics (3)
MME 590 Independent Study (1-3)
MME 595 Special Topics (3)
MME 598 Advanced Design/Research Project (3) or
MME 599 Thesis (6)
Controls emphasis
MME 570 Advanced Systems (3)
MME 571 Aerospace Systems (3)
MME 572 Digital Control (3)
MME 573 Non-linear Control Systems (3)
MME 574 Introduction to Random Processes (3)
MME 575 Estimation and Identification (3)
MME 595 Special Topics (3)
MME 598 Advanced Design/Research Project (3) or
MME 599 Thesis (6)
MASTER OF MECHANICAL ENGINEERING COURSES
Courses in the MME program are scheduled in accordance with enrollment numbers and demand.
Students may not take both the undergraduate and graduate versions of a class for credit. For example,
ME 420 and MME 520 may not both be taken for credit.
MME 504
Finite Element Analysis (3)
The course introduces the finite element method, its mathematical foundation, and its use in the
analysis of engineering systems and structures. The course covers finite element concepts including
mathematical/variational formulations, shape functions, two- and three-dimensional solids, stiffness
of truss, beam, and plate members, elements assembly, computer programming and convergence.
“ANSYS” and “COMSOL Multiphysics” finite element software packages will be used. Prerequisites:
GE 206, ME 305, or equivalent.
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MME 505 Structural Composites (3)
Macro-behavior of a lamina. Stress transfer of short fiber composites. Classical lamination theory,
static analysis of laminated plates, free-edge effect, failure modes. Prerequisites: ME 300 and ME 360,
or equivalent courses.
MME 506 Applied Elasticity and Advanced Mechanics of Solids (3)
Bars, beams, thin-walled structures, and simple continua in the elastic and inelastic range. Virtual
work approaches, elastic energy principles, plastic limit theorems, and creep deformation procedures.
Introduction to instability and fracture mechanics. Design applications. Prerequisites: GE 206 and ME
360, or equivalent courses.
MME 507 Structural Optimization (3)
Structural optimization via calculus of variations. Applying techniques of numerical optimization to
design trusses, frames, and composite laminates. Calculating the sensitivity of structural response.
Approximation and fast reanalysis techniques. Optimality criteria methods. Prerequisites: GE 206 and
ME 360, or equivalent courses.
MME 508 Principles of Fracture Mechanics (3)
Introduction to the mechanics of fracture of brittle and ductile materials. Linear elastic fracture mechanics, elastic-plastic fracture, fracture testing, numerical methods, composite materials, creep and
fatigue fracture. Prerequisites: GE 206 and ME 360, or equivalent courses.
MME 509 Advanced Strength of Materials (3)
Theories of stress and strain, stress-strain relations, inelastic material, symmetrical and unsymmetrical
bending, energy methods, shear center, curved beams, beams on elastic foundations, beam columns,
torsion of noncircular sections, thick walled cylinders, general and symmetric bending of straight
bars, curved beams, applications from several engineering disciplines. Prerequisite: Undergraduate
solid mechanics course.
MME 510
Vibration Theory (3)
Course deals with some limitations imposed on the design of dynamic systems due to vibrations.
Course covers single and multiple degree of freedom systems, free and forced vibrations, spectral
analysis of forcing functions and system response, vibration resonance and damping, wheel and rotor
balancing, vehicle suspension system design, protection of delicate and sensitive instruments from
environmental vibrations, design concepts in seismometers and accelerometers. Students conduct a
paper design of an instrument employing the principles of vibration theory, or resolve an actual vibration problem in a machine or equipment. This course covers the same topics as ME 410, however
a higher level of academic rigor, expectations and standards will be required. These course credits will
not count for students who have taken ME 410. Prerequisite: ME 370, or equivalent.
MEM 511
Smart Materials and Structures (3)
This course introduces students to the different types of smart materials and structures that are currently under research or used in the industry. Topics include Shape memory alloys, ferroelectric materials, piezoelectric materials and composites, pyroelectric materials, magnetostrictive materials,
electro-rheological and Magneto-rheological fluids and polymers, viscoelastic materials, active and
passive vibration damping techniques, and periodic structures. COMSOL Multiphysics software will
be used in modeling such materials and structures. Prerequisites: GE 206, ME 305, or equivalent.
MME 512 Aircraft Structures (3)
This course introduces students to the basics of aircraft structural analysis. Topics include Structur-
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al components of aircraft, materials used in aircraft industry, airworthiness, airframe loads, fatigue,
bending, shear and torsion of thin walled beams, structural idealization, and stress analysis of aircraft components. Commercial FEM software (ANSYS or COMSOL) will be used in modeling aircraft
components. Prerequisites: ME 300, ME 305, or equivalent
MME 519 Hydraulic Control Systems (3)
This course introduces fundamentals of hydraulic power transmission and controls at component and
system level. Fluid power transmission and controls are based on physical laws of fluid mechanics and
basic principles of control theory. Fundamentals: principles of hydraulic power transmission, fluid properties, fluid mechanics for hydraulic power transmission, electrohydraulic analogy, basic hydraulic parts
(pumps, valves, actuators), basic hydraulic circuits, flow and pressure control, motion control using resistance control, and hydraulic servo systems. Prereq: ME 308, Concurrent Prereq: ME 370 or equivalent
MME 520 Gas Turbine Power (3)
Course uses the fundamentals of fluid and gas dynamics, mechanics and thermodynamics of turbo-machinery for ground power plant and aircraft propulsion engine design. Engine cycles employing regenerative systems, dual cycles, and propulsion engines with multiple shafts and by-pass engines are studied
for optimizing thermodynamic cycles for specified applications. Engine compressors, turbines, ducts and
nozzles are sized to provide to obtain selected engine thermodynamic cycles. Axial and radial compressors and turbine design methods are covered. Methods of determining engine off-design performance
are covered for selected engine design point parameters. This course covers the same topics as ME 420,
however, a higher level of academic rigor, expectations and standard, will be required. This course will
not count for students who took ME 420. Prerequisites: MTH 322 and ME 341, or equivalent courses.
MME 525 Heating, Ventilating, and Air Conditioning (3)
Specific course goals are to demonstrate the basic application of the principles of thermodynamics and
heat transfer to air conditioning systems. Introduction of the theoretical basis for the design of air conditioning systems. Topics include indoor air quality, heat transmission in buildings, solar radiation,
space heating and cooling loads, energy calculations, and pumping. A project will be assigned. This
course covers the same topics as ME 425, however, a higher level of academic rigor, expectations and
standards will be required. This course will not count for students who took ME 425. Prerequisites: ME
341 and ME 347, or equivalent courses.
MME 526 Computational Fluid Dynamics (3)
This course provides an introduction to the scientific principles and applications of CFD. It first provides an understanding of the basic finite difference and finite volume numerical methods for solution
of the Navier-Stokes and Euler equations. Then, the course will turn to practical experience through the
use of commercial CFD codes in a number of analysis projects. Model problems are used to study the
interaction of physical processes with numerical techniques, including: model stability, grid generation,
boundary conditions, viscid flows, compressible flows, and turbulence models. Prereq: ME 308 or equiv.
MME 534 Automation, Production and CIM (3)
This course covers the use of automation in manufacturing systems, analysis of production systems, and
computer integrated manufacturing. Topics include industrial control systems, hardware for automation
and control, numerical control, industrial robotics, material handling and transportation, assembly lines,
cellular manufacturing, quality control and inspection technologies. Prerequisites: ME 300 or equivalent
MME 534 Solar Thermal Energy (3)
Solar radiation distribution, radiation characteristics of opaque surfaces, transmission through glazing, thermal analysis of flat plate and concentrating solar collectors, solar energy storage, solar wa-
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ter-heating, photovoltaic systems. This course covers the same topics as ME 434, however, a higher
level of academic rigor, expectations, and standards will be required. This course will not count for
students who took ME 434. Prerequisites: ME 341 and ME 347, or equivalent courses.
MME 535 Energy Systems (3)
Focus is on energy systems associated with electric power generation. Specific goals are to expose
the student to the various sources of energy, including renewable energy sources (solar and wind),
nuclear, geothermal, biomass, and fuel cells. Students will develop an understanding of basic energy
economics, environmental impact, and industrial risks. Relate the principles of thermodynamics and
heat transfer to the application of available energy resources and promote the concept of energy conservation through proper system design. This course covers the same topics as ME 435, however, a
higher level of academic rigor, expectations and standards will be required. This course will not count
for students who took ME 435. Prerequisites: ME 341 and ME 347, or equivalent courses.
MME 536 Thermal Design Of Heat Exchangers (3)
Classification of heat exchangers, design methods, single-phase convection correlations and two
phase-correlations, pressure drop calculations, fouling of heat exchangers. Study of various types of
heat exchangers: double pipe heat exchangers, shell-and-tube heat exchanger, compact heat exchangers, plate heat exchangers, condensers, and evaporators. This course covers the same topics as ME 436,
however, a higher level of academic rigor, expectations and standards will be required. This course will
not count for students who took ME 436. Prerequisite: ME 347 or equivalent.
MME 537
Computational Heat Transfer and Thermal Modeling (3)
Application of finite difference numerical methods to heat transfer from steady two dimensional heat
transfer to transient three dimensional (explicit and implicit methods). Computations and characterization for designs of thermal systems using commercial thermal software. Learn to build finite element
models: geometric modeling, elements and meshing, fields, materials and element properties, thermal/
fluid boundary conditions, groups, viewing, display. Learn to evaluate the models analysis set up, results
and plots. Applications to thermal engineering problems. Thermal engineering design projects assigned
will be modeled thermally using commercial thermal software. This course covers the same topics as
ME 437, however, a higher level of academic rigor, expectations and standard, will be required. This
course will not count for students who took ME 437. Prerequisite: ME 347, or equivalent.
MME 547 Heat Transfer In Electronics And Electronic Packaging (3)
Background on the materials used in the electronics manufacturing and their thermal properties.
Failures in electronics due to thermal reasons, contact resistance, and miniature heat pipes will be covered. Projects will be assigned. This course covers the same topics as ME 447, however, a higher level
of academic rigor, expectations and standards will be required. This course will not count for students
who took ME 447. Prerequisite: ME 347 or equivalent.
MME 548 Advanced Convective Heat Transfer (3)
Advanced convective heat transfer in laminar and turbulent flows over external surfaces and in internal flows. Influence of temperature dependent fluid properties. Prerequisite: ME 347 or equivalent.
MME 550 Computer-Aided Design (3)
After a brief introduction to the theory of finite element methods, students will learn how to use the
various modeling and simulation (finite element) tasks using FEA software. Selected problems in mechanical engineering will be modeled and analyzed with solutions compared to those obtained from
alternate methods. Problems such as stress concentrations, bending of plates, curved beams, torsion of
noncircular cross sections, buckling, optimization, and vibration analysis will be studied. Prerequisite:
enrollment in MME Program.
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MME 553 Automation, Production and CIM (3)
This course covers the use of automation in manufacturing systems, analysis of production systems, and
computer integrated manufacturing. Topics include industrial control systems, hardware for automation and control, numerical control, industrial robotics, material handling and transportation, assembly
lines, cellular manufacturing, quality control and inspection technologies. Prerequisites: ME 300
MME 554 Robotics and Automation (3)
Course will focus on digital control of the dynamics and kinematics of robots, robotic arms, remotely
piloted ground, undersea and airborne vehicles, six-degree of freedom simulation, Euler angles, quaternions and Jacobian mechanics. Course will include applications of linear matrix theory and design
case studies. This course covers the same topics as ME 454, however a higher level of academic rigor,
expectations and standards will be required. These course credits will not count for students who have
taken ME 454. Prerequisite: ME 470 or equivalent.
MME 560 Gas Dynamics (3)
Course covers compressible fluid dynamics employing continuity, momentum, and work and energy
principles together with the applications of the first and second laws of thermodynamics. These principles are used to develop the Rayleigh and Fanno Flows Equations, and Subsonic and Sonic flows
through variable-area ducts including normal shock phenomenon. Two-dimensional oblique shock
waves are studied including multiple shock systems in gas turbine engine inlet ducts, diffusers and
nozzles. The Prandtl-Meyer expansion principles are studied in external flows. This course covers the
same topics as ME 460, however, a higher level of academic rigor, expectations and standards will be
required. This course will not count for students who took ME 460. Prerequisites: MTH 322 and ME
340, or equivalent courses.
MME 564 Flight Mechanics (3)
Application of fluid mechanics and dynamics to flight. Aircraft lift, drag, propulsion, range, endurance, rate of climb, takeoff, landing, stability and control are discussed. Students learn to apply principles of dynamics and fluid mechanics to traditional flight problems of aircraft, such as its range, rate of
climb, stability and controllability. Emphasis will be on developing methods for use in design. Students
will demonstrate their ability to use these methods through team design problems. Safety of the flight
is emphasized. Application to aircraft design. This covers the same topics as ME 464, however, a higher
level of academic rigor, expectations and standards will be required. This course will not count for
students who took ME 464. Prerequisites: GE 206 and ME 308, or equivalent courses.
MME 568
Modeling and Simulation (3)
Analytical and numerical analysis of dynamic behavior of dynamical or mechanical systems via multibody modeling and simulation. Emphasis on understanding aspects of modeling and analysis process associated with real systems (spacecraft, automotive, etc.). Review of traditional dynamic analysis
methods (including Kane’s method). Comparison of the different formulations and their applicability
of computer simulation. Treatment of constraints, extraction of data from equations of motion, and
computational issues. Use of Autolev software. Prerequisites: GE 205, ME 305 or equivalent
MME 570
Advanced Control (3)
Advanced course in control system design and analysis. Students will design a control system using
computer software, analytical tools and graphic methods such as the Bode diagram, Nichols plot,
Nyquist plot or root locus technique. Students will be able to analyze their design in time domain,
frequency domain, s domain or z domain, if necessary. Introduction of control laws such as PI, PID
control, as well as compensation methods. Introduction to digital control systems. Transfer functions,
root locus method, analogous simulation of hydraulic, pneumatic and electrical systems are covered,
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as are applications to design of mechanical systems. This course covers the same topics as ME 470,
however, a higher level of academic rigor, expectations and standards will be required. This course will
not count for students who took ME 470. Prerequisite: ME 370, or equivalent.
MME 571
Aerospace Systems (3)
This course will familiarize the student with the analysis and design of aerospace systems including the
following subjects: guidance, control and navigation of aerospace vehicles, orbital and interplanetary
kinematics, inertial instruments, gyro dynamics, rocket propulsion, hypersonic vehicle design, global
positioning system. Prerequisite: ME 470 or equivalent.
MME 572 Digital Control (3)
This course will include the study of control sampled-data systems and z-transforms, frequency domain properties, sampling D/A and A/D conversion, controller design via discrete time equivalents,
direct methods, state feedback, and observers, quantization effects, LQR control and introduction to
LQG optimal control. Prerequisite: ME 470 or equivalent.
MME 573 Non-linear Control Systems (3)
This course will include a study of the calculus of variations for dynamical systems, definition of the
dynamic optimization problem, constraints and Lagrange multipliers, the Pontryagin principle, necessary conditions for optimization, the Hamilton-Jacobi-Bellman equation. Graphical and computational analysis techniques will be applied. Prerequisite: ME 470 or equivalent.
MME 574 Introduction to Random Processes (3)
This course will include the study of probability and random variables, ensemble averaging, probability density function, auto-.and cross-correlation functions, Brownian motion, Poisson process,
ergodicity, frequency domain analysis, auto- and cross-spectrum, transfer function. Fundamentals
of digital spectral analysis will be examined. Design applications in fluid mechanics, acoustics and
vibrations will be assigned. Prerequisites: ME 470 and MTH 357, or equivalent courses.
MME 575 Estimation and Identification (3)
This course will provide introduction to MIMO systems and fuzzy control theory, the fundamentals
of state estimation, probability and stochastic system theory, models with noise, Kalman-Bucy filters,
extended Kalman filters, and recursive estimation will be simulated digitally and evaluated. Prerequisites: ME 470 and MTH 353, or equivalent courses.
MME 576 Statistical Mechanics (3)
The course will introduce students to the concepts of statistical mechanics. Microscopic interactions
are connected to macroscopic thermodynamic system behavior. Topics include probability, the kinetic
theory of gases, Liouville’s theorem, conservation laws, the entropy of mixing, the microcanonical ensemble, the canonical ensemble, Hamiltonian mechanics, and an introduction to quantum mechanics.
Prerequisites: ME 315, ME 340, MTH 353 or equivalent
MME 580 Advanced Engineering Mathematics (3)
Ordinary differential equations including analytical, operational, and numerical methods of solutions
and with special functions generated as solutions of such equations. Also, boundary value problems,
vector analysis and partial differential equations are discussed. Prerequisites: MTH 271 and MTH 322,
or equivalent courses
MME 585
Advanced Biomechanical Engineering (3)
Course makes students aware of the various ways in which engineers can contribute in the field of
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medicine. Students are introduced to the mechanics of the human body’s physical movements and
are given an overview of physiology and anatomy as applicable to mechanics and kinematics of joints.
Focus is on sensory organs, mechanics of load-bearing, dynamics of human motion and the causes
and effects of the failures of joints. A major component is the design of engineering artifacts to assist in
motion and/or replace limbs. In addition, students design measurement techniques for assessing the
performance of sensory organs. This course covers the same topics as ME 385, however, a higher level
of academic rigor, expectations and standards will be required. This course will not count for students
who took ME 385. Prerequisite: enrollment in MME Program.
MME 590
Independent Study (1-3)
Prerequisites: Enrollment in MME Program, consent of instructor and approval of program director.
MME 595 Special Topics (3)
Selected topics in mechanical engineering. Offered on demand. Prerequisites: enrollment in MME
Program, consent of instructor and approval of program director.
MME 598 Advanced Design/Research Project (3)
Course is required of all students not writing a thesis. An independent or small team based comprehensive graduate-level design/research project in the student’s discipline of interest area, in consultation with faculty. A formal written report and oral presentation of the completed project is required.
Prerequisites: Completion of 18 semester hours in the MME Program, consent of instructor and approval of program director.
MME 599
Thesis (1-3)
Independent research in the student’s area of interest under supervision of faculty. Successful completion
of a final oral examination and successful defense of the thesis before a faculty panel is required. Students
may register for a maximum of three hours per semester. (A total of six semester hours are required.)
Prerequisites: enrollment in MME Program, consent of instructor and approval of program director.
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DIRECTORY
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DEANS
David Olwell (2015)
Dean, School of Engineering.
B.S. (1980), U.S. Military Academy
M.S. (1989), University of Minnesota
Ph.D (1994), University of Minnesota
Fr. Stephen Rowan (2015)
Interim Dean, College of Arts and Sciences.
B.A. (1966), Fairfield University
S.T.B (1968), St. Mary’s Seminary and Univ.
M.A. (1975), University of British Columbia
Ph.D (1985), University of British Columbia
Steve Siera (2003)
Interim Dean, College of Education and
Professional Psychology.
B.S. (1970), Maryville College
M.S. (1974), U. of Tennessee, Knoxville
Ph.D. (1984), New Mexico University.
Richard Beer (2010)
Dean, School of Business.
B.S. (1976), Technische Fachhochschule
Berlin; M.A. (1980), Wake Forest
University; M.S. (1983),
University of Minnesota;
Dr.-Eng. (1987),
Technische Fachhochschule Berlin.
FACULTY
Darrell Axtell (1988) Associate professor, chemistry. B.A. (1967), Linfield College; Ph.D. (1973),
Oregon State University.
Year following name indicates when faculty
member joined Saint Martin’s University
Kathleen Allen (2004) Professor, education. B.S.
(1985), Oregon State University; M.S. (1996),
Portland State University; Ed.D. (2004), George
Fox University.
Brian Barnes (2008) Associate professor, history. B.A. (2000), University of California, Santa
Barbara; M.Ed. (2001), University of California,
Santa Barbara; M.A. (2003), University of Washington; Ph.D. (2008), University of Washington.
Bonnie Amende (2007) Associate professor,
mathematics. B.S. (1994), University of Wyoming; M.S. (1997), University of Utah; Ph.D.
(2005), University of Oregon.
Todd Barosky (2012) Assistant Professor, English. B.A. (2003), The College of the Holy Cross;
Ph.D. (2010), The Graduate Center of the City
University of New York.
Olivia Archibald (2000) Professor, English. B.A.
(1971), Marshall University; M.A. (1973), Marshall University; Ph.D. (1998), University of Iowa.
Diane Bingaman (2010) Assistant Professor,
business. B.A. (1983) University of Mary Hardin;
M.Acc. (1999) Belmont University.
Gina Armer (2014) Visiting Assistant Professor.
B.A. (1978), University of Puget Sound; M.B.A.
(1988) Pacific Lutheran University; B.S. (2001)
Central Washington University; Ph.D. (2009)
University of Idaho-Moscow.
Jeff Birkenstein (2004) Professor, English. B.A.
(1994), University of California, Los Angeles;
M.A. (1996), California State University Long
Beach; M.A., (2002), University of Kentucky;
Ph.D. (2003), University of Kentucky.
Tiffany Artime (2013) Assistant Professor, psychology. B.A. (2005), Seattle Pacific University;
M.A. (2010), University of Missouri-St. Louis;
Ph.D. (2013), University of Missouri-St. Louis.
Robert Bode (2014) Assistant professor, biology.
B.S. (2005), Hope College; Ph.D. (2011), Cornell
University.
127
Shawn Duan (2014) Full Professor, mechanical
engineering. B.S. (1982), Kunmig University of Science and Technology; M.S. (1988), Tianjin University; Ph.D. (1999), Rensselaer Polytechnic Institute.
Darrell Born (2003) Associate professor, music. B.M. (1997), Biola University; M.M. (1999),
Wichita State University.
Floraliza Bornasal (2015) Assistant Professor,
engineering. B.S.CE. (2009), Saint Martin’s University; M.S. (2012), Oregon State University;
Ph.D. (2015), Oregon State University.
Godfrey Ellis (1988) Professor, counseling psychology. B.A. (1973), Brigham Young University;
M.S. (1975), Brigham Young University; Ph.D.
(1979), Washington State University.
Katie Bugyis (2015) Assistant Professor, religious studies. B.A. (2005), University of Notre
Dame; M.A.R. (2009), Yale Divinity School; Ph.D.
(2015), University of Notre Dame.
Diana Falco (2015) Associate professor, criminal justice. B.A. (2001), Niagara University; M.S.
(2002), Niagara University; Ph.D. (2008), Indiana
University of Pennsylvania.
Michael Butler (2008) Associate professor, psychology. B.S. (1996), University of Illinois–Champaign Urbana; M.A. (1999), American University;
M.A. (2001), Fordham University; Ph.D. (2006),
Fordham University.
Samuel Fox (2014) Assistant Professor, mechanical engineering. B.S. (1997), Oregon State University; M.S. (2006), University of Central Florida;
Ph.D. (2011), Oregon State University.
Wendy Fraser (2015) Assistant Professor, business.
B.A. (1991), Saint Martin’s College; M.S. (1994),
Chapman University; M.A. (1996), Chapman University; M.A. (2008), Fielding Graduate University;
Ph.D. (2010), Fielding Graduate University.
Rex Casillas (1987) Associate professor, history.
B.A. (1975), Western Washington University;
M.A. (1977), Western Washington University;
Ph.D. (1983), University of Utah.
Julia McCord Chavez (2011) Assistant professor, english. B.A. (1992), DePauw University; J.D. (1995), Indiana University School of
Law-Bloomington; M.A. (2001), University of
Wisconsin- Madison; Ph.D. (2008), University of
Wisconsin-Madison.
Irina Gendelman (2007) Associate professor,
communication. B.A. (1991), University of Michigan; M.A. (2002), University of Washington;
Ph.D. (2008), University of Washington.
Aaron Goings (2012) Assistant professor, history. B.A. (2002), Saint Martin’s University; M.A.
(2005), Central Washington University; Ph.D.
(2011), Simon Fraser University.
Huabin Chen (1994) Professor, education. B.Ed.
(1981), Shanghai Teachers’ University; M.Ed.
(1989), Idaho State University; Ph.D. (1994), Indiana University.
Heather Grob (2005) Associate professor, business. B.A. (1990), University of Denver; Ph.D.
(1998), University of Notre Dame.
Aaron Coby (2007) Associate professor, biology. B.S. (1995), Saint Xavier University; M.S.E.S.
(2000), Indiana University; M.P.A. (2000), Indiana University; Ph.D. (2005), Indiana University.
Diane Hamilton (2015) Assistant Professor,
nursing. B.S. (2000), University of Washington;
Ph.D. (2015), American Sentinel University.
Sonia De La Cruz (2015) Assistant Professor,
communications. B.A. (2002), San Francisco State
University; M.A. (2007), San Francisco State University; Ph.D. (2014), University of Oregon.
Scot Harrison (2001) Associate professor, library.
B.A. (1986), University of Massachusetts at Amherst; M.A. (1991), University of Texas at Austin;
M.L.I.S. (2001), University of Washington.
Tam Dinh (2012) Assistant professor, social
work. B.A. (1997) University of Washington;
M.S.W. (1998), University of Washington; Ph.D.
(2008), University of Southern California.
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Father Gerard Kirsch, O.S.B. (1970) Assistant
professor, history. B.A. (1965), Saint Martin’s College; M.A. (1970), University of Illinois.
Mary Jo Hartman (2005) Associate professor, biology. B.S. (1986), University of Iowa; M.S. (1994),
Western Washington University; Ph.D. (2003),
University of South Carolina.
Fumie Hashimoto (2000) Professor, education.
B.A. (1992), Eastern Oregon State College; M.Ed.
(1993), Heritage College; Ph.D. (1997), Washington State University.
Victor M. Kogan (1990) Professor, criminal justice, sociology. M.A. (1959), Kazakh State University; M.A. (1963), Kazakh State University; Ph.D.
(1985), Institute of State and Law of the USSR
Academy of Sciences.
Robert Hauhart (2006) Professor, criminal justice. B.S. (1972), Southern Illinois University;
A.M. (1973), Washington University; J.D. (1981),
University of Baltimore School of Law; Ph.D.
(1982), University of Virginia.
Nathalie Kuroiwa-Lewis (2007) Associate professor, English. B.A. (1992), College of St. Scholastica; M.A. (1995), State University of New York
at Albany; M.A. (1998), St. Cloud State University; Ph.D. (2007), University of Arizona.
Belinda Hill (1996) Associate professor, education. B.S. (1977), Clemson University; M.Ed.,
(1986), Saint Martin’s College; Ph.D. (1999), University of Washington.
Richard Langill (1986) Professor, political science.
B.A. (1960), California State University, Long Beach;
M.A. (1965), California State University, Long
Beach; Ph.D. (1976), The American University.
David Hlavsa (1989) Professor, theatre arts. B.A.
(1984), Princeton University; M.F.A. (1986), University of Washington.
Brother Boniface V. Lazzari, O.S.B. (1975) Associate professor, Spanish. B.A. (1967), Saint Martin’s College; M.A. (1973), Universidad Nacional
Autónoma de México; S.T.B. (1987), Universidad
Pontificia Comillas.
Parakh Hoon (2015) Visiting assistant professor,
political science. B.A. (1992), St. Stephens College; M.A. (1994), Jawaharlal Nehru University;
M.A. (1996) Brigham Young University; Ph.D.
(2005), University of Florida.
Dintie S. Mahamah (1984) Professor, civil engineering. B.S. (1977), University of Science and
Technology; M.S. (1980), Washington State University; Ph.D. (1984), Washington State University.
Pius Igharo (1996) Associate professor, civil engineering. B.S. (1963), Swarthmore College; M.S.
(1965), Columbia University; Ph.D. (1971), University of Pittsburgh.
Linda Maier (2013) Assistant professor, education. B.A. (1977), Calvin College; M.A. (1981),
Western Washington University; Ph.D. (2011),
University of Washington.
Isaac Jung (1991) Associate professor, mechanical engineering. B.S. (1974), Seoul National University; M.S. (1984), University of Florida; Ph.D.
(1991), University of Florida.
Joseph Mailhot (1986) Associate professor, mathematics. B.A. (1984), Western Washington University; M.S. (1986), Western Washington University.
Father Kilian J. Malvey, O.S.B. (1961) Professor,
religious studies and English. B.A. (1964), Saint
Martin’s College; M.A. (1970), Marquette University; D.Min. (1980), University of California, Berkeley; M.T.S. (1984), Boston Theological Institute.
Kaj Kayij-Wint (2014) Visiting assistant professor, psychology. B.A. (2005), Providence College;
M.A. (2011), Saint Martin’s University.
Louise Kaplan (2012) Associate professor, nursing. B.A. (1974), Simmons College; M.N. (1981),
University of Washington; Ph.D. (1992), Brandeis
University.
Angela McCaskill (2016) Assistant professor,
business. B.A. (1997), Hollins University; M.B.A.
(2003), Saint Martin’s University; M.A. (2014),
North Central University; Ph.D. (2012), North
Central University.
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Stephen Parker (2009) Assistant professor,
physics. B.A. (1991), Lawrence University; M.S.
(1993), University of Washington; Ph.D. (2001),
University of Washington.
Kathleen McKain (1993) Associate professor,
French. B.A. (1985), Pacific Lutheran University;
M.A. (1988), Middlebury College.
Stephen Mead (1986) Professor, English. B.A.
(1978), S.U.N.Y., Purchase; M.A. (1981), Indiana University; M.A. (1983), Indiana University;
Ph.D. (1986), Indiana University.
Cynthia Petersen (1993) Professor, education.
B.A. (1977), Pacific Lutheran University; M.A.
(1984), Pacific Lutheran University; Ed.D. (1989),
University of San Francisco.
Gregory Milligan (2002) Associate professor,
chemistry. B.S. (1983), University of Oregon;
Ph.D. (1990), University of Washington.
Rico Picone (2014) Assistant Professor, mechanical engineering. B.S. (2008), University of Nevada
in Las Vegas; M.S. (2010), University of Washington; Ph.D. (2014), University of Washington.
Riley Moore (2001) Associate professor, economics. B.S. (1987), University of Washington; M.B.A.
(1989), Mississippi State University; Ph.D. (1993),
Mississippi State University.
Katherine Porter (2000) Associate professor,
mathematics, B.S. (1983), Montana College of
Mineral Science and Technology; M.S. (1987),
University of Delaware; M.S. (1998), University of
Alabama in Huntsville; Ph.D. (1999), University
of Alabama in Huntsville.
Paul Nelson (2014) Visiting assistant professor,
education. B.S. (1959), Northern Illinois University; M.A. (1963), Northwestern University; Ed.D.
(1968), University of Illinois at Urbana-Champaign.
Elisabeth Power (2015) Visiting Associate Professor, business, B.S. (1997), Northern Michigan
University; M.S. (1998), Syracuse University;
M.B.A. (2013), Western Governors University.
Jeremy Newton (2011) Associate professor, psychology. B.S. (2000), University of Georgia; Ph.D.
(2010), University of California, Davis.
Leticia Nieto (1992) Professor, counseling psychology. B.A. (1981), George Fox College; M.A.
(1983), Azuza Pacific University; Psy.D. (1987),
Ryokan College.
Father David E. Pratt (2008) Assistant professor, philosophy. B.A. (1983), Dominican School
of Philosophy and Theology; M.Div. (1990), St.
Vladimir’s Orthodox Seminary; M.A. (1995),
Dominican School of Philosophy and Theology;
STL (2002), Jesuit School of Theology; Ph.D./STD
(2013), Katholieke University.
Margaret Olney (2005) Professor, biology. B.A.
(1992), Swarthmore College; Ph.D. (1999), Stanford University.
David Price (1994) Professor, sociology, and cultural anthropology. B.A. (1983), The Evergreen
State College; M.A. (1985), University of Chicago;
Ph.D. (1993), University of Florida.
Jamie Olson (2008) Associate professor, English. B.A. (2002), The College of Saint Scholastica; M.A. (2004), University of Michigan; Ph.D.
(2008), University of Michigan.
Eileen Reilich (1997) Associate professor, education. B.S. (1980), University of Idaho; M.Ed.
(1986), Washington State University; Ph.D.
(1999), Washington State University.
Carol Overdeep (2005) Associate professor,
mathematics. B.S. (1984), University of Puget
Sound; M.A. (1987), California State University-Fullerton; M.B.A. (1999), University of Rhode
Island; Ph.D. (2003), University of Rhode Island.
Father George J. Seidel, O.S.B. (1961) Professor,
philosophy. B.A. (1955), Saint Martin’s College;
M.A. (1960), University of Toronto; Ph.D. (1962),
University of Toronto.
Hannah Park (2016) Assistant professor, education. B.A. (2002), Keimyung University; M.A.
(2004), University of Texas; Ph.D. (2014), University of Texas.
130
Jill Walsh (2015) Assistant Professor. B.S. (1995),
California State University; M.S. (1998), University
of California; Ph.D. (2002), University of California.
Chun Kyung Seong (1995) Professor, civil engineering. B.S. (1970), Seoul National University;
M.S. (1975), Seoul National University; Ph.D.
(1983), Lehigh University.
Frank Washko (2014) Assistant Professor, mechanical engineering. B.S. (1994), M.S. (1995),
M.B.A. (2001), and Ph.D. (2003), Wayne State
University; J.D. (2007), Georgetown University.
Ekaterina “Katya” Shkurkin (1999) Professor,
community services, social work, and sociology. B.A. (1977), University of California; M.S.W.
(1979), Columbia University; Ph.D. (2005), California Coast University.
John Weiss (2013) Assistant professor, physics. B.A.
(1999), Carleton College; M.S. (2001), University of
Colorado; Ph.D. (2005), University of Colorado.
Michael Shohan (1988) Instructor, ESL Program
B.A. (1983), The Evergreen State College.
Ian Werrett (2006) Associate professor, religious
studies. B.A. (1996), Saint Martin’s College; M.A.
(2000), Trinity Western University; Ph.D. (2006),
University of St. Andrews.
Maureen Siera (2000) Associate professor, education. B.A. (1972), Maryville College; M.S. (1974),
The University of Tennessee, Knoxville; Ed.D.
(1989), Oklahoma State University, Stillwater.
Dan Windisch (1989) Professor, education. B.A.
(1970), Western Washington University; M.S.
(1974), Old Dominion University; Ed.D. (1983),
Washington State University.
Steve Siera (2003) Associate professor, education. B.S. (1970), Maryville College; M.S. (1974),
University of Tennessee, Knoxville; Ph.D. (1984),
New Mexico State University.
Teresa Winstead (2007) Assistant professor, sociology and cultural anthropology. B.A. (1994),
Augustana College; M.A. (2005), Indiana University; Ph.D. (2013), Indiana University.
Paul Slaboch (2012) Assistant professor, mechanical engineering. B.S. (2004), University of
Notre Dame; M.S. (2008), University of Notre
Dame; Ph.D. (2009), University of Notre Dame.
Peggy Zorn (1995) Associate professor, counseling psychology. B.A. (1978), San Diego State University; M.A. (1985), Human Relations Institute.
Arwyn Smalley (2008) Associate professor,
chemistry. B.S. (1998), Western Washington University; M.S. (2001), University of Oregon; Ph.D.
(2005), University of Oregon.
Blaine Snow (2000) Instructor, ESL program.
B.A. (1988), The Evergreen State College.
Sheila Steiner (2008) Professor, psychology. B.A.
(1988), Central Washington University; M.S.
(1990), Central Washington University; M.A.
(1993), University of California, Davis; Ph.D.
(1998), University of California, Davis.
Father Peter Tynan, O.S.B. (2005) Library archivist. B.S. (1992), University of Nebraska-Lincoln; M.A. (1999), Gonzaga University; M.L.I.S.
(2001), University of Wisconsin-Milwaukee;
M.A., M.Div. (2011), Mount Angel Seminary.
131
FACULTY AND STAFF EMERITI
Chris Allaire
Associate professor emeritus, civil engineering.
B.S. (1956), U.S. Military Academy; M.S. (1961),
Texas A & M University;
Norma Shelan
Professor emeritus, community services, sociology. B.A. (1970), University of Texas; M.S.W.
(1978), University of Washington.
James Harmon
Associate professor emeritus, civil engineering.
B.S. (1961), U.S. Military Academy; M.S. (1964),
Princeton University.
David R. Spangler
President emeritus. B.S. (1962), U.S. Military
Academy; M.S. (1966), University of Illinois;
Ph.D. (1977), University of Illinois.
Robert Harvie
Professor emeritus, criminal justice. B.S. (1962),
Washington State University; M.A. (1973), University of Illinois; J.D. (1972), University of Oregon.
Roger Snider
Associate professor, history, and political science.
B.A. (1967), The College of Idaho; M.A. (1969),
University of Idaho; Ph.D. (1975), University of
Idaho.
Carl A. Manning
Professor emeritus, physics, mathematics. B.S.
(1966), University of Illinois; M.S. (1969), University of Washington.
Donald Stout, Jr.
Associate professor, business. B.C.E. (1976), Auburn
University; M.E.M. (1997), Saint Martin’s College.
David W. Suter
Professor, religious studies. B.A. (1964), Davidson College; B.D. (1967), University of Chicago; M.A. (1970), University of Chicago; Ph.D.
(1977), University of Chicago.
Gloria Martin
Professor emeritus, English. B.S. (1964), Edinboro
State College; M.A. (1966), Purdue University;
Ph.D. (1982), University of Wisconsin, Madison.
Mary Lou Peltier
Professor emeritus, biology. B.A. (1965), Immaculate Heart College, Los Angeles; M.A. (1969),
Immaculate Heart College, Los Angeles.
Haldon Wilson
Professor emeritus, business. B.A. (1966), The
Citadel; M.P.A. (1978), University of Puget
Sound; M.B.A. (1980), University of Puget Sound.
Anthony de Sam Lazaro
Professor emeritus, engineering. B.S. (1963),
University of Madras, India; M.S. (1973), University of Moscow, Russia; M.Sc. (1978), University of Madras; Ph.D. (1989), University of Wales,
Cardiff, United Kingdom.
SAINT MARTIN’S ABBEY
Right Reverend Neal Roth, O.S.B.
Abbot
Brother Boniface V. Lazarri, O.S.B.
University Corporation Secretary
St. Martin’s University
Lacey, Washington
Father Justin McCreedy, O.S.B
Prior
St. Martin’s Abbey
Lacey, Washington
Brother Ramon Newell, O.S.B.
Subprior
132
BOARD OF TRUSTEES
Medrice Coluccio
CEO, Providence Health & Services
Olympia, Washington
Joseph S. William
Chair
Williams Group, LLC
Yelm, Washington Chair
Sister Joyce Cox, BVM
Director for Ecumenical/Interreligious Dialogue
Archdiocese of Seattle
Seattle, Washington
A. Richard Panowicz
Vice-chair
Retired
Olympia, Washington
Lori G. Drummond
CEO, Olympia Federal Savings
Olympia, Washington
Abbot Neal G. Roth, O.S.B., ’65,
Chancellor Abbot, St. Martin’s Abbey
Lacey, Washington
Daniel Dugaw, DO, HS ’68
Physician
Olympia, Washington
Roy F. Heynderickx, Ph.D., President
President, Saint Martin’s University
Lacey, Washington
Gerry Gallagher ’83
Vice President of Sales & Marketing
GM Nameplate
Seattle, Washington
Joseph Alongi HS ’62, ’64
Alongi Contracting
Olympia, Washington
Phillip Hall, CPA, CMA, ’91
Strader Hallett & Co., P.S.
Lacey, Washington
Kenneth W. Anderson
Broker/Owner
Coldwell Banker
Evergreen Olympic Realty, Inc.
Olympia, Washington
Br. Boniface V. Lazzari, O.S.B.
St. Martin’s Abbey
Lacey, Washington
Armandino A. Batali ’59
President/Owner, Armandino’s Salumi
Restaurant & Salumi Artisan Cured Meats
Seattle, Washington
Steve Leahy
Washington State Director
America’s Edge
Sammamish, Washington
Kathy Beecher
Human Resources (Retired)
Richland, Washington
Kathy Lombardo
Consultant
Olympia, Washington
Brian S. Charneski
President, L & E Bottling Company, Inc.
Olympia, Washington
Father Kilian Malvey, O.S.B. HS ’55, ’64
St. Martin’s Abbey
Lacey, Washington
Father Bede Classick, O.S.B.
Treasurer
St. Martin’s Abbey
Lacey, Washington
Matthew Marcus ’94
Marcus Real Estate Services
Olympia, Washington
133
Father Justin McCreedy, O.S.B.
St. Martin’s Abbey
Lacey, Washington
Richard A. Roney
Owner - Northwest Tax & Financial Services
Centralia, Washington
Terence R. Monaghan, PE, CEng., ’62
President, VECO Engineering Group (Retired)
Palm Desert, California
Olympia, Washington
Jay C. Rudd
Ophthalmologist, Clarus Eye Center
Lacey, Washington
C. Court Stanley
President, Port Blakely Companies’
Forest Business
Centralia, Washington
Kathleen C. O’Grady
President and Trustee
the O’Grady Foundation
New York, NY
Joseph S. Williams
Williams Group, LLC
Yelm, Washington
John O’Halloran
Rainier Investment Management (Retired)
Seattle, Washington
Br. Aelred Woodard, O.S.B.
St. Martin’s Abbey
Lacey, Washington
Katie Opitz
Lieutenant Colonel Army
Nursing Corp (Retired),
The Wave Car Wash (owner)
Lacey, WA
Cynthia S. Worth
Attorney at Law, LL.M.
Tumwater, Washington
Pat Rants
President/Co-CEO, The Rants Group
Olympia, Washington
TRUSTEE EMERITI
Kenneth J. Berchtold ’59
Northrop Grumman (Retired)
Los Angeles, California
Father Alfred J. Hulscher, O.S.B., ’51
St. Martin’s Abbey
Lacey, Washington
G. Michael Cronk HS ’61, ’64
Chairman and CEO of Purchasing Solutions, LLC
Oak Brook, Illinois
Harold Marcus, LHD ‘00
(Retired)
Olympia, Washington
Mary Gentry ’73
Attorney (Retired)
Olympia, Washington
134
UNIVERSITY ADMINISTRATION
Abbot Neal Roth, O.S.B.
Chancellor
Br. Boniface V. Lazzari, O.S.B.
Secretary of Corporation
Roy F. Heynderickx, Ph.D.
President
Cecilia Loveless
Vice President for Institutional Advancement
Molly E. Smith, Ph.D.
Provost and Vice President
for Academic Affairs
Melanie R. Richardson
Dean of Students
Pamela Holsinger-Fuchs, Ph.D
Dean of Enrollment
Father Bede Classick, O.S.B.
Treasurer
Josephine Yung
Vice President for International
Programs and Development
Genevieve Canceko Chan
Vice President for Marketing
and Communications
Susan Heltsley
Vice President of Finance
ADMINISTRATIVE OFFICES
University General Information
360-491-4700
FAX: 360-459-4124
Business, School of
Richard Beer, Ph.D., Dean
360-438-4512
[email protected]
Academic Affairs, Office of
Molly E. Smith, Ph.D., Provost and
Vice President for Academic Affairs
360-438-4310
Campus Life, Office of
Laurel Dube, Director
360-438-4577
[email protected]
Admissions, Office of
800-368-8803 / 360-438-4311
Alumni Relations, Office of
800-220-7722 / 360-486-8885
Campus Ministry, Office of
Jon Dwyer, Director
360-412-6152
[email protected]
Arts and Sciences, College of
Fr. Stephen Rowan, Interim Dean
360-438-4564
[email protected]
Career Center
Ann Adams, Associate Dean
360-486-8842
[email protected]
Athletics Department
Bob Grisham, Athletic Director
360-438-4305
[email protected]
Centralia College Extended Campus
Carol Jacobs, Program Manager
360-736-9391 ext. 414
[email protected]
135
Counseling and Wellness, Office of
Jan Berney, Director
360-438-4371
[email protected]
Human Resources, Office of
Cynthia Johnson, Director
360-486-8131
[email protected]
Disability Support Services, Office of
Geoff Brown, Coordinator
360-438-4580
TTY: 360-438-4556
[email protected]
Institutional Advancement, Office of
Cecilia Loveless, Vice President
360-438-4586
[email protected]
Education and Counseling
Psychology, College of
Steve Siera, Ph.D, Interim Dean
360-438-4333
[email protected]
Integrated Technology Services, Office of
Greg Davis, Associate Vice President
360-438-8772
[email protected]
Intercultural Initiatives, Office of
John Hopkins, Associate Dean
360-486-8847
[email protected]
Engineering, School of
David Olwell, Dean
360-438-4320
[email protected]
International Programs and
Development, Office of
Josephine Yung, Vice President
360-438-4375
[email protected]
Extended Campus-McChord Field
Mercedes Garrido, Campus Manager
253-584-3533
[email protected]
Joint Base Lewis-McChord (JBLM) Campus
Cruz Arroyo, Division Director
253-964-4688
[email protected]
Extended Learning Division (Joint Base
Lewis-McChord, Centralia College,
and Tacoma Community College)
Radana Dvorak, Ph.D., Dean
360-412-6141
[email protected]
Center for Student Learning,
Writing and Advising
Deborah Debow, Director
360-438-8880
[email protected]
Finance Office
Susan Heltsley, Vice President
360-438-4390
Financial Aid, Office of (Student
Financial Service Center)
Michael Grosso, Director
360-438-4463
[email protected]
Marketing and Communications, Office of
Genevieve Canceko Chan, Vice President
360-438-4332
[email protected]
O’Grady Library
Scot Harrison, Dean
360-486-8808
[email protected]
Graduate Studies, Office of
Steve Siera, Ph.D,. Interim Dean
360-412-6142
[email protected]
President, Office of the
Roy F. Heynderickx, Ph.D., President
360-438-4307
[email protected]
Housing and Residence Life, Office of
Timothy McClain, Director
360-412-6163
[email protected]
136
Public Safety, Office of
Howard Thronson, Director
360-486-8876
[email protected]
Student Affairs, Office of
Melanie Richardson, Dean of Students
360-438-4367
[email protected]
Registrar, Office of the
Cindy Tayag, Registrar
360-438-4456
[email protected]
Veteran’s Benefit Certification Official
Ronda Vandergriff, Assistant Registrar
360-438-4356
[email protected]
Student Financial Service Center
Debbie Long, Assistant Dean
360-438-4389
[email protected]
Website / www.stmartin.edu
Carl Lew, Web Manager
360-438-4461
[email protected]
SAINT MARTIN’S UNIVERSITY AND ABBEY
CITY HALL &
POLICE DEPT.
CAMPUS MAP
5000 ABBEY WAY SE • LACEY, WASHINGTON • 98503 • WWW.STMARTIN.EDU
LACEY TIMBERLINE
LIBRARY
ABBEY WAY SE
D
ABBEY WAY
FIELD
C
BARAN DRIVE
COLLEGE STREET
4
3
F
14
G
I
10
13
6
11
J
GRAND
STAIRCASE
K
7
M
8
H
SOFTBALL
FIELD
LJ
N
O
P
PAVILION WAY
Q
PACIFIC AVENUE (ONE WAY)
LACEY FIRE
DEPARTMENT
ENGINEERING LAB
ULEVARD
S
BARAN DRIVE
(ONE W
AY)
137
FATHER MEINRAD GAUL DRIVE
12
JAN HALLIDAY
’89 MEMORIAL
PLAZA
9
LACEY
BO
TRACK
AND SOCCER
FIELD
1
15
16
2
22
5
N
E
BASEBALL
FIELD
R
UNIVERSITY ADVANCEMENT OFFICES
BUILD
1. Old
2. Mo
3. Ab
4. Ly
5. Za
6. Ha
7. En
8. Tra
9. Ha
No
10. Ba
11. Bu
12. Ch
13. Kr
14. O’G
15. Spa
16. Par
22. ‘NE
PARKI
C. Un
D. Lyn
E. Lyn
F. O’G
G. Re
H. Par
per
I. Bar
per
J. Bu
per
K. Sof
per
M. Em
N. NE
O. SE
Q. Sou
R. Ov
S. Gra
LEGEND
BUILDINGS
PARKING
1. Old Main (Bookstore on 2nd floor)
2.Monastery
3. Abbey Church
4. Lynch Center (Abbey Guest House)
5. Zaverl Hall (Maintenance Building)
6. Harned Hall (Academic Building)
7. Engineering Annex
8. Trautman Student Union Building (TUB)
9.Hal and Inge Marcus Pavilion/
Norman Worthington Conference Center
10. Baran Hall (Residence)
11. Burton Hall (Residence)
12. Charneski Recreation Center
13. Kreielsheimer Hall (Arts Education)
14. O’Grady Library
15. Spangler Hall (Residence)
16. Parsons Hall (Residence)
22. ‘NEW’ Cebula Hall (Engineering)
C. University and Abbey visitor lot
D. Lynch employee lot–permit required
E. Lynch private guest lot
F. O’Grady Library lot–handicapped parking only
G. Reserved employee lot–permit required
H.Parsons Hall
(resident student lot)–permit required
I.Baran/Spangler Hall
(resident student lot)–permit required
J.Burton Hall
(resident student lot)–permit required
K.Softball
(resident student/student lot)–permit required
M. Employee lot–permit required
N. NE Pavilion lot–open parking
O. SE Pavilion lot–open parking
P. SW Pavilion employee lot
Q. South Pavilion lot–open parking
R. Overflow lot
S. Grand Staircase student lot–permit required
DIRECTIONS TO SAINT MARTIN’S
From Interstate-5 Northbound:
Take College St. exit #108. Turn right onto College Street.
From Interstate-5 Southbound:
Take Martin Way exit #109.
Turn right onto Martin Way.
Turn left onto College Street.
From College Street to Old Main Classroom
and Administration Building:
Proceed to 6th Avenue. Turn left on 6th Avenue.
Follow signs to Old Main and visitor parking.
From College Street to the Hal and Inge Marcus Pavilion
and Norman Worthington Conference Center:
Proceed to Lacey Boulevard; turn left. Proceed to Franz Street; turn left.
Proceed to Pacific Avenue; cross to the University entrance at
Father Meinrad Gaul Drive.
Follow signs to Pavilion and Conference Center.
138
APPENDIX A
Saint Martin’s core themes and associated objectives and outcomes (as of July 2012)
FAITH
Objectives and Outcomes
F1 Recognizes the role of faith as a basis for many actions/choices
a. Explains how choices and actions are made as a result of faith
b. Identifies the role of faith in personal life
F2 Understands that faith is the basis of the search for truth that incorporates interaction of value
commitments and reason
a. Recognizes spirituality as a personal value
b. Articulates the role of faith in the search for truth
c. Examines personal views based on the interaction of faith and reason
REASON
Objectives and Outcomes
R1 Comprehends central concepts and principles in respective academic majors and supporting areas
a. Explains the central concepts and principles in the discipline
b. Gives examples of specific instances illustrating concepts in the discipline
c. Generalizes the concepts in the discipline across specific situations
R2 Judges the adequacy with which conclusions are supported by data
a. Discerns the elements of rational argumentation in the discipline
b. Discriminates between supported and unsupported statements in the discipline
SERVICE
Objectives and Outcomes
S1 Responds to student needs and concerns
a. Expresses satisfaction with service through positive ratings
S2 Performs activities to assist organizations to serve the local and at-large Communities
a. Chooses to participate in events, activities, or organizations
S3 Helping others becomes a personal life commitment
a. Demonstrates commitment to a career of service (professionally or avocationally).
139
COMMUNITY
Objectives and Outcomes
C1 Shows concern with welfare of all constituencies
a. Participates in activities that meet needs and solve problems
b. Initiates activities to meet needs and solve problems
C2 Understands the essential interdependence of human beings in an environment.
a. Explains impacts of own or others’ actions on other members of the community
C3 Demonstrates appreciation for human diversity
a. Engages in competent practice in relating with diverse individuals
C4 Balances working independently with working collaboratively
a. Discriminates appropriate participation (independent versus collaborative)
b. Engages in effective task performance in appropriate modes
Information contained in this catalog is subject to change. Please consult
with the appropriate office with questions and/or concerns.
140
INDEX
-A-
Accounting, 56-60
Master of Business Administration
(MBA) program, 53-60
Abbey Church, 8, 138
Abbey, Saint Martin’s, 5, 7, 10, 132
Academic calendar, 6
Academic dishonesty, 36
Academic information, 34-50
Academic probation, 38
Academic suspension, 38
Academic values, 7-8
Accounting, 56-60
Accreditation, 4
Admission, 16-19
Application for, 16-17
Application for readmission, 45
Extended Learning Division, 19, 32-33
Graduate, 16-21
International students, 16
MAC, 62-63
MBA, 53-56
MCE, 102-104
MED, 74-76
MEM, 111
MIT, 74-75
MME, 116-117
Administration, University, 135
Administrative offices, 135-137
Advising, 12
Application for admission, 16-17
Applicants with military experience, 19
Application for degree, 39
Application for transfer admission, 46
Attendance, 35
-C-
“C” grades, transfer of, 42
Campus facilities, 8-10
Campus map, 137
Campus ministry, 11, 135
Campus dining services, 15
Career services, 11
Cebula Hall, 8-9, 138
Center for Learning, Writing
and Advising, 12
Change of grade, 43
Change of registration, 39
Cheating, 36-37
Civil Engineering, Master of, 102-110
Conduct, 14
Commencement, 35
Competency-based endorsements, 73, 83, 84
Computer Resource Center, 9
Core Themes, 7
Counseling and Wellness Center, 12, 136
Counseling Psychology, Master of Arts (MAC) program, 61-69
Course number classifications, 35
Curriculum Resource Center, 9
-D-
Degree requirements,
MAC, 65
MBA, 55
MCE, 103
MED, 76
MEM, 112
MIT, 86
MME, 117
Dining hall, 10
Dining services, 15
Directed study, 39
Directions to campus, 138
Directory, 126-138
Administrative offices, 135-137
-B-
Belltower, The, 13
Benedict of Nursia, 6
Benedictine Values, 7
Baran Hall, 27, 138
Burton Hall, 27, 138
Board of trustees, 133-134
Board refund, 31
Bon Appetit, 15, 31
Bookstore, 10, 138
Business, School of, 52-60
141
-F-
Board of trustees, 133-134
Deans, 127
Faculty, 127-131
Faculty and staff emeriti, 132
Saint Martin’s Abbey, 132
Disability Support Services, Office, 12
Facilities (campus), 8-10
Faculty, 127-131
Faculty and staff emeriti, 132
Family Educational Rights and Privacy Act
(FERPA), 40
Notification of rights, 40
Fee schedule, 28
Payment, 28-29
Registration fees, 28
Special fees, 28
Student services fees, 28
Filing a grievance about a grade, 43
Financial aid, 22-26
Applying for, 22
Eligibility requirements for, 22
Other means, 26
Satisfactory Academic Progress, 24-25
Student loans, 26
Types of, 22
Food service, 15
-E-
Education and Counseling
Psychology, College of, 60 Academic Policy, 72
Accreditation, 4, 61
Added endorsement options, 81
Admission to, 62
Application to, 62-63
Competency-based endorsements, 83-84
Conceptual framework, 70
Graduate degree options, 60-61
Post-baccalaureate Certification-only
option, 90
Program requirements, 65-67
Student teaching/internship, 89
Waiver and substitution option, 73
Endorsements, Washington State
competency-based requirements, 73
Endorsements offered, 73
Emeriti, faculty and staff, 132
Engineering, Hal and Inge Marcus
School of, 101-125
Master of Civil Engineering (MCE),
102-110
Master of Engineering Management
(MEM), 110-115
Master of Mechanical Engineering
(MME), 115-125
English as a Second Language (ESL), 74, 78
Equal opportunity statement, 5
Expenses, 27-31
Extended Learning Division, 32-33
Admission to, 19
Class loads, 33
Degree options, 32
Lacey campus students, 32
Registration, 32
Session dates, 32
Tuition refund policy, 33
Withdrawal policy, 33
-G-
GoArmyEd, 29, 30, 33
Grade point average, 42
Grades, 41-43
Grants (gift aid), 26
Grievance, process for filing, 43
Guiding principles, 71
-H-
Hal and Inge Marcus Pavilion, 14, 15, 138
Hal and Inge Marcus School of
Engineering, 101-125
Harned Hall, 9, 138
Health Center, 13
Health insurance, 28, 30
History of Saint Martin’s, 6
-I-
Incomplete, 41, 42
Request for, 42
Removal of, 42-43
Independent study, 44
International students, 12-13, 16, 18, 28
Application, 18
142
Health insurance for, 28
International Programs and
Development, Office of, 12-13, 28
Internships, 89
Insights, 13
Master in Teaching (MIT), 82-88
Admission to, 84
Application to, 84-85
Competency-based endorsements, 83
Courses, 91-100
Degree requirements, 86
Faculty, 82
Internship, 89
Non-thesis option, 90
Special Education Endorsement, 88-89
Thesis option, 89-90
Master of Civil Engineering (MCE)
program, 102-110
Admission to, 102
Application to, 102-103
Combined degree (BSCE/MCE)
program, 103-104
Courses, 106-110
Degree requirements, 103
Dual degrees (MCE/MEM), 104
Faculty, 102
Program preparation and
continuation, 103
Suggested programs of study, 105
Master of Engineering Management (MEM) program, 110-115
Admission to, 111
Application to, 111-112
Courses, 113-115
Degree requirements, 112
Dual degrees (MCE/MEM), 112-113
Faculty, 110
Program requirements, 113
Master of Mechanical Engineering
(MME), 115-125
Admission to, 116
Application to, 116-117
Courses, 119-125
Degree requirements, 117
Faculty, 115
Program Preparation and
continuation, 117
Programs of study, 118
Military applicants, 19
Mission statement, 5
Mukogawa Women’s University, 6
Multimedia Center, 9
-J-
Joint Base Lewis-McChord, 19, 32, 36, 75, 85, 136
-K-
Kreielsheimer Hall, 138
-L-
Lacey campus students (extension
students), 32
Late validation, 44
Loans, student, 26
Location of Saint Martin’s, 8, 138
-M-
Martin of Tours, 6-7
Master of Arts in Counseling Psychology (MAC) program, 61-69
Admission to, 62
Application to, 62-63
Courses, 67-69
Degree requirements, 65
Faculty, 61
Program requirements, 65-67
Master of Business Administration (MBA) program, 53-60
Accounting, 56-60
Admission to, 53
Application to, 53-54
Calendar, 54
Class locations, 54
Courses, 56-60
Degree requirements, 55
Registration, 54
Master of Education (MED), 73-82
Admission to, 74
Application to, 75-76
Courses, 91-100
Degree requirements, 76
Faculty, 73
Strand areas, 74
Thesis option, 80
143
-N-
Spangler Hall, 27, 138
Special fees, 28
Split-level course requirements, 91
St. Gertrude Dining Hall, 10
Student affairs, 110, 137
Student conduct, 14
Student Health Center, 13
Student health insurance, 30
Student loans, 22-23
Student responsibility, 36
Student Right to Know Act, 45
Student services fees, 28
Student teaching, 89
Suspension, 38
Norman Worthington Conference
Center, 15, 138
-O-
O’Grady Library, 9, 10, 136, 138
Old Main, 9, 10, 138
-P-
Parsons Hall, 9, 27, 138
Pass/no pass grades, 42
Payment of fees, 28-29
Plagiarism, 36-37
Policies and procedures, 36-50
Post 9/11 GI Bill, 19 Property loss or damage, 29
Publications, 13
-T-
Track and field facility, 14
Transcripts, 45-46
Transfer “C” grades, 42
Transfer credit, 46
Trautman Student Union Building, 10, 138
Tuition rates, 27
Tuition refunds, 30
-R-
Readmission, returning students, 18
Refund policy, 29-33
Action required, 29
Board refund, 31
Calculations and appeals, 30
Non-refundable payments, 30
Room and Damage Deposit, 31
Room refund, 31
Tuition, 30
Withdrawal dates, 30
Registration, 44
Removal of incomplete grade, 42-43
Repeating courses, 44
Request for an incomplete grade, 42
Residence charges, 27
Residence life, 15-16
-V-
Veterans, 19, 33, 46
Veterans Administration, vocational
rehabilitation applicants, 19
-W-
Washington State competency-based
endorsement requirements, 73
Withdrawal, 29, 33, 41, 46-47
-Y-
Yellow Ribbon Program, 19
-S-
-Z-
Saint Benedict of Nursia, 6
Saint Martin of Tours, 6-7
Saint Martin’s Abbey, 5, 7, 10, 132
Satisfactory Academic Progress (SAP), 24-26
Scholarships, 26
Semester system, 6
Secondary education, 25, 32, 83, 86
Zaverl Hall, 10, 138
144
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