Search the 2025-2026 Academic Catalog

Welcome to the University of Charleston. I am delighted that you are attending UC!

The mission of the University of Charleston is to educate each student for a life of productive work, enlightened living and community involvement. Our faculty and staff look forward to helping you achieve great success in each of these ways.

Innovation is a UC hallmark. We are continually developing and revising programs to meet student interests and employer needs. Whether you are engaged with us in Charleston, Beckley, or attending classes remotely, or earning an associate, bachelor, master, or doctoral degree, UC provides you with many opportunities to expand your horizons and develop personally and professionally. Our goal is your goal – to put you on the clearest path to career success.

The information included in this catalog is designed to assist you in navigating the process of earning your degree. You will find contact information, curriculum requirements, and other information necessary to make this process a

We are sincere about our mission, excited about your future, and committed to assisting you in having a great college experience at UC!

Martin S. Roth, President

The mission of the University of Charleston is to educate each student for a life of productive work, enlightened living, and community involvement. 

Productive Work 

The University prepares students to contribute to society. The work of our students varies tremendously, but we hope that each graduate will improve his or her world. “Productive” work isn't defined by only by acquisition of wealth, but also by the positive impact of the work on the graduate's community and world.

Enlightened Living 

College graduates must possess a broad range of knowledge to thrive in modern society. Graduates should be scientifically, economically, politically, aesthetically, and culturally literate. They should have a sense of history and shared values, and a commitment to moral purpose and personal character.

Community Involvement 

Finally, the University attempts to develop within every student a commitment to involvement in his or her community – at local, state, national and global levels. The foundation of our democratic society rests on community involvement, so we want graduates to take responsibility for leadership and initiative in shaping organizations, institutions, and communities.

The University’s Core Values 

We are student focused – we enable our students’ success; we celebrate their accomplishments, champion and endorse diversity, and live our mission. 

We have integrity – we promote trust and transparency, respect and applaud the work of our colleagues, are responsible for our actions, encourage collaboration, and develop character. 

We provide quality – We are committed to quality service, strive for excellence in all we do, promote a culture that inspires innovation, and cultivate leaders. 

The University of Charleston is an independent, comprehensive institution of higher education located in the capital city of West Virginia. Founded by the Methodist Episcopal Church, South in 1888 as Barboursville Seminary, the institution was originally located in the rural community of Barboursville, West Virginia. The institution became Morris Harvey College in 1901 to honor a prominent donor. In 1935 the College responded to a request from Charleston businessmen and moved to the state’s capital city. 

As a result of a merger between the Methodist Episcopal Church, North and South, the College disaffiliated from the denomination and became independent in 1942. The institution grew between 1935 and 1960, due in part to mergers with Kanawha Junior College and Mason College of Fine Arts and Music. On December 13, 1978, the Board of Trustees changed the name of the institution to the University of Charleston to reflect the institution’s strong ties to the local community and to recognize the diversity of programs offered by the institution. 

The University of Charleston benefits greatly from its location in the state’s capital city and proximity to the state’s largest medical, commercial and financial centers, and to major research and manufacturing facilities, all of which provide excellent opportunities for learning experiences outside the classroom. The University, in return, serves the community as a focal point for intellectual, cultural, athletic, and civic events. These interactions between the University and community are vital to the achievement of the University’s mission. 

In January 2013, the University of Charleston expanded regionally, and today operates locations both in Charleston and Beckley WV. The development of online and hybrid courses and programs have further enriched the institution’s academic programs. Over 2,700 students are now enrolled in classes at UC. 

On June 30, 2018, UC President Edwin H. Welch retired after 29 years of service. The University welcomed its new President, Dr. Martin Roth, on July 1, 2018. 

Engagement and Belonging Statement

All communities, organizations, and groups thrive when they are welcoming and supportive. They also flourish from a range of experiences and points of view that reflect society as a whole. As such, the University of Charleston benefits from the diversity of its people, fosters a community of engagement, and advances a genuine culture of belonging among its students, faculty, and staff.

Consistent with our core values of student focus, integrity, and quality, the University of Charleston embraces and supports efforts to attract diverse students, employees, and board members and to develop engaging processes, programs, events and activities that facilitate a culture of belonging and achievement. Ensuring that all members of our university community have opportunities for personal growth and professional success enables us to live our values, fulfill our mission, and achieve our goals.

The University aspires and strives to do the following:

Be a Diverse Community in Composition and Thought

• Attract and welcome students, faculty, and staff that of all backgrounds and orientations
• Provide formal and informal development opportunities that help us understand, appreciate, and learn from our similarities and differences

Foster a Community of Engagement

• Ensure that all members of the UC community have access to the resources they need to be successful
• Design and deliver activities and events that align with our productive work, enlightened living, and community involvement mission pillars

Enhance a Culture of Belonging

• Promote open communications and facilitate relationships through which people feel valued and heard
• Seek and act on community members’ feedback

By fostering a community of engagement and culture of belonging at UC, we bring out everyone’s best and work collaboratively to build a better future.

UC’s outcomes-based curriculum requires each course and degree program to have clear statements about the skills or knowledge a student must demonstrate (competencies) to meet a specific learning goal (outcome). In addition, performance expectations and how that performance is evaluated (assessment) must also be well- defined. Sharing this information in advance of coursework ensures that students and faculty have a shared understanding of the expected coursework and how it will be judged. This approach provides a rich educational experience. 

Student Learning Outcomes 

As defined by the Higher Learning Commission, the University of Charleston utilizes an integrated and embedded strategy to assess student learning outcomes in all of its academic programs.

Assessment facilitates the evaluation of learning outcomes by requiring students to demonstrate that they can apply knowledge and skills in various settings. Assessment of student learning outcomes supports the University of Charleston’s commitment to applied learning and experiential education. 

All programs, regardless of degree level, have program learning outcomes. These outcomes guide the learning experience and ensure that students achieve the program's intended goals.

 Undergraduate General Education Requirements  

General Education Flex Outcomes

The University of Charleston's General Education is designed to give students a solid foundation in core academic subjects. All Bachelor degree programs require a minimum of 30 hours of general education courses and all Associate degree programs require a minimum of 15 hours of general education courses

Through the General Education curriculum, students will:  

1. Express their thoughts effectively in writing and speech. (COMM Core)  
2.  Demonstrate a foundational understanding of the university’s academic and support resources, college expectations, and personal development skills necessary for a successful transition to college life. (UNIV)  
3. Develop an understanding of humanities in an individual, culture, and society. (HUMN)  
4. Develop an understanding of social systems by examining human behavior, social problems, political systems, cultural diversity, and/or historical contexts. (SSCI)  
5. Develop skills to analyze data, solve problems, and understand principles that will allow them to make informed decisions and engage critically with science, technology, and/or mathematics in their personal and professional lives. (STEM)  

General Education Adult Learning Pathways 

The General Education Adult Learning Pathway is designed to meet general educational outcomes for students enrolled in non-traditional, adult-oriented programs, including the RN-BSN and Associate Degree in Nursing programs, A.S. in Frontline Leadership, A.S. and B.S. in Cybersecurity, Occupational Therapy Assistant and Radiologic Technology.

An Adult Learning Pathway requires a minimum number of credits distributed equally across each of the following competencies: Analytics, Communication, Technology, Innovation, Values, and Ethics. Each non-traditional program has determined the combination of course requirements that will best serve the career aspirations and educational needs of their particular students.

School of Leadership 

Adult Learning Pathways 

Bert Bradford School of Health Sciences 

Adult Learning Pathways 

Assessment to Demonstrate Learning 

The University of Charleston systematically measures students’ learning using a variety of assessment strategies. Results of these assessments are used to strengthen academic programs and improve learning and teaching. They provide information about the level of a student’s skills or knowledge and can be used to measure growth of learning over time. Assessments include, but are not limited to, those described below. 

Placement Assessments 

Scores on ACT or SAT examinations, when available, may be used to identify weaknesses in basic academic skills. Other assessments may also be used for this purpose. When weaknesses are identified, it is suggested that students participate in skill building sessions or classes designed to increase performance in such core areas as writing, reading, or mathematics. 

Some academic programs, such as those in the natural sciences, also have departmental placement examinations to assure that students are placed in appropriate courses. These assessments are generally administered during freshmen and transfer orientation sessions. 

Please see the entry for Placement in the Academic Policies section of this Catalog. 

Program Admission Assessments 

Some academic programs, including Teacher Education and most Health Science programs, require passing scores on specific, standardized tests before students are admitted to the programs. In addition to these tests, students must meet other admission requirements as stated by the program. A student may be admitted to the University and still be denied admission to a specific program if the program’s admission requirements are not met. Students should check with program faculty about these requirements. 

Assessment of New Students 

To establish a baseline of learning, incoming students may be required to take assessments. These are typically administered online in UNIV 104 and UNIV 204. 

The University of Charleston is committed to excellence in each program that is offered to students. We regularly review program and institutional learning outcomes results to evaluate how our students are progressing toward graduation. Specialized accreditation is sought and maintained for appropriate programs. (For a listing of currently specialized accredited programs, go to Accreditation and Memberships lists in the front of this Catalog.) 

In the unlikely event a decision is made to end a program holding specialized accreditation, UC will provide opportunities to teach-out current students according to the regulations of the specialized accrediting agency, the requirements of the Higher Learning Commission, and any applicable federal or state law. 

The university offers minors in several disciplines. Minors provide a pathway for students to acquire expertise in a discipline outside their major field of study. A student who elects the Multidisciplinary Studies program will complete the degree by selecting three related minors from the list below. 

Dr. Beth Wolfe, Executive Vice President of Enrollment Management 

Offices of Admissions and Financial Aid 

Statement on Professional Practice in Enrollment Management 

As employees of the University of Charleston whose stated values are to be student-focused, have integrity, and provide quality, our work in recruiting and enrolling students should reflect this on a daily basis. As we work with prospective students, our actions reflect respect for the students’ needs and priorities over our institutional goals. 

Specifically, we work in compliance with professional standards issued by NACAC, AACRAO, and NASFAA and within the Memoranda of Understandings (MOUs) established with other entities. Prospective and current students can expect to be treated with respect and a high level of service, provided with relevant and accurate information, and be appropriately counseled regarding admissions, financial aid, and other services provided within enrollment management. 

Mr. Jason Sammons, Director of Admissions Operations 

Admissions Office Mission Statement 

The Office of Admissions seeks to identify, counsel, and enroll students who possess the potential and motivation to be successful in their pursuit of intellectual growth in their chosen major and social growth through their on- and off-campus endeavors toward enlightened living and community involvement. 

General Freshman Admission 

Students who have not enrolled on a full or part-time basis at another institution of higher education since graduating from high school, or who have enrolled but have earned fewer than 12 hours of transferrable credit, will be considered a freshman applicant. A student applying for general freshman admission may submit an application any time after the completion of six semesters of high school. Admissions decisions are made on a rolling basis until four weeks prior to the start of the term. Within four weeks of the term start date, applications will be reviewed at the discretion of the Director of Admissions/EVP of Enrollment Management. 

Applicants must submit the following documentation for consideration by Admissions staff: 

• Completed Undergraduate Application for admission; 
• $25.00 Application fee or application fee waiver; 
• Record of high school GPA through self-report (for conditional admission) OR high school transcripts or official GED/TASC results, if applicable; 
• Freshman must have a minimum 2.50 academic grade point average (on a 4-point scale); or GED/TASC score of 450 to be admitted to the University of Charleston. 

Freshmen applicants with GPAs below 2.50 will be considered for admission after review by the Director of Admissions and/or the Executive Vice President of Enrollment Management. These students are encouraged to submit supplemental items for consideration. These may include but are not limited to: 

• A personal statement outlining the student’s career goals, challenges faced and overcome, intent to improve academic performance, and how the University of Charleston fits into the student’s plan for their future. (Required) Personal Statements must be written by the applicant, in their own words, without detectable utilization of Artificial Intelligence (AI) to generate the statement on their behalf.  The Office of Admissions reserves the right to deny applications when the content, construction, and overall presentation of the personal statement do not align with verifiable scores in the applicant's academic history via transcripts.
• Letters of recommendation from teachers, school counselors, coaches, mentors, employers, etc. 
• Standardized test scores. 
• A resume listing work experience and personal accomplishments. 

Applicants with GPAs below 2.50 are encouraged to submit these materials at the time of application. However, the Office of Admissions will formally request them after determining that the student does not meet the 2.50 GPA requirement.

Throughout the application process, the Office of Admissions’ first preference is for students to improve their GPA during their remaining high school courses. Increased test scores can also be used to demonstrate readiness for college level work. Additionally, the Office of Admissions may request an interview with the applicant. Neither the submission of additional materials nor an interview guarantees admission. 

Any student who is denied admission to the University of Charleston is entitled to appeal the decision to the Student Affairs Committee of the Faculty Assembly.

The University of Charleston operates a test-blind admissions policy. Applicants who take the ACT or SAT may submit their scores as part of a packet of supplemental documents when the student does not have a 2.50 GPA or to provide additional information for advising purposes, but students are not required to submit the score for admission to the University.  Official test scores may also be utilized for consideration for selection into the Honors College. 

Students conditionally admitted based on a self-reported GPA must still submit a high school transcript for the awarding of institutional scholarships. All admissions standards will apply and failure to present accurate information will be grounds for revocation of the acceptance. 

Applicants accepted by the University of Charleston must submit proof of high school graduation or GED/TASC via a final official transcript to the University’s Office of Admissions prior to registering for a second semester. Note: UC does not currently accept modified diplomas. 

Students must also submit the following documentation when applicable: 

• Official AP score reports; 
• Official transcripts from an accredited university for dual enrollment credit; 
• A valid driver’s license or state issued photo identification (applicants to fully online academic programs). 

Home School Admission 

The University of Charleston makes every effort to accommodate the special circumstances of home school students during the admissions process. Home school students must provide the following for admissions review: 

• If you are under the umbrella of a diploma-granting organization, you will need to submit evidence of the coursework completed and your level of performance; 
• In the absence of such a document, you will need a detailed portfolio to demonstrate the breadth of work you have completed to help us evaluate your level of preparation for college-level work (e.g. research project, resume, reading list, community service, athletic and/or artistic endeavors and study abroad); 
• Official transcript(s) from an accredited university or college (if applicable); 
• AP test scores (if applicable); 
• ACT/SAT test scores (optional); 
• Essay (recommended not required) 

Applicants who have earned 12 or more college-level credits (generally, courses numbered 100 and above) after high school graduation (dual enrollment credits excluded) at another institution, have a minimum 2.00 grade point average (on a 4.0-point scale) and are in good standing at the institution last attended are eligible for transfer admission. Transfer applicants must submit the following documentation for consideration by Admissions staff: 

• Completed Undergraduate Application for Admission; 
• $25 application fee or application fee waiver; 
• Transcripts from each college or university previously attended by the student. Unofficial transcripts may be used for a conditional admissions decision, but Final and Official transcripts must be on file prior to the start of the student’s second enrolled semester at the University of Charleston;  
• Transfer Clearance Form from most recent school attended; 

Applicants who have earned fewer than 12 college level credits after high school graduation must also submit high school transcripts. 

Prospective transfer students may send their college transcripts at any time during their current college enrollment for transcript evaluation by the University of Charleston. Applicants who are accepted at the University of Charleston must submit a final official transcript to the Office of Admissions before the start of the second semester of enrollment. Transfer applicants who have been granted general admission will have the opportunity to review the evaluation of his or her transcript after review by the Student Solutions Center staff. Only non-remedial courses earned from an institution accredited by an accreditation body recognized by the Council for Higher Education Accreditation (CHEA) and/or the US Department of Education. (See Evaluation of Transfer Equivalency Policy Section.) More information on the policies for evaluation of transfer credits and specific Articulation Agreements can be found on the Student Right-to-Know Information page on the UC website.  https://www.ucwv.edu/admissions/undergraduate/transfer-students/  

Only courses with earned grades of “D” or better will transfer unless a transfer agreement exists between the University of Charleston and another institution. No grades are recorded for courses accepted in transfer, but notations will be made to transfer credits to indicate whether the grade earned was a “C” or higher in order to ensure programmatic requirements of earning a “C” or better for credit are upheld with regard to transfer credits. A student’s grade point average at the University of Charleston will be based only upon credits earned at the University of Charleston. 

Transfer applicants whose cumulative university GPA falls below 2.00 may be considered for admission after further review by the Director of Admissions Operations/EVP of Enrollment Management. These students are encouraged to submit materials that support their application which may include but are not limited to  

• A personal statement outlining the student’s career goals, challenges faced and overcome, intent to improve academic performance, and how the University of Charleston fits into the student’s plan for their future. (Required) Personal Statements must be written by the applicant, in their own words, without detectable utilization of Artificial Intelligence (AI) to generate the statement on their behalf.  The Office of Admissions reserves the right to deny applications when the content, construction, and overall presentation of the personal statement do not align with verifiable scores in the applicant's academic history via transcripts.
• Letters of recommendation from teachers, school counselors, coaches, mentors, employers, etc. 
• Standardized test scores. 
• A resume listing work experience and personal accomplishments. 

An applicant can choose to submit these materials at the time of application. However, the Office of Admissions will formally request them after receipt of the admissions application and transcripts indicate the student has below a 2.00 cumulative GPA. The Director of Admissions/EVP of Enrollment Management may also take into consideration the length of time since previous coursework was attempted. 

Special Admission Statement 

Some programs including Education and certain Health Sciences degrees have special and separate programmatic admission requirements. Applicants should consult program descriptions in this Catalog for a complete description of any special or additional requirements specific to the program or programs in which they are interested. 

Prior Learning Credit 

Applicants who have prior learning creditsuch as military, law enforcement, or first-responder training may be eligible to receive course credit for such training. All evaluations of prior learning credit are conducted by the Student Solutions Center. 

Students Seeking Re-Admission 

Individuals who have previously attended Morris Harvey College/the University of Charleston as degree-seeking students, but who have not taken courses from the University for three consecutive semesters (including summer), must apply for re-admission. 

The student must complete an Application for Admission. The student’s standing within the Registrar, Financial Aid, Cashier, and Student Life offices must be assessed by each department’s designee. Based on their assessments, the Office of Admissions will make the final re-admission decision. 

Applicants who have attended any college or university since leaving Morris Harvey College or the University of Charleston are considered readmit-transfer students and must follow both the transfer and readmit procedures. 

THE UNIVERSITY IS A SUPPORTER OF THE US MILITARY 

We are proud to offer resources on all chapters of Veterans & GI Bill® Benefits, as well as Tuition Assistance guides for each branch of the military. Please contact solutions@ucwv.edufor guidance with setting up your TA or VA Benefits. 

If planning to use Tuition Assistance, Veterans Affairs benefits, or any other type of military funding, take steps to ensure all documentation has been submitted for those benefits. If you are unsure about your eligibility, please contact your Base Education Office or the Veterans Affairs Administration directly.  

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government website at http://www.benefits.va.gov/gibill 

International student applicants must follow the requirements for general freshman or transfer admission, depending on the desired enrollment status.

International Students whose first language is not English and who do not take the ACT or SAT exams must submit a standardized English test score. The College Board’s Test of English as a Foreign Language (TOEFL),the International English Language Testing System (IELTS), the Duolingo, the Cambridge English [https://www.cambridgeenglish.org/exams-and-tests/] and the Pearson PTE [https://www.pearsonpte.com/pte-academic] exams are accepted. Other standardized English exams are accepted only upon pre-approval from the Director of International Students. 

A minimum score of 68 for the Internet- based test (IBT) on the TOEFL, an IELTSscore of 5.5, Duolingoscores of 90, a Cambridge score of B2, or a PTE score of 46 is required for admission. Conditional admission may be offered to applicants who have not achieved the minimum English proficiency standards but who otherwise demonstrate potential for academic success. 

International students whose primary language is not English and whose English exam scores fall in the lower quartile of exam scores must take an English diagnostic exam, which includes a writing sample, upon arrival on campus. The results will be used for placement purposes. Based on their scores, some students will be required to enroll in and pass an ESL course to maintain enrollment. 

Current or prior enrollment at an American institution of higher education may be considered when assessing an International student’s English proficiency. 

Other International Admissions Requirements 

International transfer students must have all transcripts from non-US institutions evaluated by an NACES ® member international transcript evaluation service. Please contact the appropriate service for your needs. A list of these evaluation services can be found at http://www.naces.org/members.htm. 

All official secondary school and college/university scholastic records submitted in support of your application must include English translations. English translations do not need to be official, but they should be literal (word-for-word, not interpretive) translations. 

Proof of adequate financial resources to support study in the United States is required to be provided an application for student visa. An official statement specifying these resources is required before an international student may gain entry into the United States for study. If the financial documentation is not in the applicant’s name, the account holder or sponsor must submit a Letter of Support stating their relation to the applicant and verifying they are financially responsible for the entirety of the applicant’s studies while enrolled at the Institution. 

Once an undergraduate applicant (freshman or transfer) has submitted the application and other necessary documentation to the University of Charleston, the Admissions Office professional staff carefully review the information and make one of four decisions: 

• The student is granted general full admission to the University of Charleston; 
• The student is granted conditional admission until the completion of their current educational enrollment and final and official documentation is received. At that point, the student gains general full admission status. 
• The admission decision is delayed, and additional information is requested from the student; 
• The student is denied admission. 

If the decision is delayed, a decision will be made upon receipt of the additional information. Admission decisions are made on a rolling basis and applicants are usually notified within five days of receipt of the completed admissions file.  

After an offer of undergraduate admission to the University of Charleston is made, the student must remit a non-refundable $100 enrollment deposit to proceed with enrolling at the University of Charleston unless special arrangements have been made with the Executive Vice President of Enrollment Management. This deposit will be credited to the first semester’s tuition. 

Deferrals 

Applicants are permitted to defer their application one time wherein their non- refundable enrollment deposit may be carried over. Additional deferral requests will lead to a forfeiture of the enrollment deposit and will require the student to complete and submit a new application. 

Admission into the University of Charleston graduate programs is governed by each of the respective programs. See specific programs for admissions details. 

Master of Business Administration  

Master of Science in Business and Data Analytics 

Master of Science in Cybersecurity 

Master of Science in Mental Health Counseling

Master of Science in Nursing – Family Nurse Practitioner 

Master of Science in Strategic Leadership 

Master of Science in Occupational Therapy

Master of Physician Assistant Studies  

Doctor of Executive Leadership  

Doctor of Nurse Anesthesia Practice

Doctor of Physical Therapy

The Office of Admissions reserves the right to deny admission to the University for undergraduate or graduate applicants who have documented behavioral or conduct incidents. UC reserves the right to withdraw an offer of admission when the admitted student’s behaviors do not meet the University’s expectations and requirements for students. See Student Handbook for conduct standards. 

Students who wish to pursue academic courses for purposes other than a University of Charleston degree can be admitted to the University as special students. Such students must be in good academic standing in all previously attended institutions and are subject to all academic rules and regulations of the University of Charleston. 

Special students should possess the requisite academic background for college-level work. A maximum of 15 credit hours may be accumulated as a special student unless the Registrar makes an exception based on individual circumstances. 

If a special student later applies to be a degree-seeking student, they must complete the application process for general or transferadmission, whichever is applicable. To obtain permission to enroll as a special student or a non-degree student, contact the Student Solutions Office at solutions@ucwv.edu or 304-357-4947. One of the following statuses may be granted: 

Regular Non-Degree - This category includes individuals who have already earned a degree but who wish to enhance job skills, seek additional academic certification or prepare for graduate school. This category also includes individuals who have not completed a degree but who wish personal or professional enrichment. Enrollment requires submission of a Non-Degree Student Application each semester. Enrollment is contingent upon class size and availability. Students will not be able to register for courses until the week prior to the beginning of classes. 

Audit Admission - Most courses at the University of Charleston can be audited (taken for no college credit). Enrollment requires submission of a Non-Degree Student Application. Enrollment is contingent upon class size and availability. Once a course is audited it may not be taken again for credit. 

Transient Student Admission - Students applying with permission from their home college to transfer course credit are encouraged to enroll. A Transient Student Form must be completed along with a Non-Degree Student Application. Enrollment is contingent upon class size and availability. 

High School / University Dual Enrollment - A student may choose to be enrolled in both high school and college simultaneously. After completion of the sophomore year in high school, a student is eligible to apply for special admission to the University to enroll in freshman-level coursework, provided the student is concurrently enrolled in high school. Students applying for concurrent admission must submit the following documentation for consideration by Student Solutions staff: 

• Completed Non-Degree Student Application; 
• Official copy of high school transcript showing evidence of a 3.0 grade point average (on a 4.0 scale); 
• Written recommendation from his or her high school principal or guidance counselor. 
• The high school student must consult his or her high school guidance counselor to select the course(s) to be taken, which must supplement and not overlap the high school program. 

A dual enrollment student may take a maximum of two courses per semester. The Office of Student Solutions must approve participation each semester. Coursework completed at the University by a pre-college student may count toward the high school diploma if approved by the student’s high school. The course work will be credited toward a University of Charleston degree for those who subsequently enroll as regular students and may be evaluated for credit toward a degree at other accredited postsecondary institutions. Enrollment is contingent on class size and availability. Exceptions to these requirements may be made when the University of Charleston enters into a cooperative agreement with a high school to offer multiple dual enrollment courses.

Tuition and fees for undergraduate programs can be found on the Undergraduate Tuition & Feespage on the University website. Tuition and fees for graduate programs can be found on the Graduate Tuition & Feespage. 

Room and board costs for the 2025-2026 academic year vary by housing space and meal plan selected. Current pricing and options for both room and board can be found on the UC website at https://www.ucwv.edu/UC-Life/living-in-UC-housing/housing-costs. 

Housing rates include basic television cable service, basic telephone service, and wired and wireless Internet. Some housing choices, such as apartments, are available only on a limited basis. 

Summer Session room charges will be based on contract terms at the time of reservation. 

During the fall and spring semesters, three meals are offered daily except on Saturday and Sunday, when brunch and dinner are served. The cafeteria closes during vacations, including Thanksgiving, Winter Break, and Spring Break. Meals between semesters are not included in the Board Rates. 

Students who reside in University of Charleston housing are required to participate in a meal plan unless they live in East Apartments, though they are available for purchase by other students as well. First year students are required to select either a 14 or 19 meals-per-week plan. 

West Virginia sales tax on meals is charged to the student and collected by the University of Charleston on behalf of the state. 

Other Costs 

Application fee (undergraduate) $25 

Application fee (graduate) $50 

Application fee (Nurse Anesthesia)$100

Health Science Insurance $20 / semester 

Accident/Sickness Insurance As announced (Contact the Office of Student Life for current rates)  

Identification Card replacement $10 

Laboratory and breakage fees See class schedule 

Other University fees may apply. 

Students will be charged for any damage to University of Charleston property if the damage occurs due to misuse. Students must also pay for any test required by an academic program or the University of Charleston for graduation, and any test required by the West Virginia State Board of Education. 

Ms. Christie Tomczyk, Director of Financial Aid 

Financial Aid Mission Statement 

The mission of the Financial Aid Office is to serve with excellence, counsel with integrity, and empower students and families with knowledge of financial aid resources.  The Financial Aid Office is committed to lessening financial barriers for those who wish to pursue post-secondary education at the University of Charleston.  

Financial Aid 

The Financial Aid Office coordinates the awarding of federal, state, and institutional financial aid programs. This office also provides information regarding scholarships, loans, and grants from private sources (non-institutional, non-governmental aid). 

Financial aid is awarded based on scholastic/athletic achievement, financial need, or a combination of both. Offers of assistance are designed to supplement the resources of the family and may vary per academic year. Financial assistance may be in the form of federal, state, institutional, or private aid. There are three types of aid: gift aid (grants and scholarships), loans (federal and private), and work study opportunities. 

For federal, institutional, state, and most private aid, family resources are measured by the needs analysis formula of the Free Application for Federal Student Aid (FAFSA). Every eligible student is encouraged to complete the FAFSA for determination of their eligibility for federal aid. The FAFSA is filed electronically at www.fafsa.govan official U.S. Department of Education website. You may submit your signatures via U.S. mail or electronically using your FSA ID. 

A family’s Student Aid Index (SAI) is based upon the information submitted on the FAFSA, which includes income, assets, number of people in the family, and other family factors. The difference between the Student Aid Index and the Cost of Education (COE) for an academic year represents a student’s “financial need.” 

All financial aid is disbursed directly onto the students’ account for charges related to tuition, fees, and for residential students, housing and meals. Non-institutional financial aid exceeding student account changes may be issued as a refund to the student for other educational expenses (books, supplies, etc.). 

How to Apply: 

1. The student must be accepted for admission to the University in order to receive an official offer of financial aid. If applying after October 1 of the high school senior year, an applicant should apply for financial aid and for admission concurrently. 
2. An applicant for aid must submit the Free Application for Federal Student Aid (FAFSA) and list the University of Charleston’s Federal school code: 003818. Once the FAFSA has been filed and processed, the Department of Education (ED) will send the student and the University an electronic student aid report (SAR) provided the student listed the correct Federal school code. The University of Charleston must have the student’s correct Social Security Number on file in order to tie the SAR to the student’s record. Corrections to the FAFSA can be made electronically through the FAFSA website and submitted to ED for processing. 
3. The US Department of Education randomly selects students to go through Verification each year. Should a UC student be chosen, the Financial Aid Office will provide guidance to the student about documentation needed for review. Financial aid cannot be awarded nor disbursed until a student completes the Verification process.

Students must complete the FAFSA application every year to be considered for federal financial aid. March 1 is the priority deadline for the following academic year. Any applications received after the March 1 deadline will be given consideration as funds are available. 

The most current information regarding financial aid may be found on the University’s website at: https://www.ucwv.edu/Admissions/Financial-Aid/ 

Course Program of Study Policy 

To provide federal and state financial aid to students, the University of Charleston is required to ensure that students are enrolled in a degree-seeking program and that students are enrolled in a minimum number of courses which apply toward their official program of study as recorded on their student record. To ensure compliance with these requirements, the following guidelines must be employed when advising and registering students for classes. 

Student eligibility for federal or state financial aid is based upon the degree course requirements specified in a student’s degree plan which must specify all the course requirements necessary to meet the minimum credit hour requirement for the degree as set by the West Virginia Higher Education Policy Commission (WVHEPC).  

Double Majors 

A double major is a program of study in which a student earns one degree with two majors. For instance, a student who completes majors in English and Political Science earns one B.A. degree. The completion of double major must lead to the same degree and can only be achieved simultaneously. A student must be accepted into each major and fulfill all requirements for both majors in addition to satisfying all University requirements. Courses required by either degree count toward a student’s financial aid eligibility.  

Dual Degrees 

In a dual degree program, a student pursues two majors leading to the awarding of two different degrees. For instance, a student who completes majors in Elementary Education and Management earns a BA in Education and a BSBA in Management. Students must be accepted into each degree program and fulfill all requirements for each degree in addition to satisfying all University requirements. Courses required by either degree plan count toward a student’s financial aid eligibility. Students must work with their advisors to meet the requirements of each degree in concert to avoid completing the requirements of one degree before the other. Once a student completes all requirements of one degree, that degree must be conferred and the student would need to enroll as a second-degree undergraduate student to complete the second degree. 

To be eligible for federal/state aid, a student must be enrolled in a minimum number of credit hours required by their degree plan each semester (see table below).  

Minors 

Students may opt to add a minor to their plan of study. However, the courses required for the minor do not count toward a student’s financial aid eligibility unless they also fulfill a major requirement. Students are advised to use minor requirements to fulfill elective credit within their major whenever possible. If a student has fulfilled their major elective credits, minor courses should be added to their schedule only after they have enrolled in the minimum number of major courses to reach their financial aid eligibility threshold. Further, if a student enrolls in more than 18 credit hours in a semester due to minor requirements, the student will bear the responsibility for the increase in tuition charges as the additional credits are not required for their major and are thus ineligible for additional aid. 

University of Charleston Scholarships 

The University of Charleston offers several institutional scholarships to undergraduate students enrolled full-time in in-seat programs on the Charleston campus, and a few select face-to-face graduate programs. Scholarships do not apply to online degree programs, or programs on the Beckley campus that utilize a per-credit-hour tuition structure. For details about our scholarships please visit the University’s website at https://www.ucwv.edu/admissions/financial-aid/types-of-aid/scholarships/. 

Students in their final semester will have their institutional aid prorated if enrolled below full-time status. A student must apply for graduation to receive the prorated institutional aid. If a student is enrolled below full-time and not in their final semester, they are not eligible to receive institutional financial aid. 

Combination of Scholarships and Residency Status 

Scholarship award amounts and requirements are subject to change at the discretion of the University of Charleston.   

Freshman and transfer applicants to in-seat 4-year programs will be awarded academic tuition and housing (if living on campus) scholarships based on the GPA recorded on their transcript(s) at the time of admission. Students whose GPAs increase after the initial scholarship is awarded may be awarded additional scholarships, but the initial academic award will not be revised. 

The University retains the right to make final decisions about combinations of awards. 

All athletic scholarships are subjected to NCAA regulations and are awarded on an annual basis. Athletic scholarships may be combined with institutional tuition and housing scholarships. Additional institutional scholarships may only be awarded in consultation with the athletic coach to ensure compliance with overall team scholarship limits. 

Any student (graduate or undergraduate) who receives financial aid as an on-campus, residential student and who subsequently decides to move off campus will be subject to a reduction in their institutional aid. Athletes will forfeit the entirety of their athletic scholarship. Students who are planning to move off campus should contact the Office of Financial Aid to determine how their financial packages will be impacted.  

Institutional scholarships (excluding athletic) will be renewed on an annual basis through four years of enrollment provided the student remains enrolled full-time and in good standing. Students enrolling for a fifth year of undergraduate study may apply for an additional year of renewal. Renewal for a fifth year will depend on scholarship funding, student academic progress, and student need. 

Beckley Campus and Online Students 

Students who attend the Beckley campus or online pay a discounted per credit hour rate and are not eligible for institutional scholarships. 

The University of Charleston receives limited funds from the Beckley Area Foundation and other donors which are awarded to qualifying Beckley campus students. The amounts and criteria are determined on an annual basis. 

Federal and State Grants / Scholarships 

Federal Pell Grants 

Federal Pell Grants are available to students who apply via the FAFSA and meet the eligibility criteria determined by the U.S. Department of Education. The federal government sets the range for these awards based on the student’s financial need. 

Federal Supplemental Education Opportunity Grants (SEOG) 

SEOG awards are federally funded grants for students with exceptional financial need. The grant is based on the student’s financial need and students must qualify for Pell Grant to be eligible for SEOG funds. Funds are limited and are awarded to the neediest students first. 

West Virginia Higher Education Grants 

The state of West Virginia provides need-based grant funds for qualified West Virginia residents. Grants are based on financial need and academic performance. Applicants must maintain a minimum cumulative grade point average of at least 2.0 (“C”) and earn at least twenty- four (24) credits during an academic year, or twelve (12) credits if only enrolled for one semester. Summer term is not considered a make-up period for eligibility. Students are required to file the FAFSA each year by April 15^th for consideration. Awards are determined by the WV Higher Education Policy Commission and eligibility is reviewed by the Office of Financial Aid annually. For further information please visit www.cfwv.com.  

Promise Scholarships 

The PROMISE Scholarship is a merit-based scholarship administered by the CFWV. 

The West Virginia PROMISE (Providing Real Opportunities for Maximizing In-State Student Excellence) is a merit-based financial aid program available to West Virginia students who meet certain academic standards. The PROMISE Scholarship program is based on the student’s achievements and not on his or her parents’ financial resources, the college’s resources, or other factors.  Awards are determined by the WV Higher Education Policy Commission and eligibility is reviewed by the Office of Financial Aid annually. For further information please visit www.cfwv.com. 

Other WV Grants and Scholarships 

Visit the College Foundation of West Virginia website https://cfwv.com for more information about other grants and scholarships available to WV residents. 

Pennsylvania / Rhode Island / Vermont / Delaware Higher Education Grants 

Students from these states may be eligible to bring their state higher education grant to UC. These grants are based on the student’s financial need and determined by the individual state grant agency. Please check with your state higher education agency on these grants. 

Employment 

Federal College Work Study 

Federal College Work Study is awarded to students as part of the financial aid package solely based on financial need. A Federal College Work Study Application is required for consideration in the program. The Office of Financial Aid staff assigns students to positions on the Charleston and Beckley campuses as well as with non-profit agencies off-campus. Students employed within this program may earn no more than the amount of the College Work Study award. 

University of Charleston Resident Advisor Awards 

Resident Advisor Awards are available to residential upperclassmen to offset the cost of campus housing. Resident Advisors have responsibilities for providing campus-based programming, peer counseling, and tutorial services. Students apply for the RA Awards through the Office of Student Life. 

Federal Loans 

Federal Direct Loans 

Federal Stafford Loans have a fixed interest rate, set by the federal government. Undergraduates must be enrolled for at least six credits per semester in a degree program to be eligible for federal loans. Pharmacy, MSOT, DNAP, DPT, and PA students are required to be enrolled for at least six hours. Other on-line graduate students must be enrolled for three hours to qualify for full-time loan amounts. 

Undergraduate students may qualify for subsidized and unsubsidized loans. Graduate students qualify for unsubsidized loans and the Graduate PLUS Loan program. 

Graduate PLUS Loans 

The Grad PLUS Loan is a federal loan program for graduate students. The interest rate is currently fixed, and payments are deferred if the student is enrolled at least half-time. Students may borrow the total cost of attendance less other financial aid awarded. 

Nursing Student Loans 

Nursing Student Loans provide funding for students enrolled in the Baccalaureate (BSN) Nursing program. No interest is charged while the student is in school. Five percent simple interest is charged after completion of a nine-month grace period. The student must demonstrate financial need and be enrolled in nursing classes to be eligible for this program. 

Federal Parent PLUS Loans 

The Parent Loan for Undergraduate Students (PLUS) is a federal loan program. The interest rate is currently fixed, and repayment may begin within 60 days after the loan is disbursed or can be deferred for up to four years. Parents may borrow the total cost of education per year less other financial aid awarded. If a parent is denied a Parent PLUS loan, the student’s federal direct loan amount may be increased in accordance with current federal guidelines. 

Private Alternative Loans 

Students needing additional funding assistance after all institutional, federal, and state aid is exhausted may wish to obtain a private alternative loan. The Office of Financial Aid can provide students with a preferred lender list. 

Additional Outside Financial Aid Programs 

External Scholarships 

Many students receive scholarships from outside entities (local or national service organizations, a parent’s employer, etc.) that can be applied to their financial aid package at the University of Charleston. Students are responsible for reporting these scholarships to the Office of Financial Aid. Checks from the awarding organization should be sent to the attention of the Student Solutions Center for application to the student’s account balance. In accordance with federal aid guidelines, a student’s total aid package may be altered after receipt of an external scholarship. The practice of the Office of Financial Aid is to reduce unsubsidized loan amounts first when an aid package must be amended. 

Veterans 

VA Pending Payment Statement of Assurance 

The University of Charleston certifies that the institution has no policy in writing or in practice that would lead to any punitive measures for any student using U.S. Department of Veterans Affairs (VA) Post 9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation and Employment (Ch. 31) benefits, while payment to the institution is pending from the VA. The University of Charleston does not: 

• Prevent their enrollment; 
• Assess a late penalty fee; 
• Require they secure alternative or additional funding; or 
• Deny their access to any resources (e.g. classes, libraries, or other institutional facilities) available to other students who have satisfied their tuition and fee bills to the institution. 

We may require such students to: 

• Produce the VA’s Certificate of Eligibility by the first day of class; 
• Provide written request to be certified; 
• Provide additional information needed to properly certify enrollment as described in other institutional policies (students are directed to the University’s VA School Certifying Official for all requirements). 

Veterans’ Benefits are administered through the Veterans Coordinator for full-time and part-time students. Students must carry a course load of 12 credits to be eligible for full- time undergraduate student veterans’ benefits. Information on benefits and payment is available from the Veterans’ Administration Regional Office in St. Louis, MO. Telephone: 1-888-442-4551 or at http://www.gibill.va.gov. GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government website at http://www.benefits.va.gov/gibill 

The Student Solutions Center is required by federal statute to recalculate federal tuition assistance eligibility for student servicemembers who withdraw, drop out, are dismissed, or take a leave of absence prior to completing 60% of a payment period or term. If a student leaves the institution prior to completing 60% of a payment period or term, the Student Solutions Center recalculates eligibility for TA funds. Recalculation is based upon the percentage of earned aid using the following funding formula: 

% of term completed = # of days completed up to the withdrawal date/total days in term . This percentage is also the percentage of earned aid.

Satisfactory Academic Progress for Financial Aid 

To receive federal and state need based funds administered by the Office of Financial Aid at the University of Charleston, students must be making measurable academic progress toward completion of an eligible degree. Federal regulations require evaluation of both qualitative and quantitative academic progress as well as completion of degree objective within 150% of normal time frame. 

Satisfactory Academic Progress (SAP) standards are the same for all categories of students. All periods of enrollment will be included in the measurement of satisfactory academic progress. Terms in which the student enrolled but did not receive financial aid are included in the measurement. 

Guidelines for Academic Progress 

The academic year at the University of Charleston consists of fall, spring, and summer enrollment periods. Fall term begins the academic year and the summer term concludes it. The measurement of academic progress is made at the end of each enrollment period and the status is effective with the next enrollment period. 

Students applying at the University of Charleston for the first time (including transfers) are considered initially to be meeting SAP. The measurement of academic progress will be determined when all academic transcripts are received by the Office of Financial Aid. All transcripts are to be reviewed prior to any disbursement of federal/state funds. Students who have been academically suspended from the University and who are readmitted are not eligible for financial aid unless meeting the SAP policy. Students who are readmitted may follow the appeal policy if consideration for financial aid is desired. Students who receive academic forgiveness for previous course work will continue to have all attempted credit hours and all earned grades considered as part of the evaluation of academic progress for financial aid. 

GPA 

Students must meet a qualitative standard of academic progress measured through cumulative grade point average. 

Quantitative Standards 

Students must meet a quantitative standard of academic progress measured by a percentage completion rate. Students must successfully complete 67% of all attempted credit hours (this allows students to graduate within 150% of the normal timeframe). The calculation is made as follows: earned credit hours/attempted credit hours = completion rate (result will be rounded to the nearest whole number). Courses in which a student receives a grade of “W,” “I,”, “F”, and courses taken under the University’s repeat regulations are included in attempted credit hours but are not included in earned credit hours. Transfer credit hours are included in this quantitative measure.  

Maximum Time Frame for Degree Completion 

Students must obtain their degree within 150% of the normal time frame for degree completion. For example, in a baccalaureate program requiring 120 credit hours, students must obtain degrees within 180 attempted credit hours (120 X 1.50 = 180). For associate programs of 60 credit hours, students must complete within 90 attempted hours. Graduate students in master’s degree programs requiring 68 hours must complete within 102 attempted credit hours. Doctoral students have a maximum of 219 attempted credit hours. 

This maximum time frame is based upon student classification in the University’s academic records. Students pursuing a course of study with greater credit hour requirements need to notify the Office of Financial Aid to have a review done on a case- by-case basis. This request for review will not be considered an appeal. 

Students who are pursuing second degrees may be considered for financial aid (this is not the same situation as dual degrees). A second undergraduate degree must be obtained within 60 attempted credit hours. A second associate degree must be obtained within 30 attempted credit hours. A second master’s degree must be obtained within 36 credit hours. The attempted hour limitations for a second degree, i.e., 60 attempted credit hours, is measured from the point at which the student earned the initial degree. 

Financial aid eligibility is limited to no more the two associate degrees, two undergraduate degrees, two master’s degrees, and one doctoral degree. Students who wish to pursue degrees beyond these may do so without federal financial assistance. 

Warning Period 

A student who fails to meet SAP (excluding maximum time frame) at the end of the enrollment period will automatically be placed on “warning,” not to exceed one enrollment period. During the “warning” enrollment period, the student may receive federal financial aid despite the determination that the student is not meeting SAP standards. The student must meet SAP standards at the end of the warning period or will be suspended from further financial aid until such time the student meets SAP standards (student must pay for any additional course enrollment after the warning period through personal or private funds) or the student must appeal and the appeal be granted. 

Probation Period 

“Probation” is the status assigned to a student who fails to meet SAP standards, successfully appeals, and has had eligibility for aid reinstated. A student on financial aid probation may receive financial aid for one enrollment period. At that point, the student must meet SAP standards or meet the requirements of the individual academic plan developed in conjunction with an academic advisor to remain eligible for aid. 

Appeal Process 

There may be extenuating circumstances encountered by a student which impact their ability to be successful during an enrollment period. These circumstances may include personal injury or illness which occurs during an enrollment period; death of an immediate family member or legal guardian during an enrollment period; or other documented circumstances that were unexpected in nature and beyond the control of the student. In these cases, cumulative grade point average or completion rate may decline resulting in the student not meeting the minimum qualitative and quantitative standards previously described. 

If this occurs and the student wishes to appeal the suspension from financial aid eligibility, a Satisfactory Academic Progress Appeal Form must be submitted to the Office of Financial Aid no later than the date listed on the student’s denial letter. The Academic Progress Appeal Form will be available in the Office of Financial Aid and will be mailed and emailed to the student. If the appeal is granted, the student must complete an academic improvement plan contract with their advisor which will include an indication of the number of credit hours and semester GPA required to meet the SAP policy within one enrollment term. If it is not possible to meet the SAP policy within one enrollment term, an academic plan must be developed which specifies the course work and term GPA necessary to become compliant within three enrollment periods. A review will be done at the end of each enrollment period to ensure that the student is meeting the terms of the academic plan. If the student is not meeting those terms, further eligibility for aid is suspended immediately. An academic plan should not exceed three additional terms of enrollment. 

In some cases, a student may not complete the degree objective within 150% of the normal time frame; one possible reason might be a change in major. If this occurs and the student wishes to appeal the suspension from financial aid eligibility, a Satisfactory Academic Progress Appeal Form must be submitted no later than the deadline listed on the denial letter sent from the Office of Financial Aid. This appeal must include an academic plan which specifically identifies remaining required course work and the projected graduation date. 

Extensions of the maximum time frame will not exceed three additional enrollment periods. 

Extensions of the time frame will not be granted to students who have less than an overall 2.0 grade point average or less than 67% completion rate or who received academic forgiveness under the University Academic Forgiveness Policy. 

An appeal form must contain a copy of the University academic transcript (unofficial copy is acceptable), appropriate documentation regarding the extenuating circumstance, and a signed University academic advisor/official form. Incomplete appeal forms will not be reviewed. 

The appeal will be reviewed by the Satisfactory Academic Progress Appeal Committee. 

Additional Special Requirements Report of Graduation Rates 

Information about the graduation rates of a variety of student groups, and other information in compliance with the Student Right-to-Know Act, is available in the Student Solutions Center and on the UC website’s Student Right-to-Know page. 

Student Withdrawal  

Financial Aid – Title IV Refund Policy 

Withdrawal from a class or from all classes may impact aid eligibility, both in the semester in which the withdrawal occurs and in subsequent semesters. The University's refunds are made based on University policy as specified in the section below. Refunds to financial aid programs are made in compliance with the U.S. Department of Education Federal Title IV Refund Policy regulations, state program policies and University regulations. 

Federal Return of Title IV Aid (R2T4) 

The Financial Aid Office is required by federal statute to recalculate federal financial aid eligibility for students who withdraw, drop out, are dismissed, or take a leave of absence prior to completing 60% of a payment period or term. If a student leaves the institution prior to completing 60% of a payment period or term, the financial aid office recalculates eligibility for Title IV funds. Recalculation is based on the percentage of earned aid using the following Federal Return of Title IV funds formula: 

Percentage of payment period or term completed = the number of days completed up to the withdrawal date divided by the total days in the payment period or term. (Any break of five days or more is not counted as part of the days in the term.) This percentage is also the percentage of earned aid. 

Funds are returned to the appropriate federal program based on the percentage of unearned aid using the following formula: 

Aid to be returned = Percentage of unearned aid (100% aid - % earned aid) x total amount of aid that could have been disbursed during the payment period or term. 

If a student earned less aid than was disbursed, the institution would be required to return a portion of the funds and the student would be required to return a portion of the funds. Keep in mind that when Title IV funds are returned, the student borrower may owe a balance to the institution. 

If a student earned more aid than was disbursed to him/ her, the institution would owe the student a post-withdrawal disbursement which must be paid within 120 days of the student’s withdrawal. 

The institution must return the amount of Title IV funds for which it is responsible no later than 45 days after the date of the determination of the date of the student's withdrawal. 

Refunds are allocated in the following order: 

• Unsubsidized Direct Loans (other than PLUS loans) 
• Subsidized Direct Loans 
• Direct PLUS Loans 
• Federal Pell Grants for which a return of funds is required 
• Federal Supplemental Opportunity Grants for which a return of funds is required 
• TEACH Grants for which a return is required 
• Iraq and Afghanistan Service Grant for which a return is required 
• For other assistance under this "Title" for which a return of funds is required (e.g., LEAP) 

University Tuition Refund Policy 

Refunds will be made according to the following schedule. 

Students who are registered for 15-week classes and withdraw within the first two weeks of scheduled classes are not charged tuition. If a student withdraws for any reason after the first ten days of a 15-week semester, they are responsible for the full charges of the semester.  

Students who are registered for 7-week classes and withdraw within the first two weeks of class are not charged tuition. If a student withdraws for any reason after the first ten days of a 7-week semester, they are responsible for the full charges of the term.  

Students who are registered for a 5-week summer class and withdraw on or before the first scheduled class meeting day of the course are not charged tuition. If a student withdraws for any reason after the first day of scheduled classes, they are responsible for the full charges of the term.  

Students who are pre-registered and decide not to attend the University of Charleston must contact the Student Solutions Center to have their name removed from course rosters. The date and time of this communication will determine the amount of tuition that will be charged.   

A student dismissed for disciplinary reasons will receive no refund of any charges, except for room and board, which would be proportionate to the number of days of the term remaining after the university ID is surrendered. 

Student Lending Code of Conduct 

The University of Charleston is committed to providing students and their families with the best information about loan processing and alternatives available for student borrowing. In support of this and an effort to rule out any perceived or actual conflict of interest between University officers, employees, or agents and education loan lenders, the University has adopted the following: 

The University does not participate in any revenue-sharing arrangements with any lender. 

• The University does not permit any officer, employee, or agent of the school who is employed in the Office of Financial Aid or is otherwise involved in the administration of education loans to accept any gifts of greater than nominal value from any lender, guarantor, or servicer. 
• The University does not permit any officer, employee, or agent of the school who is employed in the Office of Financial Aid or is otherwise involved in the administration of educational loans to accept any fee, payment, or other financial benefit (including a stock purchase option) from a lender or affiliate of a lender as compensation for any type of consulting arrangement or contract to provide services to a lender or on behalf of a lender relating to education loans. 
• The University does not permit any officer, employee or agent of the school who is employed in the Office of Financial Aid or is otherwise involved in the administration of education loans to accept anything of value from a lender, guarantor, or group of lenders and/or guarantors. The University does allow for the reasonable reimbursement of expenses associated with participation in such boards, commissions, or groups by lenders, guarantors, or groups of lenders or guarantors. 
• The University does not assign a lender to any first-time borrower through financial aid packaging or any other means. 
• The University recognizes that a borrower has the right to choose any lender from which to borrow to finance his/her education. The University will not refuse to certify or otherwise deny or delay certification of a loan based on the borrower’s selection of a lender and/or guarantor. 
• The University will not request or accept any offer of funds to be used for private education loans to students from any lender in exchange for providing the lender with a specified number or volume of Title IV loans, or a preferred lender arrangement for Title IV loans. 
• The University will not request or accept any assistance with call center or Office of Financial Aid staffing from any outside lending agency. 

Rights and Responsibilities of Aid Recipients 

As a consumer of a commodity (financial aid for higher education), you have certain rights to which you are entitled, and certain obligations for which you are responsible. 

You have the right to know: 

• The names of accrediting or licensing organizations 
• Information about its programs; its instructional, laboratory and other physical facilities and its faculty. 
• Special facilities and services available to persons with disabilities. 
• Financial assistance is available, including information on federal, state and institutional financial aid programs. 
• The deadlines for submitting applications for the federal aid programs available. 
• The cost of attending the University and its refund policy. 
• The criteria used by the University to select financial aid recipients. 
• How the University determines your financial need. 
• What resources (such as parental contribution, other financial aid, your assets, etc.) are considered in the calculation of your need. 
• How much of your financial need, as determined by the University, has been met. 
• What portion of the financial aid you received is loan aid and what portion is grant aid. If the aid is a loan, you have the right to know what the interest rate is, the total amount that must be repaid, the repayment procedures, and the length of time you have to repay the loan and when the repayment is to begin. 
• How the University determines whether you are making satisfactory academic progress and what happens if you are not. 

It is your responsibility to: 

• Review and consider all information about the University before you enroll. 
• Complete all application forms accurately and submit them on time to the right place. 
• Pay special attention to and accurately complete your application for financial aid. Errors can result in long delays in receiving financial aid. Intentional misreporting on application forms for federal financial aid is a violation of the law and is considered a criminal offense, subject to penalties under the U.S. Criminal Code. 
• Submit all additional documentation, verification, corrections and/or new information requested by the Financial Aid Office. 
• Read all forms that you are asked to sign and keep copies of them. 
• Accept responsibility for all agreements that you sign. 
• Notify the Financial Aid Office of changes in your name, address, housing or enrollment status. (This also applies to loan recipients after they leave the University.) 
• Perform the work agreed upon in accepting a work study award. 
• Know and comply with the University's deadlines for application or reapplication for aid. 
• Know and comply with the University refund procedures. 
• Notify the Financial Aid Office in advance when your course load at the University may be less than full-time. Failure to do so will cause delay in the receipt of your funds. 
• Notify the Financial Aid Office of any changes in financial status. Failure to do so can result in termination of financial assistance. 
• Maintain satisfactory academic progress. Withdrawal from the University or never attending classes will result in partial or full repayment of aid disbursed for the semester involved. 

Dr. Dan Silber, Provost

Full-time/Part-time

Students enrolled in undergraduate programs at the University of Charleston are considered to be full-time if they are enrolled for 12 credit hours or more. 

Students enrolled in undergraduate programs at the University of Charleston are considered to be full-time if they are enrolled for 12 credit hours or more.

Students enrolled in graduate programs at the University of Charleston are considered to be full-time if they are enrolled for 6 credit hours or more in a given semester except:

• The Physician Assistant Studies program requires students to enroll for 11 or more credit hours in a semester to be considered full- time.
• The Doctor of Physical Therapy program requires students to enroll in at least 9 graduate hours to be considered full-time.

Residency

Undergraduate

Undergraduate students enrolled in an undergraduate degree program must complete a minimum of 25% of the total credits required for the program while in residence at the University of Charleston. The minimum residency requirement for an associate degree is 15 credits. The minimum residency requirement for a bachelor’s degree is 30 credits.

Students pursuing a bachelor’s degree may apply a maximum of 6 graduate course credits toward the 30-credit residency requirement. To be eligible, students must be enrolled in the last semester of their senior year and complete a course substitution form to be submitted to the Student Solutions Office. Course substitution requests should be submitted during the course registration period for the upcoming semester but no later than the dates listed in the Course Substitution Policy above. The form must be signed by the student’s faculty advisor, the director of the student’s undergraduate program, the director of the graduate program in question, and the financial aid director. Course substitution requests are subject to final approval by the Registrar. 

Graduate

Graduate students enrolled in a graduate degree program must complete a minimum of 70% of the total credits required for the program while in residence at the University of Charleston. However, some programs may require a greater percentage of program credits to be completed in residence. Graduate students should refer to their program handbook for precise details about the residency requirements for their program. 

Students enrolled in the Master of Physician Assistant Program must complete at minimum the equivalent of 4 semesters of coursework while in residence at the University of Charleston. Advanced placement transfer credits will be determined by the Program and are based on an active demonstration of the equivalency of coursework for each course through appropriate documentation as determined by the program and/or Confirmation of Transfer Equivalency Credits by Examination. For detailed policies and procedures, contact the program directly. 

Class Standing

Students are classified by the cumulative number of semester credit hours they have earned as recorded in the student’s official records. The cumulative number of hours will include all institutional credit earned at University of Charleston and all transfer credit which has been presented by the student and accepted by the Registrar. Acceptance of transfer credit is indicated by the credit being recorded in the student’s record as maintained by the institution. 

Students are classified as follows: 

Freshmen25 or fewer hours earned 

Sophomores26-60 hours earned 

Juniors61-90 hours earned 

Seniors91 or more hours earned 

These classifications will apply for institutional and federal financial aid as well as in any academic uses which may exist in the various catalogs and publications regarding undergraduate study. 

Academic Credit for Prior Learning

The University of Charleston’s outcomes-based philosophy encourages evaluation of prior learning for college credit. Students may be able to meet certain degree requirements by demonstrating achievement of University or program competencies. Evaluation of prior learning also assures that students begin the college experience at the most appropriate level, subject to the limitations detailed below. 

The Registrar and major advisors will discuss placement, course credit, and options for demonstrating outcomes achievement through prior learning when schedules are arranged during orientation and advising. Prior learning may be demonstrated in the following ways: 

Examination

Advanced Placement

Credit may be given to students who have a score of at least three (3) on the appropriate College Board Advanced Placement Examinations. Some scores must be a four (4) or higher to receive credit. The University accepts the following AP tests: 

College Level Examination Program (CLEP) and Dantes Subject Standardized Tests (DSST)

Students may be exempted from one or more introductory courses, with an award of credit for such courses, based on good CLEP or DSST performance. The Student Solutions Center and the Academic Success Center can provide information about which CLEP and DSST tests are accepted for credit. CLEP and DSST testing facilities are available on the Charleston campus. CLEP and DSST credit is limited to 6 credit hours. These credits can only be used for general electives and flex electives.

Credit by Examination

Academic departments or programs may develop examinations to allow students to demonstrate mastery of course content. The Program Director, Department Chair, Provost, and the Registrar must approve the award of credit. The Program Director shall approve content of the examination prior to administration. Completed examinations are filed in the Office of the Registrar. Credit will be awarded only to those receiving a grade of “C” or above on the examination. A grade of “P” or “F” is recorded on the student’s transcript. Students who fail to establish credit for a course by examination will not be allowed to take a second examination for credit for the same course. Contact the Director of the program of interest to inquire about this option.

Confirmation of Transfer Equivalency Credit by Examination - Physician Assistant Studies Program

Students admitted into the Physician Assistant Studies Program through the Transfer Admission Pathway are eligible to have coursework reviewed and considered for advanced placement. The program determines if prior coursework meets criteria to sit for an examination to determine equivalency of education. With approval from the Registrar, transfer credit can be awarded to students who are successful on the examination. Only courses from an ARC-PA recognized program will be considered. Medical school, health science courses, or other types of medical education, training, and experiences will not be considered. For detailed policies and procedures, contact the program directly. 

IB Degree

Students achieving 5, 6, or 7 in an individual higher-level examination may receive credit for an equivalent course at the University of Charleston. No credit will be awarded for subsidiary (lower) level subjects. Official transcripts must be issued by the International Baccalaureate North American Office. 

European Patterned Education

Up to one year of credit may be awarded upon completion of the courses and the national examination for advanced high school work, the equivalent of the thirteenth year of school. If you are completing such curricula, you may be eligible to receive variable amounts of advanced standing credit (0 – 32) depending on your examination results, course syllabi and subjects taken. We require an officially certified copy of your externally issued exam results showing scores for each exam subject. We also require an official English translation. Advanced standing credit is most often awarded for the following programs: 

• British GCE Advanced-level or AS-level examinations 
• Canadian (Quebec) two-year College d’enseignement General et Professionnel (CEGEP) 
• Caribbean Advanced Proficiency Examinations (CAPE) when two units are completed 
• Danish Studentereksamen 
• Finnish Ylioppilastutkinto 
• French Baccalaureate exams 
• German Abitur exams 
• Hong Kong HKALE 
• Icelandic Studentsprof – Menntaskoli exams 
• Italian Maturita 
• Lebanese Baccalaureate 
• Netherlands Voorbereidend Wetenschappelijk Onderwijs (VWO) 
• Norway Vitnemal 
• Singaporean Advanced-level exams 
• Swedish Fullständigt Slutbetyg från Gymnasieskolan 
• Swiss Federal Maturite exams 
• Other European Baccalaureate 

Other international high school programs and diplomas will be evaluated for transfer credit on a case-by-case basis. A final evaluation of credit is subject to receipt of official documents and information about the courses of study completed. 

Professional Experience

Professional Experience is used to earn academic credit for learning that occurred outside the classroom. Regularly enrolled students or applicants for admission may request credit to be applied to specific courses, program requirements, or general education requirements. They submit a written request and a portfolio documenting mastery of the content area(s) and outcome(s) to program faculty. The portfolio is evaluated by a faculty member (full-time or part-time) who has expertise in the field or fields being assessed. The University of Charleston does not award academic credit in areas in which it does not have faculty expertise.

Credit for professional experience may also be awarded if the educational experience being evaluated is listed in The National Guide for College Credit for Workforce Training. Published by the American Council on Education (ACE), this guide lists credit recommendations for educational programs and courses sponsored by non-collegiate organizations that offer courses to employees or members. These include business and industry, unions, professional and voluntary organizations, and government agencies. In most instances, the University of Charleston will accept such recommendations and award appropriate credit.

Workforce Training. Published by the American Council on Education (ACE), this guide lists credit recommendations for educational programs and courses sponsored by non-collegiate organizations that offer courses to employees or members. These include business and industry, unions, professional and voluntary organizations, and government agencies. In most instances, the University of Charleston will accept such recommendations and award appropriate credit. 

Military Experience

The University may accept military learning experiences if these experiences are consistent with recommendations made by ACE (American Council on Education). The Joint Services Transcript (JST) or a transcript from the Community College of the Air Force (CCAF) are the records for these credits. ACE recommendations are provided to assist the University in assessing the applicability of military learning experiences to an educational program. The University may modify the recommendations in accordance with institutional policies and practices. 

Credit may be applied to a student's program in various ways: (1) applied to the major to replace a required course, (2) applied as an optional course within the major, (3) applied as a general elective, (4) applied to meet basic degree requirements, or (5) applied to waive a prerequisite. Credit granted by a postsecondary institution will depend on institutional policies and degree requirements. 

The learning of some service personnel may exceed the skills, competencies, and knowledge evaluated for a specific course. In these cases, the University may conduct further assessment. 

The University requires the prospective student to provide the JST or CCAF transcripts as primary source documents when reviewing military training completed by a service member, verified by the services, and evaluated and endorsed by ACE. 

Policies

Application for credit for Prior Learning must be submitted prior to the completion of 96 credit credits for bachelor’s degree programs and prior to the completion of 45 credits for associate degree programs. The Registrar must approve any exceptions to this regulation.

Credit Limit: There is a limit on the number of credits that can be awarded through the credit for prior learning process to ensure that students meet the required credit hours for graduation.

Associate of Science degree - up to 45 credits of the 60 credits needed to graduate.

Bachelor of Science degree - up to 90 credits of the 120 credits needed to graduate.

Master of Science degree - up to 9 credits of the 36 credits needed to graduate.

Doctorate degree - up to 15 credits of the 58 credits needed to graduate.

Credits from Another Institution

UC accepts credits from regionally and nationally accredited institutions.

Credit for the course is reflected on the student’s transcript, but grades are not recorded and may not be used to make up quality point (grade point) deficiencies at the University of Charleston.

Only credits earned at a level of “D” or better will be accepted for transfer to the University.

If a “D” is earned in a course at another institution, it will be noted in the student’s University of Charleston record to ensure that policies requiring a grade of “C” or better for successful completion are upheld.

Transient Student

Study at another institution can be beneficial to a University of Charleston student in a variety of ways, including opportunities to enroll in courses not available at the University, the opportunity to study with other faculty, and the opportunity to experience unique living/learning environments. 

In order for transient credit to be awarded, the following conditions apply:

• Students with a grade point average of 2.0 or better may obtain permission to attend another institution with the intent of transferring credit back to the University of Charleston.
• Transient credits will be accepted toward fulfilling degree requirements provided approval of courses and written permission are granted by the Registrar and the student’s major advisor prior to the term in which the courses are to be taken.
• It is the student’s responsibility to request that a transcript be forwarded to the University of Charleston upon completion of the course.
• Transient students are not eligible for financial aid from the University of Charleston for these courses. 

Transfer Student

The University of Charleston’s outcomes-based curriculum provides distinct advantages to transfer students. In addition to credits that may be awarded by the Registrar for work completed at another accredited institution, students may be able to receive credit for prior learning using strategies outlined in the “Academic Credit for Prior Learning” section of this Catalog. Decisions on acceptance of transfer equivalencies within the program may be referred to the program faculty. However, undergraduate transfer students should be aware that they must meet the University’s general education requirements before a degree can be awarded. 

Transfer students are responsible for submitting an official transcript from each of their previously attended institutions.  Failure to do so will delay their admissions decision and ability to register for courses at the University of Charleston. 

The Office of Admissions will request an evaluation of each incoming student’s transcripts from their previously attended institution(s).  The results will be shared with the student and their advisor to outline their remaining program and general education requirements at the University of Charleston.

Undergraduate students transferring into certain academic programs will be required to enroll in UNIV 204 College Success and Leadership. This course is designed to help students complete some elements of the lower-level UNIV courses in an accelerated timeline.

For those graduate programs that accept transfer students, students should refer to their program handbook for precise details about the transfer requirements for their program.

Placement

Appropriate placement of students in introductory courses is imperative to students’ long-term academic success. UC recognizes this process is multi-faceted and, therefore, utilizes multiple measures to determine a student’s entry-level course in math, chemistry, reading, and English language proficiency. Students are encouraged to discuss all initial placements with their advisor to ensure they are enrolled in the most appropriate course for their skill and comfort level. 

Math

The following guidelines will be used for initial math placement. If students provide ACT or SAT math sub scores, those scores will be used to determine math course placement. If those scores are unavailable, students will be placed in MATH 120. All students enrolled in MATH 120 will be given a placement test before the start of the fall or spring semester to determine if MATH 120 is the appropriate math placement, or if the student should instead be placed in MATH 121 or MATH 123.  Placement test results may also be used to place students in MATH 120L for additional support.

Chemistry

Chemistry Placement: MATH 121 is a co-requisite for CHEM 101. Students must successfully complete MATH 121 as a pre-requisite for CHEM 102.

Reading

Students scoring 89 or below on the Nelson Denny reading test (administered at the start of the student’s first semester) will be required to take UNIV 106: Success in College Reading. 

Undergraduate Degree Requirements

Students must meet the graduation requirements as published in the Catalog in effect when they first enroll, unless they have not maintained continuous enrollment (summers exempted). Students who interrupt their studies may be expected to meet degree requirements of the Catalog in effect at the time of their return. Transfer student requirements are governed by the Catalog in effect at the time of initial enrollment. Subsequent changes in degree requirements, as published in the Catalog or amended by the faculty, may be substituted at the option of the faculty in discussion with the student. 

Students are expected to complete all requirements for the bachelor’s degree within 10 years of original enrollment at the University and within five years for the associate degree. After 10 years, students pursuing a bachelor’s degree will be advised to complete a General Studies degree. Within the University certain programs have specific guidelines as to the courses accepted for credit or the time in which courses can be applied for credit. Records of students not completing degree requirements within these times will be subject to review to determine graduation requirements.  Students wishing to graduate with a degree in their original program are required to obtain approval from the dean of the school.

Departmental requirements for graduation are those in effect at the time the student declares the major except in cases in which an external accrediting agency requires otherwise. Changes in departmental requirements after declaration will apply, provided they do not require a student to enroll in more than a normal complement of credit hours in any term or do not prolong the time required to complete degree requirements. 

Associate Degree

Minimum requirements include: 

• 60 earned academic credits; 
• Cumulative University of Charleston grade point average of 2.0
• Fulfillment of all general education requirements (15 hours) 
• Fulfillment of all requirements and outcomes of the academic major 
• 15 University of Charleston credits

Bachelor Degree

Minimum requirements include: 

• 120 earned academic credits; 
• Cumulative University of Charleston grade point average of 2.0
• Fulfillment of all general education requirements (33-36 hours) ; 
• Fulfillment of all requirements and outcomes of an academic major; 
• 30 upper-division credits (300-level or higher) – six of which must be University of Charleston credits; 
• 30 University of Charleston credits, 15 of which must be earned during the senior year

Majors

Academic majors consist of a variety of learning experiences with at least 40 credits, 15 of which must be from upper-division (300-400 level courses) that meet program outcomes. Students must complete at least six upper-division credits in their major at the University of Charleston, with a 2.0 grade point average. An overall grade point average of 2.0 is required in all work attempted in the major. Some programs may have a higher requirement. Students must declare a major before completing their 60th academic credit. 

Any change in major, including a choice of major by an undecided student, requires the student to file a new “Declaration of Change of Major” form with the Student Solutions Center, to ensure that proper credit toward a degree is tracked and awarded. 

Minors

A minor is a sequence of courses within an integrated curriculum that is offered outside of a student’s degree program or major. Minors require a minimum of 18 credits in the discipline. At least six (6) of these credits must be completed at the University of Charleston. Up to six (6) credit hours may be counted toward a major’s course-specific requirements or another minor. No limit is placed on the number of major elective credits that can be used toward a minor’s requirements. No limit has been placed on the number of minors a student may acquire. Please note that courses required for a minor do not count toward a student’s financial aid eligibility unless they are also fulfilling a major requirement. See the financial aid section of this catalog for more information. 

Double Majors

A student may declare a second major. Students need to satisfy general education requirements only once, regardless of number of majors. At least 21 credits in the second major must be outside the core requirements of the first major and unique to the second major. If the two majors are in two different degree classifications (AS, BS and BA) the student will receive two diplomas. If the majors are in the same degree classifications (AS, BS or BA) only one diploma will be received, noting both majors completed. Please see the Financial Aid section of this catalog for information on financial aid eligibility for double majors. 

Graduate Degree Requirements

See specific programs for graduate degree requirements.

Concentrations and Certificates

Concentrations

A concentration is a sequence of courses within an integrated curriculum that is offered within a student’s degree program or major. At least 9 credits must be outside the core requirements of the student’s program of studies. A concentration must contain at least 12 credits. 

Certificates

A certificate is a sequence of courses within an integrated curriculum that may or may not be offered within a student’s degree program or major. Certificates may be credit-bearing or non-credit bearing. A credit-bearing certificate normally includes at least 12 credits. No limit has been placed on the number of certificates a student may earn. 

Second Degree Requirements

Students who have obtained a bachelor’s degree from an accredited institution other than the University of Charleston may receive a second bachelor’s degree from the University of Charleston. Requirements include: 

• The second degree field of study must be different from one completed as part of the student’s first bachelor’s degree. 
• Take at least 30 credits at the University of Charleston. Students who earn their first bachelor’s degree from the University of Charleston and wish to return for a second degree must also complete an additional 30 credit hours. 
• Students completing a second bachelor’s degree will not need to complete additional general education requirements. 

The minimum enrollment for a course is generally eight (8) students. Courses with enrollments of less than eight students are subject to cancellation by the Department Chair, School Dean, or the Provost. 

Credit can be counted toward a degree only once for a course covering a specific body of knowledge. No credit can be given for a second course covering essentially the same body of knowledge at the same level, even though there is a difference in the course titles and/or numbers. 

Certain courses may be counted toward a major in more than one department (cross-listed). Cross-listed courses are given designations under both departments, and listed under both departments. Even though the course numbers are different, the course may not be taken twice to earn credit for both course numbers. 

In order to provide a wider range of courses for students, certain advanced courses are offered on a rotating basis or only if the number of students majoring in the field justifies the offering of the course. The official Class Schedule must be consulted to determine which courses will be offered in a given year.

Course Definitions

Traditional

Most of the courses described in this Catalog are traditional, in-seat courses of 15- or 7-week lengths. For each credit granted, the student participates in one hour of faculty-directed lecture/discussion/activity per week. The student is expected to spend approximately two hours per week per credit hour preparing/studying for that class. 

Laboratory/Studio/Production classes receive at least one credit and meet for varying lengths of time based on program requirements.

Clinical

Clinical courses involve hands-on experiences, often outside of campus, and vary in the number of hours required and the nature of the work expected of students. Almost all Clinical courses are found in Health Science programs. Sometimes Traditional courses have clinical components and in some cases, Clinical courses are stand alone courses. A Clinical course is similar to an internship with the exception that a group or team of students may be involved and supervision from instructors is more frequent. The number of hours the student is required to take part in Clinical courses varies significantly and is not guided by the amounts of time prescribed in Regular courses or Internships. In some cases, the Clinical course is a full-time commitment. 

Special Topics

Special Topics courses are also similar in many ways to Traditional courses, but they are offered on a one-time basis only. In this Academic Catalog, Special Topics courses do not list a specific title, e.g., HIST 350 Topics in History: The American Civil War (3 credits). These courses allow faculty to teach courses in special fields of expertise from time to time and provide attractive opportunities for students to delve more deeply into academic disciplines. Special Topics courses are assigned the number 350. 

Directed Study

Directed Studies are traditional courses which, under exceptional and limited circumstances, are taught on a basis arranged between the student and the instructor and approved by the Dean of the School. A course taken by Directed Study will only be recognized if a Change to Schedule form is completed and filed in the Student Solutions Center prior to the beginning of the course. 

Independent Study

Independent Study courses are offered on a tutorial basis. The content of the course may be suggested by the student to supplement work in his or her major field of study, or it might be suggested by a faculty member to give a student greater experience in the research in the major. However, the content is not the same as delivered in a Traditional course. A full-time faculty member must determine if the student has a sufficient academic background to pursue an Independent Study course successfully. The student and faculty member work together to design the syllabus. The student then signs this syllabus to indicate agreement with course requirements. The student and the sponsoring faculty member should be in regular contact (at least every other week) for a total of 15 hours for the duration of the course to assess the progress of the study. Independent Study courses usually carry the number 299 or 499.

Internship

Internships provide opportunities for a student to apply principles learned in Traditional courses to a career-related work experience. The student, with the assistance of the supervising faculty member and the University’s Center for Career Development, identifies an appropriate Internship placement site and worksite supervisor. The faculty member and student complete a Learning Contract outlining learning outcomes and competencies the student is expected to achieve, the method of assessing achievement, and the means of maintaining communication between all parties. The faculty member and the Director of the Center for Career Development communicate the terms of the Learning Contract to the worksite supervisor. A copy of the Learning Contract is retained by the supervising faculty member, the student, the worksite supervisor, and by the Center for Career Development. The amount of academic credit granted to the Internship should be determined by comparison with student effort in Laboratory/Studio courses. An internship usually requires a minimum of 40 hours of involvement for each academic credit. Internships usually carry the course number of 298 or 498. No student may take more than 16 credits of Internship in the 120 credits required for graduation. 

College Preparation

Courses identified by numbers beginning with a “0,” e.g. 095, are meant to prepare students for college-level work. Equivalency courses do not count toward the 120 credits required for graduation, but they do count as part of the academic load for purposes of financial aid and to determine academic good standing. Some students, athletes in particular, need to monitor the number of equivalency courses included in college work. For more information on these limitations, consult the faculty athletic representative or the Registrar. 

Modalities

In-seat

An in-seat course in one in which all activities occur at the same classroom location at a designated class time.

Online

An online course is one in which all activities occur through computer or Internet with no in-seat class time. An online course may be synchronous or asynchronous.

• Synchronous : At least one required session where all students and instructors meet at the same time through a web-conferencing software such as Zoom or Collaborate.
• Asynchronous: No required sessions where students and instructors meet at the same time. Instructors and students may meet virtually for office hours or other non-required meetings.
• Hybrid: A hybrid course combines traditional, in-seat class time with online and out-of-class work. Hybrid courses replace a percentage of in-seat class time with online out-of-class work. The student must attend in-seat classes at the location designated on the course schedule.

Prerequisites

Students may be required to prove a certain level of competence or complete specific courses before being allowed to enroll in a specific course or participate in a learning experience. Questions concerning prerequisites should be referred to the course instructor. Students who have not met all the prerequisites may be excluded from the course or the instructor may waive the prerequisite, based on demonstrated competence or equivalent academic experience. Prerequisites are listed in the course descriptions in the Catalog. 

Corequisites

Students may be required to take two courses simultaneously, such as a science lecture and an accompanying lab. Content and competencies of corequisite courses are linked. 

Course Substitutions

Department chairs and program directors have the authority to waive or provide substitute coursework for academic program requirements. Course substitution and waiver requests must be submitted to the Student Solutions Office using the course substitution form as soon as it is determined the substitution is necessary. Course substitution requests should be submitted during the course registration period for the upcoming semester but by no later than August 1st for Fall classes, December 1st for Spring classes, and April 1 for Summer semester classes. Course substitution and waiver requests are subject to final approval by the Registrar. If a student will be completing the course to be substituted for the requirement outside of the University of Charleston, a transient form must be submitted to the Student Solutions Center prior to the student’s enrollment at the other institution.

The student is responsible for completing all requirements of his or her major program, including mastery of exit-level outcomes at designated standards, and for meeting all University requirements, including all general education requirements, before they will be allowed to graduate. Students should confer with their major advisor and refer to the Academic Catalog in place when they originally entered the program, to assure satisfactory progress toward graduation. Those catalogs may be available online. 

Course Numbering system

000-099College Preparation courses. These courses count as part of the student’s academic load, but credit cannot be used to meet graduation requirements. 

100-199Lower division freshman level courses. 

200-299Lower division sophomore level courses. 

300-399Upper division junior level courses. Freshman may not enroll without permission of the Department Chair and Dean responsible for the course. 

400-499Upper division senior level courses. Freshman may not enroll without permission of the Department Chair and Dean responsible for the course. 

L-CoursesCourse numbers followed by “L” denote laboratory courses. 

X-CoursesCourse numbers followed by “X” denote one-time experimental courses, which may be offered again under a permanent number once approved by the appropriate Curriculum Committee. 

500-999Graduate level courses. Open to advanced undergraduate students with instructor permission. 

Courses listed in this Academic Catalog are subject to change through normal academic channels. 

Changes of Instructors and Class Sections

The University of Charleston reserves the right to close sections of classes and to add new sections of classes as conditions warrant. In addition, the University reserves the right to change instructors from those listed in the Class Schedule whenever such a change is necessary. 

Grading Policies

Students are graded on class attendance and participation, required readings, written reports and papers, tests, oral presentations, other faculty-designated activities and assessments. The student receives a final report of his or her level of achievement on academic work at the close of each semester. In addition, students receive midterm grade reports so that they can seek assistance if necessary. 

Grading scheme

Students may receive one of the following letter grades: A, B, C, D, F, I, P, W, and AU. The instructor determines the grading scale for each individual course, i.e., the level of performance required to earn a particular letter grade. The significance of each letter grade is as follows: 

AAn honor grade given for ability and performance of an exceptionally high quality. 

BRepresents performance distinctly better than average. 

CRepresents performance of average quality. 

DThe lowest grade for which a student earns academic credit. A grade of “D” may not meet the standards necessary to fulfill program outcomes. Such standards are stated in program or course outcomes descriptions. 

FRepresents failure to meet the outcomes or requirements of a learning experience. 

IA temporary grade that indicates a student’s work is “Incomplete” because of illness or other unavoidable reasons and additional time is allowed for completion. A grade of “I” will not be awarded if the student has completed less than 20% of the coursework. See section “Removal of an Incomplete.” 

I/FDesignates an “I” (Incomplete) grade that was automatically changed to “I/F” at the end of the allowed time for course completion. 

IMIs a temporary grade that indicates a student’s coursework is “Incomplete” because of military deployment and additional time is being allowed for completion. The student must notify the faculty members teaching the course(s) and the Registrar as soon as they are notified of the deployment. The student will work with their unit Commanding Officer (CO) to provide evidence of this deployment for approval prior to actual deployments. A grade of “IM” will not be awarded if the student has completed less than 20% of the coursework. 

IM/F Designates an “IM” (Incomplete due to Military Deployment) grade that was automatically changed to “IM/F” at the end of the allowed time for course completion. See section “Removal of an Incomplete due to Military Deployment.” 

PRepresents Passing. It is the grade that is assigned to represent satisfactory completion of the following: 

• Courses designated Pass/Fail; 

• Work for which fractional credit is allowed by the University because of interruption of courses by entrance by the student into the Armed Forces; 

• Courses for which credit is established by examination; 

• Courses in which students elect the Pass/Fail option; 

• Credit for experience. 

WIndicates the student withdrew from the course on or before the last day to officially withdraw. 

AUSignifies that the student registered for the course on the Audit plan and did not desire to submit the evidence necessary for academic credit in the course. Once a course is audited it may not be taken again for credit. 

Quality Points and Grade Point Average

Each letter grade has a numerical equivalent as indicated below. These equivalents are called “quality points.” Quality points are multiplied by the number of credits a student earns for each course. The results for all courses are added together and divided by the total number of credits earned by a student to calculate his or her cumulative Grade Point Average (GPA). Courses in which grades are “P,” “W,” or “AU” are not included when calculating GPA. 

AFour quality points per credit 

BThree quality points per credit 

CTwo quality points per credit 

DOne quality point per credit 

FZero quality points per credit 

INot included in credits attempted for GPA calculations 

IM-Not included in credits attempted for GPA calculations 

I/FZero quality points per credit attempted for GPA calculations 

M/F-Zero quality points per credit attempted for GPA calculations 

Incomplete Grade Policy

A grade of “Incomplete” is defined as a temporary grade that indicates a student’s work is incomplete because of illness or other unavoidable reasons and additional time is being allowed for completion of course work.

Requirements for requesting an incomplete:

1. Student has completed at least 50% of the course.
2. It remains possible for the student to pass the course.
3. Student has provided documentation of:
1. Major illness or injury
2. Major illness or injury or death of a close family member or other serious family emergency
3. Extraordinary absence due to a University-sanctioned event

In the absence of documentation, the dean of the school in which the course is housed has the authority to determine whether extenuating circumstances warrant granting the student a grade of Incomplete.

All petitions for a grade of Incomplete must be submitted by the course faculty member to the dean of the school for consideration. Incomplete grades are not awarded without the dean’s approval.

The deadline for requesting an Incomplete is two weeks before the last day of class. Faculty members requesting an Incomplete for a student past this deadline must obtain approval from the dean of their school.

The following deadlines apply for completion of a course for which the grade of Incomplete has been awarded:

Deadlines for Completing Incomplete Courses:

• 15-week courses – within 10 weeks of the end of semester-length classes, including summer
• 7-week courses – within 5 weeks of the end of classes for the 7-week term, including summer
• 5-week courses – within 3 weeks of the end of classes for the 5-week term, including summer

The Incomplete must be completed by the date that is determined or it will be converted to an “I/F” grade.

An extension may be requested from the Registrar prior to the original deadline for completing coursework from an Incomplete provided the faculty member submits supporting documentation justifying the extension.

Note for active military students: If the student is active military, and is being deployed, an official letter of deployment must be submitted to the Registrar for the Incomplete. A grade of “IM” will not be awarded if the student has completed less than 50% of the coursework.

Provost and Dean’s Lists

The Dean’s and the Provost’s Lists are calculated one month after the end of each 15-week semester. The Dean’s and Provost List are not calculated for the summer term. A student who is ineligible for inclusion at the time the lists are calculated will not be given Dean’s or Provost’s List status retroactively. For example, a student who completes an Incomplete, i.e., “I” grade, after the list is calculated and raises his or her GPA to 3.60-3.99 will NOT receive Dean’s List status. Omissions or errors in calculation on the part of the University of Charleston, however, will be corrected when detected. 

Dean’s List

Every student who earns a semester Grade Point Average of 3.60-3.99 for a full- time schedule of courses consisting of 12 or more credits is eligible for the Dean’s List. These twelve credits may not include more than 3 credits that are Pass/Fail. The Deans of each School will recognize these students. 

Provost’s List

Every student who earns a semester Grade Point Average of 4.0 for a full- time schedule of courses consisting of 12 or more credits is eligible for the Provost’s List. These twelve credits may not include more than 3 credits that are Pass/Fail. The Provost will recognize these students. 

Student Concerns

If a student has any concerns about a course, they should discuss them with the course instructor. If there are concerns a student does not feel comfortable communicating to the instructor directly, they may seek assistance from the instructor's supervisor (program director, department chair or academic dean). The Dean of Students is also available to provide guidance to students.

Policy on Grade Appeal

The assignment of grades for academic work is an important matter that falls within the professional responsibility of each individual faculty member. Grades are determined in such a way as to reflect as accurately as possible student performance according to criteria available to the student and so as to protect the academic freedom of the faculty member and the student. It is recognized that there is an inherently subjective element to grading, but it does not follow from this that grading is done in an arbitrary fashion. Grades are determined by faculty based on their academic judgment and a disagreement or dissatisfaction with the evaluation of the work is not a basis for a grade appeal. Work turned in after specific deadlines published in the course syllabus or end of the official class term cannot be considered in the grade appeal process. Note: Technical issues beyond a student’s control should be reported immediately to faculty member and the Help Desk (ITSupport@ucwv.edu). 

It is possible that a student may dispute a final grade given for a course. When this occurs, the student should follow the procedure outlined below. However, it should be recognized that the faculty member issuing the grade generally has final authority and responsibility for determining that grade. If the student feels that they have grounds for an appeal the responsibility for resolving the dispute is with the instructor of record, the student, the department chair and the dean of the school under which the course falls. 

Grounds for a grade appeal of final course grade are: 

1. Error in Calculation or Recording of a Grade. Your grade was erroneously entered in the gradebook or your final grade was calculated in a method inconsistent with the course syllabus. 
2. Arbitrary Evaluation: A significant and unwarranted deviation from grading procedures and course outlines set at the beginning of the course (ordinarily during the first week of the course) and included in the syllabus. 

Grade appeals are based on problems of process and not on differences in judgment or opinion concerning academic performance. Unless it can be clearly shown by the student that the faculty member has assigned a grade in an arbitrary manner, then the faculty member's grade assigned to the student shall stand. The work in question shall not be regraded or assessed by a different instructor, department chair or dean. 

At each level of the process the appeal is limited to the evaluation of whether the grade was determined by the criteria spelled out in the course syllabus. 

Step 1 – Appeal to the Instructor of Record: Within five business days of when final grades are posted, the student should provide a grade appeal in writing to the faculty member who assigned the grade and attempt to resolve the issue with the instructor. A form letter (“Grade Appeal Policy Letter to Faculty”) found on MyUC should be used for this process. The Faculty member should file the “Faculty Member Resolution Form” with the department chair and dean within 5 business days of the meeting with the student. Note: If the faculty member does not respond to the appeal within five business days, the student should contact the department chair. 

Step 2 – Appeal to the Department Chair: If no resolution of the grade dispute is achieved after Step 1, the student should provide a grade appeal in writing to the department chairperson of the faculty member within five business days of the decision by the instructor of record. The department chair will examine the information provided by the faculty member and the student to grant or deny the appeal. The department chair also may contact additional witnesses if this is deemed important. Following this process, the department chair will provide a letter of decision to the faculty member, student, and dean. Note: If the department chair does not respond to the appeal within five business days, the student should contact the dean. 

Step 3 – Appeal to the Dean: If no resolution is achieved at Step 2, the student should provide a grade appeal in writing to the dean of the faculty member within five business days of the department chairperson’s decision. The dean will examine the information provided by the faculty member, the student, and the department chair to grant or deny the appeal. The dean also may contact additional witnesses if this is deemed important. Following this process, the dean will provide a letter of decision to the faculty member, department chair, and student. This step is the final step in the appeal process. 

The decision of the Dean is final and not subject to additional appeal by either student or instructor. The appeals process ends at this step. 

It is expected that a final decision will generally be made within the first six weeks of the following semester. The instructor and the student should resolve grading conflicts regarding individual assignments during a semester. 

Course Repeat Rule

A student earning a grade of “D”, “I/F” or “F” in a course may repeat the course once to attempt to achieve a higher grade. 

The original grade will remain on the student’s academic record, but it will not be calculated into the cumulative grade point average (GPA). A course in which the student has earned a grade of “A” may not be repeated. Students are discouraged from repeating a course in which he/she has already earned a “B” or “C” final grade. The grade earned when the course is repeated is the grade used in determining the student’s cumulative GPA and will be used for graduation requirements.  The Registrar in consultation with the student’s program coordinator may grant an exception to the “Repeat Rule.” 

As iterated in the Transient Policy on page 63, courses taken outside of the University of Charleston are not eligible for application to the course repeat rule, as grades for transfer courses are not factored into a student’s University of Charleston GPA. 

When a lecture course is paired with a lab course as co-requisite courses, a student who fails or drops either the lecture course or the lab course may be required to repeat both courses. Students should consult with their faculty advisor or program director for specific details in regard to the repeat policy for co-requisite courses that applies to their particular degree program.   

Pass/Fail Option

Sophomore, junior and senior students who are not on academic probation may elect a maximum of eighteen (18) credits for Pass/Fail grading to apply to electives. 

Students may not elect Pass/Fail grading in courses for courses required for the major. No more than five (5) credits per semester may be Pass/Fail. A grade of “P” will not be calculated in determining Grade Point Averages; a grade of “F” will be calculated. Courses in the major or allied field may not be taken on Pass/Fail basis. The student must declare his or her intentions concerning Pass/Fail before the end of the second week of a semester, before the second day of a summer term or prior to the beginning of an online course session by completing the Pass/Fail Request Form available in the Student Solutions Center or on the Student Solutions Center webpage. 

Attendance Policy

In-seat

The faculty of the University of Charleston expects students to attend/participate in all sessions of classes for which they have registered.

Moreover, students must normally attend all classes during the first two weeks of the term in order to avoid being dropped from a class for non-attendance.

• Late arrivals to class after the beginning of a term and early departures at the end of a term or for session breaks are also not normally considered excused absences.
• The University does, however, recognize several types of excused absences:
• Illness of a student (if a student cannot attend class because of a mental health issue, the instructor should contact the Director of Counseling);
• Attendance at a University-approved function, e.g., a field trip;
• Representing the University, as a member of a University-sponsored team or music ensemble for competition or performance; and
• Personal or family emergency, e.g., severe illness or death of a family member.

For cases in which it is not clear whether an absence is excused, the Dean of Students will assist in the determination.

It is always the responsibility of the student to inform an instructor as soon as possible if they are unable to attend or participate in instructional activities.

Absences foreseen by a student should be communicated with the instructor as far in advance as possible. It is recommended that students absent from class sessions because of University-approved or sponsored activities notify their instructor at least one week prior to the absence. The Office of the Dean of Students may also contact the instructor on behalf of the student.

If, in the judgment of the instructor, even those absences incurred by reason of university activities are placing satisfactory academic performance in jeopardy, the professor should notify the director, coach, or instructor of the activity.

The following rules also apply to the University’s general attendance policy:

• A student’s grade may be lowered unless the work missed is made up to the satisfaction of the instructor. Since all absences represent a loss in classroom activity and learning opportunity, no absence (even an excused one) will relieve the student of academic responsibility.
• A student with an excused absence must be permitted to make up a test or other work missed, without any penalty for the absence, within a reasonable time, e.g., within two weeks of the excused absence. For cases in which allowing the student to complete the same work is not practical, the instructor will provide an alternative assignment for the missed work. Individual instructors are permitted to determine the definition of “reasonable time” for making up missed work. If the work is not completed within the established time frame after the student’s return, penalties may accrue. (If a student and instructor cannot reach initial agreement about the “reasonable time” allowed for completion of coursework, the student may appeal to the instructor’s program director, department chair, or dean. Such appeals must be made within 24 hours of the disagreement becoming apparent. Appeals taking place after a student’s failure to meet an established deadline for submitting missed work will not normally be considered.)
• The faculty member shall communicate the attendance policy in each syllabus. The instructor should communicate the policy to each class at the beginning of the semester and explain its application to their particular class.
• Individual programs may have attendance policies with additional specifications, which will be published in the relevant program’s student handbook.

Online

It is suggested students access the course several times each week in order to receive assignments, submit assignments, participate in discussions, and receive instructor feedback. 

Students are required to attend an online course through active participation in the course within the first week of class to confirm enrollment and attendance. Active participation may be fulfilled by one of the following methods: 

• Discussion post 
• Completion of an exam or quiz 
• Submission of an assignment 

If a student fails to engage in at least one of these activities during the first week, they are considered “non-attending.” If a student does not attend the course as stated above, the Registrar’s Office will be notified and the student will be dropped from the class roster. 

A semester is a 15-week period of academic instruction. There are three semesters in an academic year: Fall, Spring, and Summer. Each semester is divided into shorter terms:

The Fall Semester typically runs from August to December and consists of one 15-week term and two 7-week terms: Fall A and Fall B.

The Spring Semester usually takes place from January to May and consists of one 15-week term and two 7-week terms: Spring A and Spring B.

The Summer Semester generally runs from May to August and consists of one 15-week term and two 7-week terms: Fall A and Fall B as well as two 5-week terms: Summer C and Summer D.

Residential Students/Online Courses

Any student enrolled in a Charleston campus undergraduate program must take at least 50% of their courses in seat during each academic term.

Repeating Same Course in a Semester: 

If a student is registered for a course beyond the freeze date and cannot complete the course during a given semester, the student must repeat the course in a future semester.  

Semester Credit Limitation

An undergraduate student wishing to enroll in more than 18 semester credits* A fee per credit will be charged over 18 credit hours.

A student who wishes to enroll 19-23 credits

• must have the permission of their advisor,
• a cumulative grade point average (GPA) of at least 3.50 and
• must have completed at least 45 semester credits.
• An advisor may approve only 23 hours

Note: A student who fails to meet the GPA and/or credit hour requirements must seek the School Dean and the Provost’s approval via a request to be submitted by the student’s advisor.

A student who wishes to enroll in more than 23 semester credits

• must have the permission of their advisor,
• a cumulative grade point average (GPA) of at least 3.50 and
• must have completed at least 45 semester credits.
• must petition their School Dean, who will seek the Provost’s approval of the request.

*Total credits counted toward the limitation do not include the following courses when delivered in-seat: HNRS, SPCH 103, MUSC 324 (Concert Choir), MUSC 327 (Band), and MSCI (Military Science).

Registration and Records Holds

The University of Charleston reserves the right to apply holds that will prevent student registration for a future semester and/or prevent the release of official transcripts/diplomas in situations where the student has not fulfilled a particular requirement of the university. These requirements include but are not limited to submitting final/official transcripts from previously attended institutions, having an outstanding student account balance owed to the University, completing student conduct sanctions, and more. Students may view their registration holds and the office which placed the hold through their myUC portal. Students must resolve all registration holds before pre-registration for a future semester may take place. Further, actions resulting in a registration hold after a pre-registration period may result in a student’s registration being dropped. Holds preventing the release of official transcripts or diplomas must be resolved before these credentials will be released.

Add/Drop Policy

15-week courses: A student may not add a class after 5 p.m. on the 5th instructional day of a fall, spring, or summer semester. A student may drop a class prior to the 11th instructional day of the semester without receiving a “W” grade. A student may drop a class and receive a “W” grade through Week 10 of the semester. The specific date is listed in the Academic Calendar for each term. Students should be advised that dropping or adding a course may affect the student’s financial aid. The form for gaining such approval may be obtained from the Student Solutions Center. 

7-week courses: A student may not add a class after the 3rd instructional day of a fall, spring, or summer session. A student may drop a class prior to the 6th instructional day of the session without receiving a “W” grade. A student may drop a class and receive a “W” grade through Week 5 of the term. The specific date is listed in the Academic Calendar for each term. Students should be advised that dropping or adding a course may affect the student’s financial aid. The form for gaining such approval may be obtained from the Student Solutions Center. 

5-week courses: A student may not add a class after 5 p.m. on the 2nd instructional day of a 5-week session. A student may drop a class prior to the 7th instructional day of the session without receiving a “W” grade. A student may drop a class and receive a “W” grade through Week 3 of the term. The specific date is listed in the Academic Calendar for each term. Students should be advised that dropping or adding a course may affect the student’s financial aid. The form for gaining such approval may be obtained from the Student Solutions Center. 

Withdrawal from the University

A student who wishes to withdraw from all courses and leave the University of Charleston for a year or more must first meet with the Dean of Students. During this meeting, the student will discuss their intent to withdraw and complete the necessary steps. 

A student desiring to withdraw from some or all courses for the current term but NOT exit the University of Charleston should request their academic advisor submit a “Course Drop” form via email to the Student Solutions Center. Students should review the academic calendar to ensure their requests arrive prior to the published “W” grade deadline.   

Medical Withdrawal

A student must submit documentation from a medical doctor, physician assistant, nurse practitioner or other qualified health care provider stating that there is a medical reason for withdrawal and that the student is under the care of a health care professional. Documentation is to be submitted to the Dean of Students and should consist of a letter/e-mail from the student formally requesting a withdrawal and a medical diagnosis/treatment plan signed by a qualified health professional on office stationary which explains why the student should be withdrawn from courses on the basis of medical considerations. Medical withdrawal requests are subject to approval by the Provost and the Chief Financial Officer. Requests for a medical withdrawal must be submitted by the last scheduled day of classes for the semester or term in which the student is currently enrolled in classes, as specified in the academic calendar. If the withdrawal is granted the student will receive a “W” on his or her transcript for the courses in question. Withdrawal from the University also may require cancellation, refund or repayment of all or part of the student’s financial aid package. 

Military Service

Men and women called to active duty in the Armed Services of the United States shall be granted a full refund of fees, but no credit, if the call comes before the end of the first three-fourths of the semester or term. Full credit but no refund of fees, shall be granted if the call comes thereafter, provided that credits as described above will be granted only in those courses in which the student is maintaining a passing mark at the time of departure to military service. The term “called to active duty” is herein defined as being called to active duty as a result of the federal activation of a total reserve component, National Guard unit or any portion thereof which involves a particular student or an individual who is a bona fide member of the reserve component or a National Guard unit. The student’s final grades, both passing and failing, for three- fourths of a term/semester or more, will be shown on the student’s record. Withdrawal from the University may require cancellation, refund or repayment of all or part of the student’s financial aid package.  

An academic integrity violation occurs when a student knowingly “cheats” on an exam or assignment in a deliberate attempt to receive credit he/she did not earn. In general, the penalty for a violation is a “F” on the exam or assignment in question. Also, if a student commits three violations, the student will be subject to immediate expulsion from the University of Charleston and will be ineligible for readmission to the institution. 

Note: In Master of Mental Health Counseling program, the penalty for an academic integrity policy violation is failure of the course (F). If a Master of Mental Health Counseling student is found guilty of committing two violations, the student will be subject to immediate expulsion from the University of Charleston’s Master of Mental Health Counseling program. For the Master of Mental Health Counseling program, if a student is expelled because of academic integrity violations, they will be ineligible for readmission to any graduate program. 

For purposes of this policy, academic integrity violations include, but are not limited to, the following: 

• Copying another student’s answers during an exam 
• Using unapproved resources during an exam. For example, notes, cheat sheets, electronic devices such as cell phones, data storage devices, computers, internet, smart watches, headphones or other electronic devices unless expressly permitted by the instructor for the required coursework 
• Giving or receiving answers with other students during an exam 
• Sharing answers after an exam with students who have yet to take the exam 
• Submitting an assignment that you submitted for a grade in another or subsequent course without the permission of the instructor in the your current course 
• Having another person take an exam or complete an assignment on your behalf, or doing so for another student 
• Impersonating another student in order to take that student’s exam or complete an assignment  
• Stealing exams or sharing exam questions with other students prior to a exam 
• Posting exam questions/answers via email or social media without permission of the instructor 
• Buying research papers or any type of assignment and submitting it as your own work 
• Copying a classmate’s work and submitting it as your own work 
• Copying and pasting of intellectual property (such as direct quotes, images, graphs, charts, etc.) from a source without providing proper citation 
• Paraphrasing from a source without providing proper citation 
• Fabricating or falsifying a citation 
• Fabricating or falsifying research results and/or processes 
• Completing quizzes/exams from a site other than the classroom without faculty approval to do so 
• Engaging in any behavior specifically prohibited by a faculty member in the course syllabus or class discussion  
• Providing others with information or answers regarding any assessment (e.g., exams, quizzes, OSCE, cases, etc.) 
• Continuing to write after a timed exam or other graded assignment, such as a graded case, has ended 

Note: If a violation involves a student who is not enrolled in the course in question that student shall be subject to the procedures and disciplinary measures specified in this policy except that the student will not be given a “F”. In such cases the Provost will be responsible for contacting the student and adhering to the procedures outlined below. If found guilty of committing a violation the Provost’s Office will record the violation as part of the student’s academic record. 

It should be noted that the process for investigating and resolving an academic dishonesty allegation -- discussed below – is an academic matter, and not a criminal or civil legal proceeding. Rather, it is a process unique to the community of scholars that comprise a university. It is designed to protect the rights of the students accused of violating integrity standards, to educate students, and to deter further violations. Faculty members are required to present evidence and utilize their professional judgment in determining whether a student has violated the academic integrity policy. The standard to be applied in all cases is the “preponderance of the evidence” standard rather than the “beyond a reasonable doubt” standard.  

If an instructor has reason to believe that a student may have committed a violation of the academic integrity policy, the instructor will conduct an investigation to confirm and document the violation. As part of the investigation, the instructor should consult with his/her program director or department chair to ensure the evidence is sufficient to support the allegation. Once the investigation is completed, the instructor must schedule a meeting to discuss the alleged violation with the student within 5 business days. The instructor also should invite his/her program director or department chair to attend the meeting as a witness. 

At this meeting, the instructor will present the student with evidence of the alleged violation and review the penalty for the alleged violation. The instructor also will notify the student of his/her right to appeal, review the permissible grounds for submitting an appeal, and discuss the process for submitting an appeal. The instructor will present the student with a completed Academic Integrity Violation Form and request that the student review and sign the document. If the student declines to sign the form the instructor should note this on the form. The instructor also must provide the student with a copy of the signed document.  

Once the instructor has met with the student and the Academic Integrity Violation Acknowledgement Form has been signed, the instructor must send a signed copy of the document, a summary of the incident and a copy of supporting evidence to the Provost’s Office (provostoffice@ucwv.edu) as a single PDF. 

If the student does not submit a written appeal to the Provost’s Office within five business days of the date of the meeting with the instructor, the Provost’s Office will record the violation as part of the student’s academic record. If the violation would result in the expulsion of the student from the University, the Provost also will notify the President. 

If the student chooses to appeal, they must submit a written appeal to the Provost’s Office within five business days of the date of the meeting with the instructor. The appeal must include: 1) the student’s name and UC ID number, 2) a copy of the signed academic integrity violation form, 3) an explanation of the basis for the appeal and 4) a copy of the evidence in support of the appeal. Student appeals must be based upon evidence which supports one or both of the following claims:  

• The evidence provided by the instructor is insufficient to support the alleged violation.  
• New evidence can be presented which exonerates the student in regard to the alleged violation.  

Upon receipt of the student’s appeal, the Provost will review it to ensure that the appeal is based upon one of the permissible grounds for an appeal. If the Provost determines that the appeal is not based upon a permissible claim the Provost will notify the student in writing. The Provost’s Office will then notify administrative offices of the violation as appropriate. 

Note: If the student’s appeal alleges that the instructor’s decision was motivated by a non-academic factor (e.g. bias, as prohibited by the University’s non-discrimination policy) the Provost will refer the case to the Title VI Compliance Coordinator. No further action will be taken in regard to the appeal until the Title VI Compliance Coordinator certifies, in writing, to the Provost that the student’s allegation is unsubstantiated.  

If the Provost determines that the appeal is based upon a permissible claim, the Provost will notify the Chair of the Academic Integrity Review Board (AIRB) and provide the Chair with a copy of the materials submitted by the instructor and a copy of the student’s appeal. The AIRB is empowered to hear appeals submitted by students enrolled in programs in any of the University’s five academic schools: Arts & Science, Business, Health Sciences, Leadership, and Pharmacy. The Provost also will notify the instructor that an appeal has been submitted and that implementation of the penalty should be deferred pending the outcome of the appeal. 

Upon receipt of the Provost’s notification, the AIRB Chair will schedule a meeting of the AIRB within ten business days to consider the appeal. Due to scheduled University breaks, there may be times when it may not be possible for the AIRB to adhere to this requirement. In such cases, the AIRB will make a good faith effort to adhere as closely as possible to the schedule specified above. This principle also applies to student appeals that are received after the end of an academic semester. For a graduating senior who submits an appeal, they may walk at graduation if all other academic requirements have been met, but they will not receive a diploma until the appeal has been decided by the AIRB. During the appeal process, the student should continue to attend class until a decision is rendered.  

The AIRB will review the documentation provided by both the student and the instructor to determine whether the student’s appeal should be granted. At the AIRB’s discretion, it may solicit additional information about the incident from the instructor, student or other individuals. The AIRB’s decision is final and is not subject to further appeal by either the student or the instructor.  

The AIRB secretary will produce a written record of the meeting. The record will include a clear and concise explanation of the considerations upon which the AIRB’s decision was based. Once a decision has been reached, the AIRB Chair will notify the student, the instructor and the Provost’s Office, in writing, within five business days of the date of the decision.  

If the appeal is granted, no further action is required by either the student or the instructor and the Provost’s Office shall not record the alleged violation as part of the student’s academic record. If the appeal is denied the instructor’s original decision will stand and the Provost’s Office will record the violation as part of the student’s academic record. If the violation would result in the expulsion of the student from the University, the Provost also will notify the President. 

Note: The term “academic dishonesty” is defined as plagiarism; cheating, dishonest practices in connection with examinations, papers, and/or projects, forgery, misrepresentation, or fraud as it relates to academic or educational matters. Examples of academic dishonesty are provided below. This is not meant to be an exhaustive list, but instead to provide examples of dishonest acts that apply under this policy. 

1. “Plagiarism”: Representing the words, research findings or ideas of another person as your own in any academic exercise [At their discretion, faculty may submit student work to plagiarism–detection software, such as Turnitin for review without prior notice to students.] Includes, but is not limited to: 

• Using phrases from another source embedded into original material without proper citation (quilting and patchworking words and phrases) 
• Copying of intellectual property (such as images, graphs, charts, etc.) without proper citation 
• The use, by paraphrase or direct quote, of the work of another person without full and clear acknowledgement 

2. “Cheating and dishonest practices in connection with examinations, papers, and/or projects” includes, but is not limited to:  

• Copying answers from or looking at another student’s exam or quiz 
• Allowing another person to copy one’s own work for a graded assignment 
• Overtly or intentionally cutting and pasting or manually copying another’s intellectual property without proper citation 
• False insertion of citation 
• Accessing or possessing any material not permitted during an exam or quiz. For example, notes, cheat sheets, electronic devices such as cell phones, data storage devices, computers, internet, smart watches, headphones or other electronic devices unless expressly permitted by the instructor for the required coursework 
• Having another person take an exam or complete an assignment for oneself.  
• Taking an exam or completing an assignment for another student 
• Continuing to write after a timed exam or other graded assignment, such as a graded case, has ended 
• Possession of a test or test questions prior to when exam, quiz, or any other assignment is due for submission 
• Submission of the same term paper, presentation or other work for more than one assignment, where no prior approval has been given (self-plagiarism) 
• Completing quizzes/exams from a site other than the classroom 
• Engaging in any behavior specifically prohibited by a faculty member in the course syllabus or class discussion.  
•  Providing others with information or answers regarding any assessment (e.g., exams, quizzes, OSCE, cases, etc.) 

3. “Forgery, misrepresentation, or fraud as it relates to academic or educational matters” includes, but is not limited to:  

• wrongfully altering, or causing to be altered, any records 
• Receiving or providing papers/tests/projects for the purpose of cheating 
• Submission of term papers/tests/projects completed by others (purchased or otherwise) 
• use of University documents or instruments of identification with the intent to defraud (e.g. transcripts) 
• presenting false data or information or intentionally misrepresenting records 
• Furnishing or claiming the results of research projects or experiments for the inclusion in another’s work without permission and proper citation 
• furnishing false statements in any University academic proceeding 
• providing false or misleading information to gain an academic advantage 

Generative Artificial Intelligence (AI) Use in the Classroom

Generative Artificial Intelligence (GAI) is not only an exciting tool that can help when used properly but also produces challenges in the classroom. In this document, you will find definitions and examples for Artificial Intelligence (AI) and Generative Artificial Intelligence (GAI), how they relate to academic work, and an idea to demonstrate how GAI can be used in the classroom for student work. The document provides two syllabus policy templates that UC professors can employ in their courses (subject to adjustments).

What is artificial intelligence and what is generative artificial intelligence?

Artificial Intelligence (AI):

Artificial Intelligence is the reproduction of human intelligence by computers or machines and may include the mechanism for learning, reasoning, and self-correction. AI systems will process data based on rules or algorithms. Maps and Navigation, facial recognition, and text editors would be examples of AI.

Generative Artificial Intelligence (GAI):

Generative Artificial Intelligence is an advanced form of AI and focuses on the ability to create original content freely. GAI can create new content such as images, text, music, art, etc. with limited input from a person. It can use techniques like neural network (machine learning program that makes decisions like a human brain) to replicate patterns in data. This process allows GAI to produce creative outputs. Developing a client brief or care plan, creating a poster or image, or chatbots are examples of Generative Artificial Intelligence.

How should we think about Generative AI as it relates to academic work?

Most citation styles, including APA and Chicago, suggest we think about and cite generative AI as personal communication. It is like talking to a friend (note: who may or may not be accurate). In the absence of a clear policy on the use of generative AI, a student should treat it like receiving assistance from another person. It is always best to consult with the professor if there is ambiguity, but the question is this: is the student allowed to consult with another person for this type of help?

• If yes, then using generative AI is also permitted.
• If not, then using generative AI is a form of academic dishonesty in violation of UC’s Academic Integrity Policy.
• Because generative AI can be used in so many ways in academic work, instructors are encouraged to be explicit about how and when it may be used on assignments in their courses. For information on citing AI, please see UC Lib Guide on AI

Artificial Intelligence is becoming quite prevalent in our daily lives and can be found everywhere, from smartphones to the applications we utilize to write out assignments. It is because of this that students often have questions regarding the use of AI when completing coursework. The best thing to do is first read the syllabus, then ask the professor, and then consult the appropriate manual of style for each class. The Chicago Manual, for instance, considers ChatGTP to be more like personal communication, while the APA manual does not and requires you to place the resource in the reference list. It is also prudent to ask a librarian for assistance (librarian@ucwv.ed) when attempting to integrate AI into your work for the first time.

If a syllabus is unclear regarding the appropriate use of AI and a student cannot contact a professor or a librarian, they should treat all material produced by AI like they would any other document, interview, etc. First, they should ask themselves if the material is potentially inaccurate using the CRAAP test. Then, if they deem the item worthy, they should cite the material as they would anything else, using the appropriate manual or manual website for guidance. Just like we do not copy and paste or even paraphrase material from articles, interviews, and books without a citation and quotation marks when required, we should never copy and paste material from AI tools without taking the same steps. Secondly, just as we may not ask our friend to do an assignment for us and turn it in as our own work, we may not ask AI to complete an assignment or part of an assignment for us and then turn that assignment in as our own work.

Because of its broad applications, professors are encouraged to provide specific guidance in the syllabus regarding appropriate use of AI for each course.

Academic Probation and Academic Dismissal Policy

The University of Charleston’s policy on academic standing applies to all undergraduate students at the institution. Graduate-level policies on academic standing vary by academic program.

For undergraduate students, a cumulative Grade Point Average (GPA) of 2.0 or higher is considered to be “Good Academic Standing” with the University of Charleston.

This cumulative GPA is determined solely on the basis of the student’s performance in University of Charleston courses. Courses that were transferred in for credit, including transient coursework at other institutions, are not included in the cumulative GPA calculation.

Additionally, while a cumulative undergraduate GPA of 2.0 is sufficient for Good Academic Standing at the University, some specialized academic programs require a higher cumulative GPA above 2.0 in order to remain in the specific program. If a student fails to maintain the higher GPA for the program, they may be dismissed from the program, even though they are entitled to remain enrolled at the University. In such cases, a student may need to switch their major and enter a different academic program.

When a student does not obtain a cumulative GPA of 2.0 or higher, they are considered to be making unsatisfactory academic progress and no longer to be in Good Academic Standing.

Depending on the number of credit hours they have earned, students who have fallen below Good Academic Standing will be subject to the University’s policy on Academic Alerts, Warnings, Probation, Suspension, and Dismissal. The purpose of these categories of academic deficiency is to make students aware of the danger to their successful progress at the University and to initiate interventions to assist their academic recovery.

A student’s academic standing will depend on the cumulative GPA and number of hours earned as follows:

Note: Any student who earns below a 1.0 GPA in any given term, regardless of their cumulative GPA or level of academic standing, is subject to review by the University’s Student Academic Affairs Committee (SAAC). The SAAC will determine the appropriate intervention to assist the student’s academic recovery but may also recommend suspension for a semester as an appropriate consequence.

Academic Alert

A student placed on academic alert is subject to the following restrictions:

• May not enroll in more than 16 credit hours the following semester
• Must establish and maintain an academic success contract with the Director of the Academic Success Center
• Must meet with their academic advisor every other week

A student’s failure to adhere to these requirements will result in their referral to the SAAC. The SAAC will consider each case of student noncompliance and may determine additional sanctions to be appropriate.

Academic Warning

A student placed on academic warning is subject to the following restrictions:

• May not enroll in more than 13 credit hours the following semester
• Must establish and maintain an academic success contract with the Director of the Academic Success Center
• Must meet with their academic advisor every other week

A student’s failure to adhere to these requirements will result in their referral to the SAAC. The SAAC will consider each case of student noncompliance and may determine additional sanctions to be appropriate up to and including suspension.

Academic Probation

A student placed on academic probation is subject to the following restrictions:

• May not enroll in more than 13 credits in the following semester
• May only register for classes in the following semester that are explicitly approved by the academic advisor (hence is not eligible for the standard online registration process)
• Must establish and maintain an academic success contract with the Director of the Academic Success Center
• Must meet with their academic advisor each week
• May not hold student office

A student’s failure to adhere to these requirements will result in their referral to the SAAC. The SAAC will consider each case of student noncompliance and may determine additional sanctions to be appropriate.

A student on academic probation is given a one-semester grace period to improve academic performance sufficiently to remain eligible for all forms of financial assistance and to avoid suspension from the University. Sufficient improvement of academic performance normally implies achieving a cumulative GPA of at least the level of academic warning. A student who does not reach good academic standing after two semesters on probation will be referred to the SAAC.

Students on academic probation should consult with their faculty advisor, the financial aid office and, as appropriate, their athletic coach to discuss the consequences this may have for their ability to progress through their academic program and their eligibility for financial aid and athletics.

Academic Suspension

A student is subject to academic suspension under the following circumstances:

• The student’s term GPA, regardless of cumulative GPA, is below 1.0.
• The student’s cumulative GPA fails to reach at least the level of academic warning after one semester on academic probation.
• The student fails to achieve academic good standing after two semesters on academic probation.

When a student is subject to academic suspension, the SAAC will review the student’s performance to determine whether suspension is the most appropriate consequence for their specific case. Students considered for suspension will have the right to propose an alternate sanction to the SAAC prior to the beginning of the following semester.

Students who have been suspended may not register for any classes the following term. They may be readmitted to the University after one year from the date of suspension by submitting a request, in writing, to the Registrar.

Students returning from suspension must establish and maintain an academic success contract with the Director of the Academic Success Center and obtain a cumulative GPA of 2.0 upon completion of their first semester following readmission. A student’s failure to adhere to these requirements will result in their referral to the SAAC. The SAAC will consider each case of student noncompliance and may determine additional sanctions to be appropriate up to and including dismissal from the University.

Academic Dismissal

Dismissal is permanent suspension from the University without the opportunity to reapply.

A student is subject to dismissal if they do not obtain a cumulative GPA of 2.0 upon the completion of their first semester after being readmitted to the University following suspension.

Given the seriousness of the sanction of dismissal, the SAAC will carefully consider all cases of students subject to dismissal to determine whether dismissal is, in fact, the most appropriate consequence or whether a different intervention is warranted. As with suspensions, students will have the right to appeal the sanction of dismissal prior to the beginning of the following semester.

Graduation Application

All students must submit a Graduation Application to receive a degree from the University of Charleston. Graduation Applications are due no later than Friday of Week 6 during the graduation semester. Students must schedule a meeting with their academic advisor to ensure their graduation plan is feasible.  Students are encouraged to review the Commencement Participation section prior to finalizing a graduation plan. If the academic advisor agrees all is in order, they will complete and submit a graduation application to solutions@ucwv.edu.  To be processed the graduation application must include a program evaluation signed by the student and academic advisor.  

If a student applies for graduation but does not fulfill all degree requirements during that semester, they should contact Student Solutions to cancel their graduation application. Students who cancel their graduation application will have to reapply for graduation in the future term in which they will meet their degree requirements. Students will be charged the $200 graduation fee only one time.  

Commencement Participation

The University of Charleston offers students the opportunity to attend a Fall (for Summer and Fall graduates) or Spring commencement ceremony.  Regardless of a student's intention of attending their commencement ceremony, a graduation application is required for degree conferral. Students must apply for graduation during the term in which their final courses will be completed.  

•Fall Graduation Application Deadline – Friday of Week 6/Sept 

•Spring Graduation Application Deadline – Friday of Week 6/Feb 

•Summer Graduation Application Deadline - Friday of Week 6/June 

Graduation with Honors

Undergraduate Students: To graduate with honors an undergraduate student must complete a minimum of 50% of the total credits required for an associate or bachelor’s degree while in residence at the University of Charleston with a cumulative, institutional G.P.A. of 3.50 or better. Hence, to be considered for honors, a bachelor's degree-seeking student must complete a minimum of 60 credit hours at UC; an associate degree-seeking student must complete a minimum of 30 credit hours in residence.  

Undergraduate students who are permitted to apply 60 or more transfer credits toward a bachelor’s degree or 30 or more transfer credits toward an associate degree are eligible to graduate with Academic Distinction if they maintain a cumulative, institutional G.P.A.  of 3.9 or better while in residence at the University of Charleston. 

NOTE: Academic Distinction is based upon all work completed at the University. Final grades must be officially entered for the course to be considered completed. Academic Distinction will be denoted on a student’s diploma and official transcript. 

Graduate Students in the School of Business and School of Leadership: For a graduate student to graduate with honors from a master’s or doctoral program the student must complete a minimum of 70% of the total credits required for the degree while in residence at the University of Charleston with a cumulative, institutional G.P.A. of 3.75 or better.  

NOTE: Honors are based on all work completed at the University. Final grades must be officially entered for the course to be considered completed. Students who apply to graduate in August will NOT be recognized for honors in the May commencement ceremony. Honors will be denoted on the diploma and official transcript. 

Ms Nicole Rupe-Harold, Registrar

Educational Records

FERPA

The University of Charleston is committed to maintaining the confidentiality of student records and abides by the Family Educational Rights and Privacy Act (FERPA). The law ensures the confidentiality of student records, permits the student access to his or her records and prohibits the release of records except by permission of the student or by a court order, while permitting the continued release of “directory information” without specific permission of the student. Information determined to be part of a student’s educational record may be released according to the guidelines in this policy. Any other anecdotal information will not be released without the student’s express written consent and/or personal involvement. 

Educational Records

The University of Charleston designates the official records maintained in the following locations as educational records: 

Disclosure of Educational Records

In most cases, the University of Charleston will not disclose information from a student’s educational records without the written consent of the student. Normally, disclosure of educational records will occur only when the student or other eligible person makes an express request for such disclosure. Requests for information should be made in writing unless being made by an on-site University of Charleston official. Requests made via phone call will be considered in cases of extreme time sensitivity and with thorough confirmation that the request is being made by an appropriate party. The exceptions in which a student’s educational records may be disclosed without consent include: 

Requests from University of Charleston officials who have a legitimate educational interest in the records; 

Officials of another school in which a student seeks or intends to enroll; Requests from certain government officials; 

Appropriate parties in a health or safety emergency; and 

Requests from parents of an eligible student who is claimed as a dependent for income tax purposes. The University will assume students are independent until a written request is made and proof of dependency is shown. 

A student must complete the “FERPA Disclosure of Student” form and provide the University with a 4-digit PIN number and family names to allow them to speak about grades or financial information concerning the student. Otherwise, grades are posted electronically only. 

The University of Charleston will maintain a record of all requests for and/or disclosures of information from a student’s educational records, except for disclosure to University officials. The student may review this disclosure record in the Student Solutions Center. 

The University of Charleston will not initiate disclosure of student records except in cases of health or safety emergencies, serious crimes or to complete financial obligations to the University. 

Directory Information

The University of Charleston designates the following items as Directory Information: 

• Student name, address, and telephone number; 
• E-mail address; 
• Date and place of birth; 
• Major field of study; 
• Participation in officially recognized activities; 
• Height and weight of athletic teams; 
• Dates of attendance; 
• Degrees and awards received; 
• Most recent school attended; and 
• Other similar information. 

The University may disclose any of these items without prior written consent of the student unless the student has completed and filed in the Student Solutions Center a “Request to Prevent Disclosure of Directory Information” form. This form must be completed annually. 

Procedure to Inspect Educational Records

Students may inspect and review personal educational records by submitting a written request to the custodian of the records or other appropriate University employee, stating as precisely as possible the record or records they wish to inspect. The records custodian or an appropriate University employee will make the needed arrangements for access as promptly as possible and notify the student of the time and place where the records may be inspected. Access must be given in five (5) working days or less from the date of receipt of the request. When a record contains information about more than one student, the student may inspect and review only the records relating to him or her. The fee for copies will be 50 cents per page and must be paid at the time copies are made. 

The student has the right to inspect his or her educational records at least once per year. Transcripts may be reviewed by appointment in the Student Solutions Center. 

Correction of Educational Records

Students have the right to ask that records they believe are inaccurate, misleading or in violation of privacy rights be corrected. To initiate the process for the correction of records a student must submit a written petition to the custodian of the educational record asking that it be amended. The petition should identify the part of the record to be amended, the reasons why the student believes it is inaccurate or misleading, and the action requested. 

Mr. Scott Terry, Chief Information Officer 

Technology Support Services Mission Statement 

The mission of the Information Technology Department is to provide a secure and stable technology infrastructure to support teaching, service, and student life for the purpose of educating each student for a life of productive work, enlightened living and community involvement while providing technology support to all academic and administrative functions at the University of Charleston. 

Help Desk 

The University of Charleston Help Desk serves as the single point of contact between students, faculty and staff and the Information Technology Department. The Help Desk staff will assist you with your questions, requests and suggestions or route them to the appropriate area for resolution and provide status of your report. You must be a member of the University of Charleston community in order to take advantage of Help Desk services. Note that the Help Desk support for personally-owned devices (including mobile) is limited to email client setup and network connection. 

Audiovisual Services 

Audiovisual Services supports the learning process by assisting students, faculty and the public with the equipment and expertise necessary for making presentations or developing multi-media projects. The department also provides services to external groups holding meetings on University of Charleston campuses. AV will need a 48-hour notice to be able to provide the services needed for requests. 

For assistance by: 

Telephone: Call 1-304-357-HELP (4357) or 1-855-248-3416 

Email:Contact ITSupport@ucwv.edu 

In person:Visit the Help Desk - location:   

Clay Tower Building, 2^nd Floor, Schoenbaum Library

The Help Desk is open five days per week when classes are in session. It is closed during University holidays and for other official University closures such as emergencies and severe weather. 

Help Desk Hours – Classes in Session: 

Monday – Friday, 7:00 AM to 8:00 PM 

Help Desk Hours – Classes Not in Session: 

Monday - Friday, 7:00 AM to 6:00 PM 

For computer issues outside the Help Desk hours, please use the online ticket system or send an email to ITSupport@ucwv.edu.You will receive a response to your question as soon as possible when the Help Desk reopens. 

Contact the Help Desk if you: 

• Are having trouble with any of your accounts 
• Need access to files or printers 
• Cannot connect to the network or something on your computer isn't working properly 
• Would like to know about options for sharing files, email, or calendars 
• Need to purchase software or equipment 
• Need service or advice about your personal computer or safe computing practices 
• Think you have a virus or other computer problem 
• Want to report a problem or place a request concerning a campus telephone 
• Having a computer problem in a campus lab or classroom 
• Have questions about software licensing or availability 
• Have a computing need and don't know who to ask or where to begin 

Need Additional Information 

• Classroom technology support 
• Campus telephones and voicemail support 
• eLearn [Moodlerooms] support 
• Report problems with streaming video service 

Password Resets 

Password Resets are available during all hours of Help Desk operation for College passwords. Any community member can also reset his or her own password at http://my.ucwv.edu,by clinking the Change Password link. 

Every student is required to bring a laptop computer to campus which satisfies the general requirements listed below or specific requirements indicated for the academic programs listed.  

General Requirements 

Windows 

Windows 10 or greater 

256GB storage, 512GB recommended 

Intel Core i5 or Greater 

16GB recommended 

Integrated Video Card or Greater 

Integrated camera, microphone & speakers

  Apple 

Mac OS Monterey 12.0 or greater 

256GB storage, 512GB recommended 

Intel Core i5, Apple M1 or greater processor 

16GB recommended 

Integrated Video Card or Greater 

Integrated camera, microphone & speakers

Specific Academic Program Requirements 

Applied Computer Science  

Processor: Intel i7 (7^th gen) recommended i9 or AMD Ryzen 7 recommended AMD Ryzen 9 

Operating System – Microsoft Windows 10 or later 

Memory: 16 GB or greater  

Storage: 512 GB SSD or greater (Minimum of 20 GB of available hard-disk space)   

Integrated camera, microphone & speakers

Accounting, Business Analytics & Sports Analytics 

Processor: Intel i7 (7^th gen) recommended i9 or AMD Ryzen 7 recommended AMD Ryzen 9 

Operating System – Microsoft Windows 10 or later 

Memory: 16 GB or greater  

Storage: 512 GB SSD or greater (Minimum of 20 GB of available disk space)   

Integrated camera, microphone & speakers

Digital Media and Design:   

Processor: Apple or PC – Intel or AMD Quad Core Processor   

Operating System: latest OS (Microsoft Word 10 or later, Mac OS Ventura)   

Memory: 16 GB Ram   

Graphics: 2 GB of GPU VRAM   

Storage: 512 GB SSD or greater (Minimum of 15 GB Hard Disc Space available disk space)   

Resolution: 1920 x 1080   

Integrated camera, microphone & speakers

Software  

UC Students receive access to the Microsoft Office 365 suite. 

Please note: Google Chromebook, iPads, and mobile phones do not support and/or run many required applications for UC classwork. 

A minimum internet upload speed of 10 Mbps is recommended for using Proctorio

Identity Theft Prevention Policy 

The risk to the University of Charleston’s faculty, staff, students, and other applicable constituents from data loss and identity theft is of significant concern to the University. The University of Charleston actively works to detect, prevent, and mitigate identity theft, and to help protect its faculty, staff, students, and other applicable constituents from damages related to the loss or misuse of identifying information due to identity theft.  

Under this policy, the University will:  

• Identify patterns, practices, or specific activities (“Red Flags”) that could indicate the existence of identity theft with regards to new or existing covered accounts. 
• Respond appropriately to any red flags that are detected to prevent and mitigate identity theft. 
• Ensure periodic review/updating of institutional software, hardware, and physical files, including reviewing the accounts that are covered, for necessary updates to ensure data security; and 
• Promote compliance with state and federal laws and regulations regarding identity theft protection. 

 The University shall, as appropriate, incorporate existing anti-fraud programs and information security programs that control reasonably foreseeable risks. 

Ms. Jessica Wagner, Director 

Center for Career Development Mission Statement 

The mission of the Center for Career Development is to prepare students for career attainment, career advancement, and community involvement while effectively meeting the challenges of today’s workplace as enlightened citizens. 

About the Center for Career Development 

The Center for Career Development (CCD) assists undergraduates, graduates and alumni to achieve their professional goals through assessment, self-awareness, career coaching, and educational events that encourage lifelong professional preparation and career readiness. The CCD uses the eight essential career competencies established by the National Association of Colleges and Employers as guideposts when designing programs and resources. 

NACE Career Competencies  

• Career and Self-Development 
• Communication
• Critical Thinking 
• Equity and Inclusion 
• Leadership  
• Professionalism 
• Teamwork 
• Technology 

Services and Resources 

The CCD provides an array of services and resources to 1) address the professional preparation areas described above, and 2) assist students in locating and obtaining employment opportunities. While many classes integrate CCD activities into the curricula, it is highly encouraged for students to make individual appointments with the CCD in their freshman year to begin developing personalized career plans. CCD services include the following: 

Individual Career Coaching – By appointment or during walk-in hours, the CCD provides assistance with choosing a major, making career choices, devising a job search plan, resume development, interviewing, and applying to graduate school. 

Career Seminars & Workshops – A variety of seminars and workshops are offered to students throughout the year. Topics include resume and cover letter development, interview skills, job search strategies, professional networking, and applying to graduate school. The CCD also holds workshops on leadership, etiquette, and communication. 

What Can I Do With This Major? – WCIDWTM? is an interactive database of 90 academic majors and the careers associated with each. You can learn more about WCIDWTM here: https://drive.google.com/file/d/1FZ8EHo3216Ekjm0hDJfiz8IrI-3Ttc2Z/view   

CareerOneStop: CareerOneStop is a free online resource from the US Department of Labor with self-assessments and career exploration tools. CareerOneStop can be accessed at careeronestop.org.  

Resume Center – The Resume Center houses guides and instructional videos on building resumes and cover letters. The Resume Center can be found on the Center for Career Development website. 

Handshake – Employers regularly post full-time, part-time, and internship opportunities via the CCD online job board, Handshake. All students and alumni have access to Handshake. Handshake is also used for event registration and the distribution of surveys relating to CCD areas of interest. Handshake can be found at ucwv.joinhandshake.com. 

Big Interview – an online platform that offers comprehensive interview preparation, including mock interviews, training videos, and an "Answer Builder" tool. It's designed to help users improve their interview skills and build confidence through personalized practice and AI feedback It can be used as a self-service resource by students or a classroom resource by faculty. Big Interview allows students to receive immediate feedback on resumes and interview skills if they are unable to wait for an individual coaching appointment with CCD staff for any reason. 

Career Fairs – The CCD organizes career fairs for all majors in the fall and spring. Students can learn about different employers and obtain information on full-time, part-time, temporary, and internship opportunities. 

Career Closet-The CCD organizes a professional success closet that is available to students by appointment, or during Pop-Up Closet events, for students to “Shop” for professional attire for their internships, interviews, course presentations, or campus events.

Graduate School and Study Abroad Fair – For students seeking graduate programs and study abroad opportunities, the CCD conducts a graduate school and study abroad fair in the fall. Representatives from several graduate schools throughout the region attend, as well as providers of study abroad experiences. 

Career Development Week – Each March, the CCD hosts a week-long series of career workshops and seminars presented by business professionals from the Charleston area and beyond. Topics include networking, business etiquette, interviewing, resume writing and maintaining a professional online presence. 

Etiquette Dinner – Students are nominated by faculty members to attend this formal dinner and etiquette workshop. Local employers and alumni are invited to network with students. 

Employer Presentations – Information sessions are provided by HR professionals so that students have opportunities to learn about the companies and their job opportunities. The CCD also works with instructors to organize company presentations in the classroom. 

Alumni Assistance – Alumni are encouraged to use the CCD for employment assistance, accessing professional development resources, or posting job opportunities for their organizations at no cost. 

Graduate Studies – The CCD provides information and resources on graduate education at UC and beyond. 

Internships 

UC encourages all students to complete an internship before they graduate, and some programs require internship hours (see the individual program requirements for more information). The CCD can provide guidance to students on locating internships and ensuring that internships comply with program requirements if using the internship for academic credit. Academic credit is granted at the rate of 1 credit hour per minimum of 40 hours worked. Individual academic programs may require students to work more than 40 hours to obtain one academic credit hour. The grade for the internship will be determined by the supervising faculty member. Some instructors utilize a pass/fail system while others use letter grades. 

When doing internships for academic credit, students must complete the Internship Learning Agreement on Handshake with the supervising faculty member, the CCD, and their employer. The Learning Agreement connects job duties to academic outcomes to validate academic credit. At the conclusion of the internship, the employer must complete the SkillSurvey evaluation, which will be sent by the CCD.  

Study Abroad Programs 

Students who wish to participate in study abroad programs must register with the CCD. The CCD can provide resources on destinations and programs through an approved list of third- party providers. Students should consult with their academic advisor and the financial aid office before making a final decision on which study abroad program to pursue. Scholarships and financial aid applied to UC classes may not be applicable to study abroad programs. The transfer of study abroad credit to UC must be approved by the academic advisor and University Registrar before the student departs for the program. 

Commitment to Students and Community 

The CCD is committed to providing students with the best resources available to enhance professional preparation and career readiness. The CCD staff works with faculty members, alumni, employers, and community leaders to generate high quality opportunities for students. In turn, the CCD is committed to making the greater Charleston community a more vibrant and prosperous area by enabling students to become involved with local employers and organizations. 

Mr. Christopher Ferguson, Director

Academic Success Center Mission Statement

The mission of the Academic Success Center is to help students connect with academic resources as well as disability and testing services to become successful productive citizens who work toward a lifetime of enlightened living and worthwhile community involvement.

Peer Tutoring

All UC students have access to our Peer Tutoring program. Distance learning and Beckley students have access to a peer tutor via virtual sessions, in addition to submitting writing assignments for review. There is no fee for peer tutoring.

Discipline-specific Tutoring: Peer tutoring is available in a variety of subjects including math, sciences, business, English, nursing, and radiology using the Brain Fuse Tutor Match link.

Writing Tutoring: For students who need tutoring specifically in writing, peer tutors are available to help generate, organize, and develop ideas for papers. Peer Tutors can also explain punctuation and grammar and assist students with proofreading, document secondary sources, and address a host of other writing‐related issues. Our goal is to provide quality assistance, tools, and resources to help students become confident, independent writers. Writing Peer Tutors can be scheduled using the Brain Fuse Tutor Match link.

Online Tutoring - Live, On-Demand (Brain Fuse)

Students can submit a paragraph or essay for review/critique by a Brain Fuse online tutor using access to the online tutoring portal (Brain Fuse) via  myUC under the Student Resources tab or in e-Learn.

Distance learning and Beckley students can work one-on-one, in real-time with a peer tutor in any available discipline-specific subject via whiteboard technology. Sessions can be scheduled using our tutor scheduling link (https://www.registerblast.com/ucwv- asc/Resource/list). Distance learning and Beckley students can also use Brian Fuse, the online tutoring platform. Students and faculty can access the online tutoring portal (Brain Fuse) via  myUC under the Student Resources tab and e-Learn.

*All tutoring sessions must be scheduled at least 24 hours in advance. Students will receive a 12-hour confirmation for tutoring appointments. Subjects and scheduling for peer tutoring vary by time, according to students’ needs and the availability of qualified tutors.

Standardized Testing Services

The University of Charleston offers a variety of standardized tests for UC students in Charleston. Tests offered include:

CLEP* (computer-based exams that allow students to prove mastery of college-level material in introductory subjects and earn college credit)

CLEP exams can now be taken with remote proctoring with the same timing, content, format, and on-screen experience as the test you would take in the UC testing center.

DSST* (computer-based exams that allow students to prove mastery of college-level material in introductory subjects and earn college credit)

*DANTES funding for service members is available for these exams

The University of Charleston is committed to achieving equal opportunity for participation in all programs, services and activities. The Disability Services Coordinator works in collaboration with a variety of university offices (Housing, Dining Services, and the Department of Information and Instructional Technology) to ensure that individuals receive reasonable accommodations for documented disabilities in compliance with provisions in the Americans with Disabilities Act and the Section 504 of the Rehabilitation Act.

Individuals requesting/requiring accommodations for documented disabilities are encouraged to contact the Academic Success Center

The University of Charleston pledges to abide by the following policies mandating accessibility in physical and digital environments.

Americans with Disabilities Act (1990) and Americans with Disabilities Act Amendments Act (2008).

Prohibits discrimination against individuals with a disability.

Applies to everyone: faculty, staff, employees, student employees, students, and applicants.

Requires reasonable accommodations be provided to ensure access to classes, events, and related curricular activities.

Section 508 - Technology Access

All electronic and information technology must be accessible to people with disabilities.

Students with disabilities must be able to access the computer hardware and software, web pages, and the Internet, CD/DVDs, video/audio teleconferencing, etc.

Section 504 of the Rehabilitation Act

Civil rights legislation that is applicable to all universities that receive federal funding. It states: "No otherwise qualified individual with a disability in the United States…shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…"

The following information and a step-by-step procedure for students applying for accommodations can be found on the Academic Success Center website at Services for Students with Disabilities.

What are Accommodations?

Accommodations are adaptations and changes made to elements of a student's postsecondary program that help to compensate for the student's impairment(s) and provide equal access to students with disabilities. Here are the basics:

Any student with a documented disability may be eligible to receive accommodation & services from the Academic Success Center.

The purpose of accommodations and modifications is to reduce or eliminate any disadvantages that may exist because of an individual's disability.

Accommodations are not a guarantee for success but rather seeks to promote non-discrimination and equal access opportunities.

Accommodations are not student preferences; they are determined through an established review process based on documentation received regarding the student's disability.

The law does not require institutions to waive specific courses or academic requirements considered essential to a particular program or degree. Rather, they are mandated to modify existing requirements on a case-by-case basis in order to ensure that individuals are not discriminated against on the basis of their disability.

In order to access accommodation, students must disclose their disability to the Academic Success Center and state their requested accommodations.

Expectations and Key Participant Roles in Accommodation Process

It is important for the student, the faculty member, and the disability coordinator to be clear about their roles in the accommodation process. The roles of each participant in this process are as follows:

Student Role

• Provide medical and/or psychological documentation to the disability coordinator
• Participate in process of determining and implementing reasonable accommodations
• Inform the disability coordinator when accommodations are not working, need to be modified, or symptoms change

Faculty Role

• Referral to the Academic Success Center
• Participate in the process to determine and implement reasonable accommodations
• Identify essential course components for accommodations to be determined
• Request assistance (From the disability coordinator) with accommodation, implementation, or consultation

Disability Coordinator Role

• Maintain medical/psychological documentation in a confidential manner
• Determine if condition(s) are a disability in accordance with state and federal laws
• Identify and assist with implementation of reasonable accommodations
• Request updated documentation when symptoms change to determine if accommodations need to be modified
• Provide information and referral to university and community resources to resolve disability-related issues

*Adapted from the Association on Higher Education and Disability

The University, recognizing that disclosure of a disability is a personal and private decision, relies on individuals with the disability to self-identify; the University makes no preadmission inquiries about disabilities. All documentation is held in the strictest confidence and is not shared with other University offices without the consent of the student.

The University of Charleston recognizes that service animals perform a necessary service in assisting and accompanying you. We understand that your service animal is a working animal and will make every effort to educate the university community about the animal’s service to you and provide the accommodations afforded a service animal.

The University of Charleston expects the partner/handler to be responsible for ensuring the safety of his/her service animal. While legal access rights are afforded users of assistance animals, the partner/handler has the responsibility of ensuring that the animal always behaves and responds appropriately in public. The animal and the partner/handler, as a team, must adhere to the same socially accepted standards as any individual in the university community.

Definitions:

Animal in training: an animal undergoing training to become a service animal. An animal in training has the same rights as a fully trained animal when accompanied by a trainer and identified as such.

Partner/Handler: a person with a service or therapy animal. A person with a disability is called a partner; a person without a disability is called a handler.

Service Animal: any animal individually trained to do work or perform tasks for the benefit of a person with a disability.

Team: a person with a disability or a handler and his/her service animal. The two work together as a team in accomplishing the tasks of everyday living.

Therapy Animal: an animal that does not assist an individual with a disability in the activities of daily living. These animals are not protected by the laws for service animals.

Types of Service Animals:

Guide Animal: an animal carefully trained to serve as a travel tool by individuals who have severe visual impairments.

Hearing Animal: an animal trained to alert a person with significant hearing loss when a sound, e.g., knock on the door, occurs.

Service Animal: an animal trained to assist a person who has a mobility or health impairment. Types of duties the animal may perform include carrying, fetching, opening doors, ringing doorbells, activating elevator buttons, steadying a person while walking, helping a person up after the person falls, etc. Service animals can sometimes be called assistance animals.

SSIG (Sensory Signal) Animal: an animal trained to assist a person with autism. The animal alerts the partner to distracting, repetitive movements common among those with autism, allowing the person to stop the movement (e.g., hand flapping). A person with autism may have problems with sensory input and need the same support services from an animal that an animal might give to a person with visual or hearing impairments.

Seizure Disorder Animal: an animal trained to assist a person with a seizure disorder. The methods the animal uses to serve the person may vary, depending on the person’s needs. The animal may stand guard over the person during a seizure, or the animal may go for help. A few animals have somehow learned to predict a seizure and warn the person in advance.

An Emotional Support Animal is an animal prescribed for an individual who is diagnosed with psychiatric disability. An ESA is not a pet, a Service Animal, or a therapy animal.

A student seeking accommodation must provide appropriate documentation of the disability for the Disability & Accessibility Services Coordinator to evaluate the student’s request. The documentation must describe the disabling condition, which is defined by the presence of a substantial limitation in one or more major life activities. To be eligible for an ESA as an accommodation in Student Housing at the University of Charleston, a student must verify the following: 

a disabling psychiatric condition; 

animal is necessary to afford a student with this disability an equal opportunity to use and enjoy the dwelling (University of Charleston Student Housing); and 

 an identifiable nexus between the disability and the assistance the animal provides. 

Long-Term versus Short-Term Use

Students desiring to use a service animal on campus should first contact the Disability Coordinator as well as Resident Life to register as a student in need of accommodation. The Disability Coordinator and Resident Life will evaluate the documentation of the student’s condition, determine if a disability exists, and discuss with the individual any accommodations appropriate to the functional limitations of the disability.

Documentation and Requirements

Documentation: The handler/partner requesting accommodations for a service animal must provide documentation from an appropriate, licensed professional of his/her need for the service animal. The partner/handler of the service animal must provide proof, which will be kept on file in the Academic Success Center, that the animal has met the following requirements:

Licensing: The animal must meet City of Charleston licensing requirements and wear the tags designated by the City of Charleston if the animal resides on the University of Charleston campus. If, however, the service animal accompanies a commuter student and resides in a different locale, the animal must meet the licensing requirements of the student’s resident town and wear the tags designated by that community.

Health Records: The animal must have a health statement, including vaccinations against diseases common to that type of animal, from a licensed veterinarian dated within the past year. Annual updates must be provided. The animal must be well groomed, and measures should be taken at all times for flea and odor control. Consideration of others must be taken into account when providing maintenance and hygiene for service animals.

Control Requirements

The service animal must be on a leash or other restraining device at all times. Also, the service animal must wear a collar or harness identifying it as a service animal.

The partner/handler must be in full control of the service animal at all times. The care and supervision of the service animal is solely the responsibility of its partner/handler.

Service Animal Etiquette

The service animal must always adhere to the following rules:

• Not be allowed to sniff people, store shelves, eating tables, or personal belongings of others;
• Not initiate contact with someone without the direct permission of the partner/handler;
• Not display any behaviors or noises that are disruptive to others, such as barking, whining, growling, etc.
• Not block aisles or passageways; and
• Be trained to not be attracted to food in common areas.

Students/staff/faculty/administration must always adhere to the following rules:

• Not to pet a service animal that is working. Service animals are trained to be protective of partners/handlers, and petting the service animal distracts the animal from its responsibilities;
• Not feed a working service animal. The animal may have specific dietary requirements. Unusual food and/or an unexpected time may cause the animal to become ill;
• Not deliberately startle, tease, or taunt a service animal;
• Not separate or attempt to separate a service animal from its partner/handler;
• Not hesitate to ask a student if he/she would like assistance if the team seemed confused about a direction, an entrance, location, etc.; and
• Not give a service animal alcoholic beverages or illegal narcotics on or off-campus. To do so will result in disciplinary action through the Office of Student Life.

Conflicting Disabilities

Some people may have a disability that is precipitated by an allergic reaction to animals. Persons with asthma/allergy/medical issues who object to the presence of the animal must register their objections with the Disability Coordinator. The person making the objection must provide verifiable medical documentation to support his/her claim(s). Action will be taken to consider the needs of both people to resolve the conflict as efficiently as possible.

Residence Halls

The guidelines for conflicting disabilities apply in the residence halls also. If there is an allergy/animal conflict within a residence hall that cannot be resolved agreeably, the Director of Residence Life, the Dean of Students, and the Disability Coordinator will collaborate on a solution.

Although students are fully encouraged to solve disputes at the lowest possible level and to use internal procedures, a student may choose to initiate a formal grievance at any time.

The U.S. Department of Education, Office of Civil Rights (OCR), encourages individuals first to use internal grievance procedures, and when such procedures meet OCR’s investigative standards, OCR will generally defer to the results reached if the process provided for fair consideration of the grievance.

Informal Resolution Procedure

Clear communication between students, faculty/staff, and University of Charleston Disability and Accessibility Services is vital to utilizing services effectively. Where possible, students are encouraged to first address concerns and problems with the individuals most directly involved in the situation: The Disability and Accessibility Services Coordinator regarding eligibility for accommodations and specific accommodations; the individual faculty or staff member in the cases of implementation or lack of approved accommodations.

Students are encouraged to express any concerns to the Disability and Accessibility Services Coordinator.

Students who are having trouble in receiving authorized accommodations by a faculty or staff member, department, or program should first address their concerns with the faculty or staff member charged with providing the accommodation.

The Disability and Accessibility Services Coordinator is available to offer assistance by discussing and exploring options with the student and/or faculty or staff member, contacting the concerned party in an effort to clarify issues, facilitating a meeting with the concerned parties, and/or advocating for the student’s right to receive appropriate and effective accommodations to the extent required under either the Rehabilitation Act or the ADA.

The West Virginia ADA Coordinator is available for consultation regarding any questions or concern a student may have about one’s accommodations (Kim Nuckles, 304-558-4331, Kim.P.Nuckes@wv.gov)

A student who is not satisfied with the resolution on this level may choose to file a formal complaint.

Formal Grievance Procedure

The student may submit a formal written grievance to the Provost and Dean of Students. When making a formal complaint, a student should include specific information about the concern or problem (describe the issue(s), incident(s) and the action(s) taken; state the name of the individual(s) or office(s) involved; and show documented efforts to resolve the complaint). Either the Provost or Dean of Students will meet with the student to discuss the complaint and will conduct any necessary investigation.

The Provost/Dean of Students will issue a written decision including findings and remedial actions, if any, to be taken by the University of Charleston and/or the student. This decision shall be issued to the student and any others deemed appropriate within fifteen (15) calendar days of the receipt of the complaint. Files and records on all formal grievances shall be maintained by the Provost/Dean of Students.

Appeal Procedure

If a student is not satisfied with the formal grievance procedure, the student may appeal to the President for de novo review of the Provost/Dean of Students. The appeal must be made in writing within five (5) calendar days of the decision. The determination of the President on any such appeal is final.

If the grievance is not resolved internally at the University, the student may choose to file a complaint with the Office of Civil Rights, U.S. Department of Education (100 Penn Square East, Suite 515, Philadelphia, PA 19107; Tel: (215) 656-8541; Fax: (215) 656-8605; OCR.Philadelphia@ed.gov.

Mr. John Adkins, Director of Library Services 

Schoenbaum Library Mission Statement 

The Schoenbaum Library fosters the development of the research, critical thinking, and information literacy skills necessary for students to excel as productive, enlightened, and involved citizens. 

About the Schoenbaum Library 

The ability to efficiently locate and critically evaluate information is an indispensable skill for the 21^st century student. University of Charleston library faculty work closely with classroom faculty to ensure that students acquire the information and technology skills they will need to live, work, and participate in an information-based society. 

The Schoenbaum Library is a state-of-the-art facility equipped with wireless networking and group-study rooms equipped with whiteboards, network ports, and video players. 

Student learning is supported by an array of books, journals, and databases. The library has a strong collection of print and electronic resources. The collections include approximately 700,000 print and electronic books and over 65,000 journal titles all are available either in print or electronically and accessible from any web-enabled computer, on or off our campuses. All resources are available to students in Charleston, our Beckley campus, or to online students either electronically or through document delivery services. 

The library boasts several archival and rare book collections, as well as an outstanding collection of art and sculpture by regional, national, and international artists. 

A skilled, professional reference staff is available to students during regular library hours in person, by chat, via the e-mail below, or by calling 304-357-4780. Students can also submit reference questions via e-mail to librarian@ucwv.edu at any time. 

Ms. Virginia Moore, Vice President & Dean of Students

Office of Student Life Mission Statement

The mission of the Office of Student Life is to support all students through co- curricular activities designed to promote individual and professional growth, social responsibility, and leadership development for a life of productive work, enlightened living, and community involvement.

About the Office of Student Life

The Office of Student Life begins this support by planning and implementing all Orientation programs to the university. New Student Orientation (both in-seat and online) is a vital part of the student’s first-year experience. Students learn about the campus, support services, resources, and the curriculum.

Activities are scheduled to help students begin to make friends and feel at home in their new environment. The first day of New Student Orientation is also the first day of classes for first year students.

Mr. A. Ryan White, Assistant Dean of Students

Living in a residence hall is an integral to the student’s collegiate experience. Living on campus provides many advantages to students such as-

• proximity to classes, activities,
• the development of lifelong friendships, and
• forming invaluable relationships with other students, mentors, and staff.

Housing Application

All students are required to reside on campus unless they meet one of the exemption requirements below. As part of the housing application process, a student must sign a Housing Contract, which is an agreement for the entire academic year for their housing assignment and meal plan. Applications for housing and meal plans are available in the UC Student Portal found under the Housing and Meal Plan link. Housing applications are only visible to students who are registered for classes in the term they will be living on campus.

All students are required to live on campus unless they meet one of the following requirements:

• Age 21 or older by the second week of classes in the fall;
• Completed more than 60 credit hours;
• They are living with their parent or guardian at their permanent home address within a 50-mile radius of the University;
• They are married;
• A parent/guardian caring for a dependent child.
• They are not a student athlete.*

*All student athletes are required to live on campus unless they are approved by the Vice President & Athletic Director.

If a student meets one of the qualifying exemptions, they must complete an on- campus housing exemption form in the Housing Portal.

A housing application is used to match students with similar interests in the housing assignment process. Reciprocal roommate requests are honored when possible if applications with such requests are mutual. New students make housing assignments for themselves after immunization records, housing deposits, and health insurance information is received in the Office of Residence Life.

Housing Cancellation/Withdrawal

If the application for room assignment is accepted, but the student decides not to live in the residence hall, the student must complete the Housing Cancelation Form found in the Housing Portal.

Vacations

The residence halls are open throughout the academic year (including Thanksgiving and Spring Breaks) and closed during Winter Break. When a student leaves for the summer months, all personal property must be removed from the room. Students requesting to remain during the winter break must complete the Winter Break Form when it is released by Residence Life.

Meal Plans

All residential students housed in Brotherton Hall, Middle Hall, or Ratrie Hall must purchase a University Meal Plan. Although the residence halls are open for Thanksgiving and Spring Breaks, dining services may be closed or have limited hours, and students should make alternative plans for dining during break periods.

Students admitted to the University of Charleston must subscribe to the mission and core values of the University. Expectations for student conduct are set forth in the Student Handbookand other official documents, including this Academic Catalog.It is the student’s responsibility to study the Student Handbook and this Academic Catalog carefully and to become thoroughly acquainted with both the student regulations and the principles and practices regarding student honesty in academic affairs. This publication also contains information on other student services, including motor vehicle privileges, and student identification cards.

Mr. Rance Berry, Director of Counseling & Outreach Services

The University of Charleston has a licensed professional counselor on staff to work with our student population. Counseling and outreach services at UC are free for all UC students and do not have a cap on the number of sessions students are allowed to have each semester or year. UC understands that now more than ever, students may need someone to speak to, to listen to them, or give them guidance on how they are feeling about something specific or in general. UC Counseling services are trained to assist students with depression, anxiety, stress, trauma, substance abuse, adjusting to college life, and guidance counseling as well as referrals to off campus services if needed. Counseling Service can be reached by scheduling an appointment at the UC Counseling Appointment Link or emailing uc-counselor@ucwv.edu.

Ms. Virginia Moore, Title IX Compliance Coordinator

Policy Prohibiting Title IX Sexual Harassment

Policy Statement

The University of Charleston is committed to creating and maintaining a learning and work environment that is free from discrimination based on sex.

This Title IX Sexual Harassment Policy (the “Policy”) prohibits sex-based discrimination, including sex-based harassment, in all operations of the University. The Policy is intended to meet the University’s obligations under Title IX of the Education Amendments of 1972 (“Title IX”); the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (“Clery Act”), as amended by the Violence Against Women Reauthorization Act of 2013 (“VAWA”), with respect to its application to sex-based misconduct; and other applicable law and regulations.

The University is committed to the principles of academic freedom and freedom of expression and the Policy should be interpreted, and will be applied, consistent with both of these principles.

The Policy also prohibits retaliation against an individual: (1) who makes a report or files a Formal Complaint of Title IX Sexual Harassment; (2) about whom a report is made or against whom a Formal Complaint is filed; (3) who participates in the reporting, investigation, or adjudication of possible violations of this Policy; or (4) who engages in good faith opposition to what another individual reasonably believes to be Title IX Sexual Harassment under this Policy.

The University’s Title IX Compliance Coordinator is responsible for administering the Policy and related procedures. Any inquiries about the Policy or procedures should be referred to the University’s Title IX Compliance Coordinator, Virginia Moore, who may be contacted as follows:

Office of Student Life

Geary Student Union Office 310

Charleston, WV 25304

304-357-4987

virginiamoore@ucwv.edu or titleix@ucwv.edu

Ms. Erin Dunmore, SAVE Project Director

The Sexual Awareness and Violence Education (SAVE) program offers resources, prevention education, and training to reduce domestic violence, dating violence, sexual assault, and stalking on campus. Bystander training is also provided to the UC community each year. Bringing in the Bystander is an evidence-based prevention workshop that explores concepts such as victim blaming, rape culture, and consent. Participants learn the importance of speaking out against social norms that support a culture of sexual violence and can identify potential risks in a variety of situations that could lead to sexual violence.

For more information, resources, or referrals contact save@ucwv.edu.

Ms. Violetta Petrosyan, Director of International Students

The mission of the Department of International Programs seeks to engage and support international students, provide opportunities for all University of Charleston students to have multicultural experiences, and promote the exchange of educational and cultural ideas. 

The International Program is committed to promoting the exchange of educational and cultural ideas both at the University of Charleston and the greater Charleston community.  Through the development and offering of programs and services for students and faculty, the department supports the process of internationalizing the campus.

New international students are supported by the Director of International Students, who assists them as they adapt to an American campus as well as a new culture.

Additionally, an orientation is provided to international students prior to the fall and spring semesters to ensure they understand their legal and academic responsibilities.

All students on campus are welcome to join the Global Student Organization (GSO), which aims to create and promote multicultural experiences on campus and throughout the community. Annual campus-wide international activities include International Education Week in the fall and World Fest in the spring. For more information or questions about international and/or ESL programs at the University, please contact the Director of International Students and ESL Programs at (304) 357- 4881.

Mr. Grant Brinson, Director of Student Engagement and Recreation

The University of Charleston provides a wide range of opportunities to become involved on campus. Whether it’s joining a fraternity or sorority, participating in a campus club or organization, attending student activities, being involved in student government, or playing intramural sports, there is something for everyone. Getting involved not only enhances the college experience but also helps reduce stress, fosters a sense of belonging, builds lasting friendships, and supports students in adjusting to college life.

Ms. Virginia Moore, SGA Advisor

Each student at the University of Charleston registered for twelve (12) or more credits is encouraged to become active in the Student Government Association, which provides an opportunity for involvement with campus issues and concerns. The SGA expresses student opinions, disseminates information to the student body, provides student leadership and represents the student body at various functions, offering students effective channels of communication throughout the University.

Mr. Grant Brinson, Advisor

The Student Activities Board (SAB) works with the Director of Engagement and Recreation to provide programs of an educational, cultural, and social nature, such as: comedy events, novelty artists, special UC traditional events, and educational events to meet the needs and interests of the student population. Students are encouraged to take an active role in the planning, programming, and participation in these activities. The SAB offers both residential and commuter students an assortment of quality programs that enhance the social and academic aspects of a student’s experience.

Mr. Grant Brinson, Advisor

Greek life at the University of Charleston plays an important role in student development by promoting scholarship, leadership, community service, and development of lifelong friendships, all while upholding the core values of each organization. These experiences help shape well-rounded individuals and foster a strong sense of community on campus. UC is home to one national fraternity—Kappa Delta Rho, one local fraternity—Delta Alpha Lambda, one Divine Nine fraternity, and three local sororities—Theta Kappa Pi, Beta Tau Epsilon, and Delta Phi Delta.

Recruitment, commonly referred to as “rush,” is held each fall and spring semester. These events give students the opportunity to connect with Greek organizations and explore the many benefits of membership. Being part of Greek life offers students the chance to take an active role in campus life while developing leadership skills, building lasting relationships, and learning the value of teamwork.

The University of Charleston has many diverse and interesting student organizations registered with the Office of Student Life. Current organizations are listed below.

Students may also form a new organization by following a simple process, which can be found on the website or in the Office of Student Life.

Mr. Grant Brinson, Director of Student Engagement and Recreation

The intramural and club sports program as well as the outdoor recreation center provides all students, faculty, and staff opportunities to participate in their favorite sports and activities while at the University of Charleston. Activities for men, women, and coed teams are offered, which include basketball, broomball, flag football, powder puff football, softball, soccer, volleyball, dodgeball, club soccer, along with many other challenging events. The outdoor recreation center, The Boathouse, offers paddleboarding, kayaking, fishing, table tennis, tegball, bicycling, and many other outdoor activities.

Ms. Josie Fisher, Director of Music and Dance Activities

The UC Band, Choir, and Dance Team offers performance opportunities for any UC student with a passion for music and dance. UC Bands includes the Squadron of Gold Athletic Band and the Concert Band. UC offers two choral ensemble opportunities: Concert Choir and University Singers. The River City Youth Ballet proudly provides dance instruction in Pom, Hip-Hop, Jazz, and Contemporary styles for the University of Charleston Dance Team. Membership for the band, choir, and dance team is open to any UC student through a low-stress, interactive audition process. Students can earn academic credit and scholarship money of up to $5000, based on financial need, skill level, participation, and residency status. Instruments, music, materials, and uniforms are provided at no cost to the students. All groups participate in a variety of campus and community performances. UC music and dance programs help students develop a strong work ethic, lasting friendships, and foster their love of performing while representing the University of Charleston.   

Dr. Bren Stevens, Vice President and Director of Athletics 

Athletics Mission Statement 

The mission of the University of Charleston's Athletics Department is to develop successful, well-rounded student-athletes who complete their undergraduate education and lead lives of productive work, enlightened living, and community involvement. 

About Athletics and Recreation 

Teams and individuals at the University of Charleston have enjoyed notable successes in athletics, winning conference and regional championships while advancing to the NCAA national tournament in various sports. During the past few years, a plethora of sports programs have advanced to post-season play in the NCAA national tournament in the sports of soccer, football, basketball, baseball, volleyball, tennis, golf, cross country and track, and softball. The university's men's soccer team won the first-ever National Championship in any sport at the University of Charleston in 2017. They followed up with another National Championship in the fall of 2019. 

University teams utilize the best athletic facilities available, on and off campus.  These include the University of Charleston Stadium (football and track), Welch Athletic Complex (soccer, baseball, lacrosse), Watt Powell Annex (softball), and outstanding public and private facilities used for tennis and golf. Additionally, the Russell and Martha Wehrle Innovation Center is the home for men's and women's volleyball and basketball. 

Division II of the National Collegiate Athletic Association (NCAA) and the Mountain East Conference (MEC) govern intercollegiate athletics at the University of Charleston. Membership of the Mountain East Conference includes the following institutions: U.C., WV State, Concord, Glenville, West Liberty, Wesleyan, Wheeling, Frostburg State, Fairmont State, Point Park, and Davis & Elkins College. The Golden Eagles won the prestigious "Commissioner's Cup" in 2013, 2015, 2017, 2018, 2019, 2020, 2021, 2002, and 2023. The Mountain East Conference is a part of the Atlantic Region, which is comprised of approximately 42 colleges and universities. Additionally, the men's volleyball program competes at the NCAA Division I level and is a prominent member of the EIVA (Eastern Intercollegiate Volleyball Association). 

Men's Intercollegiate Athletics 

Male student-athletes compete in ten intercollegiate sports: baseball, basketball, cross country, football, golf, indoor track, soccer, outdoor track and field, tennis, and volleyball. Scholarships are available in all ten sports and are awarded at the discretion of each head coach. 

Women's Intercollegiate Athletics 

Female student-athletes compete in ten intercollegiate sports at the University of Charleston: basketball, cross country, golf, indoor track, lacrosse, soccer, softball, tennis, outdoor track and field, and volleyball. Scholarships are available in all ten sports and are awarded at the head coach's discretion. 

Cheerleading 

The University of Charleston recruits talented individuals for its coed cheerleading squad. Interested students should contact the Head Cheer Coach for more information. Scholarships are available and awarded at the head coach's discretion. 

Intramural Athletics 

Intramural and club sports programs provide all students, faculty, and staff opportunities to participate in their favorite sports and activities at the University of Charleston. Activities for men, women, and coed teams include basketball, broomball, flag football, powder puff football, softball, soccer, volleyball, dodgeball, club soccer, and many other challenging events. 

Recreation 

The Morrison Fitness Center has state-of-the-art cardio machines, workout rooms, free weights, and a wide variety of Cybex strength equipment, including selectorized and plate-loaded pieces. Special classes such as Zumba, Yoga, and other fitness opportunities are scheduled regularly by the Fitness Center Director. Additional recreation facilities include an auxiliary gymnasium, one handball/racquetball court, and a boathouse. The boathouse was renovated in the summer of 2021, giving students access to outdoor sporting equipment such as bicycles, paddleboards, fishing poles, and cornhole boards. In the fall of 2022, an outdoor space for basketball, pickleball, and beach volleyball was opened to provide additional recreational areas. Facilities are open to students, faculty, and staff with a validated University I.D. card. 

Professor Debbie Bannister, Program Director 

First-Year Program Mission Statement 

The mission of the First -Year Program is to introduce university resources and curriculum which seeks to educate students for productive work, enlightened living, and community involvement. 

Freshman Student Advisors (FSAs), Mentors and Major Advisors 

Upon enrollment, all new students are assigned to a Freshman Student Advisor (FSA) who will schedule and advise the student throughout their transition to the university. Incoming first-year students are also paired with a faculty mentor, who will also be their UNIV 104/105 instructor. The Mentor serves the student as an informed guide, as an advocate, and as a role model. Incoming students are also assigned a major advisor who provides advice on appropriate coursework or other issues associated with a particular academic discipline or major field of study. The major advisor will change if a student changes his or her major. If the student has not declared a major, the major advisor will be the Discovery Program Director. 

First-Year Program Outcomes 

1. Develop Faculty/Student interactions that contribute to a positive UC experience.  
2. Build positive peer relationships that lead to a positive UC experience.   
3. Develop study skills and habits that lead to a successful academic experience. 
4. Engage in experiences that promote enlightened living and community involvement. 
5. Promote academic and co-curricular experiences that lead to student success and personal development of all first-year students. 

University Courses 

The UNIV 104 College Motivation & Success course is designed to foster a meaningful, professional relationship between the student and his/her faculty mentor. During the semester, the student will work to discover the importance of assuming responsibility for his/her role in the educational process; receive focused guidance on curricular and professional choices that will enhance personal and professional development; and identify and learn to access University resources and support structures designed to enhance academic and professional success. 

The UNIV 105 Foundations of Character & Leadership course is designed to foster a meaningful, professional relationship between the student and his/her faculty mentor. During the semester, the student will work to discover the importance of assuming responsibility for his/her role in the educational process; receive focused guidance on curricular and professional choices that will enhance personal and professional development; and develop skills necessary for team building, leadership, and enlightened living. 

Successful completion of speech opportunities in UNIV 104 and UNIV 105 will enable students to complete Oral Communications (SPCH 103) as an embedded course. 

The UNIV 204 College Success & Leadership course is designed to foster a meaningful, professional relationship between the student and his/her faculty mentor. During the semester the student will work to discover the importance of assuming responsibility for his/her role in the educational process; receive focused guidance on curricular and professional choices that will enhance personal and professional development; identify and learn to access University resources and support structures designed to enhance academic and professional success and develop skills necessary for team building, leadership and enlightened living. 

A Typical First-Year Schedule 

The first year’s strong introduction to the liberal arts is accompanied by introductory coursework in the academic discipline or major field. The specific classes will vary from major to major, but a typical schedule will look like the one below. 

Dr. Kara Fisher and Professor Hallie Chillag, Program Directors 

Honors College Mission Statement 

The mission of the University of Charleston Honors College is to create a community of curious and engaged scholars to develop qualities of professional leadership, personal integrity, and respect for diverse communities. 

About the Honors College 

The University of Charleston Honors College is a community of high-achieving and intellectually curious students who enter the university with evidence of exemplary high school and/or collegiate achievement. The Honors College is open to students from all majors. Graduates will be uniquely prepared for work in graduate education and professional environments.  Students will receive support to pursue passionate interests academically, professionally, and/or recreationally. The program employs classical and experiential learning modalities distinctive to Honors.   

Incoming freshmen and transfer students who meet the entrance criteria are invited to apply. A second-semester freshman or transfer student with evidence of exemplary first-semester work may petition the program directors for admission into the program. 

Program Vision and Values 

The Honors College aspires to employ imaginative models of academic excellence and community engagement. Further, the Honors program aims to develop a community of scholars who excel academically and embody ethical, influential, and transformative leadership, personal integrity, and respect for diverse communities. The University of Charleston Honors College pursues lasting and positive impact on the lives of its students and the broader world. 

Leadership: preparing students with the skills and opportunities to demonstrate evidence informed practice, empathy, and cooperation.   

Integrity: guiding students to value and utilize ethical principles in their academic disciplines, their professions, and their personal lives.   

Innovation: encouraging students to trailblaze solutions and consider new pathways in their processes and academic pursuits.   

Diversity: fostering an environment for acceptance, respect, and celebration of differing ideas and characteristics among individuals, groups, and communities.   

Criteria for Acceptance: 

For first-time freshmen, most eligible students applying for admission to the Honors College will complete a personal interview and meet one or more of the following benchmarks: 

• High School GPA (weighted or unweighted) 
• 26 ACT or 1230 Redesigned SAT 
• Demonstrated exceptional community activism or engagement. 

It is also possible to join the Honors College after a successful first semester at the University of Charleston. Enrolled UC students may apply for admission to the Honors College Directors and show successful completion of 15 or more credits with a cumulative GPA. Transfer students may also be eligible for admission to the Honors College by demonstrating successful completion of 15 or more credits with a 3.5 cumulative GPA earned at a previous institution. 

Honors College Program Learning Outcomes: 

• Demonstrate intellectual curiosity utilizing arguments that critically analyze information from a variety of sources and diverse perspectives. 
• Apply values of ethical leadership, interdisciplinary engagement, and respect for diversity. 
• Contribute and collaborate as informed members of local and global communities. 

Program Requirements: 

Honors Education Certificate 

The co-curricular nature of the Honors College Certificate communicates to employers and graduate and professional schools that the graduate is uniquely prepared. The certificate holder can demonstrate academic excellence, specialized skill development, and the completion of enhanced learning and recreational opportunities. Students will be prepared for future goals, engaged in networking and community building, and committed to personal growth and challenges.  

Certificate Requirements - 10 Academic Credits and 6 Co-Curricular Experiences: 

• Honors First Year Seminar, HNRS 101/HNRS 102 – (6 credits) 
• Interdisciplinary Colloquium Courses, HNRS 2XX or HNRS 3XX – (2 credits) 
• Honors Capstone Seminar, HNRS 400 – (2 credits) 
• Co-Curricular Experiences – 6 (Portfolio Required) 

Dr. Jeannie Dalporto, Program Director

General Studies Major Mission Statement

The mission of the General Studies Major is to prepare graduates for gainful employment within their area of concentration and to be ethical, tolerant, and informed community citizens.

Program Description

The General Studies Major is designed for students who have either completed an extensive number of college-level courses at other institutions that do not fit logically into existing University of Charleston academic majors, or students who want to combine content from existing University of Charleston majors to meet his/her personal educational goals.

The student must make an appointment with the General Studies Program Director to discuss his or her educational goal(s) and determine the student’s area of concentration (contact the Student Solutions center for Program Director contact information).

The General Studies Program Director and the student, in consultation, may select an appropriate Advising Team, including a primary advisor and one or two other faculty.

This Advising Team will help the student develop a coherent program of study designed to meet the agreed upon outcomes, and a plan for demonstrating the Institutional Learning Outcomes.

Students pursuing this degree option must:

• Have, or must complete, a minimum of 120 credit hours
• Amass a total of 30 upper-division credit hours
• Keep a cumulative University of Charleston grade point average of 2.0
• Declare an area of concentration (27 hours) in consultation with his/her advisor based on the courses the student has taken and his/her goals
• Complete all the General Education Requirements
• Successfully complete the General Studies Capstone course.

The area of concentration chosen will determine whether the Bachelor of Arts (BA) or Bachelor of Science (BS) degree in General Studies is awarded.

General Studies Program Learning Outcomes

The graduate will:

1. Communicate effectively in oral, written and media formats appropriate for the content and audience.
2. Demonstrate intellectual inquiry, information literacy, and critical, analytical and reflective thinking skills appropriate for the content and audience.
3. Express in writing a thorough and sophisticated understanding of their ethical beliefs and the ethical beliefs of others; the ability to identify ethical conflicts; and the ability to make ethical decisions within given scenarios.

Professor Hallie Chillag, Program Director

Multidisciplinary Studies Mission Statement

The graduate of the multidisciplinary studies program is prepared for a dynamic world by examining the interconnections inherent in human populations as well as the natural and built planet. Students are required to think deeply, value diversity, and employ a variety of perspectives in their address of a globalized world. Multidisciplinary studies students are especially positioned to take on the changing and emerging nature of information across many disciplines.

Program Description

Often, students possess a broad range of interests that do not fit into a “traditional” major. Further, many professions and graduate and/or professional programs demand interdisciplinary thinking. The MTDS is designed so that the graduate can synthesize and apply skills and knowledge from multiple disciplines to address complex issues encountered in society, career, and personal life. The area of concentration chosen will determine whether the Bachelor of Arts (BA) or Bachelor of Science (BS) degree in General Studies is awarded.

Multidisciplinary Program Learning Outcomes

The Graduate will:

1. Evaluate phenomena from at least three major study areas using concepts and theories.
2. Incorporate interdisciplinary thinking to address real world problems.

What You Will Study

The MTDS degree program consists of three academic minors from various disciplines, plus an MTDS Capstone course. A variety of predetermined, recommended combinations of specific minors are available to the student. However, the student can make their own choice of minors with the guidance of the MTDS program advisor.

Examples:

Political Science / History / Professional Writing

Entrepreneurship / Business / Professional Writing

Entrepreneurship / Business / Digital Media Design

Psychology / Criminal Justice / Political Science

Psychology / Communication / History

Students pursuing this degree option must:

Complete a minimum of 120 credit hours

Amass a total of 30 upper-division credit hours, 15 of which must be earned during the senior year;

Keep a cumulative grade point average of 2.0

Declare an area of concentration based on the courses completed.

Demonstrate achievement of exit-level standard for at least one academic minor

Successfully complete the Multidisciplinary Studies Capstone course.

Dr. Tracy Bradley, Dean

The School of Arts and Sciences provides a solid Liberal Arts education for all students, in addition to major courses of studies in the traditional disciplines. Our mission is to provide a high-quality liberal, scientific, and pre-professional education -- engaging students and faculty in an active search for learning – and to prepare our graduates for a lifetime of productive work, enlightened living and community involvement.

The School of Arts & Sciences is comprised of four Departments:

DEPARTMENT OF COMPUTER, DATA, AND MATHEMATICAL SCIENCES

DEPARTMENT OF HUMANITIES

DEPARTMENT OF NATURAL SCIENCES

DEPARTMENT OF SOCIAL SCIENCES

The School offers programs leading to the Bachelor of Arts or Bachelor of Science degree. Requirements for these degrees can be found in the program descriptions that follow.

Majors

APPLIED COMPUTER SCIENCE Degree with majors in:

Artificial Intelligence

Cybersecurity

Information Technology

Technology Applications

Video Game Development

BIOLOGY with concentrations in:

General Biology

Biomedical Sciences

Conservation Biology

CHEMISTRY

CHEMISTRY/BIOLOGY DUAL-MAJOR

COMMUNICATION

DATA SCIENCE

DIGITAL MEDIA DESIGN

EDUCATION (VARIOUS CERTIFICATIONS)

Elementary Education (K-6)

Elementary Education (K-6)/Special Education (K-6) 

Elementary Education (K-6) Early Education (Pk-K)

Secondary Special Education (5- Adult)

Elementary Studies and Child Development (non-certification)

ENGLISH & PROFESSIONAL WRITING

/ POLITICAL SCIENCE - DUAL PROGRAM

MULTIDISCIPLINARY STUDIES

POLITICAL SCIENCE with concentrations in:

Pre-Law

Public Policy

Criminal Justice

PSYCHOLOGY

MASTER OF MENTAL HEALTH COUNSELING

Minors and career concentrations are available in many of these fields. Requirements for majors and minors are detailed in department descriptions.

Minors

Computer Science

Biology

Chemistry

Justice

Communication

Data Science

Media Design

English

Video Game Development

History

Mathematics

Science

Writing

Psychology

Professor Jennifer Hoffman, Department Chair

The Department of Computer, Data, and Mathematical Sciences provides students with the opportunity to acquire the substantive knowledge, technical skills and practical experience necessary for career success in a wide variety of STEM fields. Programs offered in the department emphasize the importance of hands-on learning, including internships.

Degrees

COMPUTER SCIENCE

Majors

ARTIFICIAL INTELLIGENCE

CYBERSECURITY

TECHNOLOGY

APPLICATIONS

GAME DEVELOPMENT

SCIENCE

Minors

COMPUTER SCIENCE

GAME DEVELOPMENT

SCIENCE

MATHEMATICS

Support Courses Offered in:

MATHEMATICS

Dr. Vincent Smith, Program Chair

The University of Charleston School of Arts & Sciences offers a Bachelor of Science degree in Applied Computer Science with a choice of the following majors:

• Artificial Intelligence
• Cybersecurity
• Information Technology
• Technology Applications
• Video Game Development

All majors under the Applied Computer Science degree program will complete a common core of 15 courses and 4 labs (50 credits) that provide students with a foundation of knowledge in all functional areas of computer science. Beyond the computer science core, students gain knowledge, skills, and abilities from specialized coursework for their majors. This program is designed to give students a common core of knowledge along with the ability to choose a major that meets their unique educational goals.

The degree program in Applied Computer Science equips individuals with a comprehensive understanding of technology skills, ethical principles, and analytical thinking to tackle the complexities of today's computer science landscape. By offering professional preparation and instilling a commitment to ongoing education, this program fosters the development of graduates who are well-equipped for successful careers in their chosen fields and are motivated to serve their communities.

Applied Computer Science Core Learning Outcomes

The graduate will:

1. Apply knowledge of programming and computer networks to identify bugs or security threats and define the resources and/or requirements needed for their solution.
2. Design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.
3. Employ current techniques, skills, and tools necessary for computing practice, and recognize the need for continuing professional development.
4. Identify professional, ethical, legal, and security issues and responsibilities, and the impact of computing on individuals, organizations, and society.

Applied Computer Science Core Program of Study

Students whose majors fall under Applied Computer Science are required to complete the following core requirements plus the additional requirements for their specific major:

Admission Requirements

Students must gain general admission to the University of Charleston.

Additional Requirements

To register for a course, students must meet all prerequisite requirements for that course or obtain instructor approval.

To graduate, students must earn a C or better in all courses required for the major.

Applied Computer Science students must meet all University of Charleston graduation requirements.

While a Mac may be used in some courses, Applied Computer Science students are required to have a modern Windows computer capable of running the required programs. Students in the video game development major may require a low-end modern gaming laptop (minimum) to complete some assignments.

Bachelor of Science

Dr. Vincent Smith, Program Chair

Artificial Intelligence Major Mission Statement

The Artificial Intelligence major at the University of Charleston empowers students to become innovative leaders in the rapidly evolving field of AI by integrating core principles of computer science, data analytics, and mathematics. Rooted in ethical responsibility and real-world application, the program is committed to developing graduates who can design, build, and secure intelligent systems capable of analyzing data, predicting outcomes, and optimizing solutions across diverse domains. Students gain the technical expertise and critical thinking skills needed to drive responsible AI innovation and address complex societal challenges.

Program Description

The Artificial Intelligence major within the Applied Computer Science program is designed to equip students with the knowledge and skills necessary to develop intelligent systems that can analyze, predict, and optimize complex problems. This major offers a comprehensive curriculum that includes foundational courses in mathematics, data analytics, programming, and software development, along with specialized AI topics such as machine learning and natural language processing. Students will gain hands-on experience in designing and implementing AI models, leveraging cutting-edge tools and technologies. Emphasis is placed on both the theoretical underpinnings and practical applications of AI, ensuring graduates are prepared to address real-world challenges and innovate in various industries. Additionally, the program fosters an understanding of the ethical considerations surrounding AI, preparing students to responsibly deploy AI solutions in a rapidly evolving field.

The Artificial Intelligence major is offered as an in-seat residential program on the Charleston campus*. Students complete a 56-credit computer science core and further coursework in artificial intelligence. Students have the opportunity to double major in Cybersecurity, Information Technology, or Video Game Development.

Artificial Intelligence Learning Outcomes

In addition to the Applied Computer Science core learning outcomes, the graduate will:

1. Design, develop, and ethically deploy AI-driven solutions to analyze, predict, and optimize complex systems while effectively communicating outcomes and addressing societal impacts.

Artificial Intelligence Major Courses

In addition to the Applied Computer Science core courses, students must complete the following courses:

Total Credit hours: 122

*Students may be required to complete some courses in online or hybrid formats.

**A low-math path is available for students who are entering below the pre-calculus level.

***MATH 201 requires MATH 123 or Math ACT Score 27 (Math SAT score 640).

Bachelor of Science

Dr. Vincent Smith, Program Chair

Cybersecurity Major Mission Statement

Our mission is to prepare students with skills in cybersecurity solutions that enable individuals and organizations to work productively and efficiently in a secure environment. Our mission is achieved using cutting-edge technology and industry best practices to deliver reliable and effective cybersecurity services that meet client needs; we seek to empower individuals with the knowledge and skills they need to protect themselves and their communities from cyber threats.

Program Description

Our cybersecurity program is designed to provide students with comprehensive and effective solutions to protect individuals, businesses, and organizations from cyber threats in addition to the core computer science coursework. Students learn a wide variety of topics such as risk assessments, vulnerability testing, incident response planning, and security training. Our program emphasizes a proactive approach to cybersecurity, focusing on prevention as well as response. The program prepares students to implement robust security measures, including firewalls, intrusion detection systems, and encryption, to reduce the risk of cyber-attacks.

The Cybersecurity major is offered as an in-seat residential program on the Charleston campus*. Students complete a 50-credit computer science core and further coursework in cybersecurity. All CYBR classes will be taken in the online format. Students have the opportunity to double major in Information Technology, Video Game Development, Technology Applications, or Data Science.

Cybersecurity Learning Outcomes

In addition to the Applied Computer Science core learning outcomes, the graduate will:

1. Detect, assess, remediate, and communicate ongoing cybersecurity threats and vulnerabilities.

Cybersecurity Major Courses

In addition to the Applied Computer Science core courses, students must complete the following courses:

Total Credit hours: 120

*Students may be required to complete some courses in online or hybrid formats.

**A low-math path is available for students who are entering below the pre-calculus level.

***MATH 201 requires MATH 123 or Math ACT Score 27 (Math SAT score 640).

Bachelor of Science

Dr. Vincent Smith, Program Chair

Information Technology Major Mission Statement

Our mission is to prepare students to work in the information technology industry through challenging coursework, exposing them to diverse perspectives, and providing opportunities for community service and experiential learning through in-class assignments, workshops, and internships.

Program Description

Our information technology program is designed to provide students with the knowledge and skills necessary to succeed in the technology industry. The program covers a broad range of topics, including computer programming, database management, networking, cybersecurity, and web development. In addition to technical skills, our program also emphasizes the development of soft skills such as communication, teamwork, and problem-solving. These skills are essential for success in the technology industry, where professionals must be able to work collaboratively and adapt to changing technologies and environments. During the program, students will have the opportunity to develop a strong foundation in computer science and information technology concepts. Our experiential learning approach is critical for students to gain the skills and knowledge needed to solve real-world problems in the technology industry.

The Information Technology major is offered as an in-seat residential program on the Charleston campus*. Students complete a 50-credit computer science core and further coursework in information technology. This unique option allows students who struggle in mathematics to take less mathematics classes than other Applied Computer Science major options. Students have the opportunity to double major in Cybersecurity, Video Game Development, Technology Applications, or Data Sciences.

Information Technology Learning Outcomes

In addition to the Applied Computer Science core learning outcomes, the graduate will:

1. Detect, assess, remediate, and communicate technological issues in both hardware and software.

Information Technology Major Courses

In addition to the Applied Computer Science core courses, students must complete the following courses:

Total Credit hours: 122

*Students may be required to complete some courses in online or hybrid format.

Bachelor of Science

Dr. Vincent Smith, Program Chair

Technology Applications Major Mission Statement

Our mission is to equip students with the knowledge and skills necessary to effectively leverage technology in various fields and industries. The program aims to promote innovation, creativity, and critical thinking, while instilling ethical values and a commitment to social responsibility. Our mission is achieved by producing graduates who are not only technically proficient but also ethical, socially responsible, and committed to using technology to create a better world.

Program Description

Our technology applications program is designed to give students flexibility while completing their Applied Computer Science degree. Students choose restricted electives in computer science, cybersecurity, data science, digital media and design, mathematics, or video game development. Our graduates are equipped to pursue careers in a wide variety of industries, including software development, project management, and user experience design. Graduates may also continue their education through graduate studies in a technology or mathematics field depending on which courses they choose to take as restricted electives.

The Cybersecurity major is offered as an in-seat residential program on the Charleston campus*. Students complete a 50-credit computer science core and further coursework in mathematics and their choice of restricted electives. Students have the opportunity to double major in Cybersecurity, Information Technology, Video Game Development, or Data Science.

Technology Applications Learning Outcomes

In addition to the Applied Computer Science core learning outcomes, the graduate will:

1. Apply knowledge of mathematics to implement security, assess algorithmic efficiency, and analyze data.

Technology Applications Major Courses

In addition to the Applied Computer Science core courses, students must complete the following courses:

Total Credit hours: 121

*Students may be required to complete some courses in online or hybrid formats.

**A low-math path is available for students who are entering below the pre-calculus level.

***MATH 201 requires MATH 123 or Math ACT Score 27 (Math SAT score 640).

****Restricted Electives are satisfied by any course in COSC, CYBR, DASC, DMDS, GAME, or a 200-level or higher course in MATH.

Bachelor of Science

Dr. Vincent Smith, Program Chair

Video Game Development Major Mission Statement

Our mission is to prepare skilled professionals for jobs in the video game industry by creating graduates who are technically proficient and committed to creating video games that entertain, educate, and inspire. The program aims to foster creativity, innovation, and critical thinking while instilling ethical values and a commitment to social responsibility.

Program Description

Our video game development program is designed to give students the opportunity to gain hands-on experience by developing video games from concept to launch. They will work in teams to create game prototypes, refine game mechanics, and implement game features. Through projects, internships, and other experiential learning opportunities, students develop technical skills in areas such as programming, game engines, 3D modeling, animation, and sound design. The program also emphasizes the development of soft skills such as communication, collaboration, and leadership. Students are encouraged to work in teams, communicate effectively, and manage projects efficiently.

The Video Game Development major is offered as an in-seat residential program on the Charleston campus*. Students complete a 50-credit computer science core and further coursework in video game development. Students have the opportunity to double major in Cybersecurity, Information Technology, Technology Applications, or Data Science.

Video Game Development Learning Outcomes

In addition to the Applied Computer Science core learning outcomes, the graduate will:

1. Develop and design video game structure and components to meet desired outcomes.

Video Game Development Major Courses

In addition to the Applied Computer Science core courses, students must complete the following courses:

Total Credit hours: 120

*Students may be required to complete some courses in online or hybrid formats.

**A low-math path is available for students who are entering below the pre-calculus level.

***MATH 201 requires MATH 123 or Math ACT Score 27 (Math SAT score 640).

Students pursuing other academic majors may complete a 20 hour Applied Computer Science Minor.

Students must earn a C or better in all courses required for the minor.

Students pursuing other academic majors may complete a 21 hour Video Game Development Minor.

Students must earn a C or better in all courses required for the minor.

Bachelor of Science

Professor Vincent Smith, Program Director

Data Science Program Mission Statement

The mission of the data science program is to equip students with the knowledge and skills needed to gather, analyze, and interpret complex data sets and to use data to drive data-informed decision-making in various industries. The data science program instills ethical values and a commitment to social responsibility through using real-world data sets to create positive change.

Program Description

Our data science program is designed to provide students with the knowledge and skills needed to gather, analyze, and interpret complex data sets to drive data-informed decision-making in various industries. The program covers a range of topics, including statistical analysis, data visualization, machine learning, and database management. Students in the program will gain hands-on experience working with real-world data sets, through a combination of coursework, projects, and internships. They will learn how to use software tools such as Microsoft Excel, R, and SQL to analyze data, create visualizations, and communicate results effectively.

The Data Science major is offered as an in-seat residential program on the Charleston campus*. Students complete a core of mathematics, computer science, and data analytics with further coursework in an application area of emphasis. The area of emphasis for is usually a minor that the student selects, but it can be determined in consultation with the student's academic advisor to fulfill academic objectives**. Students have the opportunity to double major in Cybersecurity, Information Technology, Technology Applications, or Video Game Development.

Data Science Program Learning Outcomes

The graduate will:

1. Apply data science principles relating to data retrieval, processing, and analysis.
2. Apply mathematical and statistical concepts to detect patterns in data and to draw inferences.
3. Apply critical thinking skills for approaching problems and making assessment decisions.
4. Evaluate research results and communicate findings in data science.

122 Credit Hours Total

*Students may be required to complete some courses in online or hybrid formats.

** Application Area courses (18 credit hours) are typically comprised of an existing UC minor. Other electives require an approved departmental plan.

***MATH 201 requires MATH 123 or Math ACT Score 27 (Math SAT score 640).

Admission Requirements

Students must gain general admission to the University of Charleston.

Additional Requirements

To register for a course, students must meet all prerequisite requirements for that course or obtain instructor approval.

To graduate, students must earn a C or better in all courses required for the major.

Data Science students must meet all University of Charleston graduation requirements.

While a Mac may be used in some courses, Data Science students are required to have a modern Windows computer capable of running the required programs.

Students pursuing other academic majors may complete a 21-hour Data Science Minor.

Students must earn a C or better in all courses required for the minor.

*MATH 120 is a prerequisite for DASC 100.

**MATH 121 is a prerequisite for MATH 240.

***Equivalent courses to MATH 240 include: BUSI 316 (Quantitative Methods for Business and Economics), BUSI 317 (Business Statistics), NSCI 220 (Statistics for Science & Research), PSYC 315 (Psychological Statistics), and HSCI 312 (Statistics for Evidence Based Practice).

Professor Jennifer Hoffman, Program Director

Mathematics courses are offered to help students:

1. Develop an understanding of basic mathematical concepts and their broad practical application;
2. Demonstrate competence in reading and solving problems in mathematics;
3. Demonstrate mastery of the field for use in teaching, industry, or further study;
4. Understand the relationship of the discipline of mathematics to the society of which it is a part.

No major is offered in Mathematics.

Mathematics Minor

Professor Jennifer Hoffman, Coordinator

Mathematics Minor Mission Statement

The Mathematics minor strives to promote mathematical knowledge and critical thinking, and provide students the opportunity to mature as mathematical thinkers.

Program Description

The Mathematics minor is designed to educate students interested in furthering their mathematical abilities and critical thinking skills. The curriculum focuses on the development of content knowledge in advanced mathematics for STEM-oriented students from any discipline.

Mathematics Minor Program Learning Outcomes

The graduate will:

1. Develop an understanding of basic mathematical concepts and their broad practical application;
2. Demonstrate competence in reading and solving problems in mathematics;
3. Demonstrate mastery of the field for use in teaching, industry, or further study; and
4. Understand the relationship of the discipline of mathematics to the society of which it is a part.

Requirements of the Minor

The minor in Mathematics requires that the student complete 18 credits:

Note regarding prerequisites: Prerequisite requirements are based on math placement process. Please work with Mathematics program director to determine.

Equivalent courses to MATH 240 include: BUSI 316 (Quantitative Methods for Business and Economics), BUSI 317 (Business Statistics), NSCI 220 (Statistics for Science & Research), PSYC 315 (Psychological Statistics), and HSCI 312 (Statistics for Evidence Based Practice).

Dr. Jeannie Dalporto, Department Chair

The Department of Humanities presents students with opportunities to create, design, reimagine and apply their skills and knowledge in innovative ways. The focus of the department is on design and application of design to real-world problems and products.

Students will develop capacity for aesthetic response by increasing their understanding of the breadth of human creativity and communication.

The General Studies major offers students the opportunity to design their own learning experience in an individualized way.

Majors in the Department

COMMUNICATION

MEDIA DESIGN

AND PROFESSIONAL WRITING

GENERAL STUDIES – Individualized Major

Minors in the Department

Minors allow the student to develop some special knowledge in a discipline, though not at the depth of the major program in the same field. Minors are available in the following areas:

COMMUNICATION

ENGLISH

MEDIA DESIGN

WRITING

Bachelor of Arts

Professor Hannah R. Kennedy, Program Director

Communication Program Mission Statement

The mission of the Communication program is to prepare graduates for a creative and progressive career in a variety of communication settings and to contribute to the profession and the community through service and scholarship.

Program Description

The Communication program provides a foundation in the study of human communication while integrating major areas of study in the communication field, including speech, writing, public relations, digital media design, marketing, journalism and event management.

The program’s integrated curriculum prepares students with theoretical principles in the communication field, and then requires them to apply those principles in a variety of communication contexts. The flexible curriculum can be customized by students through selection of a focus area of seven courses outside the Communication program; e.g. from psychology, political science, business, etc.

The program can be completed in 3 years.

The program’s multi-disciplinary approach prepares students for a variety of careers in communication fields, such as public relations, marketing, advertising, public information, event management, lobbying, development, sales, etc.

The learning experience can be customized by student selection of a seven-course area of focus outside the program.

Guest speakers and adjunct professors provide career connections and references for current students and alumni.

Students engage in two professionally mentored internship opportunities. Students complete a service-learning practicum on- campus and an external internship with a company/organization in the communication field.

Students have the opportunity to work on the campus newspaper, The Eagle.

Students can also join the Public Relations Student Society of America (PRSSA), our professional communication organization.

Communication Program Learning Outcomes

The graduate will:

1. Use communication theory and principles to analyze, design and evaluate oral, written, and visual communication in a variety of professional settings.
2. Use current communication technologies and software to analyze, design and evaluate oral, written, and visual communication for a variety of professional settings.
3. Use a variety of communication methods and tools to analyze, design, and evaluate an event or campaign for a variety of settings in the field of communication.

What You Will Study

Admissions Requirements:

Students must gain general admission to the University of Charleston.

Additional Requirements:

In order to graduate, students must earn a C or better in all courses required for the major. In addition, students must meet all graduation requirements of the University.

Communication Minor

A student from another major must complete a total of 18 credit hours of Communication courses to receive a minor in Communication.

Bachelor of Science

Professor Terry Floyd, Program Director

Digital Media Design Program Mission Statement

The Digital Media Design program prepares graduates for an entry-level position in the digital media profession. It provides the students opportunities to expand and mature thinking and embodies innovation to engage and improve communities.

Program Description

The University of Charleston’s Digital Media Design Program is on the Charleston campus and offers a 4-year Bachelor of Science degree. The program offers students opportunities to learn multiple programs and develop technology for Digital Media such as web & social media development, motion graphics, video editing, 3D prototypes, and visual communications. Students will collaborate with current majors at UC in studio and classroom settings to develop tangible products. These courses will also take advantage of experiential learning to further develop the student’s body of knowledge, such as working with clients to produce work. The Digital Media Design program will help students to hone their skills in areas of interest such as web development, product design, motion graphics, and visual communication to become a well-rounded UC student and future alum. The students will have an additional opportunity to serve as the DMDS Student Ambassador and Social Media Manager. The Ambassador/Social Media Manager helps in promoting the program through recruiting or DMDS events and is responsible for social media post on the DMDS accounts. The program can be completed in 3.5 to 4 years.

Digital Media Design Program Learning Outcomes

The graduate will:

1. Illustrate a foundational understanding of technical knowledge, design principles, and conceptual development in digital media. (Knowledge)
2. Summarize and interpret the principles of design, computer techniques, and visual communications with the context of digital media. (Understand)
3. Utilize design skills, computer techniques, and visual communication principles to create effective solutions in digital media. (Apply)
4. Evaluate and critique digital media, including personal work and the work of others, by analyzing the characteristics, strengths, and weaknesses, with an emphasis on effective design elements. (Analysis)
5. Assess, both in written and oral forms, a coherent and articulate explanation of design knowledge and its application in digital media. (Evaluate)
6. Develop a comprehensive body of work that demonstrates an understanding of professional practices in digital media. (Create)

What You Will Study

The Digital Media Design degree program includes 39 or 42 credits of academic work, including 3 credits of mathematics, 6 credits of Computer Science, and 10 credits of Business, Communication, and English. Students must also complete general education requirements and electives for at least 120 credits.

A Digital Media Design major will encounter many opportunities after graduation. To better prepare graduates, students should increase their knowledge at an introductory level in an additional field of study. The additional field of study could be comprised of a minor or focused electives from one of the existing programs at UC selected in conjunction with their advisor.

Admission Requirements

Students must gain general admission to the University of Charleston.

Additional Requirements

To graduate, students must earn a C or better in all courses required for the major. Digital Media Design majors must meet all University of Charleston graduation requirements and successfully complete the Digital Media Design Capstone course and internship.

UC requires students to have a personal computer. Below are the computer requirements for DMDS.

Apple or PC – Intel or AMD Quad Core Processor, latest OS (Microsoft Word 10 or later, Mac OS Ventura), 16 GB Ram, 2 GB of GPU VRAM, 15 GB Hard Disc Space, 1920 x 1080 resolution.

Digital Media Design Minor

The Digital Media Design minor is designed for students who want to enhance their skills and abilities with digital media. Students will gain knowledge of the process for prototyping and publishing websites, motion graphics, and visual communication. The students will gain experience using industry-standard computer software while acquiring an understanding of digital media and the design process. This minor is an excellent complement for students majoring in Communications, Digital Marketing, Business Administration, Applied Computer Science, Political Science, Sports Media, Health Care, and others.

The minor in Digital Media Design requires that the student complete 12 hours of foundational courses and 6 focus area hours – Visual Communications, Product and Motion Graphics, and Web & Social Media Design. Focus areas descriptions are listed below.

Visual Communications

The Visual Communications focus area combines traditional graphic design and video editing techniques. Within the focus area, students apply design principles and elements to create layouts, posters, and promotional videos. They learn the importance of Color Psychology to evoke emotions and influence behavior for their designs. Students practice their video editing skills by creating promotional videos that tell a story and can be used in Social Media campaigns.

Product & Motion Graphics

Product and Motion Graphics focus area offers students an exploration into the fast-growing fields of motion graphics and 3D design, providing them with the tools and techniques to bring their creative visions to life. Students not only hone their technical skills but also cultivate a mindset of Design Thinking, empowering them to approach challenges with creativity, empathy, and innovation. Students are introduced to working with client briefs, gaining valuable insights into the collaborative process of translating ideas into impactful visual narratives.

Web & Social Media Design

The Web and Social media focus area offers students a journey designing web and social media applications. Students begin their progress of web and social media design by gaining the knowledge to build both low and high-fidelity sites that engage the user interface (UI) and user experience (UX). Moreover, Web and Social media design emphasizes real-world applications, providing students with the chance to collaborate with clients.

Bachelor of Arts

Dr. Jeannie Dalporto, Program Director

English and Professional Writing Program Mission Statement

The mission of the English Program is to prepare students for a life of enlightened living, productive work, and community service, by helping students learn to communicate effectively and develop sophisticated reading, writing, critical thinking, and research skills.

Program Description

The English program provides a valuable educational experience for students who need the kinds of skills that employers increasingly demand—reading, writing, research, and critical thinking. The program’s flexibility allows students to acquire specific knowledge in media writing, graphic design, public relations, and other areas in order to gain real world application of these skills. The English program at UC emphasizes the following career paths for English majors: writers for web sites, businesses, media outlets, and nonprofit organizations.

English majors will experience the following:

Opportunity to work on the campus newspaper The Eagle.

Potential to join Sigma Tau Delta, a national English honorary, and gain access to scholarships and publishing opportunities.

Ability to double major or minor in COMN, Digital Media, Psychology, Political Science, Business, and other majors.

Opportunities for internships with media companies, nonprofit corporations, and other organizations.

Preparation for a variety of career interests, including government, law, nonprofits, business, media, teaching, and graduate school.

English Program Learning Outcomes

Graduates will:

1. Identify a wide range of literary texts & periods, including historical and contemporary works by British, American, and World authors, works by female authors, and works by authors of color across several genres.
2. Engage in meta-cognition & critical thinking as they reads, interprets, analyzes, and evaluates individual works, taking into account the relationships among the text, context, critical context, & sub-text.
3. Conduct research (electronic and non-electronic) for the purpose of exploring, documenting, evaluating, and publishing conclusions orally and in writing.
4. Communicate effectively to a variety of audiences and in a variety of modes.
5. Demonstrate knowledge and application of digital media principles and/or knowledge and application of principles in the field of communications.

What You Will Study

The major in English consists of at least 120 credit hours, including a total of 40 hours in the program. Program requirements include 25 credits in the English core and 15 hours of electives in the COMN and/or DMDS programs. Students are encouraged to double major or minor in the following areas: COMN, DMDS, PSYC, POLS, BUSI, or others.

Total for the Major: 40 credits

Admission Requirements

Students must gain general admission to the University of Charleston.

Additional Requirements

In order to graduate, students must earn a C or better in all courses required for the major and ENGL 405, English Capstone. In addition, students must meet all of the graduation requirements of the University. Students must complete general education requirements and other focused electives—chosen in conjunction with their advisor--for a minimum of 120 credit hours required for graduation.

The minor in English consists of 18 credits: