jackson state university ® - undergraduate catalog

jackson state university®

undergraduate

catalog

jsums.edu

JACKSON STATE UNIVERSITY

U N D E R G R A D U A T E C A T A L O G

Jackson State University Volume MMXXI

All statements in this catalog are announcements of present policies only and are subject to change at any

time by proper authority without prior notice.

Jackson State University is an equal opportunity employer and all qualified applicants will receive consideration for

employment without regard to race, color, religion, sex, age, national origin, disability status, protected veteran status,

or any other characteristic protected by law.

Jackson State University is accredited by the Southern Association of Colleges and Schools Commission on

Colleges to award baccalaureate, masters, specialists, and doctorate degrees. Contact the Southern

Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia

30033-4097 or call 404-679-4500 for questions about the accreditation of Jackson State University.

The official mailing address for the University is as follows:

1400 John R. Lynch Street

Jackson, Mississippi 39217

Telephone: (601) 979-2121

www.jsums.edu

Books and Supplies

JSU Campus Store, JSU Student Center, First Floor

(601) 979-2021

https://www.bkstr.com/jacksonstatestore

Career Services Center

Placement Office, Jacob L. Reddix Building, First Floor

(601) 979-2477

https://www.jsums.edu/careers/

JSU Online

Jackson State University 101 Building, Downtown Jackson, 5

floor

https://www.jsums.edu/new-jsuonline/

jsuonline@jsums.edu

Financial Aid

Financial Aid, B.F. Roberts Hall, First Floor

1-866-THEEJSU (843-3578)

https://www.jsums.edu/financialaid/

finaid@jsums.edu

Food Services

Campus Dining, JSU Student Center, First Floor (601) 979-0440

https://jsums.sodexomyway.com/

Honors College

Charles F. Moore Building, First Floor (601) 979-2107

https://www.jsums.edu/honorscollege/

Identification

ID Center Building (601) 979-2407

https://www.jsums.edu/campuspolice/id-center/

Health Services/On Campus Medical Attention

Health Services Center Building (601) 979-2260

https://www.jsums.edu/healthservices/

healths[email protected]

International Programs

JSU Global, C.F. Moore Building, 3

Floor (601) 979-1611

https://www.jsums.edu/global/

International@jsums.edu

Intramural Sports

34 Walter Payton Drive, Jackson, MS 39217 (601) 979-1368

http://websites.one.jsums.edu/recplex/index.php/competitive-sports/im-sports/

WPC@jsums.edu

Latasha Norman Center for Counseling Services

JSU Student Center, Second Floor

(601) 979-0374

https://www.jsums.edu/latashanormancenter/

latashanormancent[email protected]

Library (Main Campus)

H.T. Sampson Library (601) 979-2123

DIRECTORY

UNIVERSITY ADMINISTRATION

Office of the President

H. P. Jacobs Administration Tower, Ninth Floor (601) 979-2323

https://www.jsums.edu/president2/

president@jsums.edu

Division of Academic Affairs

H.P Jacobs Administration Tower, Seventh Floor (601) 979-2244

https://www.jsums.edu/academicaffairs/

academics@jsums.edu

Division of Business and Finance

H. P. Jacobs Administration Tower, Fifth Floor (601) 979-3060

https://www.jsums.edu/businessfinance2/

Division of Institutional Advancement

H. P. Jacobs Administration Tower, Third Floor (601) 979-2282

https://www.jsums.edu/institutionaladvancement2/

Division of Information Technology

Mississippi e-Center, Second Floor (601) 979-4299

https://www.jsums.edu/informationtechnology2/

Division of Intercollegiate Athletics

Lee E. Williams Athletics and Assembly Center

(601) 979-2291

https://gojsutigers.com/index.aspx

Division of Research and Economic Development

H.P. Jacobs Administration Tower, Sixth Floor (601) 979-2931

https://www.jsums.edu/research/contact-us/

Division of Student Affairs

JSU Student Center, Third Floor

(601) 979-2241

https://www.jsums.edu/studentlife/

studentaffairs@jsums.edu

General Counsel

H.P. Jacobs Administration Tower, Eighth Floor (601) 979-3950

https://www.jsums.edu/counsel/

generalcounsel@jsums.edu

COLLEGES AND DIVISIONS

Division of Graduate Studies

H. P. Jacobs Administration Tower, First Floor (601) 979-2455

https://www.jsums.edu/graduateschool/

graduate@jsums.edu

College of Business

College of Business Building

(601) 979-2411

https://www.jsums.edu/business/

collegeofbusiness@jsums.edu

College of Education and Human Development

Joseph H. Jackson Building

(601) 979-2433

https://www.jsums.edu/education/

College of Health Sciences –

“A Council on Education for Public Health (CEPH) accredited School of Public Health”

Jackson Medical Mall (601) 979-6387

https://www.jsums.edu/chs/

College of Science, Engineering and Technology

Engineering Building (601) 979-2153

https://www.jsums.edu/cset2/

cset@jsums.edu

College of Liberal Arts

Dollye M.E. Robinson Building (601) 979-7036

https://www.jsums.edu/liberalarts/

WHERE TO GO FOR INFORMATION AND ASSISTANCE:

Admissions and Recruitment

Undergraduate Admissions and Recruitment

B.F. Roberts Hall, Second Floor

1-866-THEEJSU (843-3578)

https://www.jsums.edu/admissions/

futuretiger[email protected]

Disability Services & ADA Compliance

Support Services for Student and Employees and Disabilities

JSU Student Center, Second Floor (601) 979-3704

https://www.jsums.edu/disability/

adaservices@jsums.edu

Alumni and Constituency Relations

Jackson State University 101 Building, Downtown Jackson, 1

floor

(601) 979-2281

https://www.jsums.edu/alumni/

JSU Ticket Office

Mississippi Veterans Memorial Stadium

(601) 979-2420

https://gojsutigers.com/news/2021/5/9/fall-2021-football-season-tickets-on-sale.aspx

jsuticketoffice@jsums.edu

Emergencies, Automobile Registration, Lost and Found, and Parking Violations

Department of Public Safety, Public Safety Building (601) 979-2580

https://www.jsums.edu/campuspolice/

https://sampson.jsums.edu/screens/OPAC.html

Student Organizations

The Center for Student Engagement and Leadership, JSU Student Center, Second Floor, Rm

#2124 (601) 979-3308

https://www.jsums.edu/studentlife/student-organizations/

jsuengage@jsums.edu

Payment of Tuition and Fees

Financial Services, B.F. Roberts Hall, Second Floor

1-866-THEEJSU (843-3578)

https://www.jsums.edu/finance/businessoffice/bursar/

bursarcares@jsums.edu

Postal Services

Jacob L. Reddix Building, First Floor (601) 979-2031

https://www.jsums.edu/postalservices/

[email protected]

Registration

Registrar and Records, B.F. Roberts Hall, Second Floor 1-866-THEEJSU (843-3578)

https://www.jsums.edu/registrar/

registrar@jsums.edu

Residential Life

Student Housing, Campbell College Suites North

(601) 979-2326

https://www.jsums.edu/housing/

housinginfo@jsums.edu

ROTC (Military Science)

Dollye M. E. Robinson Bldg., Fourth Floor

(601) 979-2175

https://www.jsums.edu/arotc/

armyrotc@jsums.edu

AFROTC (Aerospace Science)

J.Y. Woodard Building

https://www.jsums.edu/afrotc/

afrotc@jsums.edu

Student Government Association (SGA)

JSU Student Center, Second Floor (601) 979-0235

https://www.jsums.edu/studentlife/student-government-association/

Student Conduct

Dean of Students, JSU Student Center, Third Floor (601) 979-2329

https://www.jsums.edu/studentlife/avp-dsl/

deanofstude[email protected]

Student Teaching

College of Education and Human Development

Joseph H.

Jackson Building, First Floor, Room 103A (601) 979-2335

https://www.jsums.edu/teacherquality/

teacherquality@jsums.edu

Student Newspaper (Blue & White Flash)

Student Publications, MS e-Center@JSU, First Floor (601) 979-2167/8674

https://www.jsums.edu/sjms/media-outlets/

journalism[email protected]

theflash@jsums.edu

Campus Tours

JSU Undergraduate Admissions and Recruitment

B.F. Roberts Hall, Second Floor

1-866-THEEJSU (843-3578)

https://futuretiger.jsums.edu/tourpicker.asp

futuretigers@jsums.edu

Veteran and Military Student Support Center

Jacob L. Reddix Building, 3rd Floor (601) 979-1365

https://www.jsums.edu/veteranscenter/

jsuveter[email protected]

BACKGROUND INFORMATION

THE UNIVERSITY

Jackson State University, a coeducational institution, is supported by the State of

Mississippi. It is controlled by the Mississippi Board of Trustees of State Institutions of

Higher Learning, appointed by the governor. The University is supported by legislative

appropriations supplemented by student fees and federal and private grants.

Jackson State University is located in Jackson, Mississippi, the capital and largest city of the

state. Jackson State University has a distinguished history, rich in the tradition of educating

young men and women for leadership, having undergone seven name changes as it grew

and developed. Founded as Natchez Seminary in 1877 by the American Baptist Home

Mission Society of New York, the school was established in Natchez, Mississippi

“

for the

moral, religious and intellectual improvement of Christian leaders of the colored people of

Mississippi and the neighboring states.

”

In November 1882, the school was moved to

Jackson, MS; in March 1899, the curriculum was expanded and the name was changed to

Jackson College.

The state assumed support of the college in 1940, assigning to it the mission of training

teachers. Subsequently, between 1953 and 1956, the curriculum was expanded to include

a graduate program and bachelor

’

s programs in the arts and sciences; the name was then

changed to Jackson State College in 1956. Further expansion of the curriculum and a

notable building program preceded the elevation of Jackson State College to university

status on March 15, 1974. In 1979, Jackson State University, a public, coeducational

institution, is supported by legislative appropriations supplemented by student fees and

federal and private grants.

JACKSON STATE UNIVERSITY PRESIDENTS

1877-1894: Dr. Charles Ayer

1894-1911: Dr. Luther G. Barrett

1911-1927: Dr. Zachary T. Hubert

1927-1940: Dr. B. Baldwin Dansby

1940-1967: Dr. Jacob L. Reddix

1967-1984: Dr. John A. Peoples, Jr.

1984-1991: Dr. James A. Hefner

1991-1992: Dr. Herman B. Smith (interim)

1992-1999: Dr. James E. Lyons, Sr.

1999-2000: Dr. Bettye Ward Fletcher (interim)

2000-2010: Ronald Mason, Jr., Esq.

2010-2011: Dr. Leslie Burl McLemore (interim)

2011-2016: Dr. Carolyn W. Meyers

2017: Dr. Rod Paige (interim)

2017-2020: Dr. William B. Bynum, Jr.

2020-present: Thomas K. Hudson, Esq.

VISION STATEMENT

Building on its historic mission of empowering diverse students to become leaders, Jackson

State University will become recognized as a challenging, yet nurturing, state-of-the-art

technologically-infused intellectual community. Students and faculty will engage in creative

research, participate in interdisciplinary and multi- instructional/organizational collaborative

learning teams and serve the global community.

MISSION STATEMENT

The mission of Jackson State University, an HBCU and comprehensive urban research

university, is to provide quality teaching, research and service at the baccalaureate, masters,

specialist, and doctoral levels to diverse populations of students and communities using various

modalities to ensure that they are technologically-advanced, ethical, global leaders who think

critically and can address societal problems and compete effectively.

ACCREDITATIONS

Jackson State University is accredited by the Southern Association of Colleges and Schools

Commission on Colleges to award baccalaureate, masters, specialists, and doctorate

degrees. Contact the Southern Association of Colleges and Schools Commission on

Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for

questions about the accreditation of Jackson State University.

Specific programs are accredited by the following agencies:

 Accreditation Board for Engineering and Technology (ABET)

• The Association to Advance Collegiate Schools of Business (AACSB)

• American Chemical Society (ACS)

• American Psychological Association (APA)

• Association of Technology, Management, and Applied Engineering (ATMAE)

• Computing Accreditation Commission

• Council for the Accreditation of Educator Preparation (CAEP)

• Council on Academic Accreditation in Audiology and Speech Language Pathology (CAA)

• Council on Education for Public Health (CEPH)

• Council on Social Work Education (CSWE)

• Counseling for Accreditation of Counseling and Related Educational Programs (CACREP)

• National Association of Schools of Art and Design (NASAD)

• National Association of Schools of Music (NASM)

• Network of International Business

• Network of Schools of Public Policy, Affairs, and Administration (NASPAA)

• Planning Accreditation Board (PAB)

PROFESSIONAL LICENSURE

State Authorization

Jackson State University participates in the State Authorization Reciprocity Agreement (SARA), a

voluntary agreement among its member states and U.S. territories that establishes comparable

national standards for interstate offering of postsecondary distance-education courses and

programs. As a member of the National Council for State Authorization Reciprocity Agreements

(NC-SARA), Jackson State University is authorized to provide online programs and courses to

students who reside in a state other than Mississippi. It is intended to make it easier for

students to take online courses offered by postsecondary institutions based in another state.

Professional Licensure

Professional licensure/certification requirements vary from state to state, which may affect a

student’s ability to apply for a professional license/certification upon completing the program.

The U.S. Department of Education regulation, 34 CFR 668.43 (a) (5) (v), requires an institution

to disclose whether the program will fulfill educational requirements for licensure or

certification for each state. SARA approval does not extend to programs that lead to

professional licensure.

 Student’s Responsibility: Students who reside in a state other than Mississippi must

review the professional licensure disclosures pertaining to the academic program and

consult with the state professional licensing board. It is the applicant’s responsibility to

contact the appropriate licensing board in their home state to confirm whether or not

the Jackson State University degree program will meet the state’s licensure

requirements.

 Relocation: Students who consider relocating to another state, while enrolled in a

course or program at Jackson State University, should consult with an academic advisor

and the state professional licensing board to discuss licensure requirements.

Transferring to a state that is not a member of NC-SARA may affect disbursements of

federal financial aid. See NC-SARA portal page – https://www.nc-sara.org/state-portal-

entity-contacts

 International Students: Prospective students living and/or working outside of the United

States should consult with the appropriate certifying agency to determine if successful

completion of any degree program at JSU will meet credentialing requirements of the

country in which they intend to seek employment, as to certain types of employment or

for advanced/specialized educational programs.

EXPECTED EDUCATIONAL OUTCOMES

JSU’s mission is to provide quality teaching, research and service at the baccalaureate, masters

and doctoral levels to diverse populations of students and communities using various

modalities to ensure that they are technologically-advanced, ethical, global leaders who think

critically; and can address societal problems and compete effectively. The University’s mission

fully informs the Expected Educational Outcomes that the institution views as vital and essential

to the competitive advantage of its students. The educational results that JSU expects of its

students are listed below:

 the ability to communicate effectively through both oral and written expression [oral and

written communication];

 the ability to demonstrate competence and creativity in a discipline for the purpose of

obtaining and maintaining rewarding employment, and/or engaging in entrepreneurial

activities [entrepreneurship];

 the ability to analyze, synthesize, and evaluate ideas and data using logic and quantitative

reasoning [mathematics and analytical reasoning];

 a familiarity with, and the ability to effectively use current and appropriate technology

[application of technology];

 a social consciousness which will enable one to think critically and responsibly about moral,

social, economic, health, cultural, technological, and political issues and to contribute to the

improvement of society [critical thinking];

 the achievement of a level of social maturity which will empower one to exercise good

human relations skills, informed decision making, motivation, and persistence [decision-

making skills];

 a knowledge and recognition of the value of one’s own ethnic and cultural heritage, and of

the similarities and differences inherent in a multicultural society [diversity]; and

 a demonstration of leadership and professionalism through the pursuit of research and

educational experiences required in one’s chosen career [leadership].

The Expected Educational Outcomes are the Institution’s expectation of its students across the

full educational experience.

GENERAL EDUCATION OUTCOMES

Embedded in the Institution’s Expected Educational Outcomes are three Educational Outcomes

that are specific to General Education (known as the General Educational Outcomes). These

outcomes are:

 Communication: the ability to communicate effectively through both oral and written

expression

 Mathematics and Analytical Reasoning: the ability to analyze, synthesize, and evaluate ideas

and data using logic and quantitative reasoning

 Critical Thinking: the ability to think critically and responsibly about moral, social, economic,

health, cultural, technological, and political issues and to contribute to the improvement of

society

Technology is integrated throughout the general education curriculum so that each of these

General Education Outcomes are targeted using technology including computers, a Learning

Management System (i.e., Canvas), digital content, and other digital tools.

ADMISSIONS, TUITION, AND FINANCIAL AID

ADMISSION TO THE UNIVERSITY

FRESHMAN ADMISSIONS PROCEDURES

FRESHMAN ADMISSION REQUIREMENTS

DUAL ENROLLMENT

ADMISSION OF TRANSFER STUDENTS

TRANSFER OF CREDITS

TRANSIENT NON-DEGREE STUDENT

INTERNATIONAL STUDENT ADMISSIONS

NON-DEGREE STUDENT ADMISSION

SECOND BACCALAUREATE DEGREE

READMISSION

APPEAL PROCEDURE FOR DENIED ADMISSION

CREDIT BY COLLEGE LEVEL EXAMINIATION PROGRAM (CLEP)

ADVANCED PLACEMENT

INTERNATIONAL BACCALAUREATE

REJECTION OF APPLICATION

RESIDENCE REQUIREMENTS

CREDIT FOR EDUCATIONAL EXPERIENCES IN THE ARMED SERVICES

TUITION, EXPENSES, AND FEES

FINANCIAL AID

SCHOLARSHIPS

ADMISSION TO THE UNIVERSITY

Admission to Jackson State University is administered in accordance with the policies

established by the Board of Trustees, State of Mississippi Institutions of Higher Learning

(IHL), and by the Jackson State University Admissions and Credits Committee.

Admission decisions are made as applications and supporting documents are received;

therefore, early application is encouraged. Information submitted to Jackson State

University must be true and accurate. The withholding of pertinent information or the

submission of false information may result in denial of admission or in dismissal. The

University reserves the right to deny admission to any applicant and to forbid any

previously admitted student

continued enrollment.

Jackson State complies with all applicable laws regarding affirmative action and equal

opportunity in all its activities and programs and does not discriminate against anyone

protected by law because of age, color, national origin, race, religion, sex, handicap, or

veteran status. The University welcomes applications from all individuals whose

preparation and abilities give them a reasonable chance of success in programs offered by

the University.

Questions regarding admission should be directed to:

Undergraduate Admissions & Recruitment

JSU Box 17330

Jackson State University

Jackson, Mississippi 39217

1-866-THEEJSU/843-3578. https://www.jsums.edu/admissions2/

FRESHMAN ADMISSIONS PROCEDURES

How to Apply

To apply for freshman admission an applicant must submit the following to

Undergraduate Admissions & Recruitment:

1. APPLICATION –

A completed application

2. TRANSCRIPTS

– Prospective students should request that their high school send an

official six-or seven-semester transcript to Undergraduate Admissions & Recruitment.

Final transcripts are not accepted from students. The following high school course

units are required and must be listed on the transcript:

HIGH SCHOOL COURSE REQUIREMENTS FALL 2021, SPRING 2022,

SUMMER 2022

(College Preparatory Curriculum)

SUBJECT

CARNEGIE

UNITS

CONTENTS & REMARKS

English

All must have substantial writing communication skills (i.e. reading, writing,

listening, and speaking.) Compensatory Reading and Compensatory Writing

may not be included.

Mathematics

Algebra I or its equivalent

Math higher than Algebra

(2 units)

Science

Biology I or its equivalent

Science higher than Biology

(2 units)

Social Studies

U.S. History World History

U.S. Government (1/2 unit) Economics (1/2

unit) or Introduction to World Geography

(1/2 unit)

Arts

Includes anyone Carnegie unit (or two 1/2 units) of visual and performing

arts course(s) meeting the requirements for high school graduation.

Advanced Electives

Option 1:

Foreign Language I and Foreign Language II

Option 2:

Foreign Language I and Advanced World Geography

Option 3:

Any combination of English, Mathematics higher than

Algebra I, Science higher than Biology I, Advance Elective category, and

AP course, any IB course

Computer

Application

1/2

A course that emphasizes the use of technology as a productivity tool.

Instruction should include utilizing various forms of technology to create,

collaborate, organize and publish information. The application of

technology as a productivity tool, rather than specific hardware and/or

software packages should be the focus of the course.

Pre-High School

Units

Courses taken prior to high school will be accepted for admission provided the

course earns Carnegie credit and the content is the same as the high school

course.

Substitutions

Advanced Placement (AP) and International Baccalaureate (IB) courses can

be substituted for each requirement in the College Preparatory Curriculum.

Course Acceptance

A course may not be used to satisfy more than one requirement.

TOTAL

16.5

HIGH SCHOOL COURSE REQUIREMENTS BEGINNING WITH STUDENTS

ENTERING IN FALL 2022

(College Preparatory Curriculum)

SUBJECT

CARNEGIE

UNITS

CONTENTS & REMARKS

English

Units must require substantial communications skills (i.e. reading, writing,

listening, and speaking). Compensatory Reading and compensatory writing

may not be included.

Mathematics

Algebra I or its equivalent

Math higher than Algebra

(2 units)

Science

Biology I or its equivalent

Science higher than Biology

(2 units)

Social Studies

3 1/2

Units must include integrated courses of social sciences and humanities

promoting civic competence

Arts

Includes anyone Carnegie unit (or two 1/2 units) of visual and performing

arts course(s) meeting the requirements for high school graduation.

Advanced Electives

Option 1:

Foreign Language I and Foreign Language II

Option 2:

Foreign Language I and one unit from Option 3

Option 3:

(1)

Any combination of advanced electives above the required Carnegie

units in: (a) as noted in the Mississippi Department of Education

Secondary Course Manual and/or (b) any Advanced Placement (AP),

Academic or Career and Technical Dual Credit (DC), International

Baccalaureate (IB) or Advanced International Certificate of Education

(AICE) course.

(2) Completion of any two-

year Career and Technical course may count

as one unit. Example: completion of both Health Sciences I & II will

count as an advanced elective.

Technology or

Computer Science

A technology course emphasizes the use of technology as a productivity tool.

Instruction should include utilizing various forms of technology to create,

collaborate, organize, and publish information. The application of technology

as a productivity tool, rather than specific hardware and/or software packages

should be the focus of the course.

A computer science course emphasizes computational thinking to solve

problems.

Courses will involve the study of computers and algorithmic processes,

including their principles, their hardware and software designs,

their applications, and their impact on society and should include focus on

one or more of the following core concepts: computing systems, networks and

the internet, data and analysis, algorithms and programming, and impacts of

computing. Course equivalent or additional advanced elective may be

acceptable for non‐Mississippi residents.

Pre-High School

Units

Courses taken prior to high school will be accepted for admission provided the

course earns Carnegie credit and the content is the same as the high school

course.

Substitutions

Advanced Placement (AP) and International Baccalaureate (IB) courses can

be substituted for each requirement in the College Preparatory Curriculum.

Course Acceptance

A course may not be used to satisfy more than one requirement.

TOTAL

18.5

TEST SCORES

– Official ACT or SAT scores for all applicants should be sent directly

to Undergraduate Admissions & Recruitment from the ACT or SAT headquarters (see

addresses listed in this section).

Jackson State University is waiving the ACT/SAT test requirements for the 2021-2022

academic year. This change is due to ACT and SAT test postponements/cancellations

caused by the COVID-19 pandemic. Student in this category who do not meet the 3.2 CPC

GPA requirement will be conditionally admitted to the University, and referred to take the

ACCUPLACER Exam.

American College Testing

Program 500 ACT Drive

P.O. Box 168

Iowa City, Iowa 52243-0168

(319) 337-1000 | www.act.org

College Entrance Examination Board

45 Columbus Ave.

New York, NY 10023-6917

(212) 713-8000 | www.CollegeBoard.org

When to Apply

High school students are encouraged to apply for admission and financial aid in January of

their senior year. The earlier applications are received, the earlier students will be notified of

admission and financial aid decisions. Any first time entering freshman student who meets

the admission requirements and submits the necessary application for the fall semester by

April 1st will receive early notification of acceptance to Jackson State University.

Students are encouraged to apply on or before:

Fall semester ...................................................................July 15th

Spring semester ..............................................November 15th

First summer session .............................................. April 15th

Second summer session.............................................May 15th

Completed applications, test scores, and transcripts should be received in Undergraduate

Admissions & Recruitment at least 30 days prior to the student’s scheduled registration

date.

FRESHMAN ADMISSION REQUIREMENTS

Mississippi Residents-

Regular admission will be granted to the following:

All students completing the College Preparatory Curriculum (CPC) with a minimum

of a 3.20 high school GPA on the CPC.

All students completing the College Preparatory Curriculum (CPC) with (a) a

minimum of a 2.50 high school GPA on the CPC or a class rank in the top 50%, and

(b) a score of 16 or higher on the ACT (or the SAT equivalent).

All students completing the College Preparatory Curriculum (CPC) with (a) a

minimum of a 2.00 high school GPA on the CPC, and (b) a score of 18 or higher on

the ACT (or SAT equivalent).

All students satisfying the NCAA Division I standards for student-athletes who are

“full-qualifiers or “academic redshirts.”

In lieu of ACT scores, students may submit equivalent SAT scores. Students scoring below

16 on the ACT (Composite) or the equivalent SAT are encouraged to participate in the

Year-Long Academic Support Program during their freshman year.

Beginning fall 2021, institutions will use the highest ACT or SAT subject test scores from the

same test type when scores from more than one test date are submitted. This process is

known as superscoring. A combination of ACT and SAT subtest scores cannot be combined to

calculate a superscore.

ACADEMIC PLACEMENT RESULTING FROM VARIOUS DEFICIENCIES

Those Mississippi residents who applied and failed to meet Full Admission Standards along

with any Mississippi high school graduate regardless of academic performance may, as a result

of the review, be admitted to the summer or fall semester. The ACT is not a requirement in this

category. The review shall involve a consideration of high school performance, ACT scores (if

available), placement testing, special interests, and skills as well as other non-cognitive

factors. The review shall result in placement in one of the following categories:

Full Admission

As a result of the review, students in this category may be placed as if admitted under

Regular Full Admission. In addition, students may be required to enroll in selected college-

level courses in science and social science equivalent to high school courses

in which their

background is inadequate. These courses will yield institutional credit. Other students in this

category may be required to participate in the

Year-Long Academic Support Program.

Students with Academic Deficiencies

Applicants who do not meet the above listed standards will be required to participate in a

screening process. As a result of the screening process, applicants may be admitted to the fall

or summer semester. The review shall involve a consideration of high school performance,

ACT/SAT scores, placement testing, and special interests and skills, as well as other

nonacademic factors. Applicants will be encouraged to participate in a Year-Long Academic

Support Program.

ACCUPLACER is a computerized placement test in sentence skills, math, and reading

comprehension that is administered to all students referred to screening for the admission

process.

Identified by the Institution of Higher Learning as the test of choice in conjunction with the

American College Test (ACT) or the Scholastic Aptitude Test (SAT), ACCUPLACER places

students in either the Summer Developmental Program (S.T.A.R.S.), intermediate or regular

college classes based upon the student’s performance in the respective categories

 A score of 17 or above on the ACT math subtest, or a total right score of 60 or above on

the ACCUPLACER in elementary algebra

 A score of 17 or above on the ACT English subtest, or a total right score of 86 or above

on the ACCUPLACER in sentence skills

 A score of 17 or above on the ACT reading subtest, or a total right score of 80 or above

on the ACCUPLACER in reading comprehension ACCUPLACER is administered from

February through May and may be taken at any one of the eight public universities in

Mississippi.

Full Admission with Academic Deficiencies

Students who have not demonstrated adequate readiness in English or Reading or

Mathematics will be granted Full Admission with Academic Deficiencies to the Summer

Developmental Program (which is called The S.T.A.R.S. Program: Students Trained for

Academic Readiness and Success). This is an intensive program that concentrates on high

school subject areas (English, Reading, and Mathematics) that are applicable to success in

first-year college courses. These courses carry institutional credit. Students who

successfully complete the summer program, by passing the developmental courses in

which they were determined to be deficient, will receive full admission, with mandatory

participation in the Year-Long academic support program. Students who fail to successfully

complete the Summer Developmental Program are not eligible for enrollment in the regular

academic year and will be counseled to explore other post-secondary opportunities,

including those offered by community colleges.

YEAR-LONG ACADEMIC SUPPORT PROGRAM

This program is designed to assist those students admitted with academic deficiencies as

well as other volunteer students, with their freshman courses. The Year-Long Academic

Support Program will consist of classroom, individual, and computer-assisted instruction

along with career counseling in a laboratory setting.

The Program carries institutional

credit.

INTERMEDIATE COURSES

A. All students admitted under Board Policy 602 enrolled at an IHL university with an ACT

Mathematics subtest score of 16 or less will be requires to take Intermediate

Mathematics during their first semester of enrollment. At the discretion of the

admitting IHL institution, students whose Mathematics subtest score is 17, 18, or 19

may be required to take Intermediate Mathematics. Students with a minimum ACT

Mathematics subtest score of 15 who have completed the Mississippi Department of

Education’s approved mathematics transitional course with a grade of “80” or higher

will not be required to take Intermediate Mathematics and should be enrolled in a

college-level mathematics course during their first semester of enrollment.

B. All entering students admitted under Board Policy 602 enrolled at an IHL university

with an ACT Reading subtest score of 16 or less will be required to take Intermediate

Reading during their first semester of enrollment. At the discretion of the admitting

IHL institution, students whose Reading subtest score is 17, 18, or 19 may be required

to take Intermediate Reading. Students taking Intermediate Reading should not be

permitted to take reading intensive courses, such as History. Students with a

minimum ACT Reading IHL Board of Trustees Policies & Bylaws 106 subtest score of

15 who have completed the Mississippi Department of Education approved literacy

transitional course with a grade of “80” or higher will not be required to take

Intermediate Reading.

C. Students taking two or more intermediate courses must enroll in the year-long

Academic Support Program or some other IHL recognized intervention strategy to

promote success in the courses in which they are not fully prepared, according the

ACT subtest scores and will not be permitted to take more than 17 semester hours.

D. Intermediate courses may be delivered through a corequisite model coupled with a

credit bearing gateway course.

E. Regarding course placement using an ACT subtest score, exemptions to this policy

based on prior high school course performance, postsecondary course performance,

or other academic experiences must be approved by the institution’s Chief Academic

Officer or designee.

Note: Intermediate courses do not count toward degree requirements and cannot substitute for

elective or major courses required for graduation.

NON-RESIDENT ADMISSIONS

Any student identified as a non-resident will be qualified for admission to a Mississippi

institution of higher learning based on equivalent preparation as determined by the admitting

institution. If, however, an admitting institution determines that anticipated enrollment will

exceed the institution’s capacity to adequately serve all prospective students who are

otherwise qualified for admission, then the institution may make appropriate admissions

decisions from among the pool of otherwise qualified non-resident applicants in light of

institutional capacity and consistent with constitutional and other legal requirements, as well

as in light of the IHL and the admitting institution’s values, mission, and goals.

APPLICANTS WITHOUT A DIPLOMA FROM A REGIONALLY ACCREDITED HIGH

SCHOOL; HOME SCHOOL STUDENTS; GENERAL EDUCATION DEGREE (GED)

STUDENTS

Applicants who have completed high school from a school that does not hold

regional accreditation must submit the following:

Transcripts reflecting academic performance

ACT or SAT scores

Home-schooled applicants must submit the following:

Home-school transcripts or portfolio summarizing home school education

ACT or SAT scores

Applicants who have not completed high school must submit the following:

Qualifying scores on a state-approved high school equivalency exam

Any transcripts reflecting academic performance in high school

ACT or SAT scores

International applicants who have completed an international or foreign high

school may be

admitted in another admissions category or must submit one of the

following:

Transcripts reflecting academic performance or a secondary school leaving form or

ACT or SAT scores

All applicants described in this section are subject to the requirements outlined for

Freshman Admission Requirements. Applicants in this section may validate the College

Preparatory Curriculum in an alternate way. All applicants described in this section may be

required to appear for an on-campus interview.

DUAL ENROLLMENT

JSU also offers highly qualified high school students the opportunity to earn college

credit while they are enrolled in high school. To be dually enrolled, the applicant must

have a minimum overall GPA of 3.0 on a 4.0 scale on all high school courses, and

successful completion of 14 core high school units and/or junior status and a written

recommendation from school principal or guidance counselor OR Minimum overall

GPA of 3.0 on a 4.0 scale on all high school courses and Minimum composite ACT score of

30 or the equivalent SAT score and written recommendation from school principal or

guidance counselor.

ADMISSION OF TRANSFER STUDENTS

Transfer applicants who initially meet freshman admission requirements at Jackson State

University (listed under Freshman Entrance Requirements), but choose to enroll at another

regionally accredited institution, may transfer at any time provided the applicant:

Submits a formal application

Submits an official transcript from each college or university attended

Is in good standing at the last college or university attended

Any student who was not eligible for regular admission and who has not successfully

completed the Summer Developmental Program must attend an accredited institution of

higher education other than those under the governance of the Mississippi Board of Trustees

State Institutions of Higher Learning and must attain a “C” average (2.0 GPA on a 4.0 scale,

as calculated by the admitting IHL institution) in the following 30 transferable semester

credit hours to be eligible to transfer to an IHL institution:

1. Six (6) semester hours of English (Composition I & II)

2. Three (3) semester hours of mathematics (College Algebra or higher)

3. Six (6) semester hours of Science (must be lab-based, i.e., physical science, biology,

chemistry, etc.)

Nine (9) semester hours of Humanities & Fine Arts

Six (6) semester hours of Social & Behavioral Sciences

TRANSFER ADMISSION FOR STUDENTS WHO HAVE EARNED AN ASSOCIATE DEGREE

Any student who has earned an Associate of Arts degree from a regionally accredited

institution and a sufficient GPA as calculated by the admitting institution is eligible for

admission.

Any student who has earned other Associate level degrees from a regionally accredited

institution in a transferable area (as defined by the admitting institution) and sufficient

GPA as calculated by the admitting institution may be eligible for admission.

TRANSFER OF CREDITS

Students transferring to Jackson State University should know the following:

1. A maximum of 62 semester hours of credit for courses completed at the freshman and

sophomore levels will be allowed from a community/junior college toward degree

requirements.

Jackson State University accepts transfer courses with “C” or above grades.

Jackson State University does not accept for-credit courses that are classified as

remedial or developmental.

Students ordinarily receive no transfer credit for courses designed specifically

for technical and vocational career programs. The dean of the college concerned

should be consulted on questions pertaining to the transfer of credits.

5. After earning 62 semester hours from any accredited institution, a student may not take

additional courses at the community/junior college and have them applied toward a

degree from Jackson State University, unless prior approval is obtained from the college

dean.

6. Any course taken for credit at another institution while a student is enrolled at Jackson

State University must have prior written permission of the student’s department chair

and dean in order for that credit to be accepted toward the fulfillment of degree

requirements at Jackson State University.

Grades earned in transfer courses will show on the permanent record at Jackson State

University with a “T” in front of the earned grade from the transfer institution but will

not be used in calculating Jackson State University grade point averages.

Normally, Jackson State University allows full credit on a course taken at another

accredited institution if a comparable course is offered at Jackson State University.

The final evaluation of transcripts

is done by the department responsible for the

program of study.

All students are required to have the last session of residence or its equivalent at

Jackson State University and to complete satisfactorily a minimum of 30 semester

hours of courses before graduation.

10.

A maximum of 93 semester hours is transferable from an accredited four-year

institution.

Jackson State University utilizes the American Council on Education’s

“Guide to the Evaluation of Educational Experiences in the Armed Services” for the

evaluation of training for military occupational skills. Final acceptance of such military

transfer credit is left to the discretion of the major department chair and the dean of

the college in which the student is enrolled.

TRANSIENT NON-DEGREE STUDENT

Students enrolled at another college or university may apply for admission as a transient

student (temporary student who wishes to transfer credits to their home institution).

Such admission carries no commitment for permission to register for either term of the

regular academic year. Students from other colleges or universities must be in good

standing or eligible to continue academic work at their respective institutions and are

responsible for determining if these institutions will accept credits earned at Jackson

State University.

The student must submit the following:

1. Completed application

2. Official transcript or letter of good standing from the home institution attended

INTERNATIONAL STUDENT ADMISSION

A prospective student who is not a citizen of the United States applying for admission to

Jackson State University as an undergraduate must apply for admission at least four

months prior to the desired date of entrance and must submit the following required

documents two months prior to registration:

1. Application for Admission.

2. American College Test Score (ACT) of not less than 16 or combined Scholastic Aptitude

Test (SAT) equivalent.

3. Test of English as a Foreign Language (TOEFL) or not less than 525 on the paper

examination or computer-based equivalent examination.

The following are exempt from

the TOEFL Requirements:

 Non-citizens graduating from a high school in the United States

 Applicants transferring from a college in the United States and have the 30

required transfer hours

 English speaking countries as defined by JSU Global (i.e. United Kingdom,

Australia, Canada, New Zealand, Ireland, Nigeria, Ghana, and certain Caribbean

Islands).

 Students who successfully complete JSU’s English as a Second Language program.

Certified translated copies of all transcripts, mark sheets, and diplomas, or an official

evaluation of international academic credentials from an accepted service agency.

(e.g., World Education Services, Josef Silny & Associates, Inc., Educational Credential

Evaluators, International Education Evaluations, Inc.)

Certified declaration of Financial Support (sufficient funds to cover expenses for one

academic year) should be placed on deposit with the Jackson State University

Business Office.

Completed student health form showing proof of immunization compliance for measles,

mumps, and rubella, if born after December 1956.

Proof of testing screening for tuberculosis by chest x-ray and interferon gamma release

assays (IGRA) performed in the United States prior to the start of classes.

NON-DEGREE STUDENT ADMISSION

An applicant who is at least twenty-one (21) years old and does not meet the regular freshman

admission requirements may apply for admission as a non-degree seeking student.

The non-degree seeking student may enroll in a maximum of twelve (12) semester hours

during a regular term, six (6) semester hours during a summer term, or equivalent hours

for alternate terms. To transition from non-degree- seeking to degree-seeking status, the

student must satisfactorily complete twelve (12) hours with a “C” or better average in the

general education core. Once admitted to

degr

ogr

am,

maximum

eighteen

(

)

hours’ credit earned as a non-degree-seeking student may be applied toward a

baccalaureate degree, if approved by the dean of the college or school from which the

degree is sought.

REQUIREMENTS FOR A SECOND BACCALAUREATE DEGREE

Admission to the second baccalaureate degree program is subject to approval by the

chairperson of the department and dean of the college in which the degree is being sought.

Students who wish to obtain a second baccalaureate degree from Jackson State

University must meet the following criteria:

1. Gain admission to the University.

2. Declare intent to pursue second baccalaureate degree by completing the Application

for a Second Baccalaureate Degree. The Application for a Second Baccalaureate

Degree may be secured from the Office of Academic Affairs or from the office of the

college dean.

3. Develop degree plan with approval of an advisor from the department in which the

degree is offered.

Complete at least 30.0 semester hours of approved courses beyond the first

baccalaureate degree in residence at Jackson State University.

Maintain a minimum grade point average of 2.0 0 .

READMISSION

A former student (one who has not earned a bachelor’s degree from Jackson State

University or withdrew from the University) must submit an Application for Readmission.

Official transcripts from all institutions attended since the student was last enrolled at

Jackson State University must be sent to the Office of Undergraduate Admissions &

Recruitment. Unofficial transcripts will not be accepted from students applying for

readmission. Suspended students who are approved for readmission will be readmitted on

probation.

APPEAL PROCEDURES

Applicants who are denied admission to the undergraduate program and who feel there are

highly extenuating circumstances that could justify a different decision may appeal for

further consideration. The appeal procedure is as follows:



Applicants should write to Undergraduate Admissions and request a reevaluation.

They should submit all academic and personal records which would help the

Admissions and Credits Committee make a fair and informed decision. All

extenuating circumstances should be explained fully.



Applicants may request an appointment to meet with members of the Committee

to discuss their case. Applicants who are minors may be accompanied by parents

or guardians.

After discussion, the Committee will communicate its decision through

Undergraduate Admissions. The

Admissions and Credits Committee meets a

minimum of two times per semester.

CREDIT BY COLLEGE-LEVEL EXAMINATION PROGRAM (CLEP)

JSU will allow credit by examination to those students who have participated in the College

Level Examination Program (CLEP) and who make a scaled score of 50 or above. Unless

otherwise noted, a score of 50 will earn three (3) semester hours of credit. Students scoring 63

or above are typically awarded six (6) or more semester hours of credit. Acceptance of credits

to a specific degree will be determined by the major department chair and dean of the college

in which the student is enrolled.

ADVANCED PLACEMENT (AP)

Students entering Jackson State University for the first time are allowed credit on the advanced

placement examination administered by the College Entrance Examination Board. These courses

do not affect grade point averages. Unless otherwise noted, an Advanced Placement (AP) score

of 3 will earn three (3) semester hours of credit. Students scoring 4 or 5 on an AP exam

typically are awarded six (6) semester hours of credit. Acceptance of advanced placement

credits to a specific degree will be determined by the major Department Chair and Dean of the

college in which the student is enrolled.

INTERNATIONAL BACCALAUREATE (IB)

Jackson State University recognizes the IB program. Credit will be considered for the standard

and higher level subject examinations with scores of 4, 5, 6 or 7. Unless otherwise noted, an IB

score of 4 will earn three (3) semester hours of credit. Students scoring 5, 6, or 7 typically are

awarded six (6) or more semester hours of credit. The applicability of credit toward degree

requirements is determined by the dean and/or department head concerned.

REJECTION OF APPLICATION

A. Fundamental Requirements

Applications containing false, contradictory, questionable, or uncertain data, or which fail

to comply with the fundamental requirements or the policies of the institutions as

established by the Board shall be rejected.

B. Fraudulent Statements and Representations

Whoever, with intent to defraud the state or any department, agency, office, board,

commission, county, municipality or other subdivision of state or local government,

knowingly and willfully falsifies conceals or covers up by trick, scheme or device a material

fact, or makes any false, fictitious or fraudulent statements or representations, or makes or

uses any false writing or document knowing the same to contain any false, fictitious or

fraudulent statement or entry, shall, upon conviction, be punished by a fine of not more

than Ten Thousand Dollars ($10,000.00) or by imprisonment for not more than five (5)

years, or by both such fine and imprisonment. This section shall not prohibit the prosecution

under any other criminal statute of the state.

RESIDENCE REQUIREMENTS

A. Residence of a Minor

For purposes of determining whether a minor pay out-of-state or in-state tuition for

attendance at the University, the residence of a person less than 21 years of age is that

of the father, the mother or a general guardian duly appointed by a

general guardian

duly appointed by a proper court in Mississippi. If a court has granted custody of the

minor to one parent, the residence of the minor is that of the parent who was

granted custody by the court. If both parents are dead, the residence of the minor is

that of the last surviving parent at the time of that parent’s death, unless the minor

lives with a general guardian duly appointed by a proper court of Mississippi, in

which case their residence becomes that of the guardian. A minor student who, upon

registration at a Mississippi institution of higher learning or community college,

presents a transcript demonstrating graduation from a Mississippi secondary school

and who has been a secondary school student in Mississippi for not less than the final

four years of secondary school attendance shall not be required to pay out-of-state

tuition. This policy shall not apply to the residence of a person as it relates to

residency for voter registration or voting.

B. Residence of an Adult

The residence of an adult is that place where they are domiciled, that is, the place

where they actually physically reside with the intention of remaining there indefinitely

or of returning there permanently when temporarily absent.

C. Removal of Parents from Mississippi

If the parents of a minor who is enrolled as a student at the University move their legal

residence from the State of Mississippi, the minor shall be immediately classified as a non-

resident student; such a change in classification shall not affect the tuition to be charged

upon completion of the semester in which the move takes place.

D. Residence Required

No student may be admitted to the University as a resident of Mississippi unless their

residence, as defined herein above, has been in the State of Mississippi for a continuous

period of at least 12 months preceding their admission.

E. Residency Petitions

Non-residents may petition the University for a change of residency classification. A person

who enters the state of Mississippi from another state and enters a system institution is

considered a non-resident unless the person meets the residency requirements set out in

subsection A. Provided, however, that any person who has attained 21 years of age and

has thereafter actually established residency as define within subsection A above and

resided within the state of Mississippi for 12 consecutive months after attaining 21 years

of age upon sworn affidavit and other representation, may petition the particular

institution for a change in residency classification for the purposes of fees and tuition

assessment. The institution may make a reasonable inquiry into the validity of the

petitioner’s claim. Such petition for change of residency must be made on or before the

last day a student may register at the particular institution without penalty.

F. Legal Residence of a Married Person

A married person may claim the residence status of his or her spouse, or he or she may

claim independent residence status under the same regulations set forth above as any

other adult.

G. Children of Faculty or Staff

Children of parents who are members of the faculty or staff of the University may be

classified as residents for the purpose of attendance at the institution where their

parents are faculty or staff members.

H. Active Duty Station in Mississippi

Members of the United States Armed Forces on extended active duty and stationed within

the State of Mississippi and members of the Mississippi National Guard may be classified as

residents, for the purpose of attendance at the University. Resident status of such military

personnel, who are not legal residents of Mississippi shall terminate upon their

reassignment for duty in the continental United States outside the State of Mississippi.

1. Spouse or Child of Military Personnel

Resident status of a spouse or child of a member of the Armed Forces of the

United States on extended active duty shall be that of the military spouse or parent

for the purpose of attending the University during the time that their military

spouse or parent is stationed within the State of Mississippi and shall be continued

through the time that the military spouse or parent is stationed in an overseas area

with last duty assignment within the State of Mississippi, excepting temporary

training assignments en-route from Mississippi. Resident status of a minor child

terminates upon reassignment under Permanent Change of Station Orders of the

military parent for duty in the continental United States outside the State of

Mississippi, excepting temporary training assignments en-route from Mississippi,

and except that children of members of the Armed Forces who attain Mississippi

residency in accordance with the above provisions, who begin and complete their

senior year of high school in Mississippi, and who enroll full time at the University

to begin studies in the fall after their graduation from high school, maintain their

residency status so long as they remain enrolled as a student in good standing at

the University. Enrollment during summer school is not required to maintain such

resident status. The spouse or child of a member of the Armed Forces of the United

States who dies or is killed is entitled to pay the resident tuition fee if the spouse or

child becomes a resident of Mississippi. If a member of the Armed Forces of the

United States is stationed outside Mississippi and the member’s spouse or child

establishes residence in Mississippi and registers with the University, the University

shall permit the spouse or child to pay the tuition, fees and other charges provided

for Mississippi residents without regard to the length of time that the spouse or

child has resided in Mississippi.

A member of the Armed Forces of the United States or the child or spouse of a

member of the Armed Forces of the United States who is entitled to pay tuition

and fees at the rate provided for Mississippi residents under another provision of

this section while enrolled in a degree or certificate program is entitled to pay

tuition and fees at the rate provided for Mississippi residents in any subsequent

term or semester while the person is continuously enrolled in the same degree or

certificate program. A student may withdraw or may choose not to re-enroll for no

more than one (1) semester or term while pursuing a degree or certificate without

losing resident status only if that student provides sufficient documentation by a

physician that the student has a medical condition that requires withdrawal or non-

enrollment. For purposes of this subsection, a person is not required to enroll in a

summer term to remain continuously enrolled in a degree or certificate program.

The person’s eligibility to pay tuition and fees at the rate provided for Mississippi

residents under this subsection does not terminate because the person is no longer

a member of the Armed Forces of the United States or the child or spouse of a

member of the Armed Forces of the United States.

2. Certification of Residence of Military Personnel

A military person on active duty stationed in Mississippi who wishes to avail

themselves or their dependents of the provisions of (A) ACTIVE DUTY STATION IN

MISSISSIPPI must submit a certificate from their military organization showing the

name of the military member; the name of the dependent, if for a dependent; the

name of the organization of assignment and its address (may be in the letterhead);

that the military member will be on active duty stationed in Mississippi on the date

of registration at the University; that the military member is not on transfer orders;

and the signature of the commanding officer, the adjutant,

or the personnel

officer of the unit of assignment with signer’s rank and title. A military certificate

must be presented to the registrar of the University each semester at (or within

10 days prior to) registration each semester for the provisions of the (A) ACTIVE

DUTY STATION IN MISSISSIPPI to be effective.

TUITION AND FEES

(Fees are subject to change upon approval of the Board of Trustees of the Mississippi

Institutions of Higher Learning.)

TUITION

Undergraduate Tuition

1.0 - 11.0 hours ................................................. $345.00/hour

12.0 - 19.0 hours ................................................... $4,135.00

Over 19.0 hours ……………. $4,135.00+ $345.00/per credit hour

Out-of-state Fee ...........................................$500.00/semester

Graduate Tuition*

1.0 - 8.0 hours ....................................................$462.00/hour

9.0 – 13.0 hours .................................................. $4,135.00

Over 13.0 hours……….…. $4,135.00 + $462.00/per credit hour

Out-of-state Fee ........................................ $500.00 per semester

*Tuition is charged based on the student’s classification.

Late Registration Fee............ ………………………….……. $150.00

ROOM

Building Names

Double Occupancy

Single Occupancy

Alexander East (Suite Style)

$ 2872.00

$ 3617

Alexander East (Traditional Style)

$ 2554.50

$ 3546

Alexander West (Suite Style)

$ 2872.00

$ 3617

Alexander West (Traditional Style)

$ 2554.50

$ 3546

Campbell College North Suites

N/A

$ 3620.50

Campbell College South Suites

N/A

$ 3620.50

John W. Dixon Hall

$ 2872.50

$ 3620.50

McAllister-Whiteside

$ 2554.50

$ 3546.50

Transitional Hall

$ 2872.50

$ 3620.50

University Pointe

N/A

$ 3798.00

BOARD*

Fall/Spring FY’22:

(All Access Meal Plans Are Mandatory for Residential Students. Commuter Student Meal

Plans are optional.)

Meal Plan Options

7DA1: Tiger Platinum

All-Access 7 Days $250 Tiger Bucks

$2161.00

7DAY: Tiger Gold

All-Access 7 Days $100 Tiger Bucks

$2075.00

5DAY: Tiger Silver

All-Access 5 Days $100 Tiger Bucks

$1962.00

BLK1: Commuter Block 25

$252.00

BLK2: Commuter Block 50

$474.00

BLK3: Commuter Block 100

$878.00

BLK4: Commuter Block 50 +

$624.00

* per semester

DESIGNATED FEES

Testing Fee ................................................................$15.00

Mailbox Rental.......................................................... $38.00

Transcript Fee.............................................................$10.00

Return Check Fee....................................................... $40.00

Graduate Admissions Fee............. ............................. $25.00

Printing Fee………………………………………………….... $10.00

Student Activity Fee .................................................. $35.00

Photo ID Fee ................................................................ $30.00

Supervised Teaching Fee.............................................$75.00

Thesis Fee ..................................................................$75.00

Cap & Gown Fee

 Bachelor Package .................................................$60.00

 Master/Specialist Package.....................................$90.00

 Doctor Package...................................................$100.00

Parking Decal.............................................................. $40.00

Dissertation Fee ....................................................... $100.00

Capital Improvement Fees .......................................... $52.50

EXPENSES

The matter of expenses while attending Jackson State University is of importance to every

student. It is difficult, however, to give specific information about annual expenses, because

they vary according to the nature of the curriculum, the place of residence (whether within

Mississippi or outside), and the student’s own habits and needs. It is the responsibility of the

University to inform students of certain definite expenses they will have and of others that

are likely to arise.

The information in this section concerning expenses and financial aid is applicable to all

students enrolled at the University. The listing of fees or charges in this catalog does not

constitute a contract between the University and the student. Because of rapidly changing

conditions, it may become necessary to alter a fee structure before the next edition of the

catalog is published. As a condition of registration, each student will pay the fees in effect at

the time of registration.

Room Application, Deposit, and Reservation Fee

Application Procedure

Each student interested in on-campus housing must complete an online housing application.

The Housing Application is available via the student’s Personal Access to Web Services (P.A.W.S.)

Account, under the student tab for Housing. Students will select the “THD: JSU Housing Self-

Service link to complete the housing process. Students applying for housing for the first time

will be required to pay a housing processing fee before the application can be processed.

Continuing students applying for housing will be required to pay a room reservation fee before

the application can be processed. The application fee and room reservation fee are non-

refundable. The amount of the current application fee will be communicated to applicants by

the Housing and Residence Life Department.

Housing Application Fee

JSU Housing and Residence Life fees are assessed through the Housing Director (THD) Self-

Service Portal. New and Transfer Students are required to pay a $100.00 non-refundable

housing application fee to reside on campus. This fee is valid for up to eight (8) semesters. New

and Transfer Students can make all payments relative to housing on their JSU PAWS account via

the THD: JSU Housing Self-Service portal.

Applications for student housing may also be obtained from the Housing Director (THD) Self-

Service Portal. Completed applications must be accompanied by the required room reservation

fee before a student is assigned housing. The Housing Director (THD) Self-Service Portal only

accepts credit or debit cards for payments.

Housing Room Reservation Fee

JSU Housing and Residence Life fees are assessed through the Housing Director (THD) Self-

Service Portal. Returning Students are required to pay a $75.00 non-refundable room

reservation fee each year, which serves as a confirmation fee for participation in the selection

process for University housing for the following academic year. Additionally, the $75.00 non-

refundable room reservation fee must be paid by all continuing students who desire to reside

on campus. The room reservation fee must be paid through the Housing Director (THD) Self-

Service Portal. Students must be registered as full time before the room selection process and

not have an outstanding balance.

Non-Resident Fee

Responsibility for registering as a non-resident student is placed on the student. If a

student is in doubt as to his/ her legal residence and questions the decision of the

Admissions Office, the matter should be referred to the Registrar for a decision before

registration or payment of fees. (See Residence Status of Applicants under the section on

Admissions.)

Room and Board

Students in good standing who voluntarily withdraw from the University during the

semester may receive an adjustment prorated on a weekly basis.

When students withdraw with seven or more days remaining in the room period and/or board

period, they will receive adjustments at a rate calculated by dividing the charge for room and

board by 14 weeks per semester.

There will be no refund for fewer than seven days. When

students withdraw with seven or more days remaining in the semester, please contact the

appropriate office for a

refund schedule.

LATE REGISTRATION FEE

Any student who fails to complete registration by payment of all fees during the official

registration period is charged a later registration fee of $150.00.

AUDIT FEE

A fee of $287.00 per hour will be charged to undergraduate students. Audit fees for courses

taught on campus are the same as credit fees. Please note that fees are subject to change

without prior notice.

JSU VIRTUAL INTERACTIVE TECHNOLOGY, BOOKS, AND EDUCATIONAL SUPPLIES

(V.I.B.E.) FEE

The JSU V.I.B.E. program allows students to rent or purchase textbooks at a reduced cost

of $30.00 per Credit Hour. The charge is posted directly to students’ JSU Bursar account

along with tuition and fees (University fees). It can be paid along with their University charges

using financial aid or methods of payment. This program aims to improve the overall success

of students by ensuring that the required course materials are available on the first day of

class.

TUITION POLICY ADJUSTMENT

Tuition adjustments are based on the date that classes begin and the date a course(s) is

dropped or on the date of withdrawal. Students withdrawing from the University before the

close of a semester must complete an “Application for Withdrawal” form. This form can

picked up in the University Academic Advisement Center, which is located on the second floor

of the library.

Financial aid recipients who withdraw or drop a course may not receive a refund as a result

of the tuition adjustment. The refund will be credited to the appropriate source of fee

payment which includes:

Federal Direct Loan;

Federal Direct Plus (parent and grad);

Federal Pell Grant;

Federal Supplemental Educational Opportunity Grant;

other Title IV aid;

f. other federal sources; and

g. state, private, or institutional aid.

AMOUNT REFUNDED

Student Withdraws

University

Due to Appropriate Source

Start of Semester to

week 2

100%

After Week 2

100%

Refund of Title IV Federal Financial Aid

The Higher Education Amendments of 1998 (HEA98) represent a major shift in the return

of Title IV Federal Financial Aid when a student withdraws from the University. This change in

policy went into effect at Jackson State University during the Fall 2000 semester. The policy

governs all federal grant and loan programs (Pell, SEOG, and PLUS Loans), but does not

include the Federal Work-Study Program.

In general, the new law assumes that a student “earns” approved/verified federal financial

aid awards in proportion to the number of days in the term prior to the student’s complete

withdrawal. If a student completely withdraws from the University during a term, the

University must calculate, according to a specific formula, the portion of the total

scheduled financial assistance that the student has earned and is therefore entitled to

retain, until the time that the student withdrew. If a student receives (or the University

receives on the student’s behalf) more assistance than they earn, the unearned funds

must be returned to the Department of Education or parent’s Federal PLUS Loans lenders.

If a student’s charges are less than the amount earned, and a refund is due, the student

may be able to receive those additional funds. Students who have not completed the

verification process are ineligible to receive any

financial aid.

FINANCIAL AID

The Financial Aid Department at Jackson State University coordinates all financial assistance

offered to students.

The fundamental purpose of the financial aid program is to make it

possible for students to attend school who

would normally be deprived of a post-secondary

education.

Financial Aid is economic assistance available to help a student meet the difference

between what they can afford to pay and what it will actually cost to attend Jackson State

University. This economic assistance may be in the form of grants, loans, employment,

scholarships, or a combination of any of these programs.

Students seeking federal financial assistance are required to complete the Free Application

for Federal Student Aid (FAFSA). The priority deadline date for Jackson State University is

April 15 of each year.

FREE APPLICATION FOR FEDERAL STUDENT AID

(FAFSA) www.studentaid.gov

All aid is contingent upon admission; therefore, a student must apply for admission to the

University. Federal Financial Aid Programs fall into one of three categories: grants, loans, and

work-study.

Grants are financial aid that students do not have to pay back unless the student withdraws

from school and owes a repayment. The types of grants available are:

1.Federal Pell Grant

2.Federal Supplemental Educational Opportunity Grant (SEOG)

3.Teacher Education Assistance for College and Higher Education Grant (TEACH)

4.Iraq and Afghanistan Service Grant

The FEDERAL PELL GRANT is the federal government’s largest student aid program and it is

used as a “floor” or starting point for developing a student’s financial aid award package.

Student eligibility is primarily based on financial need that is determined by a formula

established by law, which is applied uniformly to all applicants. The formula produces an

Expected Family Contribution (EFC) number that determines eligibility for this program.

The

FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT

is awarded to

undergraduate students with exceptional need, giving priority to Pell Grant recipients.

Students with the lowest Expected Family Contribution (EFC) numbers are considered to

have exceptional needs. Supplemental grants range from $100 to $4,000 per academic

year.

It is up to the discretion of the financial aid administrator to decide whether the aid

package will contain FSEOG based on the availability of funds.

Not everyone who qualified for FSEOG will receive an award due to limited funds. Therefore,

it is important for the students to complete the FAFSA early to be considered for these

funds.

The Teacher Education Assistance for College and Higher Education Grant (TEACH)

provides up to $4,000 a year in grant assistance if the student is completing or plan to

complete course work needed to begin a career in teaching.

As a condition for receiving a TEACH Grant, the student must sign an Agreement to Serve

promising to teach full-time in a high-need field at a low-income school or educational

service agency after completing the course of study for which the student received the

grant.

If the student does not complete the teaching service obligation, the TEACH Grant will

be converted to a Direct Unsubsidized Loan that must be repaid with interest charged

from the date of each TEACH Grant disbursement.

For detailed information on this grant, visit www.studentaid.gov.

The Iraq and Afghanistan Service Grant is for students not eligible for Pell Grant whose

parent or guardian was a member of the U.S. Armed Forces and died as a result of service

performed in Iraq or Afghanistan after September 11, 2001. The student must be under 24

years old or enrolled in college at the time of the parent’s or guardian’s death. The student

must be at least a part-time student at the time of the parent’s or guardian’s death.

LOANS

Loans are borrowed money that must be repaid with interest. The types of loans available

are:

1.Federal Direct Loans

2.Federal Plus Loans

WILLIAM D. FORD FEDERAL DIRECT LOAN PROGRAM

Federal Direct Loans (Subsidized and Unsubsidized) are low-interest loans made by the U. S.

Department of Education to students enrolled at least half- time. Federal direct loan rates are

updated October 1st of each year. Please visit www.studentaid.gov for the most current

interest rate.

The Federal Direct “Subsidized” Loan is based on financial need, but the Federal Direct

“Unsubsidized” Loan is not. The Subsidized and Unsubsidized Federal Direct Loans

combined cannot exceed loan maximums set by the Department of Education per academic

year. The loan maximums for undergraduate students are:

Dependent Students:

$3,500 plus ($2,000 unsubsidized) first year;

$4,500 plus ($2,000 unsubsidized) second year, and;

$5,500 plus ($2,000 unsubsidized third or fourth year.

Independent Students:

$9,500 (No more than $3,500 in subsidized) first year;

$10,500 (No more than $4,500 in subsidized) second year, and;

$12,500 (No more than $5,500 in subsidized) third or fourth year.

NOTE: Students enrolled in teacher certification or re-certification programs are considered

the same as 5th-year undergraduate students, and may borrow up to the same limits as

fourth-year students (Dependent or Independent).

Eligible loan amounts are determined by the Cost of Attendance minus Expected Family

Contribution, and minus any other assistance the student may receive.

After the student graduates, leaves school, or drops below halftime, they have six

months before beginning repayment. This is called a “grace period” if it is a Subsidized

Stafford Loan; they will not have to pay any principal or interest during that period. If the

student has an Unsubsidized Direct Loan; they will be responsible for the interest from the

time the loan is disbursed until the loan is paid in full.

Student Loan Entrance and Exit Interviews are required for all loan borrowers. Students may

contact the Financial Aid Office for more information.

The Federal Direct PLUS Loan is a loan for the parent of a dependent child who is enrolled at

least half-time. In addition, graduate or professional degree students may obtain PLUS Loans to

help pay for their own education. This loan is made through the U. S. Department of Education.

Credit checks are required. The yearly loan limit is the cost of attendance minus any estimated

financial aid for which the student is eligible.

The Direct PLUS loan interest rate updates on October 1

of each year. Please visit

www.studentaid.gov for the most current information.

The

Federal Work-Study Programs (FWS)

provides part-time jobs for students who have

financial need, allowing them to earn money to help pay education expenses. The program

encourages community service work. At Jackson State University, students work in various

offices and departments with their work schedule built around their academic class

schedule.

The amount of the FWS award depends on the student’s financial need and the amount of

money the school has been allocated for the program. In arranging a job and assigning a

work schedule, the work-study coordinator will take into account the student’s class

schedule, health and the skills needed to perform the assigned duties. The salary received

will be based on the current minimum wage. The student will be allowed to work up to 20

hours per week unless otherwise indicated. Under no circumstances can a student earn as

much FWS money as they want. The total amount of aid awarded from Federal and Non-

Federal sources cannot exceed the student’s financial need. The student is paid once per

month.

College Work Aid

is a non-need program that provides jobs for students who are unable

to qualify for the Federal Work-Study Program. These funds are available for students who

possess a needed skill or talent.

Students are employed in a variety of University offices and departments. The criteria for

determining a student’s eligibility for aid under these programs are:

 the student demonstrates financial need, except for some loan programs;



has a high school diploma or a General Education Development (GED) certificate;



is enrolled as a regular student seeking a degree or certificate in an eligible

program;

 is a U.S. citizen or eligible non-citizen;



has a Social Security Number;

 is making satisfactory academic progress;



has certification that federal aid will be used only for educational expenses;



certify not in default on federal loan and do not owe money on a federal grant;



is registered with Selective Service, if required.

MISSISSIPPI STATE STUDENT FINANCIAL AID PROGRAMS

To receive the State Financial Aid, students must apply at https://maapp.msfinancialaid.org/

Programs offered by the State are:

 Family Protection Specialist Social Worker Loan/ Scholarship

 Higher Education Legislative Plan for Needy Students (HELP)

 Mississippi Eminent Scholars Grant (MESG)

 Mississippi Law Enforcement Officers and Firemen Scholarship

 Mississippi Resident Tuition Assistance Grant (MTAG)

 Nissan Scholarship

 Mississippi Law Enforcement Officers and Firemen Scholarship

 Teacher Education Scholars Loan/Scholarship

 William Winter Alternative Route Teacher Scholarship/Loan

 William Winter Teacher Scholar/Loan

VERIFICATION POLICIES AND PROCEDURES

The Financial Aid Department conducts verification on all applicants selected for verification

by the Department of Education edit checks.

Applicants selected for verification will be placed in one of the five verification groups. The

verification group determines which items must be verified. The potential verification items

are:



Adjusted Gross Income (AGI)



U.S. Income Tax Paid



Untaxed IRA Distributions



Untaxed Pensions



IRA Deductions and Payments



Tax-Exempt Interest Income



Education Credits



Income Earned from Work

 Number in Household

 Number in College



Supplemental Nutrition Assistance Program (SNAP-Food Stamps)



Child Support Paid



High School Completion Status



Identity/Statement of Education Purpose

Applicants selected for verification must submit the required documents for the student,

parents, and/ or spouse, if applicable, to the Financial Aid Office.

The acceptable

documentation for verification may be:



IRS Tax Return Transcript for the appropriate tax year requested if the IRS Data

Retrieval Tool was not used or could not be used, IRS Data Retrieval used but data

changed after it was transferred from IRS, or other acceptable documentation

(copy of tax return, W-2 form, Form 4868, signed statement, etc.) if applicable. IRS

Data Retrieval may be used if IRS request fields) on the ISIR will have a value of “02”

when the data is unchanged.



A completed Verification Worksheet (dependent or independent) for one of the five

verification groups with acceptable documentation. The verification worksheets are

used to collect data such as house- hold size, number in college, and other untaxed

income and benefits non-tax file information, high school completion status,

identity/statement of educational purpose.

The information submitted on the FAFSA is compared with the information contained in the

official documents submitted to complete verification (tax returns or other acceptable

documents and verification worksheets). The verification process can take four to six

weeks from the time all required documents are received.

NOTE: Verification documents requested by the Financial Aid Department must be submitted

within sixty (60) days of the request. If the requested information is not received within the

sixty (60) days, the application for financial assistance will not be processed until verification is

completed.

CORRECTION PROCESS

Once all documents are received, corrections, if any are needed, will be made

electronically. If the verification process results in a change in the expected family

contribution (EFC), the student will receive an acknowledgment letter from the U.S.

Department of Education with the corrected data. The student will also receive notification

from the Financial Aid Office via their JSU web account. The electronic correction process

takes 10-14 working days. Once the correction is received, the student will be awarded and

notified.

CONFLICTING INFORMATION

Conflicting information must be resolved prior to disbursing federal student aid to

students. If conflicting information is discovered after disbursing federal student aid, the

discrepancies must still be resolved, and the appropriate action must be taken based on

specific program requirements. Conflicting information is separate and distinct from

verification and must be resolved whether or not the student is selected for verification.

REFERRALS TO THE OFFICE OF THE INSPECTOR GENERAL OF THE DEPARTMENT OF

EDUCATION

The Financial Aid Department will refer to the Inspector General of the Department of

Education any credible in- formation indicating that an applicant for Title IV Program

assistance may have engaged in fraud or other criminal misconduct in connection with his

or her application.

Examples of this information are:

1. False claims of independent student status;

2. False claims of citizenship;

3. Use of false identities;

4. Forgery of signatures or certification;

5. False statements of income; and

6. Other illegal conduct involving the administration of Title IV Programs.

RECOVERY OF FUNDS (OVERPAYMENTS)

Jackson State University will make every effort to avoid overpayment of Federal funds to

financial aid recipients. If a financial aid recipient receives an overpayment as a result of the

verification process, the Financial Aid Department will eliminate the overpayment. The

overpayment will be eliminated by adjusting subsequent financial

aid payments during the

award year or reimbursing the Federal Program account within sixty (60) days of the recipient’s

last day of attendance or the last day of the award year, whichever is earlier. Applicants who

owe a repayment of federal funds are not eligible to receive federal aid until the

overpayment is paid in full.

STANDARDS FOR SATISFACTORY ACADEMIC PROGRESS

Section 484 of the Higher Education Act (HEA), as amended, require students to maintain

satisfactory academic progress (qualitative and quantitative) in the course of study he or she

is pursuing in order to receive aid under the student financial assistance programs authorized

by Title IV. These programs include the Federal Pell Grant (PELL), Federal Supplemental

Education Opportunity Grant (SEOG), Teacher Education Assistance for College and Higher

Education Grant Program (TEACH), Federal Work-Study, and Federal Family Educational Loan

Program–William D. Ford Federal Direct Loan Program (Subsidized, Unsubsidized, and

PLUS).

Jackson State University students must show measurable academic program towards a

degree. Undergraduate students are required to earn a 2.00 Cumulative Grade Point

Average in major courses of study in order to graduate.

Title IV recipients use a graduated scale that

culminates

in the graduation requirement in order

to maintain satisfactory academic progress.

Qualitative Standards

The following scale is used to determine whether qualitative satisfactory progress is being

maintained for undergraduate students:

UNDERGRADUATE SATISFACTORY ACADEMIC

PROGRESS TABLE

Total JSU Hours

Attempted

0-29

30-59

60-89

90-

107

108-

128

Minimum

Cumulative GPA

Required

1.50

1.75

1.80

1.90

2.00

Quantitative Standards

Students are expected to complete the requirements for a degree within a reasonable time

frame. Undergraduates pursuing a degree are allowed to attempt up to 150% of the

published length of their academic program. For example, length of the program = 124 hours x

150% = 186 hours.

This includes both Jackson State University attempted hours and hours

transferred from other institutions.

Undergraduate students must make incremental progress (PACE) toward their degree;

therefore, a minimum percentage of hours attempted must be completed. To meet this

standard, students must complete 67% of hours attempted. To calculate PACE, the

following formula is used:

PACE=

Cumulative number of hours student successfully completed

Cumulative number of hours student attempted

Transfer credit hours accepted will count as hours attempted and completed and will be used in

the formula to calculate the PACE rate for transfer students.

Financial Aid Warning

Students who fail to maintain the above standards at the end of the evaluation period

(semester) will be placed on Financial Aid Warning and eligible for Title IV assistance for

the subsequent payment period (semester).

Financial Aid Suspension

Students who fail to complete the required hours and maintain the required cumulative GPA

for two consecutive semesters will be placed on Financial Aid Suspension. Students who fail

to bring the cumulative GPA into compliance and/or complete the required hours, at this

point, will be considered as not maintaining Satisfactory Academic Progress (SAP) and will be

ineligible for Title IV assistance.

Students placed on financial aid suspension may submit an appeal for reinstatement of

aid due to mitigating circumstances that prevented them from maintaining Satisfactory

Academic Progress (SAP).

Reinstatement of an Academic Suspension to attend the university does not reinstate

financial aid.

Grades

All JSU credit hours attempted are included in the Satisfactory Academic Progress (SAP)

calculation. Grades of “F”, “W” (withdrawn), and “I” (incomplete) are not counted as hours

completed; however, they are counted as hours attempted. Also, all repeated hours are

counted as attempted hours. Passed hours may only be repeated ONCE for Title IV

assistance.

Satisfactory Academic Progress (SAP) is measured at the end of each payment period

(semester) including the summer term.

Appeal Procedures

Students who fail to maintain Satisfactory Academic Progress (SAP) and have been placed

on financial aid suspension may submit an appeal due to mitigating circumstances for

reinstatement of aid. The appeal must clearly explain what mitigating circumstances caused

the student to fail the standards and what has changed that will allow the student to make

Satisfactory Academic Program (SAP) at the next evaluation. The appeal due to mitigating

circumstances with supporting documentation must be submitted to the Financial Aid

Department by the last published date of registration. The Financial Aid Appeals Committee

will render a decision and the results will be posted to the student’s JSU P.A.W.S. account

and/or written notification approximately seven to ten days after the appeal is received.

Mitigating Circumstances

Mitigating circumstances are unforeseen, special or unusual/ traumatic conditions which

caused undue hardship. These circumstances may include serious illness or injury relating

to the student, death or serious illness of an immediate family member, significant

traumatic occurrence that impaired emotional and/or physical health, or other documented

circumstances

Financial Aid Probation

Students will be placed on Financial Aid Probation for one payment period (semester) after a

successful appeal. At the end of the probationary period (semester), the student must be

making Satisfactory Academic Progress (SAP) or following an Academic Plan developed by

the student’s Academic Advisor that ensures the student can complete his educational

program within a reasonable time frame.

Reinstatement

Reinstatement of Financial Aid will be based on the strength of the appeal statement,

documentation received, and the academic record. Filing an appeal does not guarantee

Financial Aid reinstatement. Financial aid will be reinstated for students who reestablish

eligibility by maintaining the standards of Satisfactory Academic Progress (SAP).

The Financial Aid Office at Jackson State University does not discriminate against students

on the basis of sex, handicap, race, color, religion or national origin, pursuant to the

requirements of Title IX of the Educational Amendments of 1972, the Rehabilitation Act of

1973, and other applicable statutes.

SCHOLARSHIPS

Jackson State University is devoted to recognized outstanding students whose academic

credentials confirm their potential success as university students. Exceptional students may be

eligible for various scholarships and honors. Scholarships and achievement grants are offered

as an integral part of the recipient’s total financial aid package. Policies concerning scholarships

and achievement grants are determined by the Scholarship Committee. The amount of each

award is determined by the scholarship or grant category. These awards shall not exceed the

“cost of attendance” at the University. For individual students with scholarships from multiple

sources, awards from sources shall be applied to the student’s “Financial Aid Budget” first and

the institutional award(s) shall be applied last. This policy shall not supersede any Federal,

State, NCAA, or Athletic conference regulations. A current Free Application for Federal Financial

Aid (FAFSA) is required for undergraduate scholarships. All applicants must be fully admitted to

apply for scholarships in the scholarship portal https://www.jsums.edu/scholarships/.

CATEGORIES OF SCHOLARSHIPS AND TUITION WAIVERS FRESHMEN ACADEMIC

SCHOLARSHIPS

The Freshmen Academic Scholarship Program at Jackson State University is designed to

recognize and reward freshmen students who have exemplified academic excellence. To

demonstrate its commitment to talented students, the University annually awards a number of

Academic Scholarships to qualified applicants. These scholarships are awarded on a

competitive basis consecutively, and are renewable at the end of each year for a four-year

period for entering freshmen. All scholarships are restricted to campus charges and two

persons per room (double occupancy) housing. Scholarship funds do not pay for off-campus

housing. All applicants must be admitted in a degree-seeking program. Scholarship applicants

will be awarded only ONE scholarship from our academic scholarship program. If a recipient’s

institutional grade point average falls below requirements, the scholarship award will be

canceled. The recipient must submit a Letter of Appeal by June 30 for scholarship

reconsideration to the Undergraduate Scholarship Committee. Reinstatement will be based on

the availability of funds. Selection of scholarship recipients is based on the following criteria:

1. Admission to the University

2. College Preparatory Curriculum Grade point average

3. Composite American College Test/Scholastic Aptitude Test Score

4. Availability of Funds

PRESIDENTIAL ACADEMIC SCHOLARSHIPS

The Presidential Academic Scholarship Program at Jackson State University is designed to

recognize and reward students who have exemplified academic excellence. Freshmen must

have completed a college preparatory curriculum with a 3.50 GPA and a 28 or higher ACT test

score or the SAT equivalent. The award will cover tuition, fees, room, board, out-of-state fees,

and $1500 per academic year for books (ROOM AND BOARD IS RESTRICTED TO ON-CAMPUS

HOUSING ONLY). The Presidential Academic Scholarship is awarded on a competitive basis and

is renewable at the end of each year for a four-year period for entering freshmen who maintain

a 3.50 Institution Grade Point Average or higher and 30 credit hours by the end of the academic

year. DEADLINE: February 15th of each year

PROVOST ACADEMIC SCHOLARSHIP

The Provost Academic Scholarship Program at Jackson State University is designed to recognize

and reward students who have exemplified academic excellence. Freshmen must have

completed a college preparatory curriculum with a 3.25 GPA and a 25-27 ACT test score or the

SAT equivalent. The award will cover full tuition, room, board (ROOM AND BOARD IS

RESTRICTED TO ON-CAMPUS HOUSING ONLY). The Provost Academic Scholarship is awarded on

a competitive basis and is renewable at the end of each year for a four-year period for entering

freshmen who maintain a 3.25 Institution Grade Point Average or higher and 30 credit hours by

the end of the academic year. DEADLINE: February 15th of each year

HERITAGE ACADEMIC SCHOLARSHIP

The Heritage Academic Scholarship Program at Jackson State University is designed to

recognize and reward students who have exemplified academic excellence. Freshmen must

have completed a college preparatory curriculum with a 3.0 GPA and a 23-24 ACT test score or

the SAT equivalent. The award will cover TUITION ONLY. The Heritage Academic Scholarship is

awarded on a competitive basis and is renewable at the end of each year for a four-year period

for entering freshmen who maintain a 3.0 Institution Grade Point Average or higher and 30

credit hours by the end of the academic year. DEADLINE: February 15th of each year

MEDALLION AWARD SCHOLARSHIP

Medallion awards are awarded to entering freshmen. The purpose of this scholarship is to

promote leadership. Candidates must have completed a college preparatory curriculum with a

minimum GPA of 3.0 and a 21 ACT test score or the SAT equivalent. The Medallion Award is

$1,000 PER ACADEMIC YEAR. Scholarships are awarded on a competitive basis. Limited awards

are available. Students must maintain an institutional GPA of 3.0 or higher and 30 credit hours

at the end of the academic year at JSU to be considered for renewal. DEADLINE: February 15th

of each year

SCHOLARSHIPS FOR COMMUNITY/ JUNIOR COLLEGE GRADUATES

The University awards, each semester, scholarships to students who have graduated from

Community/Junior College and meet scholarship requirements. The selection of scholarship

recipients is done on a competitive basis. The scholarship provision and criteria for selection

are presented below:

PHI THETA KAPPA ACADEMIC SCHOLARSHIP

Requirements:

• Community/Junior College Graduate with an Associates of Arts degree

• Cumulative GPA of at least 3.50

• Active member of Phi Theta Kappa

• Minimum of 60 hours in transfer credits

Covers:

o Full Tuition, Room, and Board (on-campus only)

o Non-resident fees

o $1,000 per year for books

o Renewable - must maintain a GPA of 3.5

o 30 credit hours by the end of the academic year

JSU TIGER TRANSFER SCHOLARSHIP

Requirements:

• Community/Junior College Graduate with an Associates of Arts degree

• Cumulative GPA of 3.0

• Minimum of 60 hours in transfer credits

Covers:

o FULL TUITION ONLY

o Renewable – must maintain a GPA of 3.0

o 30 credit hours by the end of the academic year

APPLICATION DEADLINE:

• Fall Semester – July 1

• Spring Semester – December 30

STUDENT SERVICES

STUDENT SUCCESS

UNIVERSITY ACADEMIC ADVISEMENT CENTER

FINANCIAL SERVICES/BURSAR

THE DIVISION OF STUDENT AFFAIRS



DEAN OF STUDENTS/STUDENT CONDUCT



HOUSING/RESIDENCE LIFE



CAREER SERVICES CENTER



ALICE VARNADO HARDEN CENTER FOR SERVICE AND COMMUNITY

ENGAGED LEARNING



LATASHA NORMAN CENTER FOR COUNSELING SERVICES (LNC)



DISABILITIES SERVICES/AMERICAN WITH DISABILITIES ACT COMPLIANCE

(ADA)



CENTER FOR STUDENT ENGAGEMENT AND LEADERSHIP



STUDENT ORGANIZATIONS



VETERANS AND MILITARY STUDENT SUPPORT CENTER



STUDENT HEALTH CENTER



JSU STUDENT CENTER

STUDENT EMPLOYMENT CENTER

JSU CAMPUS STORE

JSU POST OFFICE

JSU DINING SERVICES

CENTER FOR INNOVATION

INFORMATION TECHNOLOGY

I.D. CENTER

JSU SUPERCARD

PUBLIC SAFETY/CAMPUS POLICE

THE DIVISION OF ATHLETICS

STUDENT SUCCESS

Student Success provides a foundation for academic success to students when they enter the

university. In addition to providing academic support services, Student Success houses the

University Academic Advisement Center (UAAC).

UNIVERSITY ACADEMIC ADVISEMENT CENTER (UAAC)

JSU practices a proactive and appreciative academic advising approach that works to ensure that

students take ownership in their own academic careers and are well informed of their chosen

academic path. Most undergraduate students at Jackson State University receive their academic

advising in the UAAC, which is located on the second floor of the H.T. Sampson Library.

Exceptions include student-athletes and JSUOnline students. Student athletes’ advising takes

place in the Tiger Center for Student Athlete Development and Academic Services located on

the first floor of the H.T. Sampson Library. Online degree program students receive academic

advising by JSUOnline advisors. Beyond course registration, students can schedule

appointments throughout the semester in the UAAC to receive academic advice and to discuss

academic program planning and progress with an advisor.

FINANCIAL SERVICES/BURSAR

Financial Services is primarily responsible for the assessment of student tuition, fee payments,

and processing student refunds. Students can reach a counselor by phone at (601) 979-2216,

or by email at bursarcares@jsums.edu. Students also have the option to be seen through the

TIGER QUEUE . The TIGER QUE is a process whereby students can secure their time slot to speak

with a Business Office or Financial Aid Counselor using their own personal mobile device.

Students will receive text notifications when it’s their turn to be seen. Students may sign into

TIGER QUE by:

1. Texting: jackson state univ to 662-233-6473

2. Using the JSU mobile app and clicking “TIGER QUE”

3. Visiting: https://kiosk.qless.com/kiosk/app/home/17713

THE DIVISION OF STUDENT AFFAIRS

The Division of Student Affairs is committed to the growth and development of all students at

Jackson State University. Through an array of programs, services, events, and activities delivered

by committed, competent and caring staff, the Division of Student Life supports the academic

mission

of Jackson State University and fosters an atmosphere conducive to the pursuit of

knowledge, basic rights and responsibilities and disciplinary standards that are in the best

interest of the University.

Through the Division’s program and services, students develop leadership skills, participate in

University governance, engage in personal and professional development and community

service activities, and are enriched by experiences acquired in ethnically culturally diverse

environments.

The Division is led by the Associate Vice President for Student Affairs and includes the

following units and centers: Dean of Students/Student Conduct, Housing/Residence Life,

Career Services Center, Alice Varnado Center for Service and Community Engaged Learning,

Latasha Norman Center for Counseling, Disability Services, Center for Student Engagement and

Leadership, Student Organizations, Veterans

and Military Student Support

Center, JSU Student

Center, and Student Health Services.

DEAN OF STUDENTS OFFICE/STUDENT CONDUCT

The Dean of Students Office is dedicated to being a resource to students through support,

advocacy, involvement, and accountability. This includes but is not limited to:

 Supporting students when crises or emergencies arise such as hospitalization,

injury, extended illness, family problems or mental health concerns;

 Providing referrals and serving as a liaison to appropriate resources when students

face obstacles which may hinder their success;

 Encouraging student involvement in co-curricular activities which contributes to the

holistic development of students; and

 Challenging, as well as supporting students when making poor decisions related to

personal behavior and integrity.

 Oversees student conduct policies and hearings.

JSU Student Center, 3

floor | 601-979-2329

deanofstudent[email protected]

HOUSING/RESIDENCE LIFE

The mission of The JSU Housing Department is to create an environment that is conducive

to living and learning that fosters an appreciation for diversity in all students, as well as

fosters communities that create a sense of belonging and provides active learning

environments that stimulate the mind, challenges and encourages academic, personal,

cultural and social growth and development by providing, facilities that are technologically

sound, well maintained, attractive, functional, clean, safe, economical and adaptable.

Currently, seven residence halls accommodate more than 2,000 students who wish to

reside on campus. Housing/Residence Life is responsible for the operations and

maintenance of the residence halls as well as all activities that occur in residence life, such

as learning communities, programming, intramural sports, social activities, and leadership

workshops. The Residence Hall Association (RHA) assists with enrichment activities and

speaks to the interests and concerns of hall residents.

The Housing/Residence Life Office is located in Campbell Suites North.

University Point provide apartment style living for juniors, seniors, and graduate students. This

300 plus bed count residence hall allows students the independence, under supervision, the

opportunity to be a part of the campus and the freedom to have their own living area. This

suite-style living with build in laundry, kitchen and individual bathrooms.

IMPORTANT NUMBERS

Housing/Residence Life Office................. 601-979-2326

Alexander East Hall…………………………...601-979-2656

Alexander West Hall…………………………..601-979-2658

Campbell North………………………………..601-979-5537

Campbell South………………………………..601-979-5134

Dixon Hall……………………………………….601-979-2691

McAllister-Whiteside…………………………..601-979-2085

Transitional Hall……………………………….601-979-6029

University Pointe……………………………….601-979-6886

Stewart Hall………………………………….….601-979-6396

CAREER SERVICES CENTER

The Career Services Center provides career services in a supportive and proactive manner for

Jackson State University students and alumni; including information and counseling on career

choices, graduate and professional school opportunities, internship, and full-time employment

opportunities. The Center also provides effective and efficient services to employers through

recruitment programs and activities.

The Career Services Center provides the following services:



CAREER COACHING, to assist students in developing realistic and innovative career

goals.

 JOB SEARCH SKILLS DEVELOPMENT provides assistance with resume and cover letter

writing and the interview process.



HANDSHAKE, a web-based recruiting system that allows JSU students and alumni to

electronically submit resumes to employers, search for internships, part-time and

full-time job opportunities, and research employer information.



ANNUAL MAJOR EVENTS

Fall/Spring Career Fairs, Graduate & Professional Schools

Day, Federal Employers Workshop, Teacher Recruitment Day, and Manners Matter:

Business-Dining Etiquette

 ON-CAMPUS/VIRTUAL INTERVIEWS accommodate numerous employers annually to

conduct interviews with students for internships and full-time career opportunities, and

graduate/professional school

 PATHWAYS TO PROFESSIONAL DEVELOPMENT SEMINARS to prepare students for

successful transition in the work world.

 CAREER RESOURCES include career guides and pamphlets that contain information on

graduate and professional schools; employment outlook and opportunities in business,

industry, government, social service, and education

 ONLINE RESOURCES INCLUDE:

o TypeFocus provides personality type resources through self-awareness

o What Can I Do with This Major explores majors, employers and career

strategies

o InterviewStream helps to prepare students for the interview process through

video simulation, provides interview questions and tips

 TIGER CAREER CLOSET is a program dedicated to providing professional attire to

currently enrolled JSU students who are in need of professional attire for a job interview

or a university event.

Students are invited to visit the Career Services Center to learn about career opportunities,

resources and events. The Center is located on the 1st Floor of the Jacob L. Reddix Building and

is open

Monday-Friday from 8:00 a.m. to 5:00 p.m. We can be contacted at 601-979-2477

or by email at tigers2wo[email protected] and our website address is www.jsums.edu/careers.

ALICE VARNADO HARDEN CENTER FOR SERVICE AND COMMUNITY ENGAGED LEARNING

The Alice Varnado Harden Center for Service and Community Engaged Learning is composed of

two components: Community Service and Service Learning. The University encourages civic

engagement as a part of the academic rigor to cultivate and enhance leadership skills, provide

students additional opportunities to discover their passions, and promote positive change.

Community Service Hour Requirement

The community service requirement mandates that every undergraduate student enrolling as a

first-time freshman is required to complete 120 community service hours upon completing their

undergraduate degree from Jackson State University. Students cannot receive academic credit,

salary or any monetary compensation for services rendered.

Transfer Student

Students who transfer with at least one (1) academic credit from an accredited

university/college are only required to complete 60 hours of community service. Freshmen who

have completed dual enrollment courses in high school are not considered transfer students

and must complete 120 hours of community service.

Service Learning

Service Learning is academically driven and contributes to the students’ academic experience.

Students will only complete Service Learning hours if they are enrolled in a registered Service

Learning course. Service Learning hours completed within a course will be added to the

student’s total number of service hours (120 hours) needed for graduation.

Students who are completing a second baccalaureate degree are not required to complete

community service hours.

The Center is located on the first floor of the Jacob L. Reddix Building in Suite 110. Should you

have any further questions, please feel free to contact our office at 601.979.1294, email us at

[email protected], or visit https://www.jsums.edu/studentlife/center-for-service-community-

engaged-learning/ Our hours of operation are Monday through Friday from 8:00 AM to 5:00

PM.

LATASHA NORMAN CENTER FOR COUNSELING SERVICES (LNC)

The Latasha Norman Center for Counseling Services is a short-term student support service and is

committed to working with JSU students experiencing certain adjustment challenges as they

matriculate through their academic program and college experience. The mission is to provide

services and activities that can assist JSU students as they transition and seek assistance with

building their problem-solving skills, managing relationships, and becoming more independent

and confident.

For inquiries about services, please call 601-979-0374, email

latashanormancenter@jsums.edu, or visit https://www.jsums.edu/latashanormancenter/.

DISABILITIES SERVICES/Americans with Disabilities Act (ADA) Compliance

Disability Services/ADA Compliance is committed to coordinating reasonable services and

accommodations to JSU students and staff as well as other external constituents with

disabilities. Special emphasis is given to accessibility and inclusion when meeting the needs of

all of our students, employees, and visitors. Any student, employee, or campus visitor who has

been diagnosed with a disability is eligible for their disability by presenting documentation

applicably showing the disability and need for academic adjustment, auxiliary aid, and other

services.

For additional information, please contact Support Services for Students and Employees with

Disabilities at 601-979-3704, email us at adas[email protected], or visit

https://www.jsums.edu/disability/. The office is located on the second floor of the JSU Student

Center, Suite 2110.

THE CENTER FOR STUDENT ENGAGEMENT AND LEADERSHIP

The Center for Student Engagement and Leadership encourages students to get involved and

provides opportunities for student leadership and professional development.

In addition to more than 100 student clubs and organizations, the Center for Student

Engagement and Leadership, located in Suite 2147 of the JSU Student Center, houses the

Student Government Association, Pageants and Productions, and the Student Leadership

Institute, which is the clearinghouse for becoming a certified leader and the Thurgood

Marshall College Fund. Other popular initiatives and groups include fraternities and

sororities, the Honda All-Star Campus Challenge, Commuter Connection Program, religious

organizations, and academic honor societies. All groups have opportunities for leadership,

in addition to campus and community service.

The Center, under the leadership of the Director of the Center for Student Engagement and

Leadership, also coordinates diversity and multicultural programming for students, the

Miss JSU Pageant, and the Coronation of Miss JSU, leadership training for student leaders

and the student body and houses the campus minister. For

information, call (601) 979-1179.

STUDENT ORGANIZATIONS

Jackson State University affords every student approximately 100 ways to complement their

classroom experience, which will lead to favorably impacting the communities in which they live

and work.

Clubs and Organizations

Student Government Association

Miss JSU and the Royal Court

Academic Council/Departmental, General Honor Societies

Accounting Society

AFROTC - Soaring Tigers

Alpha Chi National College Honor Society

Alpha Kappa Delta Honor Society

Alpha Kappa Mu Honor Society

Alpha Lambda Delta Honor Society

Alpha Mu Gamma Honor Society

American Advertising Federation

American Chemical Society

American Marketing Association

American Society of Civil Engineers

Army ROTC Tiger Battalion

Arnold Air Society

Assoc. of Computing Machinery

Assoc. of Technology, Management & Applied Engineering

Artist’s Club

Beta Beta Beta National Biological Honor Society

Beta Gamma Sigma International Business Honor Society

Beta Kappa Chi National Scientific Honor Society

Blue Key Honor Society

Chemistry Society

Chi Alpha Epsilon Honor Society

Chi Alpha Sigma National College Athlete Honor Society

Chi Epsilon Pi Honor Society

Economics Club

Epsilon Pi Tau International Honor Society for Technology

Fannie Lou Hamer Pre-Law Club

Financial Management Association

Health, Physical Education and Recreation Club

History Club

JSU Student Chapter of IEEE

Kappa Delta Pi International Honor Society in Education

American Criminal Justice Association Lambda Alpha Epsilon

Mass Communications Club

Mathematics Club

Meteorological Student Society

Minority Association of Pre-Medical Students (MAPS)

National Association of Blacks in Criminal Justice

National Assoc. of Black Journalists

National Health and Fitness Association

National Organization for Professional Advancement of Black Chemist and

Chemical Engineers

National Society of Black Engineers

National Student Speech, Language and Hearing Association

Phi Alpha Honor Society

Phi Alpha Theta National History Honor Society

Phi Delta Alpha Business Law Society

Phi Epsilon Kappa Honor Society

The National Honor Society of Phi Kappa Phi

Pi Gamma Mu International Honor Society in Social Sciences

Pi Lambda Theta Honor Society

Pi Mu Epsilon Mathematics Honor Society

Pi Sigma Alpha National Political Science Honor Society

Political Science Club

Pre-Health Society

Psi Chi National Honor Society

Psychology Club

Psychology @ Work

Public Relations Student Society of America (PRSSA)

Sigma Alpha Pi Honor Society

Sigma Tau Delta Honor Society

Social Work Student Association

Soc. for the Advancement of Management (SAM)

Society of Manufacturing Engineers

Society of Physics Students

Society of Women Engineers

Sociological Society

Spectrum

Student Council for Exceptional Children

National Education Assoc. (NEA)

Urban Studies Club

CLASS COUNCIL

Freshman Class

Sophomore Class

Junior Class

Senior Class

NATIONAL PAN HELLENIC COUNCIL, INC.

Alpha Kappa Alpha Sorority, Inc.

Alpha Phi Alpha Fraternity, Inc.

Delta Sigma Theta Sorority, Inc.

Zeta Phi Beta Sorority, Inc.

Iota Phi Theta Fraternity, Inc.

Kappa Alpha Psi Fraternity, Inc.

Sigma Gamma Rho Sorority, Inc.

Phi Beta Sigma Fraternity, Inc.

Omega Psi Phi Fraternity, Inc.

RELIGIOUS COUNCIL

Baptist Student Union

Berean Outreach Ministry

Church of Christ Holiness U.S.A. Student Union (S.W.A.T.)

(COGIC) Collegiate Club

Fellowship of Christian Athletes

Friends Overcoming Crisis Using Solutions (F.O.C.U.S.)

Inter-Varsity Christian Fellowship

JSU Interfaith Gospel Choir

Men & Women of Vision

Men of God Christian Fraternity, Inc.

Muslim Students Association

Reformed Univ. Fellowship (RUF)

Revolution on Campus (R.O.C.)

Tigers for Christ: JSU Church of Christ Campus Ministry

Wesley Foundation

Young Life College @JSU

RESIDENTIAL COUNCIL

Campbell Suites South–Women

Campbell Suites North–Men

E.T. Stewart Hall for Men

F.O. Alexander East Residence

F.O. Alexander West Residence

John W. Dixon Hall for Men

McAllister-Whiteside Residence Transitional Dorm

Residence Hall Association

SPECIAL INTEREST COUNCIL

Akoben Society

ACLU @JSU

Awareness Society

Blue and White Flash Newspaper

Ceramic Clay Club

Cheerleaders/Tumblers Club

Commuter Student Association

Dance Ensemble

Dazzlers Dance Team

Earth Angels

First Book College Advisory Board

Food Service Club

Honda Campus All-Star Challenge

Inroads Student Association

Insatiable Modeling Squad

Int’l Student Assoc. Investment Club

“J” Club

Student-Athlete Advisory Committee

Karate Club

Maddrama Performance Troupe

(NAACP) Chapter #5843

National Recreation Organization

OutSpoken

Pierian Literary Society

Pre-Alumni Club

Shakespeare Club

Starlight Club

Student Educational Exchange (SEE)

Student in Free Enterprise (SIFE)

Student Programming Board

Tau Beta Sigma Sorority, Inc.

University Choir/Chorale

University Club- Alabama Chapter

University Club - Arkansas Chapter

University Club-California Chapter

University Club-Caribbean Chapter

University Club - China Initiatives

University Club-Georgia Chapter

University Club-Illinois Chapter

University Club-Indiana Chapter

University Club-Louisiana Chapter

University Club-Michigan Chapter

University Club-Missouri Chapter

University Club-Tennessee Chapter

University Club -Texas Chapter

University Orchestra

University Marching Band

Young Democrats at JSU

Young Forward Lookers at JSU

VETERAN AND MILITARY STUDENT SUPPORT CENTER

The mission of the Veteran and Military Student Center is to improve and enhance the success of

student veterans, service members, and dependents eligible for benefits through the U.S.

Department of Veterans Affairs. The Center supports the Division of Student Life through the

development and implementation of outreach programs designed to provide student support

services focused on the special needs and requirements of today’s military student.

Services provided to veterans, service-members, dependents, and survivors (VSDS):

Advise prospective VSDS students on the admission process.

Assist VSDS students with their military education benefits (G.I. Bill, Federal Tuition

Assistance/FTA, State Education Assistance Program/SEAP)

Offer counseling support services to VSDS students through the Latasha Norman Center

for Counseling & Disability Services.

4. Provide academic support services to VSDS students between departmental units on

campus.

5. Provide outreach to the VSDS population throughout Mississippi and assist with JSU

Admissions.

6. Serve as a liaison between the veteran student community, the University, and

Veterans Affairs.

The Veteran and Military Student Support Center is located in the Jacob Reddix Building, 3rd

Floor, Suite 302, and is open 8:00 a.m. - 5:00 p.m. For information, email

jsuveter[email protected] or call 601-979-1365 or 601-979-1755 or visit

https://www.jsums.edu/veteranscenter/.

STUDENT HEALTH SERVICES CENTER

The JSU Student Health Services Center provides therapeutic and preventive care and a variety of

outpatient medical services for the care of acute and sub-acute conditions, illnesses, and

injuries for Jackson State University students, faculty, and staff. The Student Health Center

provides information on active health promotion, health protection, and disease prevention

services in the physical, mental, and emotional areas. Student insurance information can also be

obtained in the Health Center.

All enrolled students are required to have an up-to-date immunization record on file with the

Student Health Center.

PROOF OF IMMUNIZATION REQUIREMENT

Measles, Mumps, and Rubella

Proof of immunization of measles, mumps, and rubella is required (two doses of the

MMR vaccine) of all students, unless exempt because of (a) actual or suspected

pregnancy (measles or rubella vaccines are not required for females who are pregnant; if

pregnancy is suspected, a valid certificate of medical exception from a health provider

is required until pregnancy is resolved), (b) medical contraindication, or (c) birth prior

to 1957. Temporary waivers may be granted for students enrolled in distance learning

courses and/ or programs where their time on campus is limited to a minimum

number of hours as determined by the admitting IHL institution.

Hepatitis B

Proof of hepatitis B vaccination is required for students who are involved in health

education programs that cause them to be potentially exposed to blood or other

bodily fluids.

Tuberculosis

Proof of test screening for tuberculosis by chest x-ray is required for all international

students.

The Center is located adjacent to Dixon Hall and is open Monday-Friday from 8:00 a.m. to 5:00

p.m. For more information, call 601-979-2260 or visit https://www.jsums.edu/healthservices/.

A night and weekend on-call schedule address “after hour” emergencies. If a student becomes

ill or injured after clinic hours, they must immediately contact residential hall personnel or the

JSU Department of Public Safety at 601-979-2580

JACKSON STATE UNIVERSITY STUDENT CENTER

The Student Center offers services to make the college experience an enjoyable journey during

the matriculation process. The Student Center is home to

various departments that offer an

invaluable number of resources to the campus and surrounding community.

RETAIL ANNEX

The retail annex is home to the Department of Events and the JSU Welcome Center, The

Tiger Barber Shop, JSU Hair Studio, and The Sub Connection.

THE LEGACY FOOD COURT

The Legacy Food Court is located on the first floor of the Student Center and includes dining

choices, Wi-Fi and numerous television screens.

JSU CAMPUS STORE

The JSU Campus store is located on the first floor offering textbooks, JSU merchandise and many

of your classroom essentials.

BANKING

Four ATMs are located on the first floor. Trustmark, Bank Plus, Liberty, and Bancorp South

ATMs are conveniently available for your banking needs.

SECOND FLOOR: STUDENT AFFAIRS OFFICES

The second floor houses the Center for Student Engagement and Leadership, and the

Latasha Norman Center for Counseling and Disability Services.

SECOND FLOOR: SOCIAL AND RECREATIONAL AREAS

The second floor provides a theater, flat-screen televisions, a TV lounge, Commuter Lounge,

Meditation Room, lounging areas and the Tiger Zone. The areas offer space for meditation,

recreation, and socialization. The Tiger Zone features billiards tables, Xbox Games, Wii Game,

PlayStation games, a video game library, and various board games.

THIRD FLOOR: STUDENT AFFAIRS OFFICES

The third floor provides meeting rooms and houses the Student Affairs Administration. The

Associate Vice President for Student Affairs and Dean of Students offices are readily

available to serve the campus community.

Student Center Operations is housed on the third

floor.

THIRD FLOOR: MEETING ROOMS

Meeting rooms are available for small meetings to conferences. Student Center Operations

assists with planning meetings, conferences, retreats, receptions and banquets

accommodating from 10 to 600 people. The campus community and guests may choose

from five meeting rooms, a theater, and a Grand Ballroom. Meeting rooms are equipped

with wireless internet connections and audio-visual equipment. Flexible, affordable catering

options are also available.

LOUNGING AND OUTDOOR SPACE

Lounging areas are located throughout the building offering comfortable chairs, couches,

and tables for

students to study or socialize. Patio areas are also available on the ground

level and second floor for outdoor events and socializing.

The Gibbs Green Memorial Plaza is another outdoor space used for multipurpose activities

such as parties, fairs, and hotspots. Its origin and history are deeply rooted in the Civil

Rights Movement. University events such as Founder’s Day Convocation and Homecoming

activities are held on the Plaza. It is a favorite place among students.

REDDIX HALL: STUDENT AFFAIRS OFFICES AND MEETING ROOMS

Reddix Hall is home to the Veterans and Military Student Support Center, Alice Varnado Harden

Center for Service and Community Engaged Learning, Career Services, JSU Postal Services,

Auxiliary Enterprises and Contractual Services, and the Executive Director for Campus

Operations. The Reddix Hall provides three meeting rooms: General Purpose Room, Jacksonian

Lounge, and the Panhellenic Lounge.

For additional information, please visit the JSU Student Center, Suite 3230, call 601-979-2571,

or email jsustudentcenter@jsums.edu.

STUDENT EMPLOYMENT CENTER

The Student Employment Office provides learning opportunities for students by providing

professional development through meaningful work experiences. Students work in positions

covering an array of University functions including research, administration, sciences, athletics,

and tutoring. Our goal is to provide students with a centralized information system of

employment resources on and off campus, offer work experience that will enhance the

student’s educational and occupational goals, and provide students an opportunity to gain

valuable job experience.

 The Student Employment Center (SEC) is located in the Z.T. Hubert Building on the

campus of Jackson State University.

 Gainful employment is awarded part-time through Federal Work-Study (On and Off

Campus), University Work-Aid, and Graduate Assistantships.

What is Federal Work Study?

 A program that provides a method for postsecondary education students to earn funds

that are used towards their education expenses.

 The program is based on a financial need.

 Employment opportunities are available to both undergraduate and graduate students.

 Earn up to 20 hours per week at a pay rate of $7.25 (on campus) or $7.85 (off campus).

To qualify for Federal Work-Study

 Submission of application for federal assistance through the FAFSA program.

 Must have a financial need.

 Program will determine the student’s eligibility.

 International or foreign students do not qualify for the FWS program.

College Work-Aid and Graduate Assistantship

 Not awarded by financial aid.

 Students are awarded from departmental budgets or grant funds.

 ALL students are eligible.

 Students are hired directly by departments on campus.

Contact Information

Email: stu[email protected]

Contact number: 601-979-7120

JSU CAMPUS STORE

The JSU™ Campus Store is located at 1400 John R. Lynch Street, Jackson, MS 39217 in the JSU™

Student Center and is open 8:00 a.m. to 5:00 p.m. Monday-Friday.

Jackson State University® Campus Store is solely devoted to serving the Jackson State

University® community – offering products and services to students, faculty, staff, alumni, fans,

and the local Jackson community both in-store and online via eFollett.com. Textbooks are

available in new, used, rental, or digital formats. Choose the format that best suits your needs

and budget. We also buy back physical, non-rental textbooks at the end of the semester. In

addition, to course material/textbooks, the Campus Store offers various licensed JSU™

memorabilia, including jewelry (class rings, pins, etc.), pennants, stickers, and other insignia

items. For commencement exercises, Founders Day programs, and other events through our

partners at Graduate Services, regalia can be rented or purchased through the JSU™ Campus

Store. For more information, visit https://www.bkstr.com/jacksonstatestore.

JSU POST OFFICE

The Jackson State University Post Office is located on the first floor of Jacob L. Reddix Hall.

The Post Office is responsible for the postal service requirements of the students, faculty,

and staff of the University. Its primary purpose is to provide an efficient and economical

mail system, ensuring timely service for incoming and outgoing mail while operating within

established University and U.S. Postal Service guidelines and/or procedures. The Post Office

is also committed to improving the image, quality, and delivery of mail.

The University zip code is 39217. For more information, visit

https://www.jsums.edu/postalservices/.

JSU DINING SERVICES

SodexoMAGIC@JSU dining services, under the auspices of Auxiliary Enterprises, aims to

enhance campus life by providing superior food quality, quality customer service, and efficient

dining service management.

*For meal plan options, please refer to listing under the “TUITION AND FEES” heading. *

All residential students must have meal plans that are automatically added to the student's

account when Housing is assigned. The default meal assignment for freshman residential

students is the Tiger Platinum plan. Freshmen cannot alter meal plans, but upperclassmen

(sophomore, juniors, and seniors) can. Commuter Meal Plans are voluntary, meaning that it is

not mandated or required. Student meal plans can only be adjusted within the first two weeks

of the semester. Tiger Bucks can be used at all Sodexo Magic on-campus eateries. Tigerbucks

will not be active on a student's account until their registration has been completed with the

Business Office. For more information, visit https://jsums.sodexomyway.com/.

For more information about Auxiliary Enterprises and Contractual Services please visit

https://www.jsums.edu/auxiliary/ and https://www.jsums.edu/contractual/ .

CENTER FOR INNOVATION

The JSU Center for Innovation and Entrepreneurship (CIEED) leverages the best of JSU’s

STEM, business and entrepreneurial capabilities, as well as collaborative potential to provide

students with resources to be creative, innovative and inventive. The CIEED takes advantage of

expertise co-location and facilitates the intersection of widely disparate learning and idea

generation; a place for constant learning, common vision, as well as teamwork, creativity and

innovation.

The CIIED allows for students from all disciplines to learn and grow together as they ideate and

create the next business or technology. The CIIED’s Innovation Fellows Program is opened to

students who are eager to learn about the next great invention, and who are willing to be

change agents for innovation and entrepreneurship as we work to positively impact the

economy and innovation ecosystems of Mississippi, the region, and nationally. Students also

have the option to intern or obtain community service in the CIEED.

Services are provided to students free of charge. Visit www.jsums.edu/innovationcenter to learn

more.

Programming Includes:

 Makerspace (3D Modeling, Prototype Development, Graphic Design and more)

 VR Academy - Virtual Reality and Augmented Reality Immersive Learning

 eSports Academy – Gaming

 Coding Academy (Software Development)

 Production Room

 Collaboration Rooms

 Lean Start Up Training

 Pre-Accelerator Program

 Business Coaching and Mentorship

 Technology Transfer Support (Intellectual Property Protection – Patents, Copyrights,

Trademarks)

 Innovation Fellows Program

Equipment/Tools/Software Include:

 3D Printers

 3D Scanners

 Glowforge Laser Cutter

 Embroidery/Sewing Machine

 Silhouette Cameo

 Lamination Machine

 One Button Studio

 Music Keyboard

 Button Maker

 iMac and PCs

 Interactive Touch Monitors/Boards

 Whiteboards

 Lots of Software–Adobe Creative Cloud, Abelton, SketchUp, Unreal Engine, Gravity

Sketch, Un

 Occulus Quest and Rift, ViVe

INFORMATION TECHNOLOGY

The Division of Information Technology (DIT) is responsible

for managing the university’s

network and communications infrastructure, enterprise resource planning system, and

other information technology (IT) services that support all levels of research, learning,

teaching, and business. IT consists of three units: Academic IT, Computing and

Communications, and Information Systems and Integration, all staffed to deliver customer-

friendly support to all JSU sites. DIT offers the following services: campus-wide productivity

software, online learning software, desktop support, email, faculty training, wireless,

copier, virtual meeting, cybersecurity, mobile apps, and website support. DIT is

headquartered at the MS E-center site, 1230 Raymond Rd, and has various satellite sites

across the campus. For more information, visit www.jsums.edu/informationtechnology or

call 601-979-4299.

I.D. CENTER

It is the policy of Jackson State University that all students, faculty, and staff must obtain and

carry an official JSU identification card (I.D.). The identification card provides students, faculty,

and staff access to dining facilities, athletics, athletic events, residence halls, and the library.

Cardholders who participate in the declining balance program for students and inclining

payroll deductible program for faculty and staff may make purchases in Student Dining, the

Convenience Store, the Deli, Cash Dining, Bookstore, Health Center, Laundry, Publications, and

vending machines as well as outside participating restaurants and fuel vendors. The

identification card is the property of Jackson State University; it is intended for current JSU

students, faculty, staff, and guest only and must be returned upon request. This card is

nontransferable. No fee will be charged for the original issuance of an I.D. Card. However, the

replacement of a lost, stolen, or damaged card is the cardholder’s responsibility. The

cardholder is also responsible for safeguarding their I.D. card. The I.D. Center is located

directly behind Jacob L. Reddix Hall. Office hours are from 8:00 a.m. to 5:00 p.m. on

weekdays.

The JSU™ Supercard can be used for:

 Identification–Your JSU™ Supercard/ ID must be worn visibly at all times.

 Meal Plans–Provides access to all JSU™ Dining Services locations.

 Supercard Accounts–Can be used to make purchases at on and off-campus merchants.

Funds can be added at the JSU Business Office.

 Vending–Use to purchase drinks and snacks from vending machines located throughout

campus.

 Athletic Events–Your ticket to all athletic home events, including basketball, and football

games.

 Recreational Facilities–Provides admission to the JSU™ Recreation Complex, Game Room,

Movie Theatre, etc.

 Postal Services–Present your JSU™ Supercard to pick up packages at Tiger Mail and

the UPS Store.

 Library–Can be used to check out books or use reference material in the library.

 Residence Hall–Use your JSU™ Supercard to enter your residence hall and room.

 Laundry Facilities–Provides access to laundry facilities in residence halls

throughout campus.

PUBLIC SAFETY (CAMPUS POLICE)

The Public Safety Department is responsible for the general welfare, protection, and security of

the students and faculty of the University. In this respect, it is particularly concerned with the

following responsibilities: (1) the enforcement of campus regulations governing the parking of

automobiles and traffic violations; (2) the maintenance of sound security measures of

properties belonging to the University; and (3) the enforcement of rules governing standards of

conduct. For more information, contact (601) 979-2580.

THE DIVISION OF ATHLETICS

Jackson State University is a member of the Southwestern Athletic Conference (SWAC) and

affiliated with Division I of the National Collegiate Athletic Association (NCAA). The Jackson

State University Division of Intercollegiate Athletics recognizes a commitment to serve both its

student-athletes and the University. Its primary commitment is to provide an opportunity for

student-athletes to fully develop their academic and athletic potential. Jackson State

University’s Division of Athletics has Division I programs in 16 sports. For questions or

inquiries, please contact the Division of Athletics at (601) 979-2360 or by email at

https://gojsutigers.com/.

INTRAMURAL SPORTS

Intramural Sports aim to provide a variety of team and individual activities in a recreational

environment for Jackson State University students. Form a team of your peers from your dorm,

or other students you meet around campus. Intramural sports may include leagues,

tournaments, and contests in the following activities: flag football, basketball, soccer and

volleyball.

For more information contact: http://websites.one.jsums.edu/recplex/index.php/competitive-

sports/im-sports/ , call (601) 979-1368, visit 34 Walter Payton Drive, Jackson MS 39217, or

email WPC@jsums.edu

ACADEMIC REGULATIONS

STUDENT RESPONSIBILITIES

GENERAL PHILOSOPHY OF ACADEMIC RECORDS

THE ACADEMIC YEAR

STUDENT ACADEMIC LOAD

SEMESTER HOUR

GRADES AND QUALITY POINTS

INCOMPLETE

ACADEMIC HONESTY

CLASSIFICATION OF STUDENTS

THE COURSE NUMBERING SYSTEM

REGISTRATION

WITHDRAWAL FROM THE UNIVERSITY AND CLASS

AUDITING COURSES

MID-TERM GRADES REPORTING

SCHEDULE CHANGES (COURSE ADD/DROP)

NAME AND ADDRESS CHANGE

SCHOLASTIC RECOGNITION

CLASS ATTENDANCE POLICY

ACADEMIC ADVISEMENT

ACADEMIC STANDINGS

GPA REQUIRED FOR FEDERAL FINANCIAL AID

PETITION TO REPEAT A COURSE POLICY

STUDENT ACADEMIC GRIEVANCE PROCEDURE

TRANSCRIPTS

TRANSFER OF CREDITS

MAJOR

AREAS OF CONCENTRATION

GRADUATION REQUIREMENTS

SECOND BACCALAUREATE

DUAL DEGREE

UNDERGRADUATE DEGREE PROGRAMS

STUDENT RESPONSIBILITIES

Jackson State University provides academic advising for all enrolled students. Students are

responsible, however, for selecting and registering for courses necessary for reasonable

progress toward the selected degree and for following all requirements for the major

department and college in which they are enrolled.

Requirements refer to those policies in effect at the time the student is admitted. Effective with

the 1991 fall semester, continuously enrolled students who fail to meet graduation

requirements within seven years from the date of their first admission, must meet the

requirements in effect at the time of their scheduled graduation rather than those which were in

effect at the time of their entrance. A transfer student should follow the JSU catalog which was

in effect at the time the student was admitted to an accredited institution provided the catalog

is not more than seven years old at the time of the student’s scheduled graduation. If so, then

the student must meet the requirement in effect at the time of their scheduled graduation.

Students readmitted to Jackson State University whose circumstances are not addressed in the

preceding provisions must meet the graduation requirements in effect at the time of their

readmission.

Each student is responsible for knowing the academic regulations in the University catalog and

the student handbook. Unfamiliarity with regulations does not constitute a valid reason for

failure to carry out this responsibility.

GENERAL PHILOSOPHY ON ACADEMIC RECORDS

Jackson State University maintains a permanent academic record for each student enrolled. The

Permanent Academic Record contains those grades received from course work completed at

Jackson State University along with any transfer of courses and credits from any other

accredited institution of higher learning that is used by to fulfill the degree requirements. All

records are confidential. Academic records are considered the property of the University.

Opportunities are provided for students to inspect and to control the release of information

contained in their records in accordance with the Family Education Rights and Privacy Act

(FERPA) of 1974.

The purpose of FERPA is to afford certain rights to students concerning their education records.

The primary rights afforded are the right to inspect and review the education records, the right

to seek to have the records amended, and the right to have some control over the disclosure of

information from those records. The Act applies to all education records maintained by JSU

which are directly related to a student. Records containing a student’s name, social security

number, or other personally identifiable information are covered by FERPA.

THE RETENTION AND DISPOSAL OF STUDENT RECORDS: The Office of the Registrar and Records

currently maintains academic records for students previously and currently enrolled. Academic

records are stored in a hosted environment with ELLUCIAN located in the Division of

Information Technology. Back-ups are stored in another hosted location managed by ELLUCIAN.

Academic records that are not retrievable through computer access are stored on microfilm as

well as a CD-ROM document imaging system located in the Registrar’s Office.

Once the information contained in the academic record has been electronically reproduced, the

hard-copy document may be destroyed. However, the contents of those records can be

reproduced at such time that the student requests personal examination or disclosure of the

academic record be forwarded to another institution of higher learning, a potential or present

employer, or any person or persons so designated by the student. The student must make a

written request to have the academic record released. The academic record is generated and

printed on transcript security paper which prevents duplicating or printing an official copy

outside the Office of the Registrar and Records.

THE ACADEMIC YEAR

The academic year is a minimum of 30 weeks divided into two semesters. In addition to the two

semesters of the academic year, the University offers 2 summer sessions. Students are admitted

each semester and summer term.

STUDENT ACADEMIC LOAD

The minimum load for a full-time undergraduate is 12.00 semester hours of credit. The

maximum load is 19.00 semester hours of credit. An average undergraduate semester load is

15.00 semester hours of credit. To enroll for more than 19.00 semester hours, students must

obtain special permission, prior to registration, from the Dean of the College in which they are

enrolled. The minimum load for a full-time undergraduate during each summer session is 6.00

semester hours of credit or 12.00 hours for the combined sessions. The maximum load is

19.00 semester hours for the whole summer term.

SEMESTER HOUR

A semester hour is the term used to describe the number of credits received by the student for

successfully completing a specific course. A semester hour is one fifty-minute period of lecture

per week or a minimum of two fifty-minute periods of laboratory or studio work per week for

one 16-week period or its equivalent. The semester hour credit given a course is not necessarily

equal to the actual number of clock hours spent in class. This applies particularly to courses in

the sciences and fine arts where laboratory or studio sessions are scheduled in addition to

regular class lectures.

GRADES AND QUALITY POINTS

Grade point averages are determined on a 4.00 scale. Students with cumulative grade point

averages of 2.00 or better are in good academic standing. Those falling below the 2.00 average

are placed on academic probation. Transfer grades are not counted in computing the Jackson

State University grade point average.

A–Excellent ...................................4 quality points per credit

B–Good..........................................3 quality points per credit

C–Fair .......................................... 2 quality points per credit

D–Poor ...........................................1 quality point per credit

F–Failure........................................0 quality points per credit

S–Satisfactory progress..................4 quality points per credit

U–Unsatisfactory progress .............0 quality points per credit

P–Passed....................................................... 0 quality points

NP-Failure……............................................... 0 quality points

IP–In Progress (Graduates only) .................... 0 quality points

R–Repeated Course....................................... 0 quality points

I–Incomplete................................................. 0 quality points

W-Withdraw.……………………………………..….0 quality points

AU-Audit, No Credit...………………………….…0 quality points

NC-Non-punitive failing grade.……………….…0 quality points

PX-Pass equivalent of B, C, or D…………...…...0 quality points

Z-Grade Unknown……………………………….…0 quality points

INCOMPLETE

“Incomplete” is the term used to indicate failure to complete assignments, absence from final or

other examinations, or other course work not completed by the end of the semester. The grade

of “I” (Incomplete) indicates that the student has not completed the course for some

unavoidable reason that is acceptable to the instructor. The deficiency must be removed and

the grade changed by the instructor within the first six (6) weeks of the next semester the

student is in residence. Whether or not the student is in residence, the deficiency must be made

up within one calendar year from the date the grade of “I” was given.

If the student fails to complete the course work within the specified time, the alternate grade

submitted by the instructor’s grade sheet will be recorded as the grade of record. If no alternate

grade is submitted by the instructor, the default grade will be an “F”. Students with questions

regarding the accuracy of grades should contact the instructor of record.

W Authorized Withdrawal–indicates that a student has withdrawn from class during the first 25

days of classes where no basis for evaluation has been established.

WP Authorized Withdrawal, Passing–indicates that a student has withdrawn from the University

after the first 25 days of classes, but before the last 10 days of classes during a semester or

summer session. The student was making satisfactory progress at the time of withdrawal as

recorded by the instructor of record.

WF Authorized Withdrawal, Failing–indicates that a student has withdrawn from the University

after the first 25 days of classes, but before the last 10 days of classes during a semester or

summer session. The student was making unsatisfactory progress at the time of withdrawal as

recorded by the instructor of record.

AU Audit–indicates that a student registered on an audit basis for which no letter grade or

credit hours are given. The course will be recorded on the transcript with the notation of “AU.”

 Students are permitted to audit courses provided they have approval from their college

dean and have been processed properly through the Office of the Registrar and Records.

 Auditors do not receive grades and are not required to participate in course

examinations. Otherwise, conformity to regular classroom decorum is the same as that

required for all students. Students choosing to audit courses must be admitted to the

University, enroll in the courses using current registration procedures and pay the same

tuition fee as regular enrollees. The course will appear on the student’s transcript with

the notation of “AU.” Students may adjust audit status only during the scheduled dates

for registration. The deadline for withdrawing from an audit course is the same as the

withdrawal for other courses.

ACADEMIC HONESTY

Students must be honest in all their endeavors of academic matriculation at Jackson State

University. Cheating, plagiarism, or any other act of academic dishonesty will not be tolerated.

In cases where evidence is sufficient to establish that a student cheated or was otherwise

dishonest in completing a test, paper, report, etc., the penalty will range from repeating the

assignment to expulsion from the University.

Procedures:

 The instructor discusses with the student any evidence of dishonesty with tests,

assignments, or other requirements and the resulting consequences (e.g., based on

documented sound evidence, the instructor may require the student to repeat the

assignment, complete an alternate assignment, or record a reduced grade of “F” for the

assignment; based on circumstantial evidence, the Instructor may talk with the student

about the importance of honesty in the academic environment).

 The student is expected to accept established consequences for acts of dishonesty and

hopefully, pledge to refrain from committing any further acts of dishonesty. In the face

of circumstantial evidence, it is expected that the student will show the instructor

respect in discussing the matter and come to understand the importance of avoiding the

appearance of dishonesty.

 If the student disagrees with an instructor’s charge of academic dishonesty and the

subsequently imposed penalty, the student must make a written appeal to the

department chair for relief.

 The chair, in consultation with appropriate individuals or through a committee structure,

secures documentation of dishonesty, determines if the charge is valid and/or the

penalty is reasonable, or if the evidence is suspect and the charge and penalty should be

dropped. The chair submits a written response to the student within ten days.

 If the student disagrees with the chair’s decision, the student will submit a written

appeal to the college dean within ten days.

 The dean provides the final written response within ten days, which may be done with

committee input and/or in consultation with the Vice President for Academic Affairs.

 Students who commit repeated acts of dishonesty may be referred to The Division of

Student Life with a recommendation for suspension from the University.

NOTE: In any case of alleged academic dishonesty, the disciplinary process should be initiated

within ten days and handled in a professional manner.

CLASSIFICATION OF STUDENTS

Students are classified according to the total number of

hours earned.

Freshman.............................................0-29 semester hours

Sophomore.........................................30-59 semester hours

Junior .................................................60-89 semester hours

Senior ........................................90 or more semester hours

Students may also be classified by class load (full-time or part-time), objective (degree or special

non-degree), and by year or class.

By Class Load–A student is a full-time undergraduate student if they carry 12.0 or more

semester hours of credit per semester. The full-time credit hour load in a ten-week summer

term is twelve (12) semester hours of credit. A student may earn six (6) or more semester hours

each five-week summer session.

By Objective–A degree student is one whose immediate educational objective is such that their

program consists wholly or principally of work normally creditable toward a Jackson State

University degree.

A non-degree student is one who is not pursuing a degree program. Such students are either

students who have not declared a major or students and graduates with previous college credit:

a. who do not want degree status;

b. whose applications for degree status are incomplete;

c. who are not eligible for degree status;

d. who are working towards teacher certification;

e. who are workshop applicants; or

f. who are visiting (transient) summer school students.

A visiting (transient) student is one who is enrolled at the University with the sole intention of

using credits earned toward graduation elsewhere.

THE COURSE NUMBERING SYSTEM

Courses numbered 001-099 include developmental and non-credit courses. Courses numbered

100-199 are freshman-level courses; 200-299 are sophomore-level courses; 280-299 are lower-

division numbers used as follows: 280, individual research courses; 283, directed reading

courses; 286, practicum courses; 289, intern courses; 292, workshops, festivals, institutes;

295, field trips; 299, seminars. Courses numbered 300-399 are junior-level course

designations. Courses numbered 400-499 are senior-level course designations. Courses 480

through 499 are used as follows: 480, individual research courses; 483, directed reading

courses; 486, practicum courses; 489, intern courses; 492, workshops, festivals, institutes;

495, field trips; 499, seminars. Courses numbered 500 and above are graduate-level courses.

REGISTRATION

Students must be admitted officially and pay the fee assessed in order to complete courses at

Jackson State University. Registration dates and instructions are shown in the University

Calendar. Students are required to report on time for registration and to follow the registration

schedule. Students who register late are charged a fee of $150.00 in accordance with the date

printed in the registration schedule. In no case is credit allowed for a course in which the

student is not officially registered. Students are encouraged to register and pay fees during the

registration period.

WITHDRAWAL FROM THE UNIVERSITY AND CLASS

A student is permitted to drop a course without academic penalty up to and including approved

dates published on the Registrar’s website at www.jsums.edu/registrar/ . After the deadline, a

student may withdraw from a course with permission of the academic advisor at which time the

student will receive a grade of “W”. The withdraw grade (“W”) will not lower the GPA, but may

impact financial aid and an excessive record of withdrawals may reflect poorly on students’

application for employment or graduate school.

A student completely withdrawing from the University prior to the deadline for dropping classes

without academic penalty will not receive any grades. His or her record will reflect the date of

the withdrawal. A student withdrawing after the deadline for dropping courses without

academic penalty will receive a grade of “W”. Any courses completed before the withdrawal is

processed will be awarded grades on the official transcript.

A university transcript is a legal document that provides an accurate account of academic

performance. Therefore, transcripts should only be altered if there is a compelling rationale for

doing so.

MID-TERM GRADE REPORTING

At the end of the designated mid-term examination week, instructors will submit mid-term

grades via the BANNER Student System for all students. Mid-term grades can be viewed through

the University website: www.jsums.edu and clicking J.S.U. PAWS. The instructor will not have the

option to assign an “I” grade during this process.

SCHEDULE CHANGES (COURSE ADD/DROP)

The Academic Calendar specify dates for students to add/drop courses. All students must contact

their respective advisor in the University Academic Advisement Center, JSUOnline, or Tiger Center

for Student Athlete Development and Academic Services to discuss and complete the Add/Drop

form. Juniors and seniors are highly encouraged to consult with their major department chair or

faculty mentor in their department before dropping a course. Once the Add/Drop form is

submitted within the timeframe indicated on the Academic Calendar, the requested approved

changes will be processed by the respective advisor.

The following weeks/days are designated as Drop/Add:

 Fall & Spring (8 Weeks) – First week of class/5 Business Days

 Fall & Spring (16 Weeks) – First two weeks of classes/10 Business Days

 Intersessions – First three days of class/3 Business Days

 Summer (4 Weeks) – First week of class/5 Business Days

 Summer (8 Weeks) – First week of class/5 Business Days

NAME AND ADDRESS CHANGE

A student who has had a change in name after their last registration must provide the

University with the appropriate documentation (e.g. marriage license, social security card, court

document, etc.) which substantiates the legal name change. This must be submitted to the

Office of the Registrar and Records prior to the student’s next registration. Registration under a

name different from that used in the student’s last enrollment cannot be accomplished without

appropriate documentation, which becomes a part of the student’s permanent file. All grade

reports and transcripts are issued under the student’s legal name as recorded in the Office of

Undergraduate Admissions and Recruitment and the Office of the Registrar and Records. A

student who has had a change of address after their last registration must provide the

University the new address by completing the appropriate form. This form may be secured from

the Office of the Registrar and Records. Students may submit the form electronically, using the

JSU email account, to student[email protected] for processing.

Additionally, students may use the Personal Access to Web Services (P.A.W.S.) portal to access

the “Update Addresses and Phones” link to make edits and additions to the address on file. All

transcripts will be mailed to the location of the new address.

NOTE: Students receiving payroll checks must file a separate request with the Human Resources

Office.

SCHOLASTIC RECOGNITION

Scholastic recognition is awarded to students who demonstrate high academic scholarship and

achievement.

The President’s List

The President’s List is composed of those students who, during a regular semester, complete a

minimum of fifteen (15) semester hours with a semester grade point average of 4.00.

The Dean’s List

The Dean’s List is composed of those students who, during a regular semester, complete a

minimum of fifteen (15) semester hours with a semester grade point average of 3.00 to 3.99.

Graduation with Distinction

A student with an institutional cumulative grade point average between 3.20 and 3.49 is

graduated cum laude; between 3.50 and 3.79, magna cum laude; and between 3.80 and 4.00,

summa cum laude. To graduate with distinction, the student must have acquired the above

grade point averages at the end of the semester prior to the semester of graduation. A transfer

student is eligible to be considered for honors provided (1) the student has earned a minimum

of 48 semester hours at Jackson State University prior to the semester of graduation; (2) the

student maintains a 3.20 or higher grade point average for the course work completed at

Jackson State University. Recognition is noted on the student’s diploma and final transcript

based upon the final degree audit.

Transfer students must achieve the specified quality point average on all hours attempted at

Jackson State University. Quality points from other institutions are not included in computing

grade point averages for honors. Students who already hold a baccalaureate degree are not

eligible for this distinction.

CLASS ATTENDANCE POLICY

Objective

To ensure that students attend all class sessions and activities, except in cases of extreme

cause, to maximize their learning from the quality instructional experience afforded at the

University.

Statement

Students at Jackson State University must fully commit themselves to their program of study.

One hundred percent (100%) punctual class attendance is expected of all students in all

scheduled classes and activities. Instructors keep attendance records and any absence for which

a student does not provide written official excuse is counted as an unexcused absence.

Students must understand that even with an official excuse of absence, they are responsible for

the work required during their absence.

Students may be officially excused from class for attendance at University approved functions,

provided the sponsor properly executes a Student Affairs Leave Form. Such excuses shall be

accepted by the instructor. Students may also be officially excused by the Dean of their College

or the Vice President for Student Affairs for certain campus activities.

Students requesting excuses for absences due to illness or other emergency situations will be

issued a Request for an Excused Absence. The Request for an Excused Absence Form will be

issued only after proper documentation stating the reason for non-attendance has been

submitted and verified. (Proper documentation includes doctor’s excuse, official court

document, etc.).

ACADEMIC ADVISEMENT

Jackson State University is committed to providing quality academic advising to all students

utilizing a proactive and appreciative approach. The mission of the University Academic

Advisement Center (UAAC) is to provide students with resources to take ownership of their

academic careers, and to assist students in attaining their educational goals. Most students

should utilize the UAAC to receive advising services, but those who are student athletes and

JSUOnline enrollees should visit advisors in the Tiger Center for Student Athlete Development

and the JSUOnline academic advisors respectively. Students are encouraged to visit the UAAC on

the 2

floor of the H.T. Sampson Library. The Tiger Center for Student Athlete Development is

located on the 1

floor of H.T. Sampson Library, and the JSUOnline academic advisors are

located in the 101 Capitol Building at the downtown JSU location. Each student is required to

obtain academic advisement prior to each registration period in addition to scheduling periodic

conferences during the semester to discuss academic programs planning and progress. A

student must follow the curriculum of the catalog under which they entered the University.

Student Academic Advisement Responsibilities:

 Familiarize yourself with degree requirements

 Check JSU email often

 Comply with deadlines and policies

 Utilize tools and resources made available to you

 Seek advising frequently to avoid experiencing academic difficulties

 Maintain your own personal academic records, including transcripts, audits, evaluation

of transfer work, and notes from previous advising session.

NOTE: Students who at any time are confused about academic requirements or their progress

toward a degree are strongly encouraged to meet with their advisor.

ACADEMIC STANDINGS

GOOD ACADEMIC STANDING

Students with a cumulative grade point average of 2.00 or better are considered in good

academic standing. A minimum grade point average of 2.00 on the 4.00 scale is required

by all students to meet degree requirements. In many cases, a higher minimum grade point

average specified by colleges within the University is required for graduation.

GPA REQUIRED FOR FEDERAL FINANCIAL AID

The following policy became effective in the Fall of 1992. Undergraduate students are

eligible for Federal Financial Aid at Jackson State University as long as they maintain the

following minimum grade point average. For Federal Financial Aid eligibility, GPA hours will

include credits taken at Jackson State University and credits that have been accepted from

other institutions. GPA hours are the number of credit hours used in calculating the grade

point average (i.e., Grades of A, B, C, D, F, S, U).

RETENTION AND SUSPENSION

Academic Warning A student is placed on academic warning when the student’s cumulative

grade point average is less than 2.00. The student may be removed from this status when

the cumulative grade point average of 2.00 or better is achieved. Students who are on

academic warning are encouraged to take no more than 13 hours per semester and to take

no more than 6 hours during the summer term. They must adhere to the following

suggestions to improve their grade point average:

Academic Probation A student whose cumulative grade point average falls below the

minimum required for retention is placed on probation for the following semester.

Academic Suspension A student on probation who does not earn the academic average

required for retention for a period of two semesters is placed on suspension for one

academic year. An appeal for waiver of suspension because of unusual circumstances

should be made through the student’s academic departmental advisor, and college dean.

The final decision is made by Academic Affairs.

Retention The following policy became effective in the Fall of 1992. Undergraduate

students are permitted to continue studies at Jackson State University as long as they

maintain the following minimum grade point average required for retention.

For retention purposes, GPA hours will include credits taken at Jackson State University and

credits that have been accepted from other institutions. The grade point averages for

retention will be computed only on GPA hours at Jackson State University. GPA hours are the

number of credit hours used in calculating the grade point average (i.e., Grades of A, B, C,

D, F). In many cases a higher minimum grade point average specified by colleges within the

University must be maintained in addition to the requirements listed above.

Reinstatement Students who are suspended for poor academic performances may be

readmitted on probation. A student desiring reinstatement must send a formal letter of

application to the Admissions and Credits Committee. The letter of application must include

convincing evidence that the student’s cause for making poor academic progress has been

corrected or that the extenuating circumstances which affected academic progress have

been corrected. The student’s letter of application must be received at least twenty (20)

days prior to the semester or summer term for which the student seeks re-admission. The

Admissions and Credits Committee will inform the student of the final disposition of the

letter of application.

Academic Second Chance - An undergraduate student previously enrolled at Jackson State

University who has not been enrolled in any post-secondary education institution since

GRADE POINT

AVERAGE HOURS

(INCLUDING TRANSFER)

MINIMUM CUMULATIVE

GPA REQUIRED

0-29

1.50

30-59

1.75

50-89

1.80

90-107

1.90

108 and above

2.00

leaving Jackson State may be eligible for matriculation under the Academic Second Chance

Policy. The Academic Second Chance option must be requested within the first or second

semester of re-admission. Student may use this option ONE time.

1. Student must have been separated from the University for a minimum of twelve (12)

consecutive months.

2. All academic credit hours and grades earned during previous enrollment at Jackson State

will remain on the student’s transcript:

a. Academic credit hours with grades of “C” and above may be used to meet degree

requirements.

b. Academic credit hours with grades of less than “C” will not be used in the

computation of the student’s grade point average.

3. Students are required to follow the current curriculum at the time of re-admission.

4. Student Responsibilities:

a. Obtain an official notification of re-admission from the Office of Undergraduate

Admissions and Recruitment.

b. Where appropriate, verify financial aid status in Financial Aid.

c. Obtain an application for Academic Second Chance from the Office of the

Registrar and Records.

d. Develop a program of study in consultation with an advisor in your major

department.

e. Complete the application for Academic Second Chance.

f. Obtain signature of department chair in major area, major academic advisor, and

the college dean. The inclusion of signatures from the chair, advisor, and dean

indicates approval of student being granted the “Academic Second Chance.”

Academic New Start - An undergraduate student previously enrolled at Jackson State

University who has not been enrolled in any postsecondary education institution since

leaving Jackson State may be eligible for matriculation under the Academic New Start Policy.

The Academic New Start option must be requested within the second semester of re-

admission. Student may use this option ONE time.

Under this Option:

1. Student must have been separated from the University for minimum of sixty (60)

consecutive months.

2. Academic New Start option must be requested within the second semester of re-

admission after a minimum of twelve (12) semester hours have been completed with

a minimum cumulative grade point average of 2.0.

3. All academic credit hours and grades earned during previous enrollment at Jackson

State will remain on the student’s transcript but will not be counted toward degree

requirements.

4. Students are required to follow the current curriculum at the time or re-admission.

5. Student Responsibilities:

a. Obtain an official notification of re-admission from Undergraduate Admissions.

b. Where appropriate, verify financial aid status in Financial Aid.

c. Obtain an application for Academic New Start from the Office of the Registrar

and Records.

d. Develop a program of study in consultation with an advisor in your major

department.

e. Complete the application for Academic New Start.

f. Obtain signature of department chair in major area, major academic advisor, and

the college dean. The inclusion of signatures from the chair, advisor, and dean

indicates approval of student being granted the “Academic New Start.”

REPEAT A COURSE POLICY

For all undergraduate students at Jackson State University who repeat a course(s), the highest

grade earned will be used in calculating the grade point average. However, the semester hours

for the repeated course will remain as a part of the attempted hours. 1 To repeat a course in

which a low grade has been recorded, a student must register for the same course. 2. A course

repeated for the purpose of replacing a low grade must be taken at Jackson State University. 3.

The grade for the most recently repeated course will be computed in the cumulative grade point

average. However, all grades earned will be retained on the student’s official transcript.

STUDENTS ACADEMIC GRIEVANCE PROCEDURE

The objective of the Grievance Procedure is to create and sustain an academic environment that

permits students to freely express concerns or reveal complaints about their education and the

educational process and to have their concerns and complaints addressed swiftly and

forthrightly. Students enrolled at Jackson State University may register a concern or complaint

about any academic regulation, the instructional program, delivery of the program, grades

received, the academic advisement system, or any other matter related to academic affairs,

without any adverse action for expressing the concern or filing the complaint. Concerns and

complaints will be received, explored or investigated, and responded to in a fair and timely

fashion, though students should understand that the final response by the University may not

always be the response that they prefer.

Procedures

Classroom Concerns or Complaints (e.g., grades received; improper dismissals; unprofessional

behavior):

 Student documents the concern or complaint in writing to the instructor.

 Instructor provides a written response to student's concern or complaint (allowing up to

five days if investigation is required).

 Complaints unresolved by the instructor or for which the response is unacceptable must

be described in writing by the student and submitted to the department chair.

 The chair properly logs and investigates the matter and provides a written response to

the student within ten days.

 Issues that are still unresolved must be submitted by the student to the college dean.

 The dean provides the final written response within ten days, which may be done with

committee input and/or in consultation with the Ombudsperson for Academic Affairs.

Other Academic Concerns or Complaints (e.g., academic advisement or academic regulations):

 Student documents the concern or complaint in writing with the academic advisor.

 The advisor provides a written response (allow up to five days if an investigation is

needed), or refers it to the appropriate official/body, e.g., Department Chair or

Academic Standards Committee, for response within 20 days. The appropriate

official/body returns the response to the advisor and the advisor returns it to the

student.

 Unresolved concerns or complaints must be submitted in writing by the student to the

Dean.

 Dean provides a written response within ten days, which may be done with committee

input and/or in consultation with the Ombudsperson for Academic Affairs.

 If the complaint remains, the student will submit it to the Provost and Vice President for

Academic Affairs for a final response.

TRANSCRIPTS

A university transcript is a legal document. Transcript requests are made in writing and directed

to the Office of the Registrar and Records. Transcripts may also be requested online at

www.jsums.edu/registrar. The transcript is a student’s complete and permanent academic

record. It shows all undergraduate and/or graduate work completed, results, and degrees

awarded at JSU. In addition, a summary of transfer credit is listed and detailed course work may

be included. After the last enrollment period, transcript totals are shown. The Office of the

Registrar and Records will not release transcripts received from other schools and colleges.

The current cost for each transcript is $10.00. Checks or money orders should be made payable

to Jackson State University. Transcripts can only be released for students having no outstanding

financial obligations to the University.

TRANSFER OF CREDITS

1. A maximum of 62 semester hours of credit for courses completed at the freshman and

sophomore levels will be allowed from a community/junior college toward degree

requirements. Only college courses in which the grade is “C” or higher will be accepted.

Jackson State University does not accept transfer courses with “D” grades.

2. Jackson State University does not accept for credit courses that are classified as remedial

or developmental.

3. Students ordinarily receive no transfer credit for courses designed specifically for

technical and vocational career programs. The chair of the students’ program concerned

should be consulted on questions pertaining to the transfer of credits.

4. After earning 62 semester hours from any accredited institution, a student may not take

additional courses at a community/junior college and have them applied toward a

degree from Jackson State University.

5. Any course taken for credit at another institution while a student is enrolled at Jackson

State University must have prior written permission of the student’s department chair

and dean in order for that credit to be accepted toward the fulfillment of degree

requirements at Jackson State University.

6. Grades earned in transfer courses are shown on the permanent record at Jackson State

University but will not be used in calculating Jackson State University grade point

averages. Transfer credits have a separate grade point average and will be used to

calculate the overall GPA and includes the JSU credits plus the transfer credits combined

to calculate the overall grade point average.

7. Transfer grades are not used to calculate honors designations at graduation.

8. Normally, Jackson State University allows full credit for a course taken at another

accredited institution if a comparable course is offered at Jackson State University. The

final evaluation of transcripts is done by the department responsible for the program of

study.

9. All students are required to have the last session of residence or its equivalent at

Jackson State University and to complete satisfactorily a minimum of 30 semester hours

of courses before graduation.

10. A maximum of 93.0 semester hours is transferable from an accredited four-year

institution.

11. A transient student (temporary student who wishes to transfer credits to their home

institution) or a student who wishes to transfer to another institution must request an

official transcript of credits to be issued to that institution in accordance with the

transcript policy.

MAJOR

A major is an orderly sequence of specialized courses within an academic discipline that leads

to a baccalaureate degree. The requirements for majors vary and are found in the specific

academic units responsible for the major. Majors should include a minimum of 30.0 semester

hours and usually range from 30-39.0 hours. (These ranges may vary in some degree programs

because of national accreditation or professional certification requirements.) A minimum

average of “C” in the major is required for graduation in specific disciplines. In addition, the

academic unit responsible for the major may require the student to repeat any major course

where a grade below “C” was earned. Some majors are subject to additional admission

requirements and enrollment limitations.

AREAS OF CONCENTRATION

Various areas of concentration are available and are indicated in the sections of the Catalog

within the academic units. A concentration generally ranges from 18-21 hours of courses

approved by the department in which it is offered.

GRADUATION REQUIREMENTS

Minimum requirements for all undergraduate degrees offered by the University are listed below.

In addition, students must meet the specific degree requirements as established by the college

or department in which the degree is offered. A minimum of 120-124 semester hours is

required for all baccalaureate degrees with the exception of music education and engineering.

The curricula published in the catalog of entry specifies the requirements for the degrees

offered at the University. To complete degree requirements an undergraduate student must:

1. Complete a minimum of 120.0-128.0 semester hours of work.

2. Satisfactorily complete the curricular requirements in the major field of study.

3. Earn a cumulative academic average of not less than 2.00 in all courses.

4. Earn a cumulative average of not less than 2.00 in all courses attempted in major field.

5. Complete, in residence, no fewer than 30.0 semester hours of upper-level course work

required in major field unless permission is granted otherwise.

6. Complete, in residence, the final semester’s course work, unless permission is granted

otherwise.

7. Take all examinations required by the college responsible for the student’s major.

8. Satisfactorily pass the Undergraduate English Proficiency Examination**(requirement

waived for the 2021-2022 catalog year.)

9. Student must fine an “Application for Degree” electronically via the Online Graduation

Clearance Process. Students seeking graduation for a past conferral date must complete

a paper application found online at www.jsums.edu/registrar. Graduation application

deadlines are found on the published Academic Calendar.

10. Every undergraduate student who enrolls as a first-time freshman student is required to

complete 120 hours of community service for graduation. Students who transfer with at

least 1 academic credit from an accredited university/college are required to complete

60 hours of community service. To ensure that all requirements are met in a timely

manner, it is suggested that students complete a minimum of thirty (30) hours of

community service each academic year. Students can begin to work toward completion

of service hours at the beginning of their first year of enrollment.

11. Degrees are awarded at the end of the term in which requirements are completed.

NOTE: Degrees may be awarded and posted to the students P.A.W.S. account once they

complete all academic requirements, however diplomas and transcripts will be issued

once all financial obligations are met.

THE UNDERGRADUATE ENGLISH PROFICIENCY EXAMINIATON (UEPE)

The Undergraduate English Proficiency Examination (UEPE) is a graduation requirement for all

students at Jackson State University. The examination is administered to sophomores and

juniors who have completed twelve (12) semester hours of general education courses in

English. Students are required to take the UEPE at the end of their sophomore year and no later

than the first semester of their junior year. The UEPE is an essay test that assesses the ability of

students to communicate ideas in a clearly written and comprehensive composition. Because

the examination is intended to determine the student’s level of competency in communicating

ideas with a degree of verbal correctness and clarity, emphasis is placed on fluency in

expressing ideas, the general thinking abilities of students, and the content of the composition.

Competence in writing themes that are grammatically correct is an important consideration;

however, the grammatical content of a composition is to be measured in terms of the extent to

which it attributes to or interferes with understanding of the content of the composition. A

pattern of errors in any of the following– subject-verb agreement, pronoun-antecedent

agreement, sentence fragments, comma splices, run-on sentences, and unnecessary shifts in

verb tenses or in points of view involving the pronoun–constitutes failure. The UEPE measures a

student’s ability to write a five paragraph composition on a subject chosen from a variety of

questions and topics related to the various field of study. Students may choose a question or

topic related to their major or of interest to them.

GRADUATION CEREMONY

Commencement exercises are held at the end of the spring semester and at the end of the fall

semester; degree candidates must be present.

Degrees are also awarded at the end of the summer semester but there is no commencement

exercise held. Diplomas are mailed in August to summer degree candidates. Degree candidates

are invited back to the following fall exercise if they desire to be a part of commencement

exercises.

REQUIREMENTS FOR A SECOND BACCALAUREATE DEGREE

Admission to the second baccalaureate degree program is subject to approval by the

chairperson of the department and dean of the college in which the degree is being sought.

Students who wish to obtain a second baccalaureate degree from Jackson State University must

meet the following criteria:

 Gain admission to the University.

 Declare intent to pursue second baccalaureate degree by completing the Application for

a Second Baccalaureate Degree. The Application for a Second Baccalaureate Degree may

be secured from the Office of Academic Affairs or from the office of the college dean.

 Develop degree plan with approval of an advisor from the department in which the

degree is offered.

 Complete at least 30.0 semester hours of approved courses beyond the first

baccalaureate degree in residence at Jackson State University.

 Maintain a minimum grade point average of 2.00.

DUAL DEGREE REQUIREMENTS

A student may simultaneously earn two degrees. The student is encouraged to discuss interest

in pursuing two degrees with the assigned University advisor. Standard criteria are as follows:

 Student must have completed a minimum of 32.0 semester hours in residence at

Jackson State University, with a minimum cumulative grade point average of 3.0.

 Student must be registered in one of the colleges. (The College in which the student is

initially accepted will be deemed the “home” or “host” college.)

 Student must be admitted to each college in which a degree is being sought:

o Student must submit a separate Application for Dual Degree along with other

required documents to each respective college.

o Student must return completed and signed applications to the Office of the

Registrar and Records.

o Degree plans must be developed and approved by an advisor from each of the

respective colleges.

o Student must meet requirements and follow procedures of each college.

 Degree requirements for each major must be met simultaneously. (Meeting the

requirements of dual degrees may lengthen completion time of academic programs.)

 Student must maintain grade point average of 2.00 or higher in each degree program.

 Student may withdraw from this arrangement at any time prior to the final semester in

which the degrees are to be awarded by submitting a formal letter of withdrawal to the

Dean of each college in which enrolled.

UNDERGRADUATE DEGREE PROGRAMS

College of Business

Major Degree

Accounting

B.B.A.

Business Administration

B.B.A.

Economics

B.B.A.

Entrepreneurship

B.B.A.

Finance

B.B.A.

Management

B.B.A.

Marketing

B.B.A.

College of Education and Human Development

School of Instructional Leadership

Major Degree

Childcare and Family Education

B.S.

Elementary Education

B.S.Ed.

Health, Physical Education and Recreation

B.S.

Professional Interdisciplinary Studies

B.S.

Social Science Education

B.S.Ed.

Special Education

B.S.

University Studies

B.US.

College of Liberal Arts

School of Communications

Major Degree

English

B.A.

Foreign Languages

B.A.

Journalism and Media Studies

B.S.

Speech Communication and Theatre

B.A. & B.S.

School of Fine and Performing Arts

Major Degree

Art

B.A.

Music Education

B.M.E.

Music Performance

B.M.

School of Social and Behavioral Science

Major Degree

Criminal Justice

B.S.

Sociology

B.A.

History and Philosophy

B.A. & B.S.

Political Science

B.A.

Psychology

B.S.

College of Health Sciences

“A CEPH Accredited School of Public Health"

Major Degree

Communicative Disorders

B.S.

Health Care Administration

B.S.

School of Social Work

Major Degree

Social Work

B.S.W.

College of Science, Engineering, and Technology

School of Engineering

Major Degree

Biomedical Engineering

B.S.

Civil Engineering

B.S.

Computer Engineering

B.S.

Computer Science

B.S.

Electrical Engineering

B.S

School of Science and Technology

Major Degree

Biology

B.S.

Chemistry

B.S.

Earth System Sciences

B.S.

Industrial Technology

B.S.

Mathematics

B.S.

Mathematics Education

B.S.

Meteorology

B.S.

Physics

B.S.

Statistics

B.S.

ACADEMIC AFFAIRS

DEVELOPMENTAL AND ENHANCEMENT STUDIES/SUMMER DEVELOPMENTAL PROGRAM

(S.T.A.R.S.)

GENERAL EDUCATION

DEGREE PROGRAMS

OTHER ACADEMIC PROGRAMS

DEVELOPMENTAL AND ENHANCEMENT STUDIES/SUMMER DEVELOPMENTAL PROGRAM

(S.T.A.R.S.)

The Developmental and Enhancement Studies Program and Summer Developmental Program, at

JSU referred to as The S.T.A.R.S (Students Trained for Academic Readiness and Success)

Program are housed in Academic Affairs. Year-round academic support classes and student

support services which include peer tutors, computer-assisted instruction, and support labs are

offered.

Developmental and Enhancement Studies’ purpose is to plan, supervise, and teach preparatory

courses in English, mathematics, and reading. Students failing to score at an appropriate level

with a subtest score lower than 17 on the ACT or at a corresponding level on the SAT are placed

in intermediate classes to assist them in reaching a level of proficiency to be successful in their

regular academic classes.

Students applying to state-supported institutions of higher learning in Mississippi who fail to

meet one of the four admission criteria, participate in a nine-week summer program to increase

their chances of being admitted.

Qualified students take course work in reading, composition, and mathematics. This program

includes classroom instruction, as well as computer-assisted tutorials. These courses do not

count toward graduation and cannot be used as substitutions for elective or major courses.

However, with the successful completion of The S.T.A.R.S. Program, the student will be able to

enroll in freshman courses for the fall semester. In addition, the students receive counseling

and support needed to participate successfully in the academic and social community of the

University

DESCRIPTIONS OF DEVELOPMENTAL COURSES

ENG 001 - Developmental English This three-hour (3) course is designed to give intensive

practice in the fundamentals of grammar usage, sentence structure, mechanics and diction.

ENG 002 - Intermediate English This three-hour (3) course is designed to serve as a bridge

course between ENG 001 and ENG 104. It is also required of students earning a sub-score less

than 17 on the ACT or the corresponding score on the SAT in English. Primary emphasis will be

placed on paragraph writing.

ENG 399 - Functional Writing This three-hour (3) course is designed to help the student gain

proficiency in thinking logically, writing intelligently and effectively. (For students who fail the

Undergraduate English Proficiency Examination.)

MATH 001 - Developmental Mathematics This three-hour (3) course is designed to improve

the student’s mastery of the fundamental operations of arithmetic, including whole numbers,

fractions, decimals, mixed numbers, and percentages. Emphasis is placed on number

manipulation and applications relating to process.

MATH 004 - Intermediate Algebra This three-hour (3) course covers the Real Number system,

linear equations, inequalities, graphing, linear systems, exponents, polynomials, factoring,

rational expressions, roots and radicals, quadratic equations, and all applications. It is required

for students earning a sub-score less than 17 on the ACT or the corresponding score on the

SAT in math.

RE 001 - Developmental Reading. An individualized course for meeting the reading needs of

students whose entrance scores indicate the likelihood of difficulty in doing college work.

RE 002 - Intermediate Reading. An individualized course designed for any student deserving

to increase speed of reading and to improve study skills. It is also required of students earning

a sub-score less than 17 on the ACT or the corresponding score on the SAT in reading.

GNST 100 - Learning Skills Lab This course is designed for students enrolled in the Summer

Developmental Program. Emphasis is placed on English, math, and reading skills along with

study skills and other academic and social activities at the University.

GNST 101 - Academic Support I This course is designed to assist conditionally admitted, as

well as other volunteer students with their freshman courses. The goal of this course is to

provide individualized support for “marginally” prepared students in regular academic credit

courses.

GNST 102 - Academic Support II This course is the second part of the year-long academic

program which is designed to continue to offer individualized support for “marginally” prepared

students in regular academic credit courses. Emphasis is placed on study skills, learning to

learn strategies and lifelong skills.

GNST 103 - First-Year Writing Seminar This one-hour (1) course is designed to give students

enrolled in English 002 additional support and lab experiences to practice skills introduced in

the lecture class.

GNST 104 - First-Year Reading Seminar This one-hour (1) seminar focuses on topics and

strategies in reading comprehension designed for freshmen enrolled in Reading 002.

GNST 105 - First-Year Mathematics Seminar This one- hour (1) seminar is designed to give

students time to explore and practice applications relating to the mathematical process.

GNST 200 - Learning to Learn This two-hour (2) course is designed to give students a chance

to put failure in perspective and take charge of their future. It will assist students in

determining what obstacles are interfering with their learning, in overcoming their problems

and in gaining self-confidence and self-determination. (For students on probation).

GNST 201 – ARMS I. (Academic Readiness and Mentoring Program). This one-credit hour

class is a special initiative designed to address the needs of a special population of student-

athletes who are identified as at-risk as a result of their transitional status (Freshman and/or

Transfer). This course will cover a variety of topics useful for all incoming students, but will

have a special emphasis on the issues that impact the success of JSU student-athletes.

GNST 202 – ARMS II. (Academic Readiness and Mentoring Program). This two-hour course is

an initiative designed to address the needs of a special population of student-athletes who are

identified as at-risk as a result of their previous semester term GPA. This course will expand on

the acquisition of scholarship skills begun in ARMS I and will cover a variety of topics useful for

at-risk students, but will have a special emphasis on the issues that impact the success of JSU

student-athletes. Student-athletes will gain a better understanding of the academic rigors and

expectations that their individual academic departments have of them as university

students/scholars.

GENERAL EDUCATION

All degree programs at Jackson State University have a SHARED GENERAL EDUCATION CORE.

The general education courses complement the specialized academic major courses to provide

balance within a broader intellectual context. The baccalaureate degree programs offered at

Jackson State have two major curricular components: the general education requirements and

the specialized academic major requirements. All students must meet the core curriculum

requirements to qualify for any baccalaureate degree at Jackson State University. In addition to

the following core requirements, students are to complete all requirements established by

schools in which the degree is offered. Students share common knowledge, experiences, and

skills through courses in Communication, Humanities and Fine Arts, Natural Science, Social and

Behavioral Sciences, Health and Physical Education, and University Success.

University Success Course (UNIV 100/BIZ 101/BIZ 102/UNIV 105) This course offers a

global, comprehensive and personalized approach to student success through a customized

textbook, stimulating lectures, success seminars and workshops, action research, leadership

development, library initiatives, and community service.

GENERAL EDUCATION REQUIREMENTS

CORE REQUIREMENTS

I. COMMUNICATION 15- 18 sem. hrs.

ENG104 - 105/111 - 112 Composition 6 sem. hrs.

ENG 205 World Literature 3 sem. hrs.

Speech Option 3 sem. hrs.

Foreign Language* 0-6 sem. hrs.

II. HUMANITIES AND FINE ARTS 6 sem. hrs.

Philosophy Option 3 sem. hrs.

Fine Arts Options 3 sem. hrs.

III. NATURAL SCIENCES 9 sem. hrs.

Science Option 3 sem. hrs.

MATH 111 College Algebra 3 sem. hrs.

Computer Literacy 3 sem. hrs.

IV. SOCIAL & BEHAVIORAL SCIENCES 9 sem. hrs.

HIST 101-102/111-112

History of Civilization. 6 sem. hrs.

Social Science Option 3 sem. hrs.

V. HEALTH AND PHYSICAL EDUCATION 2-3 sem. hrs.

HE 101 Concepts of Health 3 sem. hrs.

Two 100-level Physical Education

Activity Courses 2 sem. hrs.

VI. UNIV 100 UNIVERSITY SUCCESS

in College or 2 sem. hrs.

UNIV 101 University Success

in the College of Business or 2 sem. hrs.

UNIV 105 University Success for

Adult Learners Lifelong Learning 2 sem. hrs.

TOTAL 40-47 sem. hrs.

*NOTES: Students who have completed two years of a single foreign language in high school

with grades of “C” or better are exempt from the foreign language requirements. Students

who transfer 12 or more hours of college credits are exempt from UNIV 100, BIZ 101 and BIZ

102, and UNIV 105. The students are still required to make up the coursework for the exempt

requirement.

VII. COURSES WHICH MAY BE USED TO SATISFY OPTIONS

SOCIAL SCIENCE OPTIONS

SS 201 or 202 Social institutions

GEOG 105 Introduction to Cultural Geography

GEOG 209 World Regional Geography

SOC 214 Introduction to Sociology

SOC 325 Cultural Anthropology

SW 225 Human Diversity and Social Justice

PS 134 Introduction to Political Science

PS 135 American Government

PS 136 State and Local Government

ECO 211 or 212 Principles of Economics (non-business majors only)

PSY 201 or 111-112 Psychology

SPEECH OPTIONS

SPCH 201 Speech Arts

SPCH 215 Training the Speaking Voice (for students in Departments of English and

Modern Foreign Languages, Speech, and Mass Communications)

SPCH 216 Public Speaking

SPCH 334 Argumentation and Debate

SPCH 335 Persuasion

SPCH 430 Small Group Discussion

PHILOSOPHY OPTIONS

PHIL 301 Introduction to Philosophy

PHIL 416 Logic

PHIL 308 Aesthetics

PHIL 309 Ethics

MNGT 482* Business Ethics (For Business Majors Only)

SW 210 Social Work Values and Ethics

SCIENCE OPTIONS

BIO 101 Biological Science

BIOL 101 Biological Science Lab

BlO 103 Environmental Science

BIOL 103 Environmental Science Lab

BlO 105 Introductory Botany

BIOL 105 Introductory Botany Lab

BlO 106 Marine Science

BIOL 106 Marine Science Lab

BlO 107 Introduction to Zoology

BIOL 107 Introduction to Zoology Lab

BlO 111 Introduction to Biology

BIOL 111 Introduction to Biology Lab

SCI 201 or 202 Physical Science

SCIL 201 or 202 Physical Science Lab

SCI 205 Earth & Space Science

CHEM 131 Introduction to Chemistry

CHML 131 Introduction to Chemistry Lab

CHEM 141 General Chemistry

CHML 141 General Chemistry Lab

CHEM 201 Chemistry and Society

CHML 201 Chemistry and Society Lab

PHY 151 Introduction to Physics

PHY 201 Basic Physics I

PHY 211 General Physics I

PHY 241 Introduction to Astronomy

MET 200 Introductory Meteorology

HUMANITIES AND FINE ARTS (OPTIONS)

ART 206 Art Appreciation

MUS 202 World Music Cultures

MUS 205 Music Appreciation

MUS 218 Jazz Appreciation

MUS 321 Music History (For Music Majors Only)

MUS 322 Music History (For Music Majors Only)

DR 201 Introduction to Drama

ENG 201/202 Humanities

ENG 211/212 Humanities (for students in Departments of English and Modern Foreign

Languages, Speech, and Mass Communications)

FOREIGN LANGUAGES (OPTIONS)

FR 101 & 102 Elementary French

SP 101 & 102 Elementary Spanish

COMPUTER LITERACY OPTIONS

CSC 115 Digital Computer Principles

MNGT 351* Management Information Systems and Application

SW 315** Computer Utilization for Social Work Practice &

Research

* Business Majors Only

** Social Work Majors Only

Note: General Education courses offered to DuBois-Harvey Honors College students can be

found in the W.E.B. DU BOIS-M.L.A. HARVEY HONORS COLLEGE section.

COLLOQUIA

Colloquia are offered to students in a small setting designed to encourage creative thinking,

independent learning outside the regular classroom experience and research opportunities.

DEGREE PROGRAMS

JSU ONLINE

COLLEGE OF BUSINESS

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

COLLEGE OF HEALTH SCIENCES

COLLEGE OF LIBERAL ARTS

COLLEGE OF SCIENCE ENGINEERING AND TECHNOLOGY

ORGANIZATION OF THE INSTRUCTIONAL PROGRAMS

The academic programs of the University are housed in five academic colleges: College of

Business, College of Education and Human Development, College of Liberal Arts, College of

Health Sciences, and the College of Science, Engineering, and Technology. Some degrees in

these academic colleges are offered through JSUOnline.

JSUOnline

Andrea Jones-Davis

Executive Director

andrea.e.jones@jsums.edu

Office: 101 W. Capital Street, 5

Floor 601-979-0779

Dr. Tamika Moorehead

Assistant Director

tamika.k.moorehea[email protected]

Office: 101 W. Capital Street, 5

Floor 601-979-1369

INTRODUCTION

JSUOnline aims to assure the planning, development, and implementation of online education

activities are in accordance with the mission of the University. Jackson State University’s main

goal is to utilize online learning to provide quality instruction to traditional and nontraditional

students without the limitations of geographical boundaries and space. Students enrolled in an

online or blended course and online degree program are provided resources equivalent to those

provided to face-to-face students. Students can earn a quality education and work toward

achieving long-term career goals at their convenience. For additional information, please

contact JSUOnline at (601) 979-0779, email jsu[email protected], or visit 101 West Capitol

Street, Jackson, MS, 39201.

A listing of the academic degree programs offered through JSUOnline can be found at:

https://www.jsums.edu/new-jsuonline/online-degree-programs/.

State Authorization

Jackson State University participates in the State Authorization Reciprocity Agreement (SARA),

which is a voluntary agreement among its member states and U.S. territories that establishes

comparable national standards for interstate offering of postsecondary distance-education

courses and programs. As a member of the National Council for State Authorization, Jackson

State University is authorized to provide online programs and courses to students who reside in

a state other than Mississippi. It is intended to make it easier for students to take online

courses offered by postsecondary institutions based in another state. SARA approval does not

extend to programs that lead to professional licensure.

Professional Licensure

Professional licensure/certification requirements vary from state to state, which may affect a

student’s ability to apply for a professional license/certification upon the completion of the

program. The U.S. Department of Education regulation, 34 CFR 668.43 (a) (5) (v), requires an

institution to disclose whether the program will fulfill educational requirements for licensure or

certification for each state. Students who reside in a state other than Mississippi must review

the professional licensure disclosures pertaining to the academic program and consult with the

state professional licensing board. Licensure disclosures for specific programs can be found at:

https://www.jsums.edu/education/general-disclosure-and-licensure/

https://www.jsums.edu/socialwork/files/2020/09/Jackson-State-Universit-Licensure.pdf

https://www.jsums.edu/commdisorders/licensure-certification-disclosure/

COLLEGE OF BUSINESS

Dr. Fidelis Ikem

Dean

fidelis.ikem@jsums.edu

Office: College of Business Building, Suite 521 601-979-2411

Dr. Sheila C. Porterfield

Associate Dean

sheila.y.porterfield@jsums.edu

Office: College of Business Building, Suite 521 601-979-2411

INTRODUCTION

The College of Business at Jackson State University is committed to providing undergraduate

and graduate business education programs that prepare students with competencies to succeed

in the competitive global business world. Students are provided every opportunity for success

in preparation for meeting the changing needs of business, industry, government, nonprofits,

and education.

The College is committed to offering a supportive learning environment that will allow students

to grow and flourish under the leadership of qualified faculty who value academic excellence.

The College also incorporates special presentations by speakers from business and industry as

well as by notable alumni to enrich the learning environment. Thus, students have regular

opportunities to interact with executives and other professionals from the business community.

The College of Business awards the Bachelor of Business Administration (B.B.A.) degree in the

following areas: Accounting, Business Administration, Economics, Entrepreneurship, Finance,

Management, and Marketing. In addition, the College, through its Business Graduate Programs

Office, awards the Master of Business Administration Degree (MBA), the Master of Business

Administration Degree – Online (MBA), and the Master of Professional Accountancy (MPA)

Degree. The College also awards the Doctor of Philosophy Degree in Business Administration

(Ph.D.) with three concentrations: Accounting, Economics, and Management.

COLLEGE ACCREDITATIONS

The College of Business at Jackson State University is fully accredited by the Association to

Advance Collegiate Schools of Business (AACSB International), the highest business school

accrediting body in the world.

The College is also accredited by the Network of International Business Schools (NIBS). NIBS

Accreditation recognizes business schools that have demonstrated a commitment to

internationalization in all facets of their organization.

COLLEGE OF BUSINESS MISSION STATEMENT

The College of Business provides an undergraduate and graduate management education to a

student body that is growing in diversity, by serving students from the southern region,

expanding our national presence, and with growing emphasis serving international students.

We focus on students and families who value the HBCU educational experience and on

educating those from historically disadvantaged backgrounds. Our faculty, serving at the only

major urban university in the state of Mississippi, actively engage in research and value

excellence in the classroom as they prepare our students to provide creative business-centered

solutions that promote economic and social advancement in local and national economies. The

College produces ethical, technologically advanced, and globally aware business leaders.

PURPOSE AND OBJECTIVES

The primary purpose of the College of Business at Jackson State University is to provide

opportunities for (1) intellectual and professional development for students enrolled in its

instructional programs; (2) discovery of new and useful knowledge through academic and

applied research; (3) effective application of knowledge in the business and economic

development of the state, region, and nation through service activities.

The educational programs aim to provide students with the basic knowledge in business and

related disciplines that will provide them with the needed skills and competencies required to

pursue careers or advanced study. The College emphasizes a close student-teacher relationship

through an advisory system designed to help students match their ability and interest with a

specialized professional field.

In addition, the educational program includes professional development activities designed to

enhance communication, critical thinking, and problem-solving skills and acquaint students

with social and behavioral attitudes and norms required for success in business.

The student who graduates from the College of Business should (1) be able to deal with the

technical complexities of his/her chosen career; (2) have the ability to reason and

independently make decisions; (3) possess written and oral communication skills; (4) possess

the requisite computer skills; (5) have an inclusive perspective on society and its progress; and

(6) have an appreciation of the global/international dimensions of the economy and business.

Each graduate should have the skills and competencies required to ensure success in his/her

chosen career or field of graduate study.

The College also works to assist students in obtaining placement in internships and co-ops. The

CAPS Center staff also works diligently to assist students with the process involved in obtaining

career opportunities in business, industry, and/or graduate and professional schools upon

graduation.

ACADEMIC DEPARTMENTS

Department of Accounting, Finance and Entrepreneurship

Dr. Bobbie Daniels, Interim Chair

Office: College of Business Building, Suite 462

Majors

Accounting

Finance

Entrepreneurship

Minor for Non-Business Majors

Finance

Department of Business Administration

Dr. Fidel Ezeala-Harrison, Interim Chair

Office: College of Business Building, Suite 385

Majors

Business Administration

Economics

Management

Marketing

Minors for Non-Business Majors

Business Administration

Marketing

CENTERS

JSU Center for Small Business Development

Mr. Rickey Jones, Director

Office: College of Business Building, Suite

The JSU Small Business Development Center (JSU SBDC) is part of a network of Small Business

Development Centers across the nation bringing expert business knowledge to small

businesses at no cost. The JSU SBDC is located in Suite 332 in the College of Business Building.

Center for Academic and Professional Success (CAPS)

Faculty/Staff:

Dr. Vershun McClain, Visiting Assistant Professor

Ms. Jacqueline Spires, Coordinator of Student Success and Internship Services

The Center for Academic and Professional Success (CAPS) is a comprehensive College of

Business resource center that focuses on preparing students for their entry into the business

world. The Center is comprised of professional development courses, student professional

development services, and student career management and placement services.

The purpose of the Center is to provide students with a wide-range of career-related services,

whether they seek experiential learning experiences in business organizations, permanent

employment opportunities in business and industry, or advanced study opportunities in

graduate or professional schools. Students are provided with a variety of career and

employment-related tools, resources, and interview opportunities.

The Center for Academic and Professional Success is located in Suite 350 in the College of

Business Building.

RESOURCES

Trading Room-Interdisciplinary Learning Laboratory (TR-ILL) Center for Academic and

Professional Success (CAPS) Computer Laboratories

SCHOLARSHIPS

In addition to the scholarship programs offered by the University, the College of Business has a

number of financial resources for business majors. Scholarships include:

 Bill Cooley College of Business Scholarship

 Brandon J. Bolden Endowed Book Award

 C Spire Foundation Endowed Scholarship

 George F. and Alleane M. Currie Endowed Scholarship

 John Palmer Endowed Scholarship Fund

 Yates Construction Endowed Scholarship

 Dr. Jacquelyn C. Franklin Annual Scholarship

 Brandon J. Bolden Book Scholarship

 Charles F. Moore Endowed Scholarship

 Five-for-Five Book Scholarship

DEGREE REQUIREMENTS

The College of Business awards the Bachelor of Business Administration (B.B.A.) degree in the

following areas: Accounting, Business Administration, Economics, Entrepreneurship, Finance,

Management, and Marketing.

In order to earn the B.B.A. degree, students must complete requirements in the following areas:

(1) the University’s general education requirements; (2) the College of Business core

requirements, (3) the major requirements; and (4) the elective requirements—unrestricted and

business.

The College offers professional development courses for all business majors. These courses are

listed under both general education requirements, and business core requirements.

College Core Requirements:

The College Core Requirements are intended to provide basic grounding in the body of

knowledge common to all business disciplines. All students pursuing the Bachelor of Business

Administration (B.B.A.) degree are required to take the core requirements.

Course Number Course Title Credit Hours

ACC 211

Principles of Financial Accounting

ACC 212

Principles of Managerial Accounting

BIZ 201

Introduction to Business

BIZ 350

Business Communications

ECO 212

Principles of Microeconomics

ECO 256

Business Statistics I

ECO 356

Business Statistics II

FIN 320

Business Finance

GB 201

Introduction to the Legal Aspects of Business

MNGT 330

Management to Organizations

MNGT 334

Supply Chain Management

MNGT 351

Management Information Systems

and Applications

MNGT 458

Strategic Management

MKT 351

Marketing Management

TOTAL 42 hours

Major Requirements

Students must complete 24.0 credit hours in their selected major. The major requirements are

shown in the departmental sections. Note: Please see the Department section for a description

of the major requirements.

Elective Requirements

Every student in the College of Business is required to meet the following elective

requirements:

Unrestricted Elective 3 hours

Restricted, Business Elective – Any international 3 hours

business course that is not already required on

the curriculum for the major

Business Elective (may be restricted 3 hours

or unrestricted by the major department;

please see the curriculum sheet for the major)

TOTAL 9 hours

Professional Development Courses

The College of Business also offers professional development opportunities to all business

majors. Currently, the professional development courses that are offered through the College of

Business and listed in the college core are:

Course Number

Course Title

Credit Hours

BIZ 101

University Success

for Business Majors

BIZ 102

University Success

for Business Majors

BIZ 201

Introduction to Business

BIZ 350W

Business Communications

TOTAL PROFESSIONAL DEVELOPMENT HOURS: 8 hours

MAJOR FIELD TEST IN BUSINESS

Students in the College of Business must take the Major Field Test in Business (MFTB) upon

completion of the business core. The MFTB is a national standardized exam that covers content

from the common body of business knowledge. The common body of business knowledge is

taught in business core courses in the College of Business. All College of Business students,

regardless of major, are required to take these courses. The MFTB is administered in the

College of Business capstone course, MNGT 458, strategic management, and is counted as a

test score. Students are urged to give their studies in the business curriculum their utmost

time, attention, and commitment.

In addition, the Major Field Test in Business is a requirement for graduation in the College of

Business.

GRADUATION REQUIREMENTS

To earn a degree in the College of Business, each student must satisfactorily complete all

degree requirements. Specific requirements for the completion of each course of study within

the College of Business are as follows:

1. Complete a minimum of 121 semester hours. (Note: Students who take HE 101,

Concepts of Health, instead of two 1.0 hour 100-level physical education activity courses

will complete the curriculum with 122 semester hours.)

2. Earn a cumulative academic average of not less than 2.0 in all courses taken at the

University. The 2.0 cumulative GPA must be earned at the end of the semester prior to

the semester that the student applies for graduation.

3. Earn a cumulative academic average of not less than 2.0 in all business courses that are

required in the business curriculum (including the business core, the business electives,

the business philosophy requirement—business ethics, and the business major.) The 2.0

cumulative GPA must be earned at the end of the semester prior to the semester that

the student applies for graduation.

4. Earn a cumulative average of not less than 2.0 in all courses that constitute the 24 hours

in the business major. The 2.0 cumulative GPA must be earned at the end of

the semester prior to the semester that the student applies for graduation.

5. Take all senior outcome measures and examinations required by the College (Major

Field Test in Business, goal assessments, etc.).

DEPARTMENT OF ACCOUNTING, FINANCE & ENTREPRENEURSHIP

Dr. Bobbie W. Daniels

Interim Department Chair

bobbie.w.daniels@jsums.edu

(601) 979-2414

FACULTY: N. Alsharari, D. Causey, L. Day, L. Didia, L. Liddell, C. Maiden, M. Nabulsi, S.

Simmons, G. Yu

INTRODUCTION / MISSION

The Accounting, Finance and Entrepreneurship Department in the College of Business at

Jackson State University offers a Bachelor of Business Administration Degree in Accounting,

Finance, and Entrepreneurship. The mission of the Department is to provide quality education

that is based on professional standards and best practices to our undergraduate students who

are majoring in Accounting, Finance and Entrepreneurship. Our program will prepare

undergraduate students with the knowledge, competencies, critical thinking skills and field

experience to operate as ethical and solutions-oriented professionals and business innovators.

The undergraduate programs will also prepare students for entry into graduate programs and

prepare them for further professional development in their careers. Our program will prepare

students to expand their knowledge, conduct research and continue their professional growth

in their chosen fields.

OBJECTIVES

The primary objective of the Department of Accounting, Finance and Entrepreneurship is to

prepare students for careers in professional accountancy and finance. The academic curriculum

for entrepreneurship is designed to expose students to the challenges and opportunities of new

venture start-up, the management of developing businesses, and/or the management of

existing small businesses and franchises.

STUDENT LEARNING COUTCOMES

 Undergraduate accounting students will demonstrate a thorough understanding of

financial reporting related to financial statements, asset measurement, and income

determination.

 Undergraduate accounting students will demonstrate basic accounting concepts for

state and local governments and not-for-profit organizations.

 Undergraduate accounting students will demonstrate a working knowledge of the

Federal Income Code and gain sufficient knowledge to begin an entry-level position as a

tax practitioner.

 Undergraduate accounting students will demonstrate the nature of auditing and develop

a foundation for acquiring the skills and knowledge to become an auditor.

 Students will demonstrate a solid foundation in applying the financial principles of the

time value of money.

 Students will be able to evaluate a large and complex business problem, make some

assumptions, structure the firms’ cash flows and make a decision.

 Students will demonstrate knowledge and application of various investment instruments

 Students will demonstrate knowledge of risk and returns in evaluation of portfolios

performance

 Students will be able to demonstrate how international business activities influence

financial decisions.

 The student will demonstrate knowledge of the business start-up process using the lean

methodology approach.

 The student will be able to develop the business model for a new start-up by proper

completion of the business model canvas.

 The student will demonstrate effective oral communication skills by preparing an oral

presentation of the business model to an outside group.

 The student will demonstrate knowledge of the available sources of start-up funding for

a successful business.

BACHELOR OF BUSINESS ADMINISTRATION - ACCOUNTING

Major Requirements:

A total of eight accounting courses are required of all accounting majors. A minimum of 24

semester hours of accounting beyond ACC 211 and 212 is required for a degree. In general, all

upper division accounting courses must be completed at Jackson State University.

Course Number

ACC 314

Course Title

Intermediate Accounting I

Credit Hours

ACC 315

Intermediate Accounting II

ACC 321

Cost Accounting

ACC 381

Government and NFP Accounting

ACC 423

ACC 436

Income Tax Accounting

Advanced and International Accounting

ACC 473

Advanced Income Tax Accounting

ACC 455W

Auditing

ACC 492

Accounting Information Systems

TOTAL 24

In addition, accounting majors must complete 9 semester hours of electives as shown below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not already

required on the curriculum for the major)

Restricted Business Elective 3 hours

GB 302 Business Law

**General Education = 46 hours; COB Core = 42 hours; Major = 24 hours; Electives = 9 hours

(includes GB 302)

A 2.0 GPA is required in all courses taken at the University, all business courses required in the

curriculum, and all courses that constitute the major. ACC 211 and ACC 212 are excluded from

the major average.

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Accounting3-2015.pdf

COURSE DESCRIPTIONS

ACC 202 (3) – Foundations of Accounting (for Non-business majors). The course is open

only to non-business students. A nontechnical introduction to the principles of financial and

managerial accounting with emphasis on the use and interpretation of financial reports,

managerial planning and control. The course is for the individual who seeks a basic knowledge

of accounting and its uses. It is designed for the user of accounting information rather than the

preparer.

ACC 211 (3) Principles of Financial Accounting. Introduction to accounting principles and

concepts, including a study of the basic accounting equation, business transaction analysis, and

financial statements preparation.

ACC 212 (3) Principles of Managerial Accounting. Prerequisite: ACC 211. Accounting

principles and concepts as applied to managerial accounting.

ACC 314 (3) Intermediate Accounting I. Prerequisite: ACC 212. A study of the functions of

financial accounting, basic theory, asset and liability recognition and measurement.

ACC 315 (3) Intermediate Accounting II. Prerequisite: ACC 314. A study of accounting theory

and practice as applied to stockholders’ equity, dilutive securities, investments, income

measurement issues, and preparation and analysis of financial statements.

ACC 321 (3) Cost Accounting. Prerequisites: ACC 211 and ACC 212. Introduces students to the

concepts and techniques of managerial accounting. The course teaches accounting principles

and concepts as applied to managerial accounting.

ACC 381 (3) Government and NFP Accounting. Prerequisite: ACC 211 and ACC 212. A study

of accounting practice and theory as it relates to state and local governments, and other non-

for-profit entities.

ACC 423 (3) Income Tax Accounting. Prerequisite: ACC 212. An in-depth study of federal and

state income tax laws, tax research methods, effects on the distribution of individual income.

ACC 436 (3) Advanced and International Accounting. Prerequisite: ACC 315. Special

accounting problems related to partnerships, consolidations, international operations, and

International Financial Reporting Standards.

ACC 461 (3) CPA Review I. Prerequisite: ACC 315 and senior standing. An intensive review of

accounting for business enterprises, taxation, managerial, and governmental and not-for-profit

accounting as tested on the CPA examination.

ACC 473 (3) Advanced Income Tax Accounting. Prerequisite: ACC 423. A study of federal and

state income tax laws for fiduciaries, partnerships, and corporations integrating recent

technologies and research applications.

ACC 455 (3) Auditing. Prerequisite: ACC 315. Analysis of the problems encountered by

practicing public accountants as related to financial statements, audits; preparation of working

papers and reports; and professional ethics.

ACC 492 (3) Accounting Information Systems. Prerequisite: ACC 314. A study of theory and

practice as applied to accounting information systems. The course examines the process of

purchasing or designing accounting systems and a variety of topics dealing with the role of

technology in building, implementing, controlling, and auditing accounting information

systems. A secondary goal of the course is to help students become more comfortable using

computer- based tools including e-mail, accounting software and the World Wide Web.

ACC 495 (3) Special Topics in Accounting. Prerequisite: ACC 212 and consent of department

chair. Independent study of accounting topics. Credit granted for formalized research studies

and/ or accounting practicum (co-op).

BACHELOR OF BUSINESS ADMINISTRATION - FINANCE

Major Requirements:

A minimum of 24 semester hours is required for the degree.

Course Number

Course Title

Credit Hours

ECO 311

Intermediate Macroeconomic Theory

ECO 312

Intermediate Microeconomic Theory

FIN 317

Principles of Insurance

FIN 443

Financial Management

FIN 446

Commercial Banking

FIN 447

Investments

FIN 451

Portfolio Management

FIN 452

International Finance

ECO 446

International Trade

GB 302

Business Law

TOTAL 24

In addition, finance majors must complete 9 semester hours of electives as shown below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not already required on the curriculum for the

major)

Restricted ECO or FIN Elective 3 hours

Any 300 or 400 Economics or Finance course not already in major.

**General Education = 46 hours; COB Core = 42 hours; Major = 24 hours; Electives = 9 hours

A 2.0 GPA is required in all courses taken at the University, all business courses required in the

curriculum, and all courses that constitute the major.

Minor in Finance for Non-Business Majors

A minor in finance is offered to students earning degrees outside the College of Business. The

minor introduces the student to the principles of finance. Students pursuing the finance minor

are expected to apply these principles in analyzing financial issues and in developing problem-

solving and quantitative skills that are widely used in business. Students learn how to apply key

financial concepts to real-life situations. Students also gain insight on financial markets and

their wide-ranging impacts.

Course No.

ECO 211

Course Title

Principles of Macroeconomics

Prerequisites

None

Credit Hours

ECO 212

Principles of Microeconomics

None

ACC 202

Foundations of Accounting

None

for Non-Business Majors

FIN 220 Foundations of Finance None

for Non-Business Majors

FIN 247 Foundations of Stock Market None

FIN 315 Personal Finance None

GB 201 Introduction to the Legal

Aspects of Business None

TOTAL 18

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Finance3-2015.pdf

COURSE DESCRIPTIONS

FIN 220 (3) Foundations of Finance (for Non-business majors). This course provides students

with a concise yet comprehensive survey approach to Finance. The course, intended for non-

business majors, introduces the three main areas of finance: markets and financing

instruments, investments, and financial management. Topics include banks and financial

institutions, interest rate and the saving process, time value of money, introduction to bonds

and stocks, characterizing risk and return, etc.

FIN 247 (3) Foundations of Stock Market Investing. A concise yet comprehensive survey

approach that provides students with the opportunity to understand what stock market

investing is about. The course introduces three main areas of stock market investing: building a

core portfolio, maintaining stocks to watch, using key measurements, and tracking investment

performance. Specific topics include how the stock market works, the language of stocks, the

best techniques to build and refine your portfolio, easy timing tools to stop losses, how the

masters tell us to invest, how history tells us to invest, and fundamental vs. technical analysis.

FIN 315 (3) Personal Finance. Prerequisite Junior Classification. This course covers personal

finance and financial planning from both the individual’s perspective and the planner’s

perspective. The students will be taught how to prepare financial plans and how to incorporate

the theory and practice of personal finance into everyday life.

FIN 317 (3) Principles of Insurance. Prerequisite: Junior classification. This course covers the

theory of insurance and risks shifting, and current insurance practices. We also examine

personal and business insurance coverage, and the significance of various insurance related

contract clauses.

FIN 320 (3) Business Finance. Prerequisite: ACC 212. This course acquaints students with

business organizational forms, financial statement analysis, capital budgeting, time value of

money, international finance, and ethics.

FIN 443 (3) Financial Management. Prerequisites: FIN 320. This course is a study of capital

budgeting, risk analysis and valuation, cost of capital, leasing, reorganization, capital structure,

and dividend policy.

FIN 446 (3) Commercial Banking. Prerequisites: FIN 320. This course considers the theory of

commercial banking’s effect on the money supply and national income. Emphasis is placed on

the concept of asset management, the relationship of asset management to liquidity and

profitability, and commercial banking and the nation’s credit structure.

FIN 447W (3) Investments. Prerequisite: FIN 320. This course covers alternative investment

analysis, securities markets, valuation of securities, capital market theory, and aggregate stock

market analysis.

FIN 450 (3) Financial Institutions. Prerequisite: FIN 320. This course is a study of financial

institutions and markets. Students will be exposed to historical factors that led to the

development of major financial institutions and the impact of legislation on financial

institutions. The importance of intermediation will be stressed along with the theory of interest

rates, and regulatory issues.

FIN 451 (3) Portfolio Theory. Prerequisite: FIN 447. This course is a study of the theory

underlying the management of portfolios consisting of securities and other assets, the

measurement of risk and return, utility analysis, the construction of portfolios, and the

evaluation of portfolio performance, international diversification, and the legal and ethical

responsibilities of financial planners.

FIN 452 (3) International Finance. Prerequisite: FIN 320. This course considers financial

decision making involving the transfer of funds across national boundaries. A multi-dimensional

approach is used in examining terms of trade, the international monetary system, foreign

exchange markets, international financial markets and portfolio diversification, import and

export financing, theory of comparative advantage, and global issues.

BACHELOR OF BUSINESS ADMINISTRATION IN ENTREPRENEURSHIP

Major Requirements:

A minimum of 24 semester hours is required for the degree.

Course Number

Course Title

Credit Hours

ENTR 285

Creativity, Innovation and Entrepreneurship

ENTR 382

Applied Information Systems

For Entrepreneurs and Small Businesses

ENTR 385/

Marketing for Entrepreneurs and Small

MKT 385

(cross-listed course)

ENTR 384

Internship and Apprenticeship in

Entrepreneurship Studies

ENTR 300/

Finance for Small Business and

FIN 300

Entrepreneurial Ventures (cross-listed course)

ENTR 485

Venture Creation I

ENTR 486

Venture Creation II

ENTR 462/

International Business

MNGT 462

and Entrepreneurship (cross-listed course)

TOTAL 24

In addition, entrepreneurship majors must complete 9 semester hours of electives as shown

below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not already

required on the curriculum for the major)

Restricted ENTR Electives 3 hours

Choose one of the following:

ENTR 460 - Managing Technological Elective and Creative Art Innovations or

ENTR 470 - Managing Urban, Social and Non-Profit Entrepreneurial Ventures

ENTR 487 - Family Business Management

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Entrepreneurship3-2015.pdf

COURSE DESCRIPTIONS

ENTR 285 (3) Creativity, Innovation and Entrepreneurship. An introductory course designed

to familiarize the students with the world of small business and entrepreneurship by exploring

the foundational concepts of creativity and innovation. Attention is given to leveraging

intellectual capital by enhancing innate creativity and support the generation of unique and

innovative ideas while, at the same time, include an overview of the other aspects of the

entrepreneurial process including opportunity recognition, entrepreneurial marketing, practical

use of financial statements, analysis of small business and small business financing, operating

a small business and legal and ethical issues in entrepreneurship.

ENTR 300 (3) Finance for Small Business and Entrepreneurial Ventures (cross-listed course

FIN 300). Prerequisites: FIN341, ENTR 285, ENTR 382. Finance for Small businesses and

Entrepreneurial Ventures takes a three-pronged stage sensitive approach to introduce financial

thinking, tools, and techniques adapted to the realm of entrepreneurship and small business

ownership. The course emphasizes the differences between large corporations and Small &

Medium Enterprises (SMEs) relative to funding, risk assessment, and management. Topics

include introduction to financial tools, financial markets, and instruments, and management

of short-term assets and liabilities.

ENTR 382 (3) Applied Information Systems for Entrepreneurs and Small

Business. Prerequisites: ENTR 381, FIN 320, and junior standing. Success as an entrepreneur or

small business owner depends on the availability of relevant, accurate, and timely information.

This course teaches fundamental business planning and accounting concepts while developing

the skills to implement a cloud-based, technology enabled small business accounting system.

ENTR 384 (3) Internship and Apprentices in Entrepreneurship Studies. Prerequisite:

Written proposal and consent of Internship Coordinator, Department Chair, and JSU Faculty me

mber. A work experience in an operating business where the student, under academic and firm

management supervision, participates in actual managerial functions (40 work hours per

semester credit hour). Students must keep an executive diary of work experiences and submit

frequent reports to the academic supervisor. All internships, practical, and other external

learning experiences are supervised by JSU faculty(s), who also assign grades in the courses.

ENTR 385 (3) Marketing for Entrepreneurs and Small Businesses. Prerequisites: ENTR 285

and 382. This course focuses on the application of marketing principles and practices in

entrepreneurial and small business contexts. Using marketing research methods, students will

use a cloud-based, technology enabled business planning application to develop a marketing

plan for a proposed or existing business concept. Topics include opportunity analysis, strategy

and marketing mix development, business model creation including franchising and

acquisition, and the importance of mentoring. Small Business Development Center counselors

will provide mentoring to students.

ENTR 460 (3) Managing Technological and Creative Art Innovations. An experiential

learning class that focuses on creating streams of new products or services in established and

new firms by leveraging science and technology. This class is well suited for students whose

entrepreneurial venture is in science, engineering, mass communication, history, arts, music,

etc. This course will address topics and problems related to new ventures in the technology and

art industry, with emphasis on distribution, publishing, performance and intellectual property

rights, agents, personal managers, and contracts. Students will be required to develop an

entrepreneurial initiative for this course.

ENTR 462 (3) International Business (cross-listed course MNGT 462). Prerequisite: MNGT

330. This course provides an in-depth study of international business. Most businesses today

are impacted by globalization. Multinational corporations, as well as small and medium-sized

businesses face both opportunity and challenges in the international marketplace. This course

helps students develop a global perspective on business and understand how strategies must

be adapted to be successful in other contexts and cultures.

ENTR 470 Managing Urban, Social and Non-Profit Entrepreneurial Ventures. An experiential

learning class that explores entrepreneurship as a mechanism for urban and social change

through economic development, and community wealth creation. This course examines

organizational approaches (for-profit and nonprofit) that emphasize both urban and social

mission and effectiveness. Students learn how to recognize social impact opportunities, how to

reconfigure products and services for underserved markets, and how to develop urban or social

enterprise models that are sustainable and scalable. Students will be required to develop an

urban, social or non-profit entrepreneurial initiative for this course.

ENTR 485 (3) Venture Creation /Entrepreneurship Senior Project. Prerequisites: MNGT 330

and senior standing. This course is designed to prepare the entrepreneurship student for the

role of practicing entrepreneur by providing meaningful experiences to simulate the process of

starting a firm. The course combines theory with practice by giving the student the opportunity

to launch the business plan which has been developed in previous coursework and within the

constraints of a classroom let the student experience the many problems and unexpected outco

mes that accompany successful firm creation. The Lean Launch Pad approach as adopted in the

Stanford University Technology Ventures I-corp program will be taught in phase I. The customer

discovery process will be used to develop strategies in marketing, finance, human resource

management and strategic planning.

ENTR 486 (3) Venture Creation II/Entrepreneurship Senior Project. Prerequisites: ENTR 485,

MNGT 330 and senior standing. This course is designed as a continuation of ENTR 485 to

prepare the entrepreneurship student for the role of practicing entrepreneur. The development

of the enterprise begun in 485 will continue to a more advanced level and ideally lead to early

stage launch depending upon the data gathered and analyzed in the previous score. A

recommended course of action and implementation plan is expected with data driven

justification and resource allocation decisions designed to provide satisfactory investor

outcomes.

ENTR 487 (3) Family Business Management. Prerequisites: ENTR 382 and junior standing.

This course will explore the unique challenges and opportunities present in managing a family

business. Topics will include: the decision to join the family firm, establishing credibility as a

son or daughter, the stages of family business growth, strategic planning in the family firm,

dealing with non-family managers, and succession.

DEPARTMENT OF BUSINESS ADMINISTRATION

Dr. Fidel Ezeala-Harrison

Interim Department Chair

fidel.ezeala[email protected] Phone: 601-979-2534

FACULTY:

O. Anyamele, D. Didia, M. Granger, J. Smith, J. Assad, Y. Cho, H. Chong, P. Freeman, P.

Thiagarajan, E. Davidson; H. Kim, S. McFarland, J. White

INTRODUCTION/MISSION

The mission of the undergraduate majors in the Department of Business Administration is to

produce students equipped with skills necessary to understand how the business environment

works, and how to apply this knowledge and skill to tackle practical business problems that

arise and exist in the real world. The department is committed to high standards, and high

levels of achievements for its students, in line with its maintenance of the Association to

Advance Collegiate Schools of Business (AACSB) international accreditation, of the College of

Business.

OBJECTIVES

The objectives of the Department of Business Administration are to train and produce skilled

practitioners in the business areas of general Business Administration, Economics,

Management, and Marketing. The degrees are designed to:

 Train and produce students with critical thinking, analytical, problem solving, and

communication skills;

 Enable students acquire practical experience to be able to succeed in the real

business world;

 Raise students’ level of academic performance and retention; and

 Attract and retain high quality and highly productive faculty.

STUDENT LEARNING OUTCOMES

 Students will demonstrate a solid foundation in applying the financial principles of the

time value of money.

 Students will be able to evaluate a large and complex business problem, make some

assumptions, structure the firms’ cash flows and make a decision.

 Students will demonstrate knowledge and application of various investment

instruments

 Students will demonstrate knowledge of risk and returns in evaluation of portfolios

performance

 Students will be able to demonstrate how international business activities influence

financial decisions.

 Students will develop and demonstrate oral and written communication skills with focus

on effectiveness, clarity, and sophistication.

 Students will be able to demonstrate an understanding of the processes involved in

ethical decision making in personal, professional and civic life.

 Students will be able to demonstrate an understanding of the dynamics of the global

economy.

 Students will be able to demonstrate competency with utilizing information technology.

 Students will be able to develop and strengthen critical thinking skills in conjunction

with quantitative analysis.

 To develop an awareness of multiculturalism and diversity understanding.

o To demonstrate mastery of basic knowledge concerning the importance of

cultural values and diversity and the impact these factors have on business

organizations.

o To demonstrate a clear understanding of knowledge of different cultures as they

relate to diversity

 To develop an awareness to recognize the dynamics of the global markets and its

impact on global economy.

o To demonstrate an understanding of the process of making business

recommendations after reviewing external and internal industry information.

o To demonstrate the ability to explain how various economic and market

outcomes exists and how businesses respond to those nuances.

 To demonstrate competency with utilizing information technology.

o To demonstrate a competency regarding business productivity software.

o To demonstrate competency concerning the techniques used in the collection,

presentation, manipulation and interpretation of numerical data.

BACHELOR OF BUSINESS ADMINISTRATION – BUSINESS ADMINISTRATION

Major Requirements:

A total of eight courses are required of all business administration majors.

Course Number

Course Title

Credit Hours

Restricted Elective

Any 300 or 400 Upper Business

ACC/ECO/FIN Course (that is not already

required in the major)

ECO 442

Money and Banking

ENTR 285

Innovation & Entrepreneurship

FIN 447

Investments

GB 302

Business Law

*Restricted Upper

Business Elective

*Any 300 or 400 Level Business Course (that

is not already required in the major)

*Restricted Upper

Business Elective

*Any 300 or 400 Level Business Course (that

is not already required in the major)

*Restricted Upper

Business Elective

*Any 300 or 400 Level Business Course (that

is not already required in the major)

TOTAL 24

NOTE: Restricted Upper Level (300 or 400) Business Electives – Not more than two of these

courses can be taken from the same area.

In addition, business administration majors must complete 9 semester hours of electives as

shown below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not already

required on the curriculum for the major)

Unrestricted Business Elective 3 hours

Any business course (not already required in major)

NOTE: General Education = 46 hours; COB Core = 42 hours; Major = 24 hours; Electives = 9

hours (includes GB 302)

A 2.0 GPA is required in all courses taken at the University, all business courses required in the

curriculum, and all courses that constitute the major.

Minor in Business Administration for Non-Business Majors

The Minor in Business Administration for Non-Business Majors provides a general study of

business to students in Majors outside of Business. This enables students to gain a core

understanding of business without making it the center of their education. Students who fulfill

the requirements for the Minor in Business Administration will gain understanding of functional

areas such as accounting, economics, finance, management, and marketing.

A minimum of 18 credit hours is required for the Minor in Business Administration for Non-

Business Majors.

Course Number

Course Title

Prerequisites

Credit Hours

ACC 202

Foundations of Accounting (for Non-

Business

Majors)

None

ENTR 285

Creativity, Innovation, and

Entrepreneurship

None

FIN 220

Foundations of Finance (for Non-

Business

Majors)

None

MKT 351

Marketing Management

ECO 211

MNGT 330

Management to Organizations

None

GB 201

Introduction to the Legal Aspects of

Business

None

TOTAL 18

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Business-Administration3-

2015.pdf

COURSE DESCRIPTIONS

GB 201 Introduction to the Legal Aspects of Business (3). Examines the application of laws to

the business community, the legal structure and operation of business organizations, and

the effect of government regulations on business activity.

GB 302 Business Law (3). In-depth review of the law of contracts, formation, operation,

discharge, and legal and equitable remedies. Examines Articles 2, 3, 4, and 9 of the Uniform

Commercial Code (UCC); and covers a review of individual and business organizations

bankruptcy relief. Prerequisite: GB 201.

BACHELOR OF BUSINESS ADMINISTRATION – ECONOMICS

Major Requirements:

A minimum of 24 semester hours is required for the degree.

Course Number

Course Title

Credit Hours

ECO 311

Intermediate Macroeconomics

ECO 312

Intermediate Microeconomics

ECO 325

Economic Development

ECO 360

Math for Economics and Finance

ECO 444

Public Economics

ECO 446

International Trade

ECO 456

Urban Economics

ECO 460

Introduction to Econometrics

TOTAL 24

In addition, economics majors must complete 9 semester hours of electives as shown below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not already

required on the curriculum for the major)

Restricted Economics Elective 3 hours

(Any upper level economics course not already required)

**General Education = 46 hours; COB Core = 42 hours; Major = 24 hours; Electives = 9 hours

A 2.0 GPA is required in all courses taken at the University, all business courses required in the

curriculum, and all courses that constitute the major.

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Economics3-2015.pdf

COURSE DESCRIPTIONS

ECO 211 Principles of Macroeconomics (3). Provides an overview of the macroeconomic

issues of the national income, unemployment, inflation, interest rates, monetary and fiscal

policies, government budget deficits, and the public debt.

ECO 212 Principles of Microeconomics (3). Provides an overview of the microeconomic issues

of resource scarcity and resource allocation, demand and supply analyses, price determination,

production in business firms, and market structures.

ECO 256 Business Statistics I (3). Introductory course in statistical methods for business and

economics. Covers the basic topics of descriptive statistics, probability theory, random

variables, normal and standard normal distributions.

ECO 311 Intermediate Macroeconomics (3). Analyses of the neoclassical and Keynesian

aggregate demand and supply models, and the partial and general equilibrium macroeconomic

frameworks. Prerequisite: ECO 211.

ECO 312 Intermediate Microeconomic Theory (3). Basic theory of consumer behavior,

production, and costs; partial equilibrium analysis of pricing in competitive and uncompetitive

market structures, and general equilibrium. Prerequisite: ECO 212.

ECO 313 Labor Economics (3). Introduction to the field of Labor Economics. Applied

microeconomic analyses to issues of labor supply and demand, wage determination, labor

unionization, labor market discrimination, and the unemployment problem. Prerequisites: ECO

211 and ECO 212.

ECO 325 Economic Development (3). Study of ways to understand and promote the patterns

and policies of economic growth and development in society. Involves the analysis of the

economic and business variables that determine ability of communities and nations to achieve

and sustain economic growth and development. Prerequisites: ECO 211 and ECO 212.

ECO 356 Business Statistics II (3). Review of methods of estimation and confidence intervals,

hypothesis testing, correlation and regression analysis, chi-square tests, analysis of variance,

and non-parametric concepts. Prerequisite: ECO 256.

ECO 360 Mathematics for Economics and Finance (3). Introduction of mathematical

approaches and techniques used in economics and finance. Develops mathematical skills

needed to understand technical economic and finance literature. Prerequisites: MATH 221, ECO

211, ECO 212.

ECO 416 History of Economic Thought (3). Study of the origins and evolution of the key

ideas on which our modern economic and business systems are founded. Explores the

foundations that form the operational basis of the economic ideas of the Western free-market

system, from the ancient and medieval times through to the modern era. Prerequisites: ECO

211 and ECO 212.

ECO 442 Money and Banking (3). Analyzes the roles of banks and non-bank financial

institutions, money supply and demand, monetary policy, and interest rates, and their impacts

on the economy. Prerequisites: ECO 211 and ECO 212.

ECO 444 Public Economics (3). Examines the public sector of the economy, regarding the

economic roles and functions of government, with particular focus on their economic activities

and their impact on the economy as a whole. Prerequisites: ECO 211 and ECO 212.

ECO 445 Comparative Economic Systems (3). Understanding how economic systems work and

how economic theory interacts with government policy, history, and culture to explain

economic performance. Prerequisites: ECO 211 and ECO 212.

ECO 446 International Trade (3). Study of the nature, patterns, and structure of trade and

other forms of economic transactions between nations. Prerequisites: ECO 211 and ECO 212.

ECO 456 Urban Economics (3). Analyses of the economic issues of urban areas, and the

appropriate policies for addressing them; involves the socioeconomic, business, and

institutional variables that shape and sustain urban economic development. Prerequisites: ECO

211 and ECO 212.

ECO 460 Introduction to Econometrics (3). Applies the techniques of single equation linear

regression models, multiple regression, estimation procedures, significant tests of parameter

estimates, autocorrelation, multicollinearity, and heteroscedasticity tests. Prerequisite: ECO

356. ECO 470 Economics Seminar (3). Guides individual research projects with applications of

concepts in economic theory and basic econometrics procedures. Prerequisites: ECO 211 and

ECO 212.

BACHELOR OF BUSINESS ADMINISTRATION – MANAGEMENT

Major Requirements:

A minimum of 24 semester hours is required for the degree.

Course Number

Course Title

Credit Hours

ENTR 285

Creativity, Innovation & Entrepreneurship

MNGT 353

Production and Operations Management

MNGT 416

Organizational Behavior

MNGT 452

Human Resource Personnel Management

MNGT 460

Data Communications

MNGT 462

International Business and Entrepreneurship

MNGT 468

Collective Bargaining

MNGT 472W

Managerial Leadership

TOTAL 24

In addition, management majors must complete 9 semester hours of electives as shown below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not

already required on the curriculum for the major)

Restricted Business Elective 3 hours

(Any 300-400 level business course not already required)

**General Education = 46 hours; COB Core = 42 hours; Major = 24 hours; Electives = 9 hours

A 2.0 GPA is required in all courses taken at the University, all business courses required in the

curriculum, and all courses that constitute the major.

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Management3-2015.pdf

COURSE DESCRIPTIONS

MNGT 330 Management to Organizations (3). Foundation of management focusing on the

principles, functions, and practices of management.

MNGT 334 Supply Chain Management (3). Analysis of network simulation approaches, use of

management science techniques, and forecasting in decision making in the management of

supply inventories. Prerequisite: MNGT 330.

MNGT 351 Management Information Systems and Applications (3). Introduction to

information processing and hands-on experience with modern information technology in

business applications of word processing and presentation software.

MNGT 353 Production and Operations Management (3). Concepts related to production and

operations management. Covers product and service design, location, planning, process

selection and capacity planning, facilities layout, just-in-time systems, scheduling, and product

management. Prerequisite: MNGT 330.

MNGT 416 Organizational Behavior (3). Organization theory and investigation of the impact

that individuals, groups, and structure have on behavior within organizations.

Prerequisite: MNGT 330.

MNGT 452 Human Resource and Personnel Management (3). Administration of the human

resource in organizations, including recruitment, selection, placement, training, motivation,

performance appraisal, and compensation. Prerequisite: MNGT 330.

MNGT 458 Strategic Management (3). Expressed and implied guides to behavior and action

within the framework of the business organization including managerial implementation of

policies, and the appropriate enforcement of those guidelines. Prerequisites: ACC 212, ECO

212, FIN 320, MKT 351, and MNGT 330.

MNGT 460 Data Communications (3). Covers the information system development life cycle.

Use of data flow diagrams and structure charts, database design, and program development;

and utilizes a relational database management system to illustrate system development

techniques. Prerequisite: MNGT 330, MNGT 351.

MNGT 462 International Business and Entrepreneurship (3). Study of the problems facing

business organizations in the international setting. Prerequisite: MNGT 330.

MNGT 468 Collective Bargaining (3). The study of labor movements, strikes, and arbitration of

strikes and labor disputes. An historical perspective tied in with contemporary labor issues.

Prerequisite: MNGT 330.

MNGT 472 Managerial Leadership (3). Examines the influencing function of management and

applications of behavioral science research and theories, to study how to motivate, help, guide,

and coach employees for maximum performance. Prerequisite: MNGT 330.

MNGT 482 Business Ethics (3). In-depth examination of the impact of business ethics on

corporate decision making. Covers the relationship between ethics and corporate governance,

ethical dilemmas in the workplace, and the actions of corporations. Prerequisites: MNGT 330,

and FNGB 201.

BACHELOR OF BUSINESS ADMINISTRATION – MARKETING

Major Requirements:

A minimum of 24 semester hours is required for the degree.

Course Number

Course Title

Credit Hours

MKT 432

Advertising

MKT 436

Retail Management

MKT 438

Market Research

MKT 440

Consumer Behavior

MKT 448

Marketing Channels

MKT 450

Personal Selling

MKT 462W

Marketing Policy and Strategies

MKT 466

International Marketing

TOTAL 24

In addition, marketing majors must complete 9 semester hours of electives as shown below:

ELECTIVES

Unrestricted Elective 3 hours

Restricted, Business Elective 3 hours

(Any international business course that is not

already required on the curriculum for the major)

Restricted Business Elective 3 hours

(Any 300-400 level business course not already required)

**General Education = 46 hours; COB Core = 42 hours; Major = 24 hours; Electives = 9 hours

(includes GB 302)

A 2.0 GPA is required in all courses taken at the University, all business courses required in the

curriculum, and all courses that constitute the major.

MINOR IN MARKETING FOR NON-BUSINESS MAJORS

The Minor in Marketing for Non-Business Majors provides a general study of Marketing to

students in Majors outside of Business. This enables students to gain a core understanding of

Marketing without making it the center of their education. Students will learn how to apply

marketing concepts through the use of case studies and organizational projects on business as

well as non-profit organizations. Students will also gain understanding of consumer behavior,

along with the knowledge and tool needed to coordinate marketing elements into integrated

campaigns.

A minimum of 18 credit hours is required for the Minor in Marketing for Non-Business Majors.

Course Number

Course Title

Prerequisites

Credit Hours

BIZ 201

Introduction to Business

None

ECO 211

Principles of Macroeconomics

None

MKT 351*

Marketing Management

ECO 211

MKT 432 or

Marketing Management

MKT 351

MKT 448

Advertising or Marketing Channels

MKT 351

MKT 440

Consumer Behavior

MKT 351

MKT 450

Personal Selling

MKT 351

TOTAL 18

*ECO 211 (Principles of Macroeconomics) is a prerequisite for MKT 351 (Marketing

Management). Students interested in taking the Minor in Marketing for Non-Business Majors,

need to take ECO 211 before taking MKT 351.

*MKT 351 (Marketing Management) is a prerequisite for MKT 432, MKT 448, MKT 440, and MKT

450. Students interested in taking the Minor in Marketing for Non-Business Majors, need to take

MKT 351 before taking the upper level Marketing courses.

CURRICULUM MAP

https://www.jsums.edu/studentsuccess/files/2020/10/Marketing3-2015.pdf

COURSE DESCRIPTIONS

MKT 351 Marketing Management (3). Marketing-management approach in solving problems

related to product planning, channels of distribution, pricing, advertising, and personal selling.

Analytical survey of problems encountered by business people in distributing goods and

services to markets. Prerequisite: ECO 211.

MKT 432 (3) Advertising (3). Advertising as a communications tool in marketing management.

Understanding the role of advertising under diverse marketing conditions related to

firm’s marketing program pertaining to media-selection, budgeting, production and layout, and

measurement of effectiveness. Prerequisite: MKT 351.

MKT 436 Retail Management (3). Profit planning and business control; buying, stock control,

pricing, promotion; store location and layout organization; policies, systems, and coordination

of store activities. Prerequisite: MKT 351.

MKT 438 Marketing Research (3). Study of the role of research in marketing decision-making,

the research process, including research designs, measurements, data analysis and

interpretation. Prerequisites: MKT 351, ECO 356.

MKT 440 Consumer Behavior (3). Survey of contributions of various research techniques in the

social sciences to the understanding of consumer purchasing and decision making processes,

with particular attention to formal and informal influence patterns. Prerequisite: MKT 351.

MKT 446 Marketing to Organizations (3). Major activities involved in marketing of industrial

goods. Analysis of industrial market structures; habits and motives of industrial purchasers;

types of industrial products; pricing problems; distribution channels; and problems in selling to

agencies of government. Prerequisite: MKT 351.

MKT 448 Marketing Channels (3). The development of channels, functional, and behavioral

dimensions, environmental forces, power, conflict, and communication within the channels,

including current and future trends in the development and management of channels.

Prerequisite: MKT 351.

MKT 450 Personal Selling (3). Examines today sales tactics in the face of a skeptical, well

educated, and sophisticated buyer. Prerequisite: MKT 351.

MKT 462 Marketing Policies and Strategies (3). Detailed consideration of process of

formulating and implementing marketing policies. Major emphasis on markets, distribution

channels, and product analysis. Prerequisites: MKT 351 and nine (9) hours of additional

marketing courses. Prerequisite: MKT 351.

MKT 466 International Marketing (3). Institutions, functions, policies, and practices in

international marketing. Relates marketing activities to market and marketing environment.

Prerequisite: MKT 351.

MKT 468 Services Marketing (3). Analysis of the benefits offered to customers and the costs

that they incur. Studies the problems associated with the marketing of services and an

exploration of alternative strategies to resolve the problems and improve service marketing

effectiveness. Prerequisite: MKT 351.

CENTER FOR ACADEMIC AND PROFESSIONAL SUCCESS (CAPS)

Business Professional Development

BIZ 101 (1) University Success for Business Major. The course is designed to assist first year

students in their adjustment to college life and explore career options. Students are introduced

to professional development requirements.

BIZ 102 (1) University Success for Business Major. Prerequisite: BIZ 101. The course is

designed to assist first year students in their adjustment to college life and explore career

options. Students are introduced to professional development requirements including portfolio

development.

BIZ 200 (3) Introduction to Business. Prerequisites: BIZ 101, BIZ 102. This course is designed

to introduce students to the basic concepts of business. Students receive instruction regarding

the business environment, management of the enterprise, marketing management, accounting

and financial management, and business careers. Professional dress is required.

BIZ 350W (3) Business Communications. Prerequisites: BIZ 101, BIZ 102, BIZ 201. This course

is designed to merge written, oral and nonverbal communication theory and applications.

Strong emphasis will be given to leadership theory and development content, organization,

presentation, networking, problem-solving and decision-making. Students must actively

participate in at least one business student organization. Professional dress is required.

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

Dr. Tracy Harris

Interim Dean

tracy.l.harris@jsums.edu

601-979-2433

Departments

Educational, Multicultural, and Exceptional Studies

Elementary and Early Childhood Education

Health, Physical Education, and Recreation

School of Lifelong Learning

The College of Education and Human Development has as its primary purpose and

responsibility the development, administration, supervision and evaluation of programs in

teacher education and other related human services which support the teaching profession and

the mission of the University. It offers programs of professional training in non-teaching areas

such as counseling, rehabilitative services and recreation leadership. More specifically, the

College of Education and Human Development is responsible for developing and administering

quality, comprehensive, career-oriented programs which attract culturally and economically

diverse students into the fields of early childhood education, elementary education, secondary

education, health and physical education, recreation, special education, social science

education, educational administration and supervision and guidance and counseling. Further,

the College of Education and Human Development: (1) emphasizes inquiry, research, and

publication; (2) promotes faculty, staff, and student development programs; (3) provides

ongoing programs for the education community, and promotes cooperation and collaboration

between the College of Education and Human Development and other education or human

service agencies at the local, state, national and international levels; and (4) seeks external

assistance to aid in the support of its program offerings.

College Accreditations

The College of Education and Human Development’s teacher education programs are accredited

by the Council for Accreditation of Educator Preparation (CAEP). The Clinical Mental Health,

Rehabilitation Counseling and School Counseling programs are accredited by the Council for

Accreditation of Counseling and Related Educational Programs (CACREP).

Vision

The vision of the College of Education and Human Development is to be the premier urban

institution of choice within the state of Mississippi, the region, and the nation for the

preparation of teachers, counselors and mental health professionals, professional development

specialists, school leaders, and other school related professional practitioners with the latest in

technology, best practices and as responsive educators with adaptive expertise.

Mission

The mission of the College of Education and Human Development is to employ teaching,

research and service within an urban learning community, and to prepare practitioners from

diverse backgrounds for outstanding professional service through the development of solutions

to potential or existing challenges facing urban institutions.

Centers & Organizations

Lottie W. Thornton Early Childhood Center - The Lottie W. Thornton Early Childhood Center

provides childcare services for faculty, students, and the general community. The Center

currently serves students ages 3 and 4 and serves as a training ground for the College of

Education and Human Development’s education programs. The Center offers diversified

laboratory experiences for graduate and undergraduate students who are studying the

cognitive, psychomotor and social development of young children.

Professional Test Preparation Center - The Professional Test Preparation Center is designed

to facilitate the College of Education and Human Development’s efforts to improve the

performance of undergraduate and graduate students on standardized tests. General testing

strategies, thinking, reading, and writing skills are emphasized. The center is used widely for

assisting students with Praxis preparation.

Cleopatra D. Thompson Curriculum Center - The Cleopatra D. Thompson Curriculum Center

provides a variety of multimedia resources, professional and instructional materials, and related

equipment to support faculty and students in the College of Education and Human

Development. The Center serves the objectives of programs in the College by locating,

collecting, organizing, promoting, and distributing learning resources for use by faculty and

students. It also provides facilities for assistance in the production of instructional materials,

displays and demonstrations.

Center for Teacher Quality - The Center for Teacher Quality (CTQ) provides administrative

oversight for teacher education programs and has the primary responsibility for coordinating

admissions to teacher education and field-based experiences. The CTQ is responsible for

facilitating the delivery of required and structured clinical and field-based experiences at both

the basic and the advanced levels. Thus, all internships, field, clinical and student teaching

experiences operate under the auspices of this office. Students who have completed at least 44

hours in their core curriculum and maintained a 2.75 grade point average may be eligible for

admission to teacher education. For complete admissions requirements please visit the Center

for Teacher Quality’s website at https://www.jsums.edu/teacherquality/. Please note that

admission to the Teacher Education Program does not guarantee admission to student

teaching. Supervised student teaching is required for teacher certification by the Mississippi

Department of Education (MDE) and most other states.

The Center for Teacher Quality also manages the Professional Education Council (PEC). Teacher

education programs in various disciplines (Elementary Education, English, History, Math,

Physics, etc.) are overseen by the Professional Education Council (PEC). The PEC consists of

related faculty representatives and also includes opportunities for undergraduate student

representatives to participate in reviewing and approving curriculum changes. The PEC’s major

functions include ensuring the overall quality of programs and that state certification standards

as well as national specialty area association’s standards are met. Meetings of the Council are

held a minimum of three times each semester during the fall and spring. If you are interested

in participating, please contact your department chair.

Professional Licensure and Disclosure Statement - The following programs may lead to a

professional license or certification that is required for employment. Professional

licensure/certification requirements vary from state to state, which may affect a student’s

ability to apply for a professional license/certification upon the completion of the program. The

U.S. Department of Education regulation, 34 CFR 668.43 (a) (5) (v), requires an institution to

disclose whether the program will fulfill educational requirements for licensure or certification

for each state. The administrative departments that offer the programs have made the following

determination regarding their curriculum.

 Counseling Education

 Educational Leadership

 Elementary Education

 English Education

 Health Education

  History Education  
  Master of Arts in Teaching  
  Math Education  
  Music Education  
  Social Science Education  
  Special Education  
  Physical Education  
  Physics Education  
  Therapeutic Recreation  
  
The Mississippi Department of Education’s licensure requirements may periodically change. To 
review current licensure guidelines, please visit the following link: 
http://www.mde.k12.ms.us/docs/educator-licensure. A background check is required by most 
school districts prior to employment.

DEPARTMENT OF EDUCATIONAL, MULTICULTURAL, AND EXCEPTIONAL STUDIES

Dr. Deidre L. Wheaton

Interim Department Chair

deidre.l.wheat[email protected]

(601) 979-1164

Faculty of Department

T. Otieno, L. Sanders, A. Yeboah-Ohwofasa, D. Wheaton, G. Williams, G. Windfield, D. Williams.

Introduction/Mission

The mission of the Department of Educational, Multicultural, and Exceptional Studies is

to provide academic and professional training that leads to licensure in Special Education, Social

Studies Education, and alternate route Teacher Education. The department develops candidates

who are committed to becoming responsive educational leaders, researchers, and advocates,

who embody the content knowledge expertise, pedagogical skills, and professional dispositions

to educate diverse populations of students. The Educational, Multicultural, and Exceptional

Studies Department includes academic programs that offer undergraduate degrees in Social

Science Education (licensure), Social Science with a concentration in Ethnic Studies (non-

licensure), Special Education (licensure), and Special Education with a concentration in Disability

Studies (non-licensure).

Objectives

The objectives for undergraduate programs in the Department of Educational, Multicultural, and

Exceptional Studies are:

1. To support teacher candidates as they become responsive educational

leaders, researchers, and advocates;

2. To provide updated curricula that embodies the content knowledge expertise and

pedagogical skills needed for the 21

century classroom educator;

3. To foster an intellectual environment that is conducive to developing dispositions that

are necessary to educate a diverse population of students.

Accreditation

The academic programs within the EMES Department are accredited by the following agencies:

Council for the Accreditation of Educator Preparation (CAEP)

Council for Exceptional Children (CEC)

National Council for Social Studies (NCSS)

The teacher preparation programs within the EMES Department are approved by the Mississippi

Department of Education.

Admission Criteria and Other Requirements/Offerings

All Social Science Education and Special Education majors enrolled in teacher preparation

programs (educator licensure/certification programs) must:

 Complete a two-semester clinical experience for student teaching. This clinical

experience will not increase the number of required completion hours (121-124 hours

(about 5 days) for graduation.

 Have a grade point average of 2.75 or higher to be admitted to the Center for Teacher

Quality--the academic program through which the educator licensure is

obtained. For additional information please see the JSU Center for Teacher Quality.

 Complete all Teacher Certification Tests (Praxis Core Academic Skills for Educators,

Principles of Learning and Teaching, Praxis II-Content Knowledge) to enroll for selected

restricted courses. (Refer to the Approved Curriculum Map)

 Not enroll in EDCI 401 and EDCI 402 during the same semester.

 Submit to a criminal background check prior to receiving a clinical internship placement

for student teaching. The fee associated with this screening is the responsibility of the

teacher candidate.

 Special Education majors have the following additional requirement: Pass a

Departmental Undergraduate Comprehensive Examination (Contact Faculty Mentor).

Social Science Education (Teacher Licensure)

Objectives

The objectives of the EMES Department’s Social Science Education Program are to guide

students:

 To demonstrate knowledge of how to utilize knowledge of social science and social

studies in planning and implementing effective lessons.

 To develop understanding of the basic logical processes and resources useful in

information retrieval.

 To serve as facilitators for the total process of growing and learning.

 To locate, interpret, and apply research pertinent to social, cultural, and educational

problems.

 To investigate and analyze the dynamic relationship between schooling, education,

diverse cultures and societies with interpretive, normative, critical and comparative

theory and methods.

 To derive the greatest benefit from classroom experiences as prepared prospective

teachers skilled in the techniques of instruction.

Student Learning Outcomes

Upon completion of the Social Science Education Program students will be able to:

 Recall essential content knowledge, concepts, and tools of the social science

discipline(s) that he/she will teach.

 Integrate self-reflection and knowledge of the social and cultural factors (race, gender,

class, inequity, diversity, and social justice) that impact schools and communities to

discuss and develop appropriate responses to social and/or educational problems and

teaching scenarios.

 Design oral presentations using effective communication, educational technology, and

social studies instructional strategies to foster inquiry and engagement of learners.

 Write formal and informal assessments to promote the continuous intellectual growth,

social development, and civic competence of students.

 Develop a unit plan (five sequenced social studies lessons) that aligns with the required

national and state standards for Social Studies.

Major Requirements

Course Number Course Title Credit Hours

SS 111 Survey of Black Americans 3

SS 201 Social Institutions 3

SS 203 Historical and Cultural Foundations of Education 3

SS 301 Inquiry-Based Instruction in Geography & Civics Education 3

SS 401 Social Science Methods 3

SS 443 Seminar in Social Science 3

HIST 201,201 United States History 6

HIST 325 Mississippi History 3

ECO 211, 212 Microeconomics and Macroeconomics 6

PS 135 American Government 3

GEOG, PHIL, SOC Social Science Content Knowledge Electives 9

RE 310 Reading in the Content Areas 3

SPED 311 Survey of Exceptional Children and Youth in Schools 3

EDCI 100 Introduction to Education 3

EDCI 301 Classroom Management 3

EDCI 401 Research, Theory, and Classroom Management 3

EDCI 402 Clinical Internship in Student Teaching 12

TOTAL 72

(Note: See the 2021 curriculum map for additional general education and program

requirements.)

CURRICULUM MAP: Bachelor of Science in Social Science Education

Social Science Ethnic Studies Concentration (Non-Teacher Licensure)

Objectives

The objectives of the EMES Department’s Social Science Education Ethnic Studies Concentration

(Non-licensure) are to guide students:

 To demonstrate knowledge of how to utilize knowledge of social science and social

studies in planning and implementing effective lessons.

 To develop understanding of the basic logical processes and resources useful in

information retrieval.

 To serve as facilitators for the total process of growing and learning.

 To locate, interpret, and apply research pertinent to social, cultural, and educational

problems.

 To investigate and analyze the dynamic relationship between schooling, education,

diverse cultures and societies with interpretive, normative, critical and comparative

theory and methods.

 To derive the greatest benefit from classroom experiences as prepared prospective

teachers skilled in the techniques of instruction.

Student Learning Outcomes

Upon completion of the Social Science Education Ethnic Studies Concentration (Non-licensure)

students will be able to:

 Define and explain key concepts related to racial and cultural studies such as

colonialism, oppression, slavery, privilege, sexism, colorblindness, multiculturalism,

diversity, tolerance, anti-racism. 

 Use research to examine how historical and contemporary forces shape constructions of

race, ethnicity, and social problems over time.

 Discuss and comparatively analyze the experiences of contact, conquest, and resistance

of at least four United States racial/ethnic groups

 Develop curricula and programs related to multicultural and multiethnic history,

diversity, and social justice.

 Construct an advocacy plan for racial/ethnic groups and/or social issues while interning

(or serving) within a community-based agency.

Major Requirements

Course Number Course Title Credit Hours

SS 111 Survey of Black Americans 3

SS 201 Social Institutions 3

SS 202 Economic Institutions 3

SS 203 Historical and Cultural Foundations of Education 3

SS 211 Ethnic Studies Survey of Native and Hispanic Americans 3

SS 212 Ethnic Studies Survey of Jewish and Asian Americans 3

SS 401 Social Science Methods 3

SS 443 Seminar in Social Science 3

SS 412 Internship in Ethnic Studies 9

HIST 201,201 United States History 6

HIST 325 Mississippi History 3

ECO 211, 212 Microeconomics and Macroeconomics 6

PS 135 American Government 3

GEOG, PHIL, SOC Social Science Content Knowledge Electives 9

TOTAL 60

(Note: See the approved curriculum map for additional program requirements.)

CURRICULUM MAP: Social Science, Ethnic Studies Concentration

COURSE DESCRIPTIONS

SS 101 (3) Introduction to the Social Sciences– Foundations. This course examines the basic

definitions, concepts, generalizations, literature, values, valuing process, and evaluation

techniques in the Social Sciences and Social Studies.

SS 111 (3) Survey of Black Studies. This course examines the cultural traits of blacks,

conflicts of blacks and whites, and the status of blacks in America.

SS 201 (3) Social Institutions. The course examines the basic domestic, educational and

religious institutions, relying heavily on the interdisciplinary approach.

SS 202 (3) Economic Institutions. This course examines the basic economic institutions,

relying heavily on the interdisciplinary approach.

SS 203 (3) Historical and Cultural Foundations of Education. Prerequisite: EDCI 100. This

course is concerned primarily with selected historical facts and philosophical ideas, which have

influenced the development of modern education.

SS 204 (3) Introduction to Social Science–Value and Valuing. Basic social values, the valuing

process and the role of values in decision-making are explored.

SS 205 (3) Introduction to Social Science–Inquiry. Explains the inquiry strategies and

techniques used in concept formation and generalization discovery, as they pertain to the social

sciences.

SS 211 (3) Ethnic Studies Survey of Native and Hispanic Americans. This course examines

cultural traits of Native Americans and Hispanic Americans, their conflicts with white people,

and their status in the United States of America.

SS 212 (3) Ethnic Studies Survey of Jewish and Asian Americans. This course examines the

cultural traits of Jewish and Asian Americans, their conflicts with white people, and their status

in the United States of America.

SS 300 (3) Organization and Regulations for Social Studies Teachers. This course acquaints

students with the legal and professional obligations and opportunities for social studies

teachers.

SS 301 (3) Inquiry-Based Instruction in Geography and Civic Education. This course

examines the four dimensions of the social studies inquiry arc and challenges teacher

candidates to apply the dimensions of inquiry to plan impactful geography and civics lessons

that promote geo-literacy, civic engagement, and transformative citizenship.

SS 305 (3) African American Futures. This course is designed to involve Jackson State

University in an examination and study of relevant futurist issues. The content for this course

will be explored using an interdisciplinary approach.

SS 311 (3) Ethnic Studies and Curriculum Development. Prerequisite: Completion of SS 111,

211 and 212. This course focuses on the evaluation and development of ethnic studies

curriculum materials.

SS 400S (3) Social Studies Equipment and Materials. Prerequisite: Junior standing. Students

are acquainted with the selection and utilization of reading, audio, graphic, and visual materials

and equipment designed for social studies.

SS 401 (3) Social Science Methods. This course provides students with exposure to the

methods of developing objectives, carrying out strategies, and evaluating social studies

teaching, learning, and interactions.

SS 412 (9) Internship in Ethnic Studies. Prerequisite: Completion of SS 111, 211, and 212. In

this course, students are placed within educational institutions where they practice what they

have learned and get on-the-job experience.

SS 443 (3) Seminar in Social Science. Prerequisite: Completion of all substantive courses in the

social sciences. Contemporary issues and problems are analyzed by means of student research

papers and project reports. Standardized examinations and job application techniques are also

explored.

SS 498 (3) Seminar in Job Acquisition. Students are given practical exercises in preparing for

standardized examinations and in applying for jobs.

Special Education (Licensure)

Objectives

The EMES Department’s Special Education academic program objectives are:

 To prepare personnel for staffing special education and disabilities services positions in

schools and other related human resource agencies.

 To offer a comprehensive curriculum that incorporates a variety of experiences

including campus-based experiences (micro-teaching clinics, case studies, computer-

assisted instruction, as well as field-based experiences– student teaching, internships,

tutoring, etc.).

 To facilitate student development by broadening the knowledge base in which the

curriculum is based by attending conferences, workshops, seminars and participating in

collaborative activities with other community agencies (public schools, human resource

agencies, etc.).

 To enhance students’ ability to work with individuals with disabilities and culturally

diverse populations through selected research, teaching, and field-based experiences.

 To accommodate students from various ethnic backgrounds through an open, multi-

cultural approach to Special Education personnel preparation.

Learning Outcomes

Upon completion of the Special Education program, students will be able to:

 Demonstrate knowledge of special education content, concepts, and tools.

 Demonstrate knowledge of the basic principles of special education by responding to

questions based on the CEC standards.

 Create a plan for instruction using those components that contain information on where

and how students reach identified goals and objectives (Design for Instruction Module).

 Assess, plan, develop and implement the Individualized Education Plan (IEP) as part of a

collaborative effort among families, students, and colleagues.

Major Requirements

Course Number Course Title Credit Hours

SPED 304 Organizational Procedures in Special Education 3

SPED 307 Behavioral Management for Exceptional Children 3

SPED 311 Exceptional Children and Youth in Schools 3

SPED 339 Vocational Career Planning for Exceptional Adolescents 3

SPED 420 Introduction to Assistive Technology and Devices 3

SPED 422 Teaching Children with Mild/Moderate Disabilities 3

SPED 428 Educational Assessment 3

SPED 430 Teaching Children with Intellectual Disabilities 3

SPED 432 Teaching Children with Learning Disabilities 3

SPED 499 Seminar and Methods in Mild/Moderate Disabilities 3

EDCI 100 Introduction to Education 3

EDCI 401 Research, Theory, and Classroom Management 3

EDCI 402 Clinical Internship in Student Teaching 12

TOTAL 48

See the approved curriculum maps provided below.

CURRICULUM MAP: Special Education Mild/Moderate Disabilities

CURRICULUM MAP: Special Education Disability Studies

Supplemental Content Endorsement Areas: Many schools and programs require Special

Education teachers to have a content endorsement in addition to their Special Education

licensure. The Mississippi Department of Education offers several pathways to achieve

this. Routes to licensure can be found in the MDE document entitled, “Licensure Guidelines K-

12,” available at http://www.mde.k12.ms.us/docs/educator-licensure/licensure-guidelines-k12-

.pdf?sfvrsn=0, and includes subjects that can be added by taking an additional Praxis Subject

Area exam.

Another optional route includes the completion of “Acceptable Coursework in Core Academic

Subject Area Endorsements,” found at http://www.mde.k12.ms.us/docs/educator-

licensure/acceptable-coursework-list-revised-06-14.pdf?sfvrsn=0. Supplemental Endorsements

may be added with course work having a prefix in the specific endorsement area (course work

must have a grade of "C" or higher). Courses with prefixes below may be counted toward an

add-on endorsement in the areas listed. A minimum of 21 semester hours will be required to

add. Education methods courses may not be counted toward supplemental endorsements.

CONCENTRATION: English, General Science, Math, Social Studies, Physical Ed, Other

COURSE DESCRIPTONS

SPED 304 (3) Organizational Procedures for Special Education. A study of organizational

structures, programmatic procedures, policies, resources, and guidelines essential to the

delivery of educational services for children with exceptionalities.

SPED 306W (3) Introduction to Disabilities Studies. A study of classifications, characteristics,

and interactions of biological, emotional and social factors concerning individuals with

disabilities. It will also emphasize programs and practices for individuals with disabilities in

non-traditional settings.

SPED 307 (3) Behavioral Management for Children with Exceptionalities. Emphasis will be

placed on current techniques, educational strategies and tools that will aid the teacher in

understanding and handling behavior problems in the classroom.

SPED 311 (3) Exceptional Children and Youth in the Schools. A study of definitions,

classifications, characteristics, educational programs and problems of children with

exceptionalities.

SPED 315W (3) Assessment and Individualized Programming for 7-12. Introduction and

orientation to the diagnosis, appraisal and programming of children with exceptionalities at the

secondary level.

SPED 339 (3) Vocational/Career Transition Planning for Adolescents with

Exceptionalities. This course is an investigation of transition strategies for developing

vocational/career education and employment opportunities for students with disabilities.

SPED 367 (3) Introduction to Hearing Impairments. Focuses on causes of hearing impairment,

educational facilities, the methods, controversy, and family adjustment which are necessary in

order to fully understand children with hearing impairments.

SPED 368 (3) Family and Community Resources. An exploration of locating and utilizing

community resources in helping persons with disabilities and their families.

SPED 369 (3) Strategies for Managing Violent and Aggressive Behaviors. This course

emphasizes prevention and crisis management models, verbal interaction and personal safety

skills applicable with verbally aggressive and physically violent behavior.

SPED 400 (3) Medical Aspects of Disabilities. This course is a study of definitions,

classifications, characteristics, evaluations, diagnosis, and treatments of medical conditions of

children or youth with exceptionalities.

SPED 402A (12) Clinical Internship. This course is a continuation of the practical learning

experience engaged in during the EDCI 302 course, but in a more intensified and concrete

manner. These experiences occur in an off-campus school and community situations for twelve

weeks where opportunity is given to the student teacher to test theories of teaching and

learning, to initiate and test ideas with children. With guidance and supervision, the student

teacher is also given the opportunity to develop the ability, initiative and responsibility for

planning, guiding and evaluating the total program of the children with whom he/she is

working.

SPED 402B (12) Clinical Internship in Disabilities Studies. Placement of Seniors who have

completed SPED 306, 307, 339, 368, 369, 400, 403, 466, 467, 480W, 482, and 499, with

agencies where they can get on- the-job experiences in non-teaching settings.

SPED 403 (3) Teaching Students with Severe and Profound Handicaps. Provides students

with the skills and understanding needed to teach students with severe and profound

handicaps; program needs, services, and an overview of the role of people with severe and

profound handicaps within society.

SPED 420 (3) Introduction to Assistive Technology. This course provides hands-on

demonstration of assistive technology and software that facilitates new ways of teaching and

learning for individuals with disabilities.

SPED 422 (3) Education and Psychology of Individuals with Mildly/Moderate Handicaps.

This course is an overview of three traditional groups of individuals with handicaps: learning

disabilities, mild intellectual disabilities, and mild behavior disabilities.

SPED 428W (3) Educational Assessment. Investigation of instruments and procedures in

assessing children with exceptionalities; their interpretation, usefulness, and limitation in

diagnosing problems and planning educational programs.

SPED 430 (3) Teaching Children with Intellectual Disabilities. Deals with medical and

behavioral classifications, characteristics, interaction of biological, emotional and social factors,

educational philosophy, objectives and programs for children with intellectual disabilities.

SPED 432 (3) Teaching Children with Learning Disabilities. Survey of the historical

development of learning disabilities, problems of definition and classification, screening and

diagnosis, and instructional systems.

SPED 450 (3) Teaching Children with Emotional and Behavioral Disorders. Characteristics,

causes and problems of emotional and behavior disorders in children and youth; diagnosis, and

placement and in-depth study of educational programs.

SPED 466 (3) Introduction to Sign Language. Emphasizes fundamental skills of sign language

used by individuals who are deaf in a communicative process.

SPED 467 (3) Advanced Sign Language. Prerequisite: SPED 466A. Emphasizes the

interpretation of English language into sign language and presents colloquialisms that are

prevalent in informal conversational situations among people who are deaf.

SPED 468 (3) Introduction to Interpreting. Prerequisites: SPED 466A and 466B. Development

of skills necessary for interpreting for individuals who are deaf in educational and other related

settings. It also emphasizes the values and ethics of interpreting.

SPED 480 (3) Education and Psychology of Individuals with Physical Handicaps. Description

of the various types of orthopedic and other health impairments that children and youth have;

etiology, characteristics, medical aspects, and needs of each type.

SPED 498 (3) Seminar in Hearing Impairments. Current problems, issues, and trends in the

field of hearing impairments.

SPED 499 (3) Seminar and Methods in Mild/Moderate Disabilities. Current problems, trends,

and issues in the field of mild/moderate disabilities.

DEPARTMENT OF ELEMENTARY AND EARLY CHILDHOOD EDUCATION

Dr. Tracy Harris

Department Chair

tracy.l.harris@jsums.edu

601-979-2341

Dr. Patricia Kennedy

Assistant Department Chair

patricia.r.kennedy@jsums.edu

601-979-3131

Faculty of the Department

T. Harris, J. Yin, K. Bryant, S. Davidson, A. Haralson, T. Latiker, W. Brown, P. Kennedy, L. Opara-

Nadi

INTRODUCTION/MISSION

The Department of Elementary and Early Childhood Education (EECE) offers three undergraduate

programs to include Childcare and Family Education (Non-Licensure); Elementary Education K-3;

and Elementary Education K-6. The department houses the Test Preparation Center which

assists in preparing students for licensure examinations toward educator licensure; and the

Harris-Gambrell Reading Center which assists students with various components of reading.

The department also houses the Student National Education Association (SNEA) and the EECE

Club which are open to all education majors. The mission of the Department of Elementary and

Early Childhood Education (EECE) is to prepare responsive and effective educators for working

with learners of all ages, infancy through adulthood.

OBJECTIVES

The objectives for undergraduate programs in the Department of Elementary and Early

Childhood Education are to produce educators who:

1. Are responsive in the field of Early Childhood and Elementary Education;

2. View the profession of education as most influential in the advancement of mankind;

and

3. Understand and have as a primary goal to help children develop into productive citizens

who will enhance the advancement of humanity.

Courses and experiences support the development of independent thinking, effective

communication, professional collaborating, effective participation in the education system, and

professional ethics.

Student Learning Outcomes

Childcare and Family Education Majors (Program Does Not Lead to Licensure)

 Plan, write, and implement related thematic content lessons for all early learners.

 Construct and present a collaborative plan to advocate the needs of children, parents,

and families.

 Generate developmentally appropriate instructional designs through observation and

practice.

Elementary Education K-3 and K-6 Majors (Licensure Programs):

 Demonstrate, explain, and exhibit knowledge of the major concepts, assumptions,

debates, and processes of inquiry that are central to the discipline s/he teaches;

 Develop and utilize multiple methods of assessment to evaluate learners’ growth,

monitor learner progress, and guide learners’ decision making;

 Utilize a variety of instructional strategies to encourage learners to develop

understanding of content areas and connections to build skills and apply knowledge in

meaningful ways;

 Demonstrate the ability to collaborate with learners, families, colleagues, other school

professionals, and community members to ensure learner growth and to advance the

profession.

Accreditation

The Elementary Education K-3 and K-6 programs are accredited by the Council for the

Accreditation of Educator Preparation (CAEP).

Other Requirements

All EECE majors must:

 Pass the Undergraduate English Proficiency Examination

 Complete 120 Hours of Community Service or Service Learning (60 Hours for Transfer

Students).

 Earn a C or better in all major (EDCI and RE) courses; Elementary Education majors must

earn a C or better in all major and core courses as denoted by the Center for Teacher

Quality (Teacher Education Admission policies).

Students pursuing a major in elementary education (educator licensure programs) must:

 Select one of two options:

o Bachelor of Science in Education for Elementary Education: Grades K-3 or

o Bachelor of Science in Education for Elementary: Grades K-6 (Includes 18 hours of

concentration courses in English, Science, Social Science, or Mathematics.)

 Have a grade point average (GPA) of 2.75 or higher and complete a minimum of 44

hours of the core curriculum to become eligible for Teacher Education Admission

through the Center for Teacher Quality. Teacher Education is the academic program

through which educator licensure is obtained. For additional information please refer to

the Center for Teacher Quality.

 Complete all educator preparation examinations (Praxis Core Academic Skills for

Educators, Principles of Learning and Teaching, Praxis II - Content Knowledge,

Foundations of Reading) to enroll for selected restricted courses as denoted on the

departmental curriculum sheets.

 Submit to a criminal background check prior to receiving a clinical internship placement

for student teaching. The fee associated with this screening is the responsibility of the

teacher candidate.

 Complete a two semester clinical internship for student teaching. This clinical

experience will not increase the number of required completion hours (122 hours for

graduation for K-3 and K-6 majors).

Major Requirements for the Bachelor of Science in Education K-3/K-6

Course Number Course Title Credit Hours

EDCI/L 100

Introduction to Education and Lab

EDCI 201

Elementary Mathematics Methods

EDCI 306

Educational Psychology

EDCI 301

Classroom Management & Learning Environments

EDCI 400

Theories and Principles of Early Childhood

EDCI 401

Unit Planning, Assessment & Classroom Management

EDCI 402

Clinical Internship in Student Teaching

RE 204

Pre-Reading Skills for Preschoolers & Early Primary Grades

RE 309

Early Literacy I

RE 310

Teaching Reading in Content Areas

RE 311

Strategies & Techniques for Teaching English Language

Arts

& Literacy in the Elementary Schools

RE 455

Diagnostic Reading Instruction

TOTAL 45

CURRICULUM MAP: Elementary Education K-3 Major

CURRICULUM MAP: Elementary Education K-6 Major

Major Requirements (Childcare and Family Education/Non-Licensure Program)

Course Number Course Title Credit Hours

EDCI/L 100

Introduction to Education and Lab

EDCI 120

Practical Child Care Experiences

EDCI 121

Innovations, Problems & Issues in Child Care

EDCI 122

Family Dynamics and Interpersonal Relations

EDCI 208

Materials and Methods of EECE

EDCI 220

Teaching and Learning Styles of Young Children

EDCI 221

Administration of Child Care Services

EDCI 303

Parent, Child Teacher Interactions

EDCI 305

Studies in Child Guidance

EDCI 320

Field Experiences in Child Care

EDCI 400

Theories & Principles of Early Childhood

RE 204

Pre-Reading Skills for Preschoolers & Early Primary Grades

RE 301

Literature for Children

TOTAL 39

CURRICULUM MAP: Childcare and Family Education (Non-Licensure*)

(*This program does not lead to an educator license.)

COURSE DESCRIPTIONS

EDCI 100 (3 hours) Introduction to Education. A prerequisite to all other education courses

for prospective teachers and is to be taken during the Freshman year by students seeking

careers in Teacher Education. It is a multipurpose foundation course designed to give an

overview of teaching and learning. Requires 10 clock hours of field-based activity.

EDCIL 100 (0 hours) Introduction to Education Laboratory. The lab is a required co-requisite

to EDCI 100 and is designed to provide students with preparation, training, and practice with

mandated licensure examinations, i.e., Praxis Core (10 hours required).

EDCI 120 (3 hours) Practical Child Care Experiences. Designed to introduce the students to a

variety of personnel certification programs and to assist in the preparation for assessment when

appropriate (i.e., Child Development Associate [CDA] and National Association of Education for

Young Children’s Validation. Includes an in-depth review of the functional areas providing the

basis for competency goals as designated by validating agencies.

EDCI 121 (3 hours) Innovations, Problems, and Issues in Child Care. A comprehensive study

of the growth and development of the infant and toddler– including physical environment, care

and handling, immunizations and health care, toilet training, developmentally appropriate

activities, and the special needs of infants and toddlers.

EDCI 122 (3 hours) Family Dynamics and Interpersonal Relations. Discuss the development

of family structures and the various types and functions of families. Emphasizes basic

communication skills and their application within the family; family values; and the caregiver’s

role in the family.

EDCI 201 (3 hours) Elementary Mathematics Methods for Teachers. This course is designed

to instruct teacher candidates on how to orchestrate student centered problem-based

mathematics confidently. A secondary goal is to help prospective teachers understand the

ongoing change in mathematics education and provide them with ways to become facilitators

who help learners develop self-efficacy as they explore mathematics through an active learning

approach.

EDCI 208 (3 hours) Materials and Methods of Early Childhood Education. This course is

designed to investigate curricula methods and materials for teaching nursery, kindergarten

and primary school children. This includes preparation, executive, and evaluation of materials

and methods within the subject matter areas of mathematics, science, social science, music,

art, and language arts.

EDCI 220 (3 hours) Teaching and Learning Styles of Young Children. Prerequisite: EDCI 120,

121, 122, or special permission by the department Chair prior to enrollment. Instructional

strategies of content and materials, and evaluation of childcare procedures in programs

designed for infants, toddlers, and preschool children.

EDCI 221 (3 hours) Administration of Child Care Services. Leadership styles, director-staff

relationships, staff training, and goal setting are explored within the framework of developing

lessons with appropriate developmental activities for young children. Construction of lesson

plans, integration of yearly curriculum goals with weekly plans and evaluation of curriculum

should be included.

EDCI 301 (3 hours) Classroom Management and Effective Learning Environments. This

course explores theories and various models of discipline that enhance student motivation,

classroom management, and learning. Its focus is to develop an understanding of the needs of

diverse student populations and create an atmosphere for learning in the classroom. Emphasis

will be placed on the development of a personal discipline system, learning environment

creation and management, and parental involvement.

EDCI 303 (3 hours) Parent, Child and Teacher Interactions. This course examines the

importance of developing good relationships between parents, children and teachers during the

early childhood and elementary years. The goal is to assist students to delineate non blaming

environments where dialogue and mutual planning can take place between families and school

personnel.

EDCI 305 (3 hours) Studies in Child Guidance. This course is designed to provide

comprehensive information on the nature and needs of infants, toddlers, and pre-school

children. Emphasis is placed on psychological, sociological, and physiological development and

growth.

EDCI 306 (3 hours) Educational Psychology and Learner Development. This course is

designed to study the teaching-learning process. Design includes student behavior, research

data, theory, and illustrations concerned with actual classroom application of psychological

principles. Educational Psychology uses scientific inquiry to study how human beings learn, and

the principles by which learning can be increased through educational strategies.

EDCI 320 (3 hours) Field Experiences in Child Care. Prerequisites: EDCI 120, 121, 122, 220,

or special permission by the department chair prior to enrollment. This course is

of practical learning experiences engaged in a more intensified and concrete manner. These

experiences occur in off campus, school, and community situations where opportunity is given

to the student to test theories of teaching and learning, to initiate and test ideas with children.

With guidance and supervision, the student is also given the opportunity to develop the ability,

initiative, and responsibility for planning, guiding, and evaluating the total childcare program.

EDCI 400 (3 hours) Theories and Principles of Early Childhood. This course is concerned

with the basic history, philosophy, theories, and principles underlying early childhood

education.

EDCI 401 (3 hours) Unit Planning, Assessment & Classroom Management. This course is

designed to integrate research on effective teaching and learning with theory and practice.

Candidates will develop an understanding of unit planning, traditional and authentic

assessment, and how they are used to guide instructional practice. Additionally, candidates will

be introduced to classroom management strategies and teaching routines through video

analysis and rehearsal. Candidates will apply skills in unit planning, assessment, data analysis,

and classroom management during a clinical experience parallel to each candidate’s respective

discipline.

EDCI 402 (12 hours) Clinical Internship in Student Training. This course is a continuation of

the practical learning experiences engaged in during the 401C course, but in a more intensified

and concrete manner. These experiences occur in off-campus school and community situations

for twelve weeks where an opportunity is given to the student teacher to test theories of

teaching and learning, to initiate and test ideas with children. With guidance and supervision,

the student teacher is also given the opportunity to develop the ability, initiative and

responsibility for planning, guiding and evaluating the total program of the children with whom

they are working.

RE 100 (1 hour) Developmental Reading I. An individualized course for meeting reading

needs of students whose entrance score indicates likelihood of difficulty in doing college work.

RE 102 (2 hours) Developmental Reading II. An individualized course designed for any

student desiring to increase speed of reading and to improve study skills.

RE 200 (2 hours) Analytical Reading. Techniques for reading in the scientific areas with

emphasis on data interpretation.

RE 201 (1 hour) Basic Speed Reading. An individualized course designed for students who

desire to increase their speed of reading.

RE 204 (3 hours) Pre-Reading Skills for Preschoolers and Early Primary Grades. Students

will participate in situations involving reading readiness skills, oral language, concept

development, early experiences with children’s literature-creative storytelling and the study of

management systems.

RE 309 (3 hours) Early Literacy I. Concepts, materials and teaching strategies for oral

language development (as it relates to phonological processing) and systematic early reading

instruction, specific to concepts about print, phonemic awareness, phonics, and spelling

conventions. Writing instruction in this course is addressed as encoding (the inverse of

decoding).

RE 310 (3 hours) Teaching Reading in Content Areas. A thorough study of techniques for

promoting reading growth through teaching content materials. (F, S, Sum) RE 311 (3) Strategies

and Techniques for Teaching Reading in the Elementary School. This course is designed to

introduce strategies and techniques for teaching reading in elementary school, and to provide

theoretical knowledge and principles appropriate to the teaching of reading. Special emphasis

will be placed on suitable materials and equipment for enhancing reading skills. Focus will also

be given to assessment, exceptionality and multicultural education relative to the teaching of

reading.

RE 311 (3 hours) Strategies and Techniques for Teaching English Language Arts and

Literacy in Elementary Schools. The course will provide comprehensive information of

instructional strategies needed to provide the learner with competencies in the communicative

arts. Emphasis will be on the communicative areas to enhance responsible, receptive, and

expressive language arts and literacy skills. Focus will also be given to application of reading

strategies, as well as multicultural education relative to literacy.

RE 312 (3 hours) Early Literacy II. Concepts, materials, and teaching strategies for oral

language development (related to meaning) and systematic early reading instruction specific to

vocabulary, spelling (related to morphology) fluency, writing (to support comprehension) and

reading comprehension in order to understand that literacy is an integrated process that results

in comprehension/communication as a product.

RE 455 (3 hours) Diagnostic Reading Instruction in the Secondary School. This course is

designed to assist students in utilizing a diagnostic/prescriptive model in determining the

unique needs of students’ specific teaching strategies and techniques, approaches, and

materials useful in acquiring and/or maintaining essential reading skills needed for concept

attainment in content areas in the secondary school classroom.

DEPARTMENT OF HEALTH, PHYSICAL EDUCATION AND RECREATION

Dr. James Robinson

Department Chair

james.robins[email protected]

601 979-2770

Faculty of Department:

G. Dawkins, J. M. Houston, P. Nelson

Introduction/Mission

The Health, Physical Education and Recreation Department (HPER), The College of Education and

Human Development and the University adhere to the “Responsive Educator “Conceptual

Framework. The College of Education and Human Development and the Department of HPER

rest on a foundation consistent with the vision, mission and core values of the Jackson State

University learning community. The department and the university embrace six core values 1)

tradition 2) accountability 3) learning 4) nurturing 5) service 6) responsibility and seek to be a

learning community that welcomes both the highly capable, as well as the capable, but under-

prepared students who require a nurturing academic environment. The HPER Department

provides learning experiences that are integral to the university’s vision of offering, “A model

learning community for highly motivated candidates from diverse backgrounds”.

Objectives

The objectives of the Department of Health, Physical Education and Recreation are in keeping

with those of the University, the College of Education and Human Development, and its guiding

principle, the Responsive Educator, whose goal is to positively impact the full range of K-12

students.

 To assist candidates in developing ethical standards and practices.

 To develop candidates that are professionally motivated.

 To develop candidates that are technologically diverse

 To develop candidates with the necessary skills that positively impact student learning

Student Learning Outcomes

The outcomes of the “responsive educator” are aligned with the College of Education and

Human Development and provides and embodies:

 A committed response where the candidate has acquired an understanding and

acceptance of professional goals and obligations to support fairness and equity in

learning communities.

 A knowledgeable response where the candidate has a thorough knowledge of discipline

content, student development, historical and theoretical foundations of education, and

learner environment management.

 A Skillful Response where the candidate has developed performance abilities relative to

critical thinking, professional performance, and learning community enhancement.

 A Professional Response where the candidate understands the relationships between

schools, families, and cultural contexts as these affect student learning.

Admission Criteria

NOTE: Students not admitted to teacher education can only complete 6 hours of professional

education courses. Professional Education courses are junior and senior level courses not

offered in the HPER Department. Students must pass all parts of the PRAXIS before they can do

student teaching. Must have a 2.50 Cumulative GPA or higher to graduate.

Major Requirements

Health Education

Course Number Course Title Credit Hour

HE 122 Foundation of Health Education 3

HE 113 First Aid 3

HE 206 Organization & Adm. of School 3

HE 102 Concepts of Health for Teachers 3

HE 498 Introduction to Alcohol & Drug 3

PE 360 Physiology of Muscular Activity 3

HE 208 Epidemiology of Disease 3

SPED 311 Exceptional Children & Youth 3

HE 399 Human Sexuality 3

HE 333 Methods & Practicum in Health Edu. 3

HE 404 Family Living Education 3

HE 401 Cons. Health & Safety Education 3

HE 495 Problems & Issues in Health Edu. 3

TOTAL: 39

Physical Education

Course Number Course Title Credit Hour

HE 102 Concepts of Health 3

PE 109 Beginning Swimming 1

PE 231 Intermediate Swimming 1

PE 222 Introduction to Physical Education 3

PE 309 Elem. and Secondary Folk Eth. Rhy. & Dance (fall only) 1

PE 319 Kinesiology (Cognate Area) 3

PE 323 Organization & Adm. of Physical Education (Fall Only) 3

SPED 311 Exceptional Children and Youth in School 3

HE 311 First Aid, Preventive and Care of Injuries 3

PE 320 Adapted Physical Education (Spring Only) 3

PE 322 Motor Development and Mov. Education 3

PE 350 Measurement, Evaluation and Statistics (Spring only) 3

PE 360 Physiology of Muscular (Spring only) 3

PE 411 Methods and Practices in PE 3

PE 415 Individual and Team Sport 3

PE 404 Family Living Education 3

PE 455 Diagnostic Reading Instruction in Secondary School 3

Total 45

Recreation Administration

Course Number Course Title Credit Hours

REC 104 Introduction to Recreation 3

REC 225 Practicum in Recreation Administration (Fall only) 1

REC 218 History & Philosophy of Recreation (Fall only) 3

REC 205 Cultural & Recreation Program Planning (Fall only) 3

PE 231 Intermediate Swimming 1

REC 307 Recreation Leadership (Fall Only) 3

PE 309 Elementary, Sec., and Folk Dance (Fall only) 1

PE 319 Kinesiology (Fall only) 3

REC 350 Introduction to Leisure Education (Fall only) 3

TREC 313 Implication of Disabling Conditions (Fall only) 3

REC317 Community and Urban Recreation 3

REC 305 Facility Design and Maintenance 3

REC 325 Practicum in Recreation Administration 1

REC 418 Principles, Practice, & Procedures in Recreation 3

REC 404 Recreation Program Design 3

REC 406 Legal Issues in Recreation 3

REC 415 Current Issues and Trends in Recreation 3

REC 421 Management in Recreation 3

REC 405 Outdoor Recreation Programming 3

REC 423 Research and Evaluation Recreation 3

REC 424 Seminar in Recreation Administration 3

REC 425 Internship in Recreation 9

Total 69

CURRICULUM MAPS:

Health Education:

https://www.jsums.edu/studentsuccess/files/2020/10/HPER-Health-Education-2007.pdf

Physical Education:

https://www.jsums.edu/studentsuccess/files/2020/10/HPER-Physical-Education2007.pdf

Recreation Administration:

https://www.jsums.edu/studentsuccess/files/2020/10/HPER-Recreation-Administration3-

2007.pdf

COURSE DESCRIPTIONS

HEALTH EDUCATION

HE 101 (3) Concepts of Health. This course is designed to give students a basic knowledge in

the areas of drugs, alcohol, sexually transmitted diseases, ecology, chronic diseases, nutrition

and physical fitness enabling them to make wise decisions concerning their life and health.

HE 102 (3) Concepts of Health for Teachers. This course is designed to give prospective

health teachers a comprehensive body of knowledge in the areas of mental and emotional

health, alcohol and drugs, nutrition, physical fitness, infectious diseases, chronic diseases,

STD’s and AIDS.

HE 113 (3) First Aid. Designed to acquaint students with the skills needed to provide

immediate aid to persons who suffer sudden injury or illness. This course also services as a

preparatory course for certification as an instructor.

HE 122 (3) Foundations of Health. This course is designed to provide an understanding of the

historical background, principles, philosophy and contemporary problems in the field of health.

HE 206 (3) Organization and Administration of School and Community Health. This course

is designed to provide information on the organizational structures of the various community

health and related agencies and the public school system. Emphasis is placed on the functions

of each entity and how they coordinate activities with other agencies and the public schools.

HE 208 (3) Epidemiology of Diseases. This course is a survey of selected communicable and

non-communicable diseases of man. An in-depth study of pathogenic and non-pathogenic

disease theories will be examined as well as sign symptoms of these selected conditions.

HE 311 (3) First Aid, Prevention, and Care of Injuries. This course provides for an integrated

interpretation of the principles of anatomy, physiology and kinesiology as related to the

prevention and care of injuries.

HE 333 (3) Methods and Materials in Teaching Health. This course provides for instruction in

the significant aspects related to integration and coordination of health methods, materials and

techniques of teaching health.

HE 399, 399H (Honors) (3) Human Sexuality. This course provides the student with a basic

orientation to the varied dimensions of sexuality. This orientation includes information on

historical perspectives on sexual customs and behavior, methods in sex research, anatomy and

physiology of the reproductive systems, reproduction, birth control, STDs, and emphasis on

sexual responsibility.

HE 401 (3) Consumer Health and Safety (A– Elementary Schools, B–Secondary Schools). This

course is designed to integrate the research of effective teaching and learning with theory and

practice. Students will engage in micro-teaching and will be expected to demonstrate mastery

of fourteen competencies measured by the Mississippi Teacher Assessment Instrument.

Students will also be introduced to classroom management strategies for effective classroom

discipline and teaching routines. The clinical practice will be a field-based activity.

HE 402 (12) Clinical Internship in Student Training (A–Elementary Schools, B–Secondary

Schools). This course is a continuation of the practical learning experiences engaged in during

the 401 course, but in off-campus school and community situations for two twelve weeks where

opportunity is given to the student teacher to test theories of teaching and learning, to initiate

ideas with children. With guidance and supervision, the student teacher is also given the

opportunity to develop the ability, initiative and responsibility for planning, guiding and

evaluating the total program of the children with whom he/she is working.

HE 404 (2) Family Living Education. This course is designed to provide basic information in

the physiological/sociological cultural aspects of sex education and family living. Critical issues

in sex will be vied including sex as it affects the Black American.

HE 495 (3) Problems and Issues in Health. This course is an investigation of special health

problems with emphasis on possible prevention of such problems. Directed individual study of

selected problems in drug abuse, alcoholism, venereal disease, cancer and heart disease will be

conducted.

HE 498 (3) Introduction to Alcohol and Drug Education. This course provides an overview of

the world of drugs– drug abuse, drug dependence, drug-using behavior, and examining the

use, effects, and potential for abuse of the major psychoactive drugs.

PHYSICAL EDUCATION-TEACHING

PE 101 (1) Archery and Golf. Emphasis is given to the fundamentals of archery and golf. The

student is taught how to select, purchase, and maintain equipment. Development of

fundamental skills in archery and golf is the basic concern of this course. The student will be

given experiences using the various clubs. The course includes actual course play generally

culminating in a tournament.

PE 102 (1) Badminton and Tennis. Emphasis is given to the fundamentals of badminton and

tennis. This includes the basic strokes, serves, and court movements. The student will also

receive instructions on selection, purchase and maintenance of equipment.

PE 104 (1) Bowling. This course is designed for beginner bowlers. The main emphasis of this

course is to acquaint the student with the fundamentals of bowling.

PE 109 (1) Beginning Swimming. This course gives basic skills of swimming, including the

adjustment to the water, breathing, floating, propulsion through the water by use of the

elementary stroke, backstroke, front crawl, finning, sculling, and safety.

PE 113 (1) Beginning Modern Dance. This course is designed to give the student a background

in Modern Dance and its pioneers. It is designed to develop a movement vocabulary and

instruction in organization of dance moves into finished compositions.

PE 122 (1) Freshman Seminar in Physical Education. This is an orientation course that is

designed to familiarize prospective PE Majors with the fundamental components of the

department, the school, the community, and the discipline. Students will be given the

opportunity to observe classes in physical education taught by master teachers. They will also

be given a Physical Fitness Test battery to familiarize themselves with the components of

Physical Fitness.

PE 150 (1) Basketball and Volleyball. This course is designed to give the students a

richer background in the game of basketball and volleyball. Fundamentals and game strategies

will be stressed.

PE 208 (1) Elementary and Secondary Modern Dance and Rhythms. This course is designed

for the development of a vocabulary of movement, and the application of movements as a

means of expression.

PE 209 (1) Square and Social Dance. This course gives instruction in the fundamentals of

social and American square dancing, emphasizing the execution of basic movements, analyses

and timing of movements. Emphasis will also be put on skills and techniques for dances

suggested by students.

PE 210 (1) Modern Composition and Jazz Dance. This course offers instruction in the

organization of dance movements into finished and unfinished compositions including modern

jazz techniques with the application of these techniques to composition. Students will have

opportunities to analyze compositions originated in the classroom.

PE 215 (2) Tumbling and Apparatus. This course covers basic knowledge, techniques and

practice of fundamental skills of stunts, tumbling and apparatus work.

PE 222 (3) Introduction to Physical Education. Prerequisite: PE 122. This course is a study of

the purpose, history, requirements, and opportunities for a career in physical education.

PE 231 (1) Intermediate Swimming. Prerequisite: PE 109 or Deep-Water Proficiency. In this

course emphasis is placed on improving skills in the standard swimming strokes particularly

the American Crawl, side stroke, breaststroke, back crawl, and elementary backstroke.

PE 250 (1) Archery and Golf. In this course emphasis is given to developing fundamentals for

archery and golf. The student is taught how to select, purchase, maintain, and properly care for

equipment and facilities involved in each activity.

PE 253 (1) Body Mechanics and Weight Control. The basic intent of this course is to improve

body carriage, posture, physical condition, and structure. The student will be exposed to a

variety of exercises, weights, and machines.

PE 254 (1) Bowling. This course is designed for the advanced bowler. The major concern of this

course is to afford students opportunities to participate in tournaments and learn methods and

techniques of teaching bowling.

PE 258 (1) Badminton and Tennis. In this course emphasis is given to the fundamentals of

tennis and badminton. This includes the basic strokes, serves, and court movements. The

student is also taught rules, strategies, and skills of double and single matches.

PE 259 (1) Advanced Swimming. Prerequisite: PE 231. In this course emphasis is placed on

techniques of advanced strokes, springboard diving, and preparation for competition.

PE 270 (1) Basketball and Volleyball. This course is designed to give the student a richer

background in the games of basketball and volleyball. Fundamentals, skills, game strategy, and

knowledge of rules will be emphasized.

PE 272 (1) Soccer and Touch Football. The main purpose of this course is to acquaint the

student with fundamentals, rules and regulations, and game strategy relative to the game of

touch football and soccer.

PE 276 (1) Track and Field and Softball. This course emphasizes advanced fundamentals of

these activities as well as methods and techniques of teaching them.

PE 300 (1) Apprenticeship in Physical Education and Sports. Prerequisite: PE 222. This is

a field-based experience course designed to provide the junior level students with opportunities

to observe and work under a master teacher.

PE 309 (1) Elementary and Secondary Folk and Ethnic and Rhythm Dance. This course gives

instruction in dances of specific people, including related cultural readings. Emphasis will be

placed on dances of American and Afro-American people.

PE 319 (3) Kinesiology. Prerequisite: BIO 234 and BIOL 234. This course is a study of the

mechanics of body movement including form and style in athletic performance, and an analysis

of muscle coordination in sports, gymnastics and ordinary activities of daily life.

PE 320 (3) Adapted Physical Education. This course is a study of procedures and practices for

programs that meet the needs of those students who have various disabling conditions.

PE 322 (2) Motor Development and Movement Education. Prerequisite: Anatomy and PE 319–

Kinesiology. This course is designed to give students a broad and comprehensive view of the

field of motor development and movement education. Students will study prenatal to neonatal

development, early motor sequence, perceptual motor area, and competition and the pre-

adolescent child.

PE 323 (3) Organization and Administration of Physical Education. Prerequisite: PE 222. This

course is a study of the physical education and athletic program including staffing, teaching

load, time schedule, finance, public relations, school plant operation, legal implications, and

maintenance.

PE 350 (2) Measurement, Evaluation, and Statistics in Physical Education. This course is a

study of the theory and methods of test administration, evaluation and interpretation of

measurement data. The development of basic competencies in use of descriptive statistics and

correlation and the evaluation and grading in the physical education program are emphasized.

PE 360 (3) Physiology of Muscular Activity. Prerequisite: BIO 234, BIOL 234, and PE 319. This

course is a study of the nature of body variation during and resulting from physical exertion.

Laboratory experiences deal with physical work capacity, reaction time, cardiovascular stress

and anthropometric measures and evaluation.

PE 401 (3) Research, Classroom Management, and Clinical Practice (A–Elementary Schools,

B– Secondary Schools). This course is designed to integrate research on effective teaching and

learning with theory and practice. Students will engage in micro-teaching and will be expected

to demonstrate mastery of fourteen competencies measured by the Mississippi Teacher

Assessment Instrument. Students will also be introduced to classroom management strategies

for effective classroom discipline and teaching routines. The clinical practice will be a field-

based activity.

PE 402 (12) Clinical Internship in Student Training (A–Elementary Schools, B–Secondary

Schools). This course is a continuation of the practical learning experiences engaged in during

the 401 courses, but in off-campus school and community situations for twelve weeks where

opportunity is given to the student teacher to test theories of teaching and learning, to initiate

ideas with children. With guidance and supervision, the student teacher is also given the

opportunity to develop the ability, initiative and responsibility for planning, guiding and

evaluating the total program of the children with whom he/she is working.

PE 406 (1) Aerobic Dance. This course is designed to enable participants to understand and

develop skills necessary to improve cardiovascular fitness.

PE 411 (3) Method and Practice in Physical Education. This course in leadership, practices,

and teaching physical education activities with adaptations to different age groups. Teaching

methods are discussed in the classroom and provision is made for practice in classroom

situations.

PE 412 (1) Techniques and Skills in Physical Education. Prerequisite: PE 215. This course is

designed to develop techniques of teaching skills for activities on mats, floors, uneven parallel

bars, horizontal bar, side horse, long horse, vaulting box, trampoline, and still rings.

PE 415 (2) Individual and Team Sports. In this course emphasis is given to teaching students

the progressive skills involved in a variety of individual, dual and team sports. Selection of

equipment, tournament planning as well as facilities are discussed. This course is also designed

to give students the opportunity to participate and develop competencies in individual and

team sports. It is further a purpose of this course that students learn teaching methodology in

specific sports activities for elementary and secondary schools.

PE 416W (3) International Ballet Workshop. A workshop designed to give enrichment

experiences in ballet with leading ballet teachers of the world. Emphasis on American,

Bournonville, Russian Technique.

PE 417 (3) Advanced Modern Dance Workshop. The course is designed to enable participants

to understand and be able to plan a comprehensive modern dance program, develop a

knowledge of movement terminology, space and time principles, fundamentals of

choreography, history of and personalities in modern dance; gain experience in roles of leader

and follower, and develop enjoyment of life-time activity with tremendous carry-over value in all

three domains: cognitive, psychomotor, and affective.

PE 430 (1) Coaching and Officiating. Prerequisite: PE 415. This course is a study of theory,

principles, and techniques of coaching and officiating sports. Sports reviewed are selected by

students and instructors. Actual practice on the field/floor is required.

PE 444 (2) Physical Education in the Elementary School. Prerequisite: PE 300. This course is a

study of trends which have the greatest influence on programs, methods, and practices in

physical education. The student will conduct an independent study on some aspect of physical

education that interests them.

PE 445 (3) Physical Education in the Elementary School. In this course emphasis is placed on

methods and materials used in the effective teaching of physical education

in elementary school. Consideration is given to the integration of physical education with other

subject matter areas.

PE 489 (2) Principles and Problems of Coaching. This course is designed to deal with the

recognitive, discussion, and systematic analysis of controversial issues and problems in

coaching and athletics. Topics studied are psychological, sociological implications of athletics,

crowd control, profiles of coaches, women and athletics, financial crisis in athletics, personality

traits, structure of athletics, interscholastic athletics, competition below high school level,

recruitment of minority athletes and financial aid.

PE 490 (2) Theory and Practice of Coaching Football. Designed to give the student

experiences in dealing with the football program from a scientific standpoint. The student will

be exposed to experiences relative to the application of mechanical, physiological, and

kinesiological laws to the football program. The student will complete the psychology of

coaching as well as review some of the problems that are specifically related to football

programs such as recruiting, theories of the game, organizing practice, sideline coaching, and

the rules and regulations of various governing bodies.

PE 491 (2) Theory and Practice of Coaching Basketball. Designed to give the

student experiences in dealing with the basketball program from a scientific standpoint. The

student will be exposed to experiences relative to the application of mechanical, physiological,

and kinesiological laws to the basketball program. The student will explore the psychology of

coaching as well as review some of the problems that are specifically related to the basketball

program such as recruiting, theories of the game, organizing practice, sideline coaching, and

the rules and regulations of various governing bodies.

PE 492 (2) Theory and Practice of Coaching Baseball. Designed to give the student

experiences in dealing with the basketball program from a scientific standpoint. The student

will be exposed to experiences relative to the application of mechanical, physiological, and

kinesiological laws to the baseball program. The student will explore the psychology of

coaching as well as review some of the problems that are specifically related to the baseball

program such as recruiting, theories of the game, organizing practice, sideline coaching, and

the rules and regulations of various governing bodies.

PE 493 (2) Theory and Practice of Coaching Track and Field. Designed to give the student

experiences in dealing with the track program from a scientific point of view. The student will

be exposed to experiences relative to the application of mechanical, physiological, and

kinesiological laws to the track program. The student will explore the psychology of coaching

track as well as review some of the problems that are specifically related to the track program

such as recruiting, organizing practice, and the rules of the governing bodies.

RECREATION ADMINISTRATION

REC 104 (3) Introduction to Recreation. This course presents an orientation to the field of

organized recreation in terms of its history, philosophy, and development, and the contribution

of organized recreation to the leisure and play movement, to the school and community.

REC 205 (3) Cultural and Recreation Program Planning. The course is designed to provide

students with a variety of experiences in the development of cultural and recreational

opportunities and events for a multicultural society.

REC 218 (3) History and Philosophy of Recreation. This course provides a thorough

investigation of the philosophical basis for recreation, history, events, landmark legislation and

the formation of the profession.

REC 225 (1) Practicum in Recreation Administration. Recreation administration experiences

will be obtained for students during the fall semester at local recreation administration agencies

institutions. Students will have opportunities to gain experience as an observer in program

planning principles and procedures.

REC 305 (3) Facilities, Design and Maintenance. This course provides various learning

experiences in facility, equipment, and areas designed uniquely for recreation. Consideration

will be given to new trends in building and park designs. Equipment purchase and development

will also be discussed.

REC 307 (3) Recreation Leadership. The content of the course is designed to teach various

methods and techniques utilized in developing competent recreation leaders. Students will

have experiences in conducting recreational programs for all ages.

REC 308 (3) Camp Counseling and Programming. The course is designed to

offer experiences in organized camping techniques; individual and group counseling skills as

well as programming procedures which include out-door cookery, camp, crafts, dramatics,

nature study, and other camping activities.

REC 317 (3) Urban and Community Recreation. This course is a study of the various aspects,

problems and practices of recreational agencies in urban areas. Students will be afforded

experiences in the organization of street groups, family projects, commercial groups, and

neighborhood schools.

REC 325 (1) Practicum in Recreation Administration. Experiences in recreation administration

will be obtained by students at local recreation administration agencies that have viable

programs. Students will gain experiences in initiating leadership and programming

techniques.

REC 350 (3) Introduction to Leisure Education. Introduces students to the concept of leisure,

fundamental and critical trends, and future perspectives vital for growth and development of

leisure attitudes.

REC 404 (3) Recreation Program Design. This course entails a study of various aspects,

problems and practices of agencies, governmental, and private programs and their planning

with particular emphasis on playground, community and teen center plans and procedures.

REC 405 (2) Outdoor Recreation Programming. Emphasis of this course is placed on the

philosophy, scope, and trends in outdoor recreation. It includes planning, administering,

programming, and evaluating various outdoor recreation programs.

REC 406 (3) Legal Issues in Recreation. This course provides a legal structure by which

students can best learn liability, legal and risk management principles, and understand and

develop professional ethics.

REC 415 (3) Current Issues and Trends in Recreation. This course focuses on critical issues

and trends surrounding the professional practice of recreation, leisure, play, and recreation

administration and the challenges for future growth and development. This course will also

focus on leisure style development, resource allocation and decision making for a constantly

changing society.

REC 418 (3) Principles, Practices, and Procedures in Recreation. This course provides an

overview of service delivery, practice, guidelines, theories, facilitation techniques and evaluation

of the recreation and leisure process.

REC 421 (3) Management in Recreation. This course is a study of principles, methods,

techniques, organizational patterns, personnel, public relations and administrative problems

involved in the management of recreation, leisure and park programs. This course of study

includes finance and budget, the art of human relations, communication, problem solving skills

and techniques.

REC 423 (3) Research and Evaluation in Recreation. Emphasis is placed on the principles and

techniques of research and evaluation in therapeutic recreation to the organization,

administration, and objectives of viable therapeutic recreation programs.

REC 424 (3) Seminar in Recreation Administration. This course will emphasize review of

current recreation administrative literature; completing abstracts, budget planning, community

relations and annotated bibliographies; role playing, situation resolution and site visits.

Students will be expected to take a major leadership role in the course.

REC 425 (9) Recreation Internship. Emphasis is placed on supervised leadership assignments

in public or private agencies with emphasis on a variety of recreation leadership experiences

common to such organization programs. Students will have the responsibility of planning,

implementing and evaluating a special program during internship.

THERAPEUTIC RECREATION

TREC 104 (3) Introduction to Therapeutic Recreation. This course provides orientation to the

field of therapeutic recreation in terms of its history, philosophy, development, practice

procedures and the contribution of therapeutic recreation to the school, community, and client.

TREC 218 (3) History and Philosophy of Therapeutic Recreation. This course provides a

thorough investigation of the philosophical basis for therapeutic recreation, history, events,

landmark legislation and the formation of the profession.

TREC 225 (1) Practicum in Therapeutic Recreation. Learning experiences will be provided for

students during the fall and summer at local therapeutic recreation agencies. Students will have

opportunities to gain experience as an observer in programming procedures.

TREC 313 (3) Implications of Disabling Conditions in Therapeutic Recreation. This course is

designed to provide students with knowledge, and skills in planning and developing

opportunities and for persons with various disabilities and the implications related to service

delivery.

TREC 325 (1) Practicum in Therapeutic Recreation. Experiences will be obtained by students

at local agencies and institutions that have viable therapeutic recreation programs. Students will

gain experiences in initiating leadership and programming techniques and procedures.

TREC 329 (3) Programs Design and Evaluation in Therapeutic Recreation. This course

presents a study of the various therapeutic recreation programs and problems encountered in

recreation program planning for the special population.

TREC 415 (3) Current Issues and Trends in Therapeutic Recreation. This course focuses on

critical issues and trends surrounding the professional practice of therapeutic recreation and

the challenges for future growth.

TREC 418 (3) Principles, Practices, and Procedures in Therapeutic Recreation. This course

provides an overview of service delivery, practice, guidelines, theories, facilitation techniques

and evaluation of the therapeutic recreation process.

TREC 421 (3) Management in Therapeutic Recreation. This course is a study of the principles,

methods, techniques, organizational patterns, personnel, public relations and administrative

problems involved in the management of therapeutic recreation programs.

TREC 423 (3) Recreation and Evaluation in Therapeutic Recreation. Emphasis of the course

on the principles and techniques of research and evaluation in therapeutic recreation to the

organization, administrators, and objectives of viable therapeutic recreation programs.

TREC 424 (3) Seminar in Therapeutic Recreation. This course is designed to provide students

with current information that pertains to issues, practices and procedures in therapeutic

recreation. Emphasis will be placed on reviewing the literature, doing case studies, and

abstracts.

TREC 425 (9) Therapeutic Recreation Internship. Emphasis is placed on supervised leadership

assignments in public or private agencies institutions with emphasis on a variety of therapeutic

recreation leadership experiences common to such organizational programs. Students will have

the responsibility of planning, implementing, and evaluating a special senior program during

internship.

SCHOOL OF LIFELONG LEARNING

Dr. Carlos D. Wilson

Director

School of Lifelong Learning

carlos.d.wils[email protected]

E.E. Thrash Universities Center, 3825 Ridgewood Road, Jackson, MS

601-979-8895

Faculty of Department:

M. Bingham, J. Ke, H. Lackey, G. Stamps-Smith, D. Wheaton

Listing of Academic Departments

DEPARTMENT OF PROFESSIONAL INTERDISCIPLINARY STUDIES

Mission of the School

The mission of the School of Lifelong Learning is to provide adult students quality learning

opportunities for professional and personal development throughout their lifetime.

The School’s mission meets the urban and comprehensive education goals of the University.

The School of Lifelong Learning addresses problems created by the alarming statistics of

Mississippi’s school “dropouts,” worker layoffs, industry demands for skilled labor, and a

shrinking economy.

Goals

The goals of the School of Lifelong Learning are to:

1. Provide world class education for adults, 25 years-of-age and older, who desire to

prepare themselves for handling personal and professional challenges throughout their

lifetime.

2. Build and maintain students’ high quality academic performance and scholarship by

emphasizing quality academics, professionalism, high accreditation standards, and the

acquisition of relevant knowledge and resources.

3. Increase the accessibility of adult learners to higher education and training.

4. Respond to the global demands for a quality workforce using a rigorous curriculum that

is aligned with student educational needs and professional standards.

5. Promote and sustain quality teaching and learning through scholarship, service- learning

projects, and research by utilizing high quality, diverse faculty for adult learners in a

supportive, adult-friendly environment.

6. Ensure that the School remains dynamic and responsive to the changing needs, policies,

and technologies of adult education.

Purpose and Objectives

A primary purpose of the School is to meet the needs of the present-day workforce and adult

learners across the state, region, nation, and world. The School allows participants to work with

academic advisors to customize studies that meet their personal and professional needs, while

taking into consideration their myriad family-life and employment responsibilities.

The objectives of the School of Lifelong Learning are to:

1. Offer academic degree programs and professional development training to non-

traditional adult learners.

2. Recruit high quality non-traditional learners and offer training and classes during the

evening, weekends, and at more convenient times through technological innovations.

3. Provide training products and services that meet the needs of individual schools,

government, business and industry, and faith- based organizations.

4. Implement a comprehensive distance learning program that extends the accessibility of

the School to distant populations of adult learners.

5. Provide comprehensive student support services including mentoring, tutoring,

advisement and counseling that result in high quality academic performance outcomes.

6. Prepare adult learners for conducting, interpreting, and applying research to solve local,

national, and global problems.

7. Implement a rigorous interdisciplinary curriculum using best practice instructional

strategies and alignment with the current market demands of the workforce.

8. Attract and obtain high quality faculty who consistently engage in scholarly activities.

9. Provide opportunities for students to complete a minimum of 60

service- learning project hours, in rural and urban communities, consistent with the

service-learning mission of the University.

Center for Professional Development

The Center for Professional Development offers non-academic credit courses for professional

and personal development. The Center sponsors workshops, seminars, institutes, and

conferences. These activities may be offered on-site at the business or agency, Universities

Center, or online through innovative technologies and research-based strategies. Additionally,

training activities may be offered at the Metro Classroom Sites to permit participants to receive

needed on-site training; thus, removing the barrier of distance to make training cost-effective

for the contracted agency.

The Center for Professional Development awards credit in the form of Continuing Education

Units (CEUs), Certificates of Completion, and Certificates of Attendance. In collaboration with

other units and agencies, the Center offers Social Work Units to licensed social workers,

Orientation for School Leaders (OSL) credit to entry-level administrators, School Executive

Management Institute (SEMI) credit to school administrators, and other non-academic credit

units sponsored by professional associations.

The Center partners with a variety of agencies and organizations to deliver professional

development training. Professional development is delivered to the members of the workforce

through research- based strategies and innovative technologies. Participants of the Center

include teachers, administrators, counselors, parent/teacher organization members, childcare

administrators, pre-service educators, students, local, state, and government employees,

entrepreneurs, and paraprofessionals. Local and national consultants are hired from local

educational agencies, business, government, industry, and institutions of higher learning.

The School of Lifelong Learning also sponsors professional and personal development activities

and services through additional research and service units. These units are described below:

Institute for Educational Renewal (INFER)

The Institute for Educational Renewal (INFER) is a continuing academic support unit designed to

provide university support to public schools as they endeavor to meet the needs of all learners –

prenatal through adulthood – and their families.

INFER’s interdisciplinary, multifaceted program is dedicated to focusing its attention on

outreach, collaboration, and staff development for school and daycare personnel; mentoring,

and technical assistance to schools; and sharing diverse learning to communities around the

world. INFER enlists federal, state, and private funding sources to assist in achieving its goals.

INFER is the home of the Southwest Mississippi Education Consortium (SMEC) and the Regional

Education Service Center. SMEC serves 24 school districts, in 18 counties across Mississippi.

The Southern Regional Education Service Center provides professional development and other

support services for public schools primarily in the central Mississippi area.

Regional Education Service Center for Central Mississippi

The Regional Education Service Center, also known as the Southwest Mississippi Education

Consortium (SMEC), represents one of the six regional education service centers that provide

professional development and community services to diverse educational entities across

Mississippi. Since 1997, the Center has formed partnerships with public and private education

providers for the following purposes: to supplement, enhance, and expand the capacity of

member agencies toward improving the quality of student performance in schools. The Center

serves 24 school districts across 18 counties in Mississippi as a facilitator or sponsor of these

activities and services. All professional development activities are delivered through workshops,

conferences, seminars, institutes, interactive video, and online training. The offerings of the

Service Center are designed and developed with input from district superintendents, principals,

professional development coordinators, and teachers. Some of the training themes include but

are not limited to the following: technology, curriculum and instruction, evaluation, research,

leadership, literacy, classroom management, safety, cultural diversity, and others. Completion

of training usually results in the awarding of Continuing Education Units (CEUs), Certificate of

Attendance, Certificate of Participation, Orientation for School Leaders (OSL) credit to entry-level

administrators, or School Executive Management Institute (SEMI) Credits.

Southwest Mississippi World-Class Teaching Initiative (SMWCTI)

for National Board Certification

The Southwest Mississippi World-Class Teaching Initiative (SMWCTI) was established by

legislation in 1999 for Jackson State University as one of the six World-Class Teaching Programs

to support Mississippi teachers as they seek National Board certification. The SMWCTI

Mentoring Program pairs groups of selected National Board candidates with experienced,

devoted, knowledgeable, and caring mentors who are National Board-Certified teachers. During

the mentoring sessions, the mentors guide and support candidates through the National Board

process. The mentors work with the candidates through a series of performance- based

assessments, including teaching portfolios, student work samples, videotapes, and thorough

analysis of classroom teaching and students’ learning. The candidates also complete written

exercises that probe the depth of their subject- matter knowledge.

Continuing Education Learning Center (CELC)

The Continuing Education Learning Center (CELC) consists of the following programs: (a)

General Education Development (GED), (b) Basic Skills Training, and (c) Parenting Skills. The

Learning Center provides self-paced, individualized, computer- based instruction on an on-

going basis. Students can choose from a wealth of subjects including intermediate reading, GED

preparation, pre- employment skills, parenting classes, job centered ethics, computer skills, and

various enrichment workshops conducted by community leaders. The Learning Center

collaborates with various non-profit agencies and city, state, and federal programs.

Jackson State University continues to have both urban and traditional missions. The CELC is

central to the urban thrust of the University. It is one of three critical strategies used by the

School of Lifelong Learning to help Jackson State University address its urban responsibilities.

The CELC along with the School of Lifelong Learning’s academic and non-academic credit units

act in concert to provide substantive development programs for e-City and other community

development projects in literacy, workforce, and health.

Student Support Services Unit

The Student Support Services Unit provides students with assistance in the areas of admissions,

transcript evaluation, academic and financial aid counseling, advisement, and

registration. Also, mentoring, tutoring, and other student support services are provided for

students pursuing both academic and non-academic credit coursework and training activities.

These services are offered weekdays and weekends at selected hours. The services are provided

on- site, in the student’s communities, and at the Universities Center location. Additionally, the

School of Lifelong Learning works in concert with the Division of Student Life to coordinate

student involvement in the community through volunteerism or community service

opportunities that engage students in service at various community- based sites.

PROFESSIONAL INTERDISCIPLINARY STUDIES (BACHELOR OF SCIENCE)

Introduction/Mission

The Department of Professional Interdisciplinary Studies offers two unique degree completion

programs with an emphasis on cross-disciplinary knowledge that connects different disciplines.

Our mission is to prepare nontraditional students to be future global leaders through the

development of critical thinking, communication, theoretical inquiry, and technological skills in

response to a diverse society and changing workforce. Students participate in service-

learning activities to foster civic responsibility and lead to competence in personal and

organizational development. Students also achieve success through the flexible design of the

program curriculum which can be tailored to students' academic, personal, and professional

needs.

The Bachelor of Science Degree in Professional Interdisciplinary Studies (PRIS) Program is

a flexible program designed for mature adults who seek a nontraditional method for obtaining

a bachelor’s degree. The curriculum has rigor, coherence, and logical progressions and is

aligned with current and anticipated market demands of students and the workforce. PRIS

allows students to tailor coursework to meet their personal and professional needs. Specific

program benefits include the opportunity for students to (a) achieve their educational and

personal goals, (b) expand their knowledge base by completing a comprehensive, individually

paced plan of study, and (c) take advantage of college studies as they balance their family life

and employment while working toward achieving their long-term career goals. This program is

offered in a traditional and fully online format.

PROGRAM OPTIONS

In the Bachelor of Science in Professional Interdisciplinary Studies Degree Program, participants

may choose from one of two program options:

Option 1: Professional Interdisciplinary Studies with a concentration in General

Interdisciplinary Studies

 General Interdisciplinary Studies

This option prepares students for a broad spectrum of employment opportunities in such career

fields as communications, humanities and fine arts, natural science, education, behavioral and

social science, entry level international relations and social and economic affairs. Additionally,

the program is flexible enough for students to customize studies for today’s and tomorrow’s

emerging positions and organizations.

Option 2: Professional Interdisciplinary Studies with a concentration in one of three

disciplines

 Human Resource Development

This specialization prepares students for careers as professional training directors,

training/development managers, human resource directors, etc. Students will develop

skills in communication, conflict resolution, training and development, team leadership,

workplace learning, career planning, succession planning, organizational development,

and performance improvement.

 Commercial Recreation and Resorts

This specialization prepares students for entry-level administration, human relations and

leadership positions at casinos, convention centers, cruise ships, resorts, hotels,

electronic game rooms and facilities, air travel and other commercial gaming

environments. Students will learn skills in event planning, program development and

management, conflict resolution, and fiscal practices.

 Faith-Based Leadership

This specialization prepares students for faith-based leadership and administration,

fiscal management, public relations, and economic and community development for a

variety of faith- based entities (i.e., churches and nonprofit organizations). Students will

also develop skills in grantsmanship, fiscal management, presentation, communication,

and program development.

Objectives

The educational objectives of the Bachelor of Science in Professional Interdisciplinary Studies

Degree Program are to:

1. Prepare adult learners for leadership positions in business, education, government,

community, and professional organizations.

2. Decreasing time to degree for adult and nontraditional students by providing alternative

degree options, modes of delivery, and adequate student services.

3. Expand students’ interdisciplinary knowledge and understanding of the relationships

among the areas of humanities and fine arts, natural sciences, social and behavioral

science.

4. Developing students’ ability to read, interpret and evaluate the work of scholars in their

chosen career field and design and apply research skills in the study of career related

problems.

5. Provide adult learners with high quality education that allows them to communicate

effectively and reason critically when confronted with workforce and societal issues.

Student Learning Outcomes

1. Students will demonstrate verbal and written communication skills through writing

assignments, presentation of projects, and/or job application portfolios.

2. Students will differentiate qualitative and descriptive quantitative analyses/approaches,

apply a selected approach of research, and demonstrate proficiency in the use of

technology for inputting, collecting, and analyzing information and developing

presentations and other forms of communication.

3. Students will demonstrate a minimum of six leadership and ethical traits for diverse

global and regional markets.

4. Students will demonstrate an understanding of the interdisciplinary relationships among

the humanities and fine arts, social and behavioral sciences, and natural sciences in

response to workforce trends and societal challenges.

5. Students will identify of the origin and development of Human Resource Development

(HRD) as well as the critical functions and roles of HRD in an organization, make

connections between the HRD issues in theory and those in practice, design HRD

interventions in different contexts, and identify contemporary cutting-edge topics in

HRD research. (Human Resource Development Concentration)

Other Requirements/Offerings

1. Must complete 30 semester hours at the 300-400 level.

2. Must complete 30 hours in residence at Jackson State University

3. Must pass the Undergraduate English Proficiency Examination for graduation (If

unsuccessful, students must enroll in ENG 399).

4. Must complete 60 hours of Service Learning/Community Service hours for graduation.

MAJOR REQUIREMENTS

Professional Core 20

Interdisciplinary Concentration 21

Professional Concentration 27

Internship and Research Project 8

TOTAL 76

CURRICULUM MAPS:

Professional Interdisciplinary Studies Commercial Recreation

Professional Interdisciplinary Studies Faith Based Leadership

Professional Interdisciplinary Studies General

Professional Interdisciplinary Studies Human Resources

COURSE DESCRIPTIONS

CLL 104 Workforce Communication, Behavior, and Culture (3) This course is designed to

introduce working adults to the practices of collaborative learning in education and professional

(workforce) environments. This course is intended to help students understand group dynamics

in the workforce, enhance written and oral expression, and improve reading comprehension,

critical thinking, and cultural intelligence.

CLL 120 Introduction to Interdisciplinary Studies (3) This course is designed to introduce

students to interdisciplinary studies as an academic field. Students will learn the key terms,

major periods of development, and the principles that guide interdisciplinary

inquiry. Additionally, students will compose a rationale for selecting an interdisciplinary studies

program. They will consult with an academic advisor to develop an interdisciplinary studies

degree plan.

CLL 301 Principle-centered Leadership (3) The most important roles of a leader are to

motivate others and lead organizational change. This course will help students to assess

personal and professional leadership skills by increasing proactive behavior, becoming more

opportunity minded and productive.

CLL 383 Research Tools and Fundamentals for Working Adults (3) This course provides

students with the basic skills needed to conduct research and write substantive reports. It gives

an overview of the major research approaches and the fundamental tools needed in critical

inquiry, the interpretation of data and evaluation of research studies. Students will engage in

hands-on experiences in designing and conducting simple research projects.

CLL 400 Leadership Seminar (3) This course examines various theories and models of

leadership and their practical application in commercial recreation, resort operational settings

and faith-based organizations. The course addresses the structure of commercial recreation

organizations and styles of effective leadership in different situations within this

venue. Students learn practical skills such as group process, problem solving, conflict

resolution and negotiation, team building, and effective presentation skills. Students engage in

resort management activities in a leadership role designed to provide leadership practice and

develop confidence. This course provides the critical elements of analytical and intellectual

examination and reflection of certain core issues in the practice of leadership in commercial

recreation.

CLL 480 Independent Study (1-3) This course provides students with the skills needed to

conduct research and write substantive reports in both academia and practical work situations.

Students are provided an opportunity to explore topics through interdisciplinary studies that

they cannot adequately pursue in a traditional degree program. Students will engage in

research which results in case or observation studies, research studies, research reports, or

literature reviews/abstracts.

CLL 481 Specialized Professional Training (3) This course offers a unique, comprehensive

combination of academic and professional training to equip employees with the complete and

adequate range of knowledge and skills they need for success in their profession.

CLL 482 Internship (1-3) This course provides valuable work-learn experience in a professional

environment outside of the classroom. Students will be able to explore many different career

areas, gain practical skills, and make industry contacts. A minimum of 150 hours of on-site

training with a relevant agency is required for successful completion of this course.

CLL 483 Special Field Research Project (2). Required Prerequisite: CLL 383. This course is

designed to support students in their efforts to complete quality research projects in their

prospective field. Students will select a topic, design studies, select appropriate permission,

conduct projects, analyze results and prepare written reports. Students will also be required to

present their findings to their fellow students. Extra credit will be given to students that present

their research findings at professional conferences. Students will also be highly encouraged to

submit their findings in article format to professional journals for possible publication.

HUMAN RESOURCE DEVELOPMENT (HRD)

CLHR 200 Foundations of Human Resource Development (3) This course provides an

overview of the discipline and field of human resource development. The course will focus on

how individuals and groups learn and interact within organizations. Topics will include strategic

planning for human resource development, needs assessment, program development,

application of workplace learning theories, career development theories and methods, and

application of organizational learning theories.

CLHR 215 Design, Delivery, and Facilitation of Training (3) This course provides theoretical

and applied introduction to the analysis, design, development, implementation, and evaluation

of training for adults in organizations. Students will create a learning community to safely

explore the theoretical and practical issues of adult learning research and theory.

CLHR 220 Training, Developing, and Communicating (3) This course is designed to teach

perspective trainers the importance of effective communication skills at every level of the

training process. From assessing the audience's needs to developing and marking the training

session, students will hone their communication skills and apply those skills to produce the

types of documents required in an effective training program.

CLHR 310 Management and Administration of the Training Function (3) This course

addresses the principles and processes necessary to effectively manage and coordinate the

training function in business and industry. Topics include strategic planning of the training

function, responsibilities and tasks of managing training, analyzing training problems,

managing training projects, facilities planning, legal and ethical considerations in training,

budget and trends in the training and development field.

CLHR 415 Program Planning and Development in Continuing Education (3) This course will

examine methods for establishing a productive continuing education/lifelong learning program.

The principles and procedures involved in designing, organizing, operating, and evaluating

comprehensive continuing education and training programs will be explored. An emphasis will

be placed upon the role and responsibilities of the program manager or director.

CLHR 425 Assessing and Analyzing Training Needs (3) This course is designed to provide

students with an opportunity to effectively plan, develop, and implement training for

organizations. The course will allow students to determine the training needs of an

organization, develop the training design, implement, and evaluate training material.

CLHR 450 Human Resource Development Seminar (3) This course is designed to help

students better understand contemporary HRD issues and examine critical HRD issues through

discussions, presentations and case studies.

COMMERCIAL RECREATION AND RESORTS COURSES

CRR 421 Foundations of Commercial Recreation (3) This course introduces students to the

commercial recreation and tourism industry including history, definitions, and trends

associated with the growth and development of commercial recreation and resorts. This course

also examines the status, operations, and trends in specific types of commercial recreation

industries.

CRR 422 Introduction to the Gaming Industry (3) Topics to be discussed will include casino

history, regulations and modern operations, and the relationship between gaming and the

hospitality industry. This course will provide students with an orientation to the historical

background, terminology and regulatory aspects of the gaming industry. The course will

explore all facets of the gaming operation, including food and beverage, cage operations,

auditing, marketing and reporting. Students will examine the mathematics and utility analysis

of gaming, including all newly introduced technologies and related practices for gaming

operations.

CRR 423 Commercial Recreation and Resort Programs (3) This course focuses on the resort

segment of the hotel industry, its history, planning, operations, and special considerations.

Emphasis is placed on the study of recreational activities as they relate to the operations of a

resort. Additional topics will include the analysis of commercial recreation, including design,

development, and programming.

CRR 424 Special Events Planning and Development (3) This course provides students with an

introductory approach to planning special events and conferences for various occasions. The

course provides students with information on every aspect of organizing and managing special

events such as preparing and managing the budget, scheduling, coordinating food and

beverages, selecting décor and themes, entertainment, promotions and marketing, and

staffing.

CRR 425 Customer Relations (3) This course helps students to understand customers' needs

and behaviors in the commercial recreation and resort environments. Students will learn to

address challenges that arise from the needs and behaviors of the customer service situation.

This course helps students learn to develop and implement effective service standards, create

service plans and to develop and monitor a customer service situation. Finally, students will

develop the skills needed to effectively relate to customers and exceed their expectations. At

the conclusion of this course, students will be able to effectively relate to both internal and

external customers and plan for their total satisfaction.

CRR 410 Administration of Commercial Recreation (3) This course will focus on

administrative functions required of the recreation professional. Course topics

will include: organization structures, standards of service, staffing issues, accounting

procedures, communication processes within organizations, and labor management relations.

CRR 411 Leisure Services and Facilities Marketing (3) This course allows students to study

marketing principles, theories and concepts and the use of management principles. They will

also explore techniques of analysis, planning, implementation, and control to maximize

marketing effectiveness of leisure services. A variety of case studies from the tourism, sport,

entertainment, leisure, and hospitality industry will be discussed.

CRR 412 Law, Legal Issues, and Risk Management (3) Topics to be discussed will include

liability and risk, jurisdiction, legal apparatus, and decision-making in commercial recreation

and resort management. This course focuses on financial decision-making and the

management of risk by commercial recreation corporations, recognizing the relationship

between risk management and the overall goals of the organization. Emphasis is placed on the

identification, evaluation and management of commercial recreation organizational risks, which

are broadly defined as encompassing operating and strategic as well as financial risks. This

course will also acquaint participants with relevant case law and legal issues that pertain to risk

assessment and management in the commercial recreation sector.

FAITH-BASED LEADERSHIP COURSES

FBL 406 Faith-Based Leaders: Mentoring the Next Generation (3) In this course, students will

have the opportunity to learn about and begin implementing approaches to mentoring in their

personal and professional lives. Students will examine and analyze the mentoring process as a

means of training others in the practice of leadership of faith-based organizations. This course

will help students develop a mentoring plan for equipping new leaders who can effectively lead

and subsequently mentor others.

FBL 407 Development and Operation of Family Life Centers and Programs (3) This course

will provide students with information on how to develop and operate family life centers and

programs. Students will be exposed to a variety of educational programs, information on

assessing the needs and resources within the community, preparing a budget, and establishing

policies and procedures for a family life center. In addition, students will be exposed to

information on dealing with the challenges and concerns of family living.

FBL 408 Community Relations for Faith-Based Organizations (3) This course will provide

information on helping communities build their own capacity for improving the quality of life

for people in the community. Also, the course will explore plans to develop media relations and

programs to enhance their communities. This course will explore strategies for building strong

relationships in the communities that serve faith-based organizations.

FBL 409 Managing Faith-Based Personnel and Volunteers (3) In this course, students will

learn how to better organize their efforts to manage faith-based personnel and volunteers. It

will provide clear definitions of paid personnel and volunteers as well as eliminate the

legitimate and mythical staff fears associated with these populations. Additionally, students

will gain information on motivating and supervising diverse types of people.

FBL 418 Organizational Leadership for Faith-Based Leaders (3) This course is designed to

familiarize learners with various elements of leadership in community development activities

and social service programs. These elements are goal setting, strategic planning, delegation,

team building, and training. This course will focus upon updating and developing essential

leadership skills for leaders in faith-based organizations.

FBL 419 Communication Skills for Faith-Based Leaders (3) This class will focus on the

development and practice of organizational and interpersonal communication skills (oral and

written), with some emphasis on conflict management. Students will learn communication styles

and the strengths and weaknesses inherent in each. Emphases will include communicative

needs of faith-based organizations. Students will learn to assess and improve themselves as

well as assist their peers to become better communicators.

FBL 420 Financial Management for Faith-Based Leaders (3) This course will teach students

how faith-based organizations can adopt successful financial practices by exploring all aspects

of income and expenditures within faith-based environments. Additionally, this course

examines ways to balance organizational missions with financial stability. Students will learn

how to manage financial resources such as accounting and financial reporting, budgeting,

collecting accounts receivable, risk management, and insurance.

UNIVERSITY STUDIES (BACHELOR OF UNIVERSITY STUDIES)

Introduction/Mission: Our mission is to prepare nontraditional students to be future global

leaders through the development of critical thinking, communication, theoretical inquiry, and

technological skills in response to a diverse society and changing workforce. Students

participate in service-learning activities to foster civic responsibility and lead to competence in

personal and organizational development. Students also achieve success through the flexible

design of the program curriculum which can be tailored to students' academic, personal, and

professional needs.

The Bachelor of University Studies, an adult degree completion program, provides adult

learners with a flexible path to a bachelor’s degree and is one option for returning students to

obtain degree completion through the Complete 2 Compete (C2C) Initiative. The C2C initiative,

a statewide program, was developed to encourage Mississippi adults who have completed some

college, but earned no degree, to return to college and finish what they started. The Bachelor of

University Studies is intended to serve adult learners who have earned at least 90 credit hours

but have not completed a baccalaureate degree and have not attended a postsecondary

institution in the past twenty-four months based on the last date of attendance. The curriculum

may be individualized for each adult learner based on their previously completed coursework

and future career goals. This program is offered in a traditional and fully online format.

Objectives: The educational objectives of the Bachelor of University Studies Degree Program are

to provide adult students with the opportunity to:

1. Achieve personal and professional objectives of earning a university degree.

2. Expand their knowledge and understanding of the relationships among the areas of

humanities and fine arts, natural sciences, social and behavioral science.

3. Develop the ability to read, interpret and evaluate the work of scholars in their chosen

career field.

4. Design and apply research skills in the study of career related problems.

5. Manage at a comfortable level family and work responsibilities while successfully

pursuing college studies.

6. Communicate effectively and reason critically when confronted with issues.

7. Meet all requirements for the baccalaureate degree including the demonstration of skill

proficiency in disciplined academic inquiry.

NOTE: The Bachelor of University Studies Degree Program is only open to adult learners who

qualify for the Complete 2 Compete program and have earned 90 or more semester hours

of college-level coursework.

Student Learning Outcomes

1. Students will demonstrate verbal and written communication skills through writing

assignments, presentation of projects, and/or job application portfolios.

2. Students will differentiate qualitative and descriptive quantitative analyses/approaches,

apply a selected approach of research, and demonstrate proficiency in the use of

technology for inputting, collecting, and analyzing information and developing

presentations and other forms of communication.

3. Students will demonstrate a minimum of six leadership and ethical traits for diverse

global and regional markets.

4. Students will demonstrate an understanding of the interdisciplinary relationships among

the humanities and fine arts, social and behavioral sciences, and natural sciences in

response to workforce trends and societal challenges.

Admission Criteria

The Bachelor of University Studies Degree Program is open to all adult learners who qualify for

the Complete 2 Compete program and have earned 90 or more semester hours of college-level

coursework. Students must meet all admissions requirements set forth by Jackson State

University and the School of Lifelong Learning. Students must complete the following processes

to satisfy undergraduate admission into the Bachelor of University Studies Degree Program:

1. Must meet all admission requirements of Jackson State University.

2. Must qualify for the Complete 2 Compete (C2C) Program:

a. Must apply for the Complete 2 Compete program at MSC2C.org,

b. Have completed 90 semester hours of college-level coursework,

c. Be at least 21 years of age,

d. Have been out of college at least 24 consecutive months,

e. Have not completed a baccalaureate degree, and

f. Be a resident of Mississippi or an Out-of-state adult who previously attended a

Mississippi public institution

Other Requirements/Offerings

1. Must complete 30 semester hours at the 300-400 level.

2. Must complete 30 hours in residence at Jackson State University

3. Not required to take the Undergraduate English Proficiency Examination for graduation.

4. Not required to meet Service Learning/Community Service hours required for

graduation.

MAJOR REQUIREMENTS

Professional Electives 12

Interdisciplinary Concentration 27

General Interdisciplinary Concentration

(Professional Emphasis) 27

Internship and Research Project 6

TOTAL 72

CURRICULUM MAP: University Studies

COURSE DESCRIPTIONS

CLL 104 Workforce Communication, Behavior, and Culture (3) This course is designed to

introduce working adults to the practices of collaborative learning in education and professional

(workforce) environments. This course is intended to help students understand group dynamics

in the workforce, enhance written and oral expression, and improve reading comprehension,

critical thinking, and cultural intelligence.

CLL 120 Introduction to Interdisciplinary Studies (3) This course is designed to introduce

students to interdisciplinary studies as an academic field. Students will learn the key terms,

major periods of development, and the principles that guide interdisciplinary

inquiry. Additionally, students will compose a rationale for selecting an interdisciplinary studies

program. They will consult with an academic advisor to develop an interdisciplinary studies

degree plan.

CLL 301 Principle-centered Leadership (3) The most important roles of a leader are to

motivate others and lead organizational change. This course will help students to assess

personal and professional leadership skills by increasing proactive behavior, becoming more

opportunity minded and productive.

CLL 383 Research Tools and Fundamentals for Working Adults (3) This course provides

students with the basic skills needed to conduct research and write substantive reports. It gives

an overview of the major research approaches and the fundamental tools needed in critical

inquiry, the interpretation of data and evaluation of research studies. Students will engage in

hands-on experiences in designing and conducting simple research projects.

CLL 400 (3) Leadership Seminar (3) Examines various theories and models of leadership and

their practical application in commercial recreation, resort operational settings and faith-based

organizations. The course addresses the structure of commercial recreation organizations and

styles of effective leadership in different situations within this venue. Students learn practical

skills such as group process, problem solving, conflict resolution and negotiation, team

building, and effective presentation skills. Students engage in resort management activities in

a leadership role designed to provide leadership practice and develop confidence. This course

provides the critical elements of analytical and intellectual examination and reflection of certain

core issues in the practice of leadership in commercial recreation.