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GRADUATE SCHOOL

Graduate School information is available on the Web.

Graduate students are subject to the usual procedures and regulations of the University, except where these apply to undergraduate students only. Immediately upon enrollment, students should become acquainted with the degree requirements and the regulations published in this catalog.

THE GRADUATE SCHOOL

The purpose of the Graduate School is to promote superior research and scholarship and provide the highest levels of education and training for students who may pursue careers in academia, government, the nonprofit sector, business, and industry. The mandate of the Graduate School is to assist departments in recruiting and supporting outstanding students who will be capable of continual inquiry into fundamental questions in their fields and who can communicate clearly their findings through research, scholarship, teaching, and service.

The Graduate School coordinates University-wide efforts in graduate education and is responsible for policies and standards governing graduate education. Clemson University's Graduate School administers all graduate programs of the University. Clemson University offers one educational specialist, 70 master's, and 37 doctoral degrees. The Graduate School oversees University fellowships and assistantships for graduate students.

The goals of the Graduate School are to

· assist in recruitment and retention of a diverse group of scholars;

· maintain uniformly high standards across all programs and evaluate degree programs;

· serve as a mediator for the graduate community;

· establish and promote a scholarly environment at all levels of inquiry;

· facilitate graduate program development and assist and coordinate interdisciplinary programs;

· develop and increase sources of financial support for graduate students; and

· advocate and promote the well-being of graduate education.

GRADUATE STUDY

Graduate study is much more than a continuation of undergraduate work. Its true spirit is one of inquiry and the desire to add to human knowledge. Graduate study, therefore, should be contemplated only by students who have already demonstrated in their undergraduate programs unusual intellectual attainments and the power of independent thought and investigation.

A great university is distinguished by the quality and dedication of its faculty, the excellence of its graduates, and the pursuit of new knowledge through research and scholarship. Graduate education is a core mission of a research university. The unique nature
of graduate education is its contribution to new knowledge through research and the integration of that knowledge through education and public service grounded in research. The presence of rigorous graduate programs enhances the quality of instruction available to all students. Graduate admissions policies and processes are reviewed annually by the Graduate Advisory Committee.

Today graduate education is more crucial than ever because the global economy is knowledge-based. To survive and thrive, society needs ever-increasing amounts of knowledge; and that means graduate education. The well-being of South Carolina's economy and of our society depends on producing a sufficient number of well-educated and well-trained graduate students in a variety of fields.

Courses are offered leading to the research degrees of Master of Arts, Master of Science, and Doctor of Philosophy. In addition, courses are offered leading to the professional degrees of Master of Agricultural Education; Master of Architecture; Master of Arts in Teaching; Master of Business Administration; Master of Career and Technology Education; Master of City and Regional Planning; Master of Construction Science and Management; Master of Education; Master of Electronic Commerce; Master of Engineering; Master of Fine Arts; Master of Forest Resources; Master of Human Resource Development; Master of Parks, Recreation, and Tourism Management; Master of Professional Accountancy; Master of Public Administration; Doctor of Education; and Specialist in Education.

ADMINISTRATIVE MISSION

It is the administrative mission of the Graduate School to serve the unique needs of the students, faculty, staff, and the general public. Through efficient systems, the Graduate School encourages success by providing accurate information in a friendly and supportive environment. The Graduate School upholds quality academic and professional standards and provides guidance to facilitate the accomplishment of Clemson University's broader mission of teaching, research, and public service.

ACADEMIC MISSION

The academic mission of the Graduate School is to foster excellence in scholarship and research and to ensure the highest quality and diversity of graduate education in keeping with the land-grant mission of teaching, research, and public service.

GRADUATE COUNCIL

University faculty provide direction for the Graduate School through the Graduate Council. The council provides oversight for policy and procedural implementation related to graduate education; receives, stimulates, and originates proposals for the development of graduate education; reviews, considers, and disseminates recommendations from its constituent committees; and approves and forwards recommendations to the Academic Council. The Graduate Council has five committees described below. Their purposes, roles, and compositions are prescribed by the Faculty Manual.

The Graduate Advisory Committee reviews policies on non-curricular student academic matters and on issues affecting the general welfare of graduate students. The Admissions and Continuing Enrollment Committee addresses concerns related to admission procedures and dismissals from graduate programs. The Fellowships and Awards Committee selects recipients for University-wide fellowships and graduate awards. The role of the Academic Grievance Committee is outlined in detail in the section entitled Policies. The Graduate Curriculum Committee acts for the faculty in reviewing proposals for curricular changes and recommends such changes to the provost. This committee is comprised of the Dean of the Graduate School, as a nonvoting chair, and faculty elected from college curriculum committees. Graduate Curriculum Committee meetings are open to graduate students and faculty.

GRADUATE STUDENT GOVERNMENT

The mission of the Clemson Graduate Student Government (CGSG) is to represent the interests of all graduate students at Clemson University in four vital focus areas:

· Involvementto encourage graduate student participation in the University process;

· Communicationto act as liaison between the University and graduate students with an emphasis on honest and open communication;

· Collaborationto promote the efforts of graduate students and the University into one united mission of making the Clemson experience one of quality education and reward; and

· Developmentto provide participatory learning experiences that allow for the enhancement of graduate students' academic, civic, social, and professional development.

The CGSG is composed of all graduate students at Clemson University. Its Senate consists of one representative from each academic department. The Executive Board is comprised of the president, vice president, secretary, treasurer, and chairs of the CGSG committees. In addition, there are board seats for the executive assistant, news editor, and assistant news editor.

The CGSG elects representatives to various University boards, commissions, committees, or councils that solicit graduate student opinions. CGSG also participates in the planning and implementation of Graduate Student Orientation and the Graduate Student Research Forum. Information is available on the Web.

SCIENTIFIC RESEARCH

Graduate students conducting scientific research in a student role at Clemson University do so with the full understanding of the following:

1. At the discretion of their thesis advisors or employment supervisors, as appropriate, students may be required, at the initiation of the research efforts, to maintain and preserve all primary data and materials associated with the research and deliver these materials to their supervisors in complete, cataloged, and identified form before the students will have been deemed to have completed the requirements for their programs of study; and

2. At the discretion of their thesis advisors or employment supervisors, as appropriate, students may be required to keep clear, concise, and complete research notebooks as accurate records of their research activities and deliver these to their supervisors before they will have been deemed to have completed the requirements for their program of study.

RESEARCH OPPORTUNITIES

Research Division

Founded as a land-grant college dedicated to expanding the frontiers of knowledge to solve the problems of mankind, Clemson University is ranked among the top 35 universities in the United States in terms of revenue from patents and licenses. Ongoing research initiatives throughout the University are critical to maintaining America's competitiveness in a global marketplace and keeping our industries on the leading edge of progress. The Research Division coordinates the following activities: sponsored research; educational services; public service proposals to outside agencies; patent disclosures, applications, and negotiations of licensing agreements; research compliance and facility security clearance.

Information and assistance are available on applications for research support from federal and state agencies, industrial organizations, foundations, and institutes, as well as fellowships of interest to the faculty.

The Vice President for Research oversees all aspects of campus research, providing advice on University research activities and administrative support for the internal funding of annual faculty research grants and awards.

Center for Advanced Engineering Fibers and Films

The Center for Advanced Engineering Fibers and Films (CAEFF) is a National Science Foundation Engineering Research Center that comprises a partnership between Clemson University and the Massachusetts Institute of Technology. The Center provides an integrated research and education environment for the systems-oriented study of fibers and films. To understand structure/property relationships in polymeric fibers and films, industries need a complete science base, computational models that integrate molecular information with continuum or microscopic-level models, and advanced visualization tools, as well as a new generation of engineers and scientists with experimental, modeling, and visualization expertise. CAEFF promotes the transformation from trial-and-error development to computer-based design of fibers and films.

CAEFF's strategic plan ties research and fundamental science, enabling technology, and engineered systems to marketplace needs. The Center's integrated testbeds provide proving grounds for interdisciplinary research projects. To address issues targeted by the Center's strategic plan, CAEFF's interdisciplinary research teams combine expertise in numerical modeling, analytical characterization, fiber and film formation, polymer processing, visualization, software development, and usability testing.

An integral part of CAEFF's mission is the education of students and professionals in the practice of fiber/film science and engineering. The educational philosophy of the Center values interdisciplinary, systems-related, holistic learning. Key features of the education program include curriculum development, communication skills, industry involvement, recruitment of underrepresented minorities and women, and outreach to pre- and post-college student populations.

A trusted partnership with industry allows the center to achieve its vision. CAEFF depends on active company support for its research and education programs and rapid transfer of technology to industry. Company representatives sit on the Industrial Advisory Board, which establishes research priorities and evaluates the center's progress toward its goal. Through their influence on center research programs, companies can directly impact the next generation of fiber and film industry personnel.

Center for Optical Materials Science and Engineering Technologies

The Center for Optical Materials Science and Engineering Technologies (COMSET) is an internationally recognized centerpiece program at Clemson University focused on cutting edge research, education, and technology transfer on materials for optical fiber and related photonic technologies. COMSET investigators are a multidisciplinary team of faculty. Research thrusts include the synthesis, characterization, and integration of optic ceramics, and nanomaterials into application-specific structures for telecommunications, imaging, sensing, displays, and numerous other commercially critical technologies. Since its founding in 2000, COMSET has received over $13 million in research funding from federal, state, and industrially sponsored programs, including ones from the National Science Foundation (NSF), the Defense Advanced Research Projects Agency (DARPA), the U.S. Army Research Office (ARO), the U.S. Air Force Office of Scientific Research (AFOSR), the U.S. Office of Naval Research (ONR), the National Aeronautics and Space Administration (NASA), the South Carolina Commission of Higher Education, Yazaki Corporation, 3M Corporation, and Dow Chemical, to name a few.

Clemson University Experiment Station

The Clemson University Experiment Station is part of a nationwide system of scientists working to improve the quality of life for people in their home state, the nation, and the world.

Both undergraduate and graduate students work with researchers to develop science-based information needed to address issues such as agricultural productivity and profitability, economic and community development, environmental conservation, food safety and nutrition, and youth development.

Clemson scientists have been involved in agriculture and forestry research since 1889 when the University was founded. Today research is conducted in state-of-the-art laboratories, as well as on farms and forests on the Clemson campus and at five research and education centers strategically located in the state's distinct soil and climate regions. Clemson researchers collaborate with colleagues on studies that span the globe, including the genetic structure and functions for plants and animals, the impact of urban sprawl on the environment, techniques to reduce bullying in schools, the active ingredients in medicinal plants, and the use of nanotechnology in food packaging to detect contamination.

The work of Experiment Station researchers has produced more than 100 new varieties of food and fiber crops and more than 40 patents. Each year, work is conducted on more than 100 projects funded through federal, state, and private sources, including the U.S. Department of Agriculture, the U.S. Forest Service, the National Science Foundation, the South Carolina General Assembly, and corporate partners.

Clemson University Genomics Institute

The Clemson University Genomics Institute (CUGI) is a state-of-the-art research and training facility focusing on the discovery and functional analysis of important genes from plants, plant pests, animals, and microbes using the specialized tools of genomics. The application of genomics to agriculture, human health, and the environment will ensure continued improvement in crop productivity and environmental systems to feed and nurture an ever-growing world population.

The mission of CUGI is to

· serve as a BAC and EST library development for the genomes of agriculturally and environmentally important plants, animals, and microbes;

· serve as a repository and distribution center for BAC and EST library resouces (clones, filters, and whole libraries) to the genomics community with an emphasis on agriculture and the environment;

· provide high-throughput DNA sequencing and physical mapping for identifying and characterizing important genes and genomic regions;

· develop and apply new approaches and research tools for genomics research; and

· provide training for undergraduate, graduate, postdoctoral, and visiting scientists in genomics.

Godley-Snell Research Center

The Godley-Snell Research Center (GSRC) opened in 1995 as a full-service, state-of-the-art animal research facility. GSRC provides specialized facilities and resources to support biomedical and agricultural animal research and teaching programs at the University. GSRC is managed by the Office of Reserach Services under the direction of the University Veterinarian. Research Services is dedicated to providing the staff, facilities, and technology to support high quality animal research programs. Research Services staff includes veterinarians and professional and technical staff with training and experience in animal research.

GSRC provides laboratory animal housing for large and small research animals. GSRC maintains fully equipped support facilities including surgical operating rooms, procedural areas, radiology, ABSL3 biocontainment suites, necropsy, and laboratory bench space.

All Clemson University animal research facilities and programs have received full accreditation from the Association for Assessment and Accreditation of Laboratory Animal Care (AAALAC), and all animal programs meet or exceed the standards required by the federal Animal Welfare Act regulations and the Public Health Service Policy for the Humane Care and Use of Laboratory Animals.

Institute on Family and Neighborhood Life

The Institute on Family and Neighborhood Life generates, shares, and applies the knowledge needed to strengthen ties between families and communities. IFNL's work is based on the premise that help is most acceptable, efficient, and effective when it is "built in," so that it is a part of everyday life. IFNL's research focuses on the everyday experience of children, youth, and adults in neighborhood institutions, such as schools, workplaces, religious organizations, civic organizations, and justice-system agencies. IFNL faculty seek to provide the knowledge necessary to enable those institutions to ensure respect for individual dignity, enhance "natural" social assistance, build a sense of community, promote civic participation, and encourage family and neighborhood responsibility. They also strive to understand ways that public policy supports or hinders families and neighborhoods in these tasks and to offer alternatives that foster the creation of neighborly ("family-friendly") communities.

To accomplish these goals, IFNL works at all levels from neighborhood to global, in part because a comparative perspective offers new insights in understanding grassroots phenomena in neighborhoods and developing effective responses in public policy and community-development practice. IFNL is a Key Institution in Childwatch International, a global network of child research centers. IFNL also has partnerships for research, public service, and graduate education with universities in Armenia, the Czech Republic, the Dominican Republic, Estonia, India, South Africa, and Thailand.

Robert H. Brooks Research Institute for Sports Science

Founded in 1994 through a $2.5 million pledge from alumnus Robert H. Brooks, the Brooks Research Institute supports interdisciplinary teaching, research, and student learning opportunities in the thriving sports, recreation, and leisure industries. The Brooks Institute is distinctive for its focus on the study of sports from a technological, managerial, and cultural perspective as opposed to the psychological aspects of individual sports participation.

The goals of the institute are to

· support an interdisciplinary focus on sports science that incorporates the broad areas of engineering and science, business, marketing, and communication;

· facilitate faculty work in cross-disciplinary teams;

· provide sports-related academic courses, hands-on research opportunities, cooperative education, and internship opportunities for undergraduate and graduate students; and

· promote career opportunities for Clemson grad-uates in the sports industry.

Robert J. Rutland Center for Ethics

The Robert J. Rutland Center for Ethics provides the campus and the community with a forum for exploration and discussion of ethical issues in campus and community life. In addition, the Center offers programs and sponsors activities aimed at the development in students, faculty, and members of the community the wherewithal to deal systematically, reflectively, and responsibly with the ethical issues that pervade human life and action.

Both purposes are in keeping with the mission and guiding principles of Clemson University. According to Clemson's mission statement, "Academic institutions exist for the transmission of knowledge, the pursuit of truth, the intellectual and ethical development of students, and the general well-being of society." The guiding principles indicate that Clemson's educational goals for all students include "developing their communication and critical thinking skills, ethical judgement, global awareness, and scientific and technological knowledge." The Rutland Center for Ethics is dedicated to nurturing an ethical environment on and off campus.

South Carolina Institute for Energy Studies

The South Carolina Institute for Energy Studies (SCIES) is a state-chartered research and development organization established in 1981 via the SC-82 General Appropriations Act. SCIES is administratively housed at Clemson University.

The objectives of SCIES are to

· promote energy research and development in and for the state;

· transfer energy technology developed by others to South Carolina applications;

· contribute to national energy issues in areas of excellence; and

· promote statewide energy education activities.

To accomplish the objectives, SCIES may interact with all departments the University, all colleges within South Carolina, state agencies, federal agencies, and private industry throughout the nation.

Spiro Center for Entrepreneurial Leadership

Entrepreneurship is the process of recognizing an opportunity and organizing a response under uncertain conditions and with limited resources. The Spiro Center for Entrepreneurial Leadership, a unit within the College of Business and Behavior Science, was created in 1995 with an endowment gift from Clemson Univeristy graduate Arthur M. Spiro. The mission of the Center is "to support education, research, and outreach programs that promote entrepreneurial activity and economic development in the region, state, and nation." The Center is committed to an interdisciplinary approach to entrepreneurship at Clemson University and supports research into entrpreneurship topics, provides educational programs for undergraduate and graduate students from all colleges, and conducts outreach activities that provide assistance to inventors and entrepreneurs in South Carolina and the region.

Strom Thurmond Institute

The Strom Thurmond Institute of Government and Public Affairs conducts applied research in public policy areas, drawing on the expertise of faculty, staff, and students from all colleges at Clemson University. The Institute is organized into two centers and several self-directed teams which assess opportunities, develop projects, form partnerships, and deliver programs to the public and clients of the Thurmond Institute. Graduate research opportunities include natural resource policy, remote sensing, GIS and urban growth modeling through the SC Water Resources Center; demographic projections, return on public invest assessments, education finance policy, and organizational networks through the Jim Self Center on the Future; and fiscal policy, civic engagement, pricing public goods, and governmental organizational structures through Institute work groups. Preference is given to students enrolled in Clemson's interdisciplinary PhD program in Policy Studies.

Traveling Scholars Program

Doctoral students at participating universities can benefit from membership in the Inter-Institutional Academic Collaborative (IAC) involving universities of the Atlantic Coast Conference (ACC). Through the IAC, students have unique educational opportunities at participating ACC universities without change in registration or increase in tuition. Academic visits can vary from two weeks to two semesters. Any regularly admitted graduate student in good standing in a doctoral degree program may apply. A limited number of relocation stipends of up to $1000 per individual are available upon application; however, it is not necessary to win a stipend to participate in the program.

Currently, Clemson University, Duke University, Florida State University, Georgia Institute of Technology, University of Maryland, North Carolina State University, University of North Carolina, University of Virginia, and Wake Forest University participate in the IAC.

Interested students should consult their advisors, who will evaluate the value of the IAC program and determine if the opportunity is not available at Clemson. Once eligibility and opportunity have been determined, the applicant and advisor will contact proper faculty at the proposed host university. If an agreement is reached and space and facilities are available, the applicant and advisor compose and sign a formal application to the IAC Traveling Scholars Program.

Continuation of the IAC Traveling Scholars program beyond the 2004-05 academic year will be evaluated in spring 2005. For more information, contact the Dean of the Graduate School. Application forms are available on-line.

ENROLLMENT OPPORTUNITIES

Distance Education

Though most degree programs offered by the University are available on campus, Clemson sponsors programs designed to serve the needs of off-campus students. Distance Education courses and programs are available through satellite broadcast, videocon-ference broadcast, videotape, and the Internet. Courses broadcast through the SC-ETV satellite system (one-way video and two-way audio) can be received at approximately 2,000 locations in South Carolina and more across the nation. These courses are routinely received at locations in Aiken, Beaufort, Charleston, Columbia, Florence, Greenville, Greenwood, and Rock Hill. Remote site students can interact with the instructor via telephone.

Courses using the videoconferencing technology have the advantage of synchronous two-way video and two-way audio connections. Videoconference studios are available in Clemson, Charleston, Columbia, Greenville, and Greenwood.

Courses taught through videotape and the Internet offer the most flexibility for students. These classes do not meet, but students interact with teachers and other students through e-mail, electronic discussion forums, and telephone.

Courses and programs taught in traditional face-to-face classrooms are available in Greenville and Greenwood. In Greenville, courses are taught at the University Center of Greenville. In Greenwood, courses are taught through the Lander-Clemson Graduate Center at Lander University.

Additional information is available from the Office of Off-campus, Distance, and Continuing Education or on the Web.

University Center of Greenville

The University Center of Greenville is a consortium of seven South Carolina universities offering degree programs in Greenville. In addition to Clemson University, the consortium includes Furman University, Lander University, the Medical University of South Carolina, South Carolina State University, the University of South Carolina, and the University of South Carolina at Spartanburg.

The Center is housed at McAlister Square Mall on South Pleasantburg Drive in Greenville. Member institutions maintain offices at the site to serve students' needs, and support personnel are on site during all class times.

The facility has a virtual library with 50 Dell computers, six computer labs, six distance education studios, a 120-seat auditorium, and 40 classrooms. All classrooms are equipped with TV/VCR, overhead projectors, and Internet access. Eight smart classrooms are available.

Classes are conducted Monday - Saturday during day and evening hours. Business hours are 9:00 a.m. - 6:00 p.m., Monday - Thursday and 8:30 a.m. - 1:00 p.m. on Friday. The library is open 9:00 a.m. - 5:30 p.m. on Saturday and 1:00 - 5:30 p.m. on Sunday.

Currently, 19 bachelor's degrees, 25 master's degrees, and two doctorates are available on-site in Greenville from the seven universities. Clemson offers ten degree programs at the Center.

Additional information is available on the Web.

Professional Development Programs

The College of Health, Education, and Human Development sponsors professional development programs for teachers and other working profession
als. Courses for teachers are offered for academic credit and are coordinated through the school districts. Other professional development programs in engineering, textiles, management, and leadership are available in a noncredit format through the office of Off-Campus, Distance, and Continuing Education. For more information, call (864) 656-2200 or visit the Web.

Study Abroad

All Clemson University students are encouraged to enroll in courses designed to expand their knowledge and understanding of world affairs. The opportunity to study abroad, while essentially a component of the undergraduate curriculum, is encouraged in many graduate programs. Graduate students in Architecture, for example, spend a semester at the Charles E. Daniel Center for Building Research and Urban Studies in Genoa, Italy. Students in the Master of Business Administration program may study full time or part time in Asolo, Italy, and at the University of Newcastle in Australia. Addi-tional information is available from academic departments and through the Study Abroad Office in E-306 Martin Hall.

Academic Common Market

The state of South Carolina, through its membership in the Southern Regional Education Board (SREB), authorizes its public universities to participate in the Academic Common Market (ACM). Under this program, students who are not residents of South Carolina may enroll in selected graduate programs at Clemson University and pay academic fees appropriate for South Carolina residents provided the following conditions are met:

1) The student's state of legal residence must be Alaska, Alabama, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Oklahoma, Tennessee, Texas, Virginia, or West Virginia.

2) The desired program of study must be the PhD program in Industrial/Organizational Psychology or Parks, Recreation, and Tourism Management; the MA program in Professional Communication; the Master of Fine Arts in Digital Production Arts program; the MS program in Applied Psychology, Applied Sociology, Architecture, Packaging Science, Bioengineering, or Textiles, Fiber and Polymer Science; the master's program in Construction Science and Management (MCSM); or the professional master's program in Parks, Recreation, and Tourism Management (MPRTM).

3) The Coordinating Board in the state of the student's legal residence must have selected the program for its residents.

Programs offered by Clemson University are subject to change without notice; however, if the University removes a program from the ACM, students enrolled in that program under the ACM provisions at the time are entitled to continue and receive benefits, provided they are continuously enrolled (summers excepted) and remain in good academic standing. The state coordinator for the Academic Common Market in South Carolina is the Commission on Higher Education.
 
 
Degree Program  Delivery
Education Specialist in Administration and Supervision University Center of Greenville 
Doctor of Philosophy in Educational Leadership Internet (selected courses only)
Master of Business Administration  University Center of Greenville
Master of Construction Science and Management University Center of Greenville
videotape 
Master of Education in Administration and Supervision Lander University 
University Center of Greenville
Master of Education in Counselor Education  University Center of Greenville 
Master of Education in Elementary Education University Center of Greenville 
Master of Education in Secondary Education University Center of Greenville 
Master of Human Resource Development University Center of Greenville 
videoconference 
Master of Public Administration  University Center of Greenville 
videoconference
Master of Science in Electrical Engineering satellite broadcast 
Master of Science in Nursing Internet (selected courses only) 
satellite broadcast 
University Center of Greenville 
See individual department descriptions for program details.

 

DEGREE PROGRAMS
 
 
Major Code
Major
Degree
Department
Department Chair 

College of Agriculture, Forestry, and Life Sciences
103 Agricultural and Applied Economics  MS Applied Economics and Statistics  Michael Hammig
105 Agricultural Education MAgEd  Agricultural and Biological Engineering Harold Allen
115  Animal Physiology  MS, PhD Animal and Veterinary Sciences  A. B. Bodine 
122 Applied Economics* PhD  Applied Economics and Statistics Michael Hammig 
805 Biochemistry and Molecular Biology  MS, PhD  Genetics, Biochemistry, and Life Science Studies Richard Hilderman 
106 Biosystems Engineering*  MS, PhD  Agricultural and Biological Engineering  Harold Allen 
148  Entomology MS, PhD  Entomology, Soils, and Plant Sciences  Joe Culin 
150 Environmental Toxicology* MS, PhD  Forestry and Natural Resources Patricia Layton 
153 Food, Nutrition, and Culinary Sciences  MS Food Science and Human Nutrition  Johnny McGregor
156  Food Technology PhD  Food Science and Human Nutrition  Johnny McGregor 
920 Forest Resources MFR, MS, PhD Forestry and Natural Resources  Patricia Layton 
825 Genetics  MS, PhD  Genetics, Biochemistry, and Life Science Studies  Richard Hilderman 
865 Microbiology  MS, PhD  Biological Sciences Alfred Wheeler 
180 Packaging Science  MS  Packaging Science Ronald Thomas 
113 Plant and Environmental Sciences  MS, PhD Biological Sciences  Alfred Wheeler 
125 Wildlife and Fisheries Biology  MS, PhD Forestry and Natural Resources Patricia Layton 
899 Zoology  MS, PhD Biological Sciences  Alfred Wheeler 

 

College of Architecture, Arts, and Humanities
 
205 Architecture MArch, MS  School of Architecture  Jose Caban 
213  City and Regional Planning MCRP Planning and Landscape Architecture Daniel Nadenicek 
210 Construction Science and Management  MCSM  Construction Science and Management  Roger Liska
822 Digital Production Arts* MFA  Digital Production Arts John Kundert-Gibbs 
620 English  MA English Mark Charney 
208  Historic Preservation  MS Historic Preservation Jeff Burden 
635  History MA History  Tom Kuehn
663 Professional Communication MA English Mark Charney 
240 Visual Arts MFA Art Mike Vatalaro 

College of Business and Behavioral Science
505 Accounting MPAcc Accountancy and Legal Studies Ralph Welton
122 Applied Economics* PhD Economics William Dougan
605 Applied Psychology MS Psychology James McCubbin
607 Applied Sociology MS Sociology Kinly Sturkie
509 Business Administration MBA Business Administration Dudley Blair
511 Economics MA Economics William Dougan
512 Electronic Commerce* ME-Com Business Administration DudleyBlair
514 Graphic Communications MS Graphic Communications Sam Ingram
639 Human Factors Psychology PhD Psychology James McCubbin
520 Industrial Management MS Management Terry Leap
638 Industrial/Organizational Psychology PhD Psychology James McCubbin
531 Management PhD Management Terry Leap
535 Management Science* PhD Management Terry Leap
670 Public Administration MPA Political Science William Lasser

College of Engineering and Science
405 Bioengineering MS, PhD Bioengineering Martine LaBerge
106 Biosystems Engineering* MS, PhD Agricultural and Biological Engineering Harold Allen
411 Ceramic and Materials Engineering MS, PhD School of Materials Science and Engineering Michael Ellison
415 Chemical Engineering MS, PhD Chemical Engineering James Goodwin
816 Chemistry MS, PhD Chemistry Luis Echegoyen
420 Civil Engineering MEngr, MS, PhD Civil Engineering Nadim Aziz
423 Computer Engineering MS, PhD Electrical and Computer Engineering John Gowdy
820 Computer Science MS, PhD Computer Science Pradip Srimani
822 Digital Production Arts* MFA Computer Science Pradip Srimani
425 Electrical Engineering MEngr, MS, PhD Electrical and Computer Engineering John Gowdy
512  Electronic Commerce* ME-Com Computer Science Pradip Srimani
440 Environmental Engineering and Science MEngr, MS, PhD Environmental Engineering Alan Elzerman
150 Environmental Toxicology* MS, PhD Environmental Toxicology JohnRodgers
832 Hydrogeology MS Geological Sciences Alan Elzerman
445 Industrial Engineering MS, PhD Industrial Engineering A. Gramopadhye
535 Management Science* PhD Mathematical Sciences Robert Taylor
450 Materials Science and Engineering MS, PhD School of Materials Science and Engineering Michael Ellison
851 Mathematical Sciences MS, PhD Mathematical Sciences Robert Taylor
455 Mechanical Engineering MS, PhD Mechanical Engineering Imtiaz Haque
871 Physics MS, PhD Physics and Astronomy Peter Barnes
545 Textiles, Fiber, and Polymer Science MS, PhD Materials Science and Engineering Michael Ellison

College of Health, Education, and Human Development
303 Administration and Supervision MEd, EdS Leadership, Technology, and Counselor Education Richard Blackbourn
313 Career and Technology Education MCTE, EdD Leadership, Technology, and Counselor Education Richard Blackbourn
306 Counselor Education MEd Leadership, Technology, and Counselor Education Richard Blackbourn
307 Curriculum and Instruction PhD Educational Foundations William Fisk
309 Educational Leadership PhD Leadership, Technology, and Counselor Education Richard Blackbourn
310 Elementary Education MEd Educational Foundations William Fisk
327 Human Resource Development MHRD Leadership, Technology, and Counselor Education Richard Blackbourn
304 Middle-level Education MAT Teacher Education William Fisk
710 Nursing MS Nursing Rosanne Pruitt
960 Parks, Recreation, and Tourism Management MPRTM, MS, PhD Parks, Recreation, and Tourism Management Brett Wright
324 Reading MEd Teacher Education William Fisk
347 Secondary Education (English) MEd Teacher Education William Fisk
350 Secondary Education (History) MEd Teacher Education William Fisk
353 Secondary Education (Mathematics) MEd Teacher Education WilliamFisk
365  Secondary Education (Natural Science) MEd Teacher Education William Fisk
378 Special Education MEd Teacher Education William Fisk

 

Graduate School
110 Policy Studies* PhD Strom Thurmond Institute Bruce Ransom 

*Interdisciplinary progam