Shaheen College of Arts and Sciences

Patrick Van Fleet, Dean; Travis K. Miller, Senior Associate Dean; Brenda Clark, Assistant Dean of Curriculum & Assessment.

In 2015 Yvonne Shaheen, longtime trustee and friend of the University and an influential figure in the Indianapolis community, made a $5-million gift to endow the academic activities of the College of Arts and Sciences. The College has been renamed the Riad and Yvonne Shaheen College of Arts and Sciences in honor of Yvonne and her late husband.

The Shaheen College of Arts and Sciences is a vibrant community shaped by tradition and innovation in the humanities, the sciences, the social sciences, and the fine and performing arts. We value creativity, and encourage the generation of new ideas and practices. We seek to understand beauty, diversity, history, nature, culture, society, politics, religion, ethics, language, and ourselves. We believe in critical analysis and engaged conversation. We question assumptions and ask hard questions. We take pleasure in working across disciplinary boundaries to create knowledge and solve real-world problems. We foster the development of discipline-specific skills, and we integrate professional development and community engagement into our programs of study. We are committed to the broad cultivation of ethical judgment and emotional maturity in students. After four years as part of our community, students will be equipped with the intellectual and practical skills –the cultural, social and human capital—needed to live their lives as resourceful, successful, responsible global citizens.

Programs

Professor Christopher W. Schmidt, Chair; Professor Christopher R. Moore;, Associate Professor Alyson J. O’Daniel, Professor Krista E. Latham, Assistant Professor Camilo Sanz.

As the world’s most comprehensive academic discipline, anthropology considers virtually everything that has to do with human beings—past, present, and future—everywhere in the world. Anthropology divides itself into four fields, each with its own distinctive interests. Archeology concentrates on material remains relating to living and past peoples, human ancestors, and the objects they have made and used. Biological anthropology considers the biology of past and present humans, including their physical variation and evolution, and also studies primates, as our nearest living and fossil relatives. Anthropological linguistics takes a humanistic approach to describing languages and dialects and how we communicate. Cultural anthropology highlights contemporary societies in terms of their behaviors—how they function individually and together, and what their members do, have, and think. Unifying all four fields is a focus on culture: what people use, how they act, and what they imagine. This department offers two majors - in Anthropology and Archeology - plus a minor in each of these two fields. The Anthropology major includes a traditional Four-Field track and an Anthropology of Health track designed for students with a focus on Medical Anthropology.

In addition to its undergraduate degrees, the Department of Anthropology offers a 4+1 Archeology Bachelors to Masters option, whereby highly qualified undergraduate Archeology majors may apply for admission to our Anthropology graduate dual-degree program. If accepted, students start taking some Anthropology graduate courses in their junior and senior years and complete their graduate courses in their fifth year. This accelerated program would lead to the MS degree in five years, rather than the normal six. Having completed required undergraduate coursework at the end of year four, students receive their BS degree, followed a year later by the MS degree. Completion of the MS degree is contingent upon completion of a Master’s thesis project in addition to coursework.

Associate Professor James Viewegh, Chair; Associate Professor Katherine Fries, Associate Professor Rhonda Wolverton, Assistant Professor Barry Barnes, Assistant Professor Noni Brynjolson, Assistant Professor Nathaniel Foley, Assistant Professor Sarah Pfohl, Assistant Professor Samantha Yoo.


The Department of Art & Design offers courses leading to Bachelor of Arts, Bachelor of Science and Bachelor of Fine Arts degrees.


Only Art 1XX  courses do not require prerequisites and provide elective options for all students. Those who major in art or design experience a thorough and wide-ranging program designed to provide an understanding of the fundamental principles of art and design and to develop the skills needed for a competitive job market. Each year, high school seniors may submit portfolios of their artwork for scholarship consideration. Several endowed art awards are presented each spring to outstanding students in the department.

Professor Sandra L. Davis, Chair; Associate Professor Kimberly M. Baker, Assistant Professor Mary Ann Gobbett, Professor Kevin M. Gribbins, Instructor Molly K. Hill, Instructor Shawn Hurst, Professor Krista E. Latham, Associate Professor Marc A. Milne, Professor Stephen P. Nawrocki, Associate Professor Daniel R. Scholes, Associate Professor Douglas J. Stemke, Associate Professor P. Roger Sweets, Assistant Professor Greg Weber, Associate Professor Dean A. Wiseman, Instructor Alicia Cecil, Associate Adjunct Michael Pratt.

The Biology Department, through its undergraduate and graduate programs, serves the needs of students who major in the biological sciences, those enrolled in pre-professional programs, and those who choose biology as a part of their general education core experience. Students taking Biology courses are trained to use critical thinking to solve problems. Using scientific methodologies, our students design experiments, conduct observations, collect and analyze data, and present and interpret results. Our majors are provided with extensive hands-on laboratory and field experiences, and have abundant opportunities to do independent research in direct association with faculty.

The department offers three majors that prepare students for careers in the life sciences or for graduate study. For undergraduate students majoring in Biology, the program offers a broad coverage of the life sciences, including rigorous preparation in the areas of cellular, molecular, organismal, and environmental biology. The major is strongly aligned with the pre-medical track as well as pre-physical therapy, pre-veterinary, pre-optometry, and other medical careers. Specialized tracks in cell and molecular biology, and science and technical writing and an associate degree program in biology prepare students for careers or further study in the modern biotechnology and biomedical industries. The Human Biology major is designed specifically for students interested in public health, anatomy and physiology, human genetics, forensic biology and anthropology, pre-physical therapy, and pre-occupational therapy. The Human Biology program explores the biological aspects of our own species in the context of our complex history and culture, combining an anthropological perspective with a strong foundation in the natural sciences. The Respiratory Therapy major is a four-year program that leads to a career in respiratory therapy and also confers an undergraduate B.S. degree. As part of the Indiana Respiratory Therapy Education Consortium, the student spends two years in a General Studies program at the University of Indianapolis campus and their final two years at IU Health Methodist Hospital for respiratory therapy coursework.

A grade of C or above is required in any course taken either for a biology major or minor or as a prerequisite to a higher-level biology course.

Marianna Foulkrod, Director

The Center for Service-Learning & Community Engagement (CSLCE) at UIndy is a resource center for students, faculty, and staff involved in community service programs through curricular service-learning and other community engagement initiatives. The Center provides service-learning tools and coordinates opportunities for faculty to design new and/or enhance already existing service-learning courses. The Center also coordinates opportunities for service-learning and other curricular service placements, provides grant information for students and faculty, offers evaluation tools and forms for recording service-learning hours, shares service-learning syllabi, and offers general services related to service-learning at UIndy. The Center coordinates and offers faculty development workshops, student services that promote social responsibility and creates spaces for community connections. The primary role of the Center is to promote and support UIndy’s motto, “Education for Service,” through curricular and co-curricular experiences.

Under the leadership of the Provost’s Office, this program also offers the opportunity for students to also participate in interdisciplinary service-learning courses. Many of the courses are required for the Community Engagement through Leadership & Service Concentration, which has required introductory and capstone courses in community service learning (CSL). The other courses in the concentration are discipline-based courses utilizing a service-learning through multi and interdisciplinary approaches.

Associate Professor David J. Styers-Barnett; Chair, Assistant Professor Lori A. Bolyard, Associate Professor Joe C. Burnell, Assistant Professor Dhabih Chulhai, Associate Professor Ann R. Cutler, Associate Professor Levi H. Mielke, Associate Professor Brad M. Neal, Professor Katherine W. Stickney, Laboratory Coordinator David J. Hollis.

The Chemistry Department provides instruction in the basic principles of chemistry, shows students how to collect and analyze data, and prepares students to use the scientific method to solve problems in and out of the laboratory.

The Chemistry Department offers Bachelor of Science, Bachelor of Arts, and Associate in Science degrees in chemistry. The bachelor's degree in Chemistry allows students to tailor the degree to their interests and career goals while providing training in the essential areas of chemistry. Students also may choose to pursue concentrations in specialty areas like Biochemistry, Chemical Physics, Environmental Chemistry, Forensic Chemistry, and Industrial Chemistry or seek entrance to the Roche Academy program.

The bachelor's degree in Medical Laboratory Science combines three years of coursework with one year of clinical study in an affiliated hospital. This major prepares students for careers in medical laboratory settings.

The department participates in interdisciplinary programs to prepare students for successful completion of professional programs in medicine, dentistry, optometry, veterinary medicine, physical therapy, occupational therapy, pharmacy, and others. In addition, the department prepares students interested in pursuing careers in chemical or pharmaceutical industries, as well as those seeking advanced degrees in such areas as chemistry, chemical engineering, biochemistry, pharmacology, toxicology, business, law, and education.

Students interested in pursuing careers in chemistry or a related field should have completed four years of high school mathematics in a college preparatory curriculum (at least through advanced algebra and trigonometry) and three years of high school science that includes broad exposure to areas of chemistry and physics.

CONCENTRATIONS

Biochemistry—The strong foundation in chemistry is supplemented by advanced courses in Biochemistry, Genetics, and Cell and Molecular Biology to provide a course of study appropriate for students interested in a medically-related professional school, graduate school in biochemistry or molecular biology, or careers in the pharmaceutical or biotechnology industries.

Chemical Physics—A strong minor in Physics is combined with the Chemistry major to prepare students for graduate study in physical chemistry or spectroscopy or for careers in analytical spectroscopy or instrument development.

Environmental Chemistry—The Chemistry major is supported by the interdisciplinary minor in Environmental Sciences to prepare students for industrial or governmental careers in environmental monitoring or graduate school in various areas of environmental science.

Forensic Chemistry—This concentration combines a focus on analytical techniques and inorganic chemistry with fundamental courses in the criminal justice program to prepare students interested in a career in forensics or to continue their education in a graduate program in forensic chemistry.

Industrial Chemistry—A strong focus on analytical chemistry, spectroscopy, and instrumentation is included to prepare students for careers in industrial organic or analytical chemistry.

Associate Professor Ray Begovich; Associate Professor Darryl Clark; Associate Professor Jeanne Criswell; Professor Rebecca A. Gilliland, Chair; Assistant Professor Kathleen Greenan; Assistant Professor Zach Humphries; Assistant Professor Steven Koehn; Assistant Professor Whitney Tipton; Assistant Professor Stephanie Wideman; Instructor Scott Uecker.

The Department of Communication provides instruction in electronic media, human communication, journalism, public relations, and sports communication; helps students develop – through theory and practice – skills in speaking, listening, critical thinking, managing, and writing; shows students how to research and reason from their discoveries; and prepares students to become responsible producers and consumers of communication.

Faculty members demonstrate a professional commitment to teaching and are cognizant of developments in their respective disciplines. Their scholarship, either research-oriented or creative, extends beyond course preparation. The Department of Communication serves three groups: the student body, majors and minors in the department, and the community. First, it provides basic courses in communication to all University students, helping them to make their ideas clear and cogent. Second, it gives students the opportunity to develop competency in their concentrations within the department, by providing them with a sound academic curriculum and applied opportunities. Third, it serves the University by providing courses found in the curriculum of many other departments. It also serves the University and surrounding communities with its programs and publications in journalism, radio, television, public relations, and speech.

The department works cooperatively within the major areas of communication, offering an integrated approach to the disciplines, thus viewing communication as a theoretically based discipline rather than a form of popular entertainment. The department gives students the opportunity to develop insights that will help them become viable candidates for careers in communication, business, or education or for graduate school.

Philosophically, the department is committed to applied learning grounded in academic programs. The curriculum provides flexibility and emphasizes the need for a liberally based education. Faculty suggest minors in English, business, history and political science, economics, or the social sciences. Early in the educational process, students have applied opportunities to work on the student newspaper, a public radio station, a campus television station, a nationally competitive forensics team, and a student-run public relations agency.

No departmental course in which the student earns a grade lower than a C- will be counted toward a major or minor. A student must receive a minimum grade of C- in prerequisite courses.

Only four hours of applied courses count toward the major.

The Community and Nonprofit Leadership major helps prepare students to work in areas such as community organizing, nonprofit work, and advancement. Your expertise in Community & Non-Profit Leadership will be honed through an interdisciplinary curriculum that features content from such diverse areas as sociology, social work, and community leadership and engagement. Courses are taken in sequence and build upon each other, so you deepen your understanding of the many aspects of the field as you progress through the program. The experiential focus means the neighborhoods near campus will be your learning laboratories while you're in school. The program culminates with a capstone course that allows you to engage key stakeholders around a critical issue related to your area of personal interest. You will have the opportunity to take a leadership role to support a community organization and gain valuable experience that forges immediate community connections and establishes your foothold as a difference-maker in the non-profit community.

  • CNPL Major curriculum guide
  • CNPL Minor curriculum guide

Professor Kevin Whiteacre, Chair; Assistant Professor Bruce Biggs, Assistant Professor Bobby Potters.

Courses in the Department of Criminal Justice give students a solid foundation in the many aspects of the criminal justice system and how they interact with each other. Courses include a strong focus on understanding and identifying evidence-based solutions to problems associated with crime and criminal justice. The criminal justice program benefits those who desire to enter, or advance in, careers in or related to law enforcement, corrections, loss prevention, and cybersecurity, or graduate work in these areas.

The department also offers a minor in Criminal Justice which is open to students with any university major. The Criminal Justice minor provides students with a firm background in criminal justice process and theory, while allowing students to choose electives that best match their professional and academic goals. 

Associate Dean and Director of Engineering Dr. Ken Reid; Assistant Professor Suranga Dharmarathne, Assistant Professor Joseph Herzog, Associate Professor Octavian Nicolio, Assistant Professor David Olawale, Assistant Professor George Ricco, Assistant Professor Najmus Saqib, Assistant Professor Rashedul Sarker, Associate Professor Stephen Spicklemire, Director of Engineering Instruction; Assistant Professor Paul Talaga.

The R.B Annis School of Engineering was established in the Spring of 2017 on a foundation of an interdisciplinary, project-oriented curriculum. The school offers seven programs: Computer Engineering, Computer Science, Electrical Engineering, General Engineering, Industrial and Systems Engineering, Mechanical Engineering and Software Engineering. In addition to a strong technical curriculum in each of the core disciplines, the R.B Annis School of Engineering provides a shared engineering DesignSpine experience that joins students from the school’s engineering programs together to complete “hands on” projects. In each of the four years of the engineering programs, students work in small interdisciplinary groups to create designed solutions to authentic “real world” problems with external and internal stakeholders. Many schools have a “senior design” capstone, but at UIndy the design experience begins with the first engineering course students take as incoming freshmen. The R.B Annis School of Engineering strives to prepare effective and responsible graduates ready to serve in our complex societies.

ACCREDITATION

We are actively seeking or preparing to seek accreditation through the Accreditation Board for Engineering and Technology (ABET) for all of our programs.

Engineering programs have both program educational objectives (PEOs) and student outcomes (SOs). Program educational objectives are “consistent with the mission of the institution, the needs of the program’s various constituencies” and ABET criteria. 

Computer Engineering

Computer Engineering is an engineering discipline that focuses on the application of engineering principles to the design and development of electrical and electronic systems, specifically digital systems.

Computer Engineering Program Educational Objectives

Graduates of the Computer Engineering program will (within a few years of graduation):

  1. Apply their computer engineering education as active contributors in the workforce.

  2. Actively engage in continual professional development.

  3. Demonstrate leadership in their profession and/or communities.

 

Computer Engineering Student Outcomes

Students from the Computer Engineering program will attain (by the time of graduation):

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  3. an ability to communicate effectively with a range of audiences

  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

 

Computer Science Engineering curriculum guide

Computer Science

Computer science is the science behind the use of computer hardware and computer software to solve problems. Students of computer science learn programming skills, technical algorithms, and how to use software development tools.

Computer Science Program Educational Objectives

Graduates of the Computer Science program will (within a few years of graduation):

  1. Apply their computer science education as active contributors in the workforce.

  2. Actively engage in continual professional development.

  3. Demonstrate leadership in their profession and/or communities.

 

Computer Science Student Outcomes

Students from the Computer Science program will attain (by the time of graduation):

  1. analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions

  2. design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program's discipline

  3. communicate effectively in a variety of professional contexts

  4. recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles

  5. function effectively as a member or leader of a team engaged in activities appropriate to the program's discipline

  6. apply computer science theory and software development fundamentals to produce computing-based solutions

 

 

Electrical Engineering

Electrical Engineering is an engineering discipline that focuses on the application of engineering principles to the design and development of electrical and electronic systems.

Electrical Engineering Program Educational Objectives

Graduates of the Electrical Engineering program will (within a few years of graduation):

  1. Apply their electrical engineering education as active contributors in the workforce.

  2. Actively engage in continual professional development.

  3. Demonstrate leadership in their profession and/or communities.

 

Electrical Engineering Student Outcomes

Students from the Electrical Engineering program will attain (by the time of graduation):

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  3. an ability to communicate effectively with a range of audiences

  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

 

Electrical Engineering curriculum guide

General Engineering

General Engineering is a broad term for covering many engineering disciplines. The general engineering curriculum allows for a curriculum tailored to student’s interest with approval from the Director of Engineering Programs. This is in the spirit of the University of Indianapolis' educational tradition, which focuses on competencies across disciplines. This degree requires 138 hours for completion. To meet accreditation requirements, a minimum of 32 hours of MATH-and science and a minimum of 48 hours in courses inside the R.B School of Engineering must be obtained.

General Engineering Program Educational Objectives

Graduates of the General Engineering program will (within a few years of graduation):

  1. Actively apply their general engineering education in the workforce.

  2. Demonstrate leadership in their profession and/or communities.

  3. Demonstrate lifelong learning through relevant certifications, graduate studies, or participation in professional societies.

 

General Engineering Student Outcomes

Students from the General Engineering program will attain (by the time of graduation):

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  3. an ability to communicate effectively with a range of audiences

  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

 

General Engineering curriculum guide

Industrial and Systems Engineering

Industrial and Systems Engineering is an engineering discipline that focuses on design and development of efficient and effective manufacturing and service delivery processes.

Industrial & Systems Engineering Program Educational Objectives

Graduates of the Industrial and Systems Engineering program will (within a few years of graduation):

  1. Actively apply their industrial and systems engineering education in the workforce.

  2. Demonstrate leadership in their profession and/or communities.

  3. Demonstrate lifelong learning through relevant certifications, graduate studies, or participation in professional societies.

 

Industrial & Systems Engineering Student Outcomes

Students from the Industrial and Systems Engineering program will attain (by the time of graduation):

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  3. an ability to communicate effectively with a range of audiences

  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

 

Industrial & Systems Engineering curriculum guide

Mechanical Engineering Major

Mechanical Engineering is an engineering discipline that focuses on the application of engineering principles to the design and development of mechanical systems.

Mechanical Engineering Program Educational Objectives

Graduates of the Mechanical Engineering program will (within a few years of graduation):

  1. Apply their mechanical engineering education as active contributors in the workforce.

  2. Continue professional development through advanced studies, licenses, certifications, and/or professional society involvement.

  3. Demonstrate leadership in their profession and/or communities.

 

Mechanical Engineering Student Outcomes

Students from the Mechanical Engineering program will attain (by the time of graduation):

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  3. an ability to communicate effectively with a range of audiences

  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

 

Mechanical Engineering curriculum guide

Software Engineering Major

Software Engineering is an engineering discipline that focuses on the application of engineering principles to the design and development of reliable software. There is significant emphasis on rigorous requirements, specifications, and testing protocols as well as software architecture, design and management.

Software Engineering Program Educational Objectives

Graduates of the Software Engineering program will (within a few years of graduation):

  1. Apply their software engineering education as active contributors in the workforce.

  2. Actively engage in continual professional development.

  3. Demonstrate leadership in their profession and/or communities.

 

Software Engineering Student Outcomes

Students from the Software Engineering program will attain (by the time of graduation):

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

  3. an ability to communicate effectively with a range of audiences

  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

 

Software Engineering curriculum guide

Professor Molly Martin, Chair; Professor Jennifer Camden, Associate Chair; Associate Professor Jessica Bannon; Assistant Professor Megan Bardolph; Assistant Professor Barney Haney; Assistant Professor Rebecca McKanna; Professor Kevin McKelvey; Assistant Professor Leah Milne; Associate Professor Karen Newman; Assistant Professor Daniel Vice; Assistant Professor Elizabeth Whiteacre; Assistant Professor Stephen Zimmerly.

The English Department at the University of Indianapolis develops students’ abilities as critical and creative readers, thinkers, and writers. Our community of faculty-scholars, students, alumni, and community members support a campus culture that fosters a love of literature and language. Our general education courses, major-specific courses, and graduate program offerings build the expertise needed to navigate a changing world.

Students are placed in ENGL-100 or 101 on the basis of the directed self-placement exam, administered prior to enrollment. (Some students may be exempt from the placement examination on the basis of SAT or ACT verbal test scores and high school English grades.) Students placed in ENGL-100 must earn a C or above to progress to ENGL-101. Students in ENGL-101 must earn a C or above to progress to ENGL-102 or to earn an undergraduate degree from the University.

ENGL-100, 101, and 102 are not considered part of the major. Major courses listed below.

Associate Professor Samantha A. Meigs, Chair

Experience Design is a multidisciplinary field of study that focuses on the creation, development, and implementation of interactive experiences. This bachelor’s degree program emphasizes research, design, and management techniques centering around multisensory experiences that both educate and entertain. Experience designers work in many different environments, both for-profit and nonprofit, such as museums, learning centers, sporting events, classrooms, theme parks, and corporate events. In learning to design and create experiences—both real and virtual—for a variety of target audiences, Experience Design students learn to utilize a wide variety of methods and interpretations drawn from such disciplines as art, theatre, communications, and business. In this program students take classes that emphasize both research and creativity, and document their skills through a capstone portfolio. In addition, students have many opportunities for gaining practical experience through internships and the actual implementation of on-campus experience design programming. Experience Design offers a 43-hour major, plus an 18-hour minor and a 12-hour stand-alone concentration that can be attached to any other major.

  • Experience Design Major curriculum guide
  • Experience Design Minor curriculum guide
  • Experience Design Concentration curriculum guide

Assistant Professor Maribel Campoy, Interim Chair; Associate Professor Daniel H. Briere, Assistant Professor Ana Maria Ferreira, and Assistant Professor Paul Levesque. Administrative Assistant: Mrs. Regina Scott

The objective of the Global Languages and Cross-Cultural Studies department is to teach communicative competence in modern foreign languages. Since learning a language is a dynamic and interactive process, the department emphasizes oral proficiency in the vast majority of its courses. The degree program requirements include foundation courses in French, German, and Spanish languages, literatures, and cultures as well as new courses in task-based language learning, such as translation courses, courses in intercultural studies, Spanish for the professions, medical and technical, digital Spanish, and legal writing and presenting. In support of developing language proficiency, the department sponsors travel/study programs to countries in which one of the department’s traditionally taught languages is spoken. The department also strives to introduce students to the peoples, cultures, and artistic and literary expressions of other countries through the exploration and creation of diverse media. Basic texts are supplemented by audiovisual sources, printed and digital  media. Individual interests in non-structured learning are encouraged through directed readings in the language of choice. Students in consultation with their advisors and modern language professors also may elect to spend a semester or year studying in an appropriate country to improve their skills in their language of choice.

The department offers an Applied Language & Literatures program that offers parallel courses throughout our three majors: Franco-Germanic Studies, Latin-American Studies, and Spanish. A major in any language requires 32-34 semester hours above the 101 level. A minor in any language requires 20 hours above the 101 level.

The department also offers a teaching major in Spanish. A teaching major requires 36 hours above the 101 level. Teaching minors are not offered in the state of Indiana.

In the spirit of supporting cross-cultural understanding and intercultural studies, the department also offers a concentration in Africana Studies. This is an interdisciplinary concentration that requires 12-14 semester hours. This program allows students to connect their knowledge about diverse disciplines to the study of Black and African-descended cultures.

Finally, the department offers a multilingual concentration through which students will have the opportunity to engage in more than one language at a time. The concentration requires 13 semester hours above the 200 level.

Students may fulfill part or all of the modern language requirements of the general education core, the College of Arts and Sciences core, or the Bachelor of Arts degree by completing the Modern Language Placement and Proficiency Test, administered by the department, and testing out of the appropriate course(s).

Policy statement regarding students who have studied a modern language previously and want to enroll in a beginning course in the same language:

  1. Students who have studied a language previously and who wish to enroll in a class in the same language at the University of Indianapolis must take the Modern Language Placement and Proficiency Test.

  2. Students who have taken two years of a modern foreign language in high school meet the general education language requirement (101 equivalency) for the College of Health Sciences, the School for Adult Learning, the School of Business, the School of Education, the School of Nursing, and the School of Behavioral Sciences (excluding Social Work).

  3. To meet the language requirements of the Shaheen College of Arts and Sciences Bachelor of Science degree (102-level equivalency) or of the Bachelor of Arts degree (201-level equivalency), students must take the Modern Language Placement and Proficiency Test, and, based on the results of the exam, qualify for exemption from 102 and/or 201 or enroll in the appropriate course(s).

 

Policy statement for granting credit for previous language experience:

Students entering the University of Indianapolis with previous language experience in one or more modern languages have the following options, based on Modern Language Placement and Proficiency Test results:

  1. Students who take the Modern Language Placement and Proficiency Test may be able to test out of one, two, three, or more semesters of modern language study. No credit will be given for testing out.

  2. Students may enroll in a 102 course and, upon successful completion* of the 102 course, receive credit for the 102 course and the 101 course, for a total of eight hours of credit.

  3. Students may enroll in a 201 course and, upon successful completion* of this course, receive credit for the 201 course and the 101 and 102 courses, a total of 12 hours of credit.

  4. Students may enroll in one or more courses above 201 and, upon successful completion* of three or more hours of advanced work, receive credit for the course(s) completed and for up to twelve additional hours of credit on the 100 and/or 200 levels.

 

*Successful completion as used in this statement shall mean a grade of C (2.0) or above and the course must be completed at the University of Indianapolis.

Associate Professor Milind Thakar, Chair; Assistant Professor Laura Merrifield Albright, Professor Edward Frantz, Professor A. James Fuller, Associate Professor Chad A. Martin, Associate Professor Samantha A. Meigs, Instructor Emily Miller, Associate Professor Jyotika Saksena, Professor Lawrence Sondhaus, Associate Professor James B. Williams, Professor Douglas Woodwell.

The goal of the History and Political Science Department is to assist all students in developing historical consciousness and perspective, mature judgment on current and timeless issues, and cultural literacy. The department’s curriculum offers a broad range of courses on the history of the United States, Europe, Asia, Africa, and Latin America and on the theory and practice of government, politics, and international relations. The department works closely with the School of Education in preparing high school social studies teachers.

Courses numbered 300 or above are not open to freshmen.

AA in Liberal Arts Major curriculum guide

Liberal Studies provides a degree program for individuals who wish an education with a broad, interdisciplinary perspective. This program combines a core of courses emphasizing critical thinking, historical consciousness, arts appreciation, social inquiry, and global awareness, with a block of elective hours that may be used for further interdisciplinary study or to pursue a major or minor in a specific discipline.

Liberal Studies Major curriculum guide

Associate Professor Lochana Siriwardena, Chair; Associate Professor Livia Hummel; Professor Nadjib Bouzar, Professor Leslie Gardner, Instructor Richard Maupin, Associate Professor Travis K. Miller, Professor Jeffrey Oaks, Assistant Professor Hassan Rafique, Assistant Professor of Practice Clay Roan, Associate Professor Krystina Leganza; Instructor Wendy McCoy; Instructor Lauren Bartlett.

The Department of Mathematical Sciences offers traditional programs in mathematics and secondary mathematics education as well as applied and professional programs in actuarial science and data science.

Students majoring in mathematics or co-majoring in mathematics and secondary education will achieve a genuine depth of understanding of the field, providing excellent preparation for future employment or further studies. The programs in mathematics are designed in compliance with guidelines from the major professional societies in this field, the MAA and the AMS; the co-major in mathematics and secondary education also complies with state and national guidelines for teacher preparation.

Actuarial science is the science of risk assessment and risk management. Actuarial Science majors take courses in mathematics, economics, and finance that prepare them for a career as an actuary. These courses also prepare students to achieve professional standing as an actuary, providing the background students need to pass a set of exams required by the Society of Actuaries and the Casualty Actuarial Society. Actuaries work primarily for insurance companies, financial firms, and government agencies.

Data Scientists analyze large, complex sets of data to support decision making across a wide variety of disciplines and industries such as marketing, health care, manufacturing, distribution, supply chain management, retail, and government. Data science majors take courses in mathematics, statistics, and computer science that prepare them to use their deep analytical skills to help employers make strategic decisions.

A grade of C- or higher is required in any mathematics course taken either for a departmental major or minor or as a prerequisite to a higher-level course in mathematics.

Awarding credit for previous mathematics experience

Students entering the University of Indianapolis with previous mathematics experience have the following option:

Students who place into MATH-190 through the math placement examination may earn four credit hours of back credit for MATH-180 upon enrollment and successful completion of MATH-190 with a grade of C- or better at the University of Indianapolis.

For additional options, see the UIndy College Credit by Examination policies and procedures.

The University of Indianapolis offers a variety of multidisciplinary and interdisciplinary programs. These programs combine complementary academic areas to better prepare you for certain careers or to give you a broader view of a field of study.

Multidisciplinary majors and minors are offered in Environmental Science, Environmental Sustainability, Experience Design, International Relations (curriculum available in the History and Political Science section), and Social Practice Art. Minors are available in Child & Youth Programs (available in the Sociology and Criminal Justice section) and Gender Studies, and there is a concentration available in multilingual translation and communication studies.

ENVIRONMENTAL SCIENCE

The environmental science major explores how air quality, water quality, plants, organisms and their relationships to one another affect the environment and impact the health of our planet over time, challenging students to fully grasp the concepts of how the natural world operates. UIndy’s environmental science major provides a dual approach to a student’s education: theory and applied learning. Students have the opportunity to get involved in a variety of environmental research projects, giving them the tools to identify possible risks to human health and the environment we live in. Students can also choose an environmental science minor.

 

ENVIRONMENTAL SUSTAINABILITY

The Environmental Sustainability major offers a multidisciplinary program that is especially well-suited for students who are interested in the environment and solving environmental problems, but are less interested in scientific work. The program has a strong social sciences and humanities component, offers several internship opportunities, and pairs well with other majors or minors.

Environmental Sustainability Major curriculum guide

 

MULTIDISCIPLINARY MINORS

 

MULTIDISCIPLINARY CONCENTRATIONS

Community Engagement through Leadership & Service
Community Engagement through Leadership & Service Concentration curriculum guide

Associate Professor Elisabeth Hoegberg, Chair, Assistant Professor Ryan Behan, Professor John Berners, Associate Adjunct Professor E. J. Choe, Associate Professor Brenda Clark, Instructor Amy Foley, Professor Kathleen Hacker, Assistant Professor Brett Leonard, Assistant Professor Eileen Mah, Assistant Professor Gregory Martin, Associate Adjunct Professor Terence Mayhue, Assistant Professor Peter Nichols, Assistant Professor Jon Noworyta, Assistant Professor Mark O’Connor, Assistant Professor Haruka Ostojic, Associate Adjunct Professor Nemanja Ostojic, Assistant Professor Webb Parker, Professor Pete Schmutte, Assistant Professor Janice Schreibman, Professor Rebecca Sorley, Assistant Professor Mitzi Westra, Assistant Professor Laurie Williams

The University of Indianapolis is an accredited institutional member of the National Association of Schools of Music. Information about arts accreditation is available at www.arts-accredit.org or by e-mail at info@arts-accredit.org. An audition before the music faculty is required before a student may declare a music major.

The mission of the department is to offer comprehensive and exceptional degree programs for talented students who wish to pursue careers in music, provide diverse opportunities for musical education and enrichment within the university, and connect our students and faculty to the local and global music communities through performance and cultural awareness.

The following programs of study reflect this mission:

BACHELOR OF MUSIC IN MUSIC EDUCATION WITH INDIANA TEACHER CERTIFICATION (142 HOURS)

  • 107.5 hours of music core, music methods, and education

  • 34.5 additional General Education core requirements

  • Total Hours: 142

 

BACHELOR OF MUSIC IN PERFORMANCE (127 HOURS)

  • 86.5 hours of music core and performance in the Vocal track or

  • 80.5 hours of music core and music performance coursework in the Instrumental track

  • 46.5 hours of additional General Education core work for instrumental, 38.5 hours for vocal

  • Total Hours: 127

 

 BACHELOR OF MUSIC IN JAZZ STUDIES (123 HOURS)

  • 82 hours of music core and performance

  • 41 hours of additional General Education core requirements

 

BACHELOR OF MUSIC IN MUSIC THERAPY (122 HOURS)

  • 87.5 hours of music core and music therapy related courses

  • 34.5 additional General Education core requirements

 

BACHELOR OF ARTS/SCIENCE IN MUSIC, A LIBERAL ARTS DEGREE (85–97 HOURS TOTAL)

  • 53.5 hours of required music core coursework

  • 46.5 hours of additional General Education core hours for the Bachelor of Science

  • Music Technology and Recording Concentration add 16 hours required Music /Technology coursework

  • Church Music Concentration add 19 hours required Church Music coursework

  • Music Theory/Composition Concentration add:

    • 13 hours of additional Composition coursework or

    • 12 hours of additional Theory coursework

  • Music Business Concentration add:

    • 15 hours of selected business coursework

    • 7 hours of additional Music Business coursework

  • Jazz concentration add 18 hours required Jazz Concentration coursework

 

The Music Department provides for the general student body opportunities for (1) class and private applied study, (2) varied ensemble experience, and (3) courses in classical music appreciation, music in world culture, jazz, theory fundamentals, etc. For the community, the Music Department provides (1) educational opportunities through the Adult Learning Program, workshops, and the varied offerings of the Pre-College and Adult Music Programs and (2) cultural enrichment and entertainment through the Faculty Artist Series and the Student Ensemble Series (all free to the public), as well as concerts by such ensembles in residence as the Indianapolis Baroque Orchestra and the Indianapolis String Quartet. The department also provides other University-sponsored concerts for which there is a ticket cost.

CORE REQUIREMENTS FOR ALL MUSIC DEGREES

  • MUS-100 Music Fundamentals (or proficiency)

  • MUS-105 Foundations for the Collegiate Musician

  • MUS-106 Freshman Seminar in Music

  • MUS-131 Music History I

  • MUS-132 Music Theory I

  • MUS-133 Aural Skills I

  • MUS-150 Performance Disciplines

  • MUS-150 Upper Divisional

  • MUS-221 Aural Skills II

  • MUS-222 Music Theory II

  • MUS-234 Aural Skills III

  • MUS-235 Music Theory III

  • MUS-232 Music History II

  • MUS-233 Music History III

  • MUS-236 Form and Analysis

  • MUS-257 Basic Conducting

  • MUS-332 Music History IV

  • Private Applied Major

  • Private Applied Minor

  • All students must have at least one year of piano.

Ensembles: 4.5 hours/8 semesters (except music education): Participation in a large ensemble is required during all semesters of enrollment. A minimum of 1 semester of small ensemble is required of all majors, with the exception of piano and guitar majors who are required to participate for four semesters with the remaining semesters in large or small ensembles. All music education students are required to register for seven semesters of large ensemble at 5 credits and a minimum of two semesters of small ensembles at 5 credits (see Department of Music Student Handbook for details).

Recital attendance: 84 total concerts in varying categories (see Department of Music Student Handbook for details).

Applied Lesson: Each Music Major will be required to register for a minimum of one hour of applied lesson and one hour of an area-specific Performance Discipline class in each semester of required enrollment. Music Performance majors will register for additional applied lesson hours as prescribed by the major. Secondary lessons will not require the Performance Disciplines corequisite.

Upper Divisional: All students must register for the Upper Divisional in the second semester of the sophomore year, or, in the case of the transfer student, as determined at the time of acceptance by the Music Department chair. This evaluation is pass/fail. If the student is unable to pass the evaluation at the first attempt, permission to register for 300- or 400-level coursework in the music major will not be given. In addition, the student will be given an IN for the evaluation and receive a requisite six months to meet evaluation competency. If the student is not able to meet competency within six months, the IN will automatically revert to a failing grade and the student will be advised out of the major and into another degree with the potential for the music minor. In certain instances, the student may petition the full-time faculty for special permission to register for upper-level courses before the Upper Divisional is completed.

Academic Standing: Scholarship students are required to maintain a B average in all music classes in order to retain scholarships. A minimum grade of C for all music courses must be achieved in order to credit a music course toward any music degree program.

 

APPLIED MUSIC

All music majors are required to study in a major and a minor applied area. Applied music is studied in private lessons and masterclasses. If the major area is voice or wind or string or percussion, the minor area must be a keyboard instrument. If the major area is piano, the minor may be of the student’s choice, though organ study is highly recommended. All music education students must pass a piano proficiency examination for certification. Music majors with little or no keyboard experience are required to take two semesters of Keyboard Skills before enrolling in private applied piano study.

Non-music majors with previous experience on an instrument may elect to take private applied study at the 100 level for one credit with the permission of the department chair. (Group instruction is available on piano, guitar, and voice for beginners.) A syllabus is prepared for each student for each semester to include assigned repertoire, technical studies, performances, and other expectations including a jury exam at the end of the semester. Students who are awarded and accept music scholarships are expected to register for applied lessons and the corequisite Performance Disciplines in the major area during each semester of enrollment. Contact the Music Office in the Christel DeHaan Fine Arts Center 103, (317) 788-3255.

Credit in applied music is based on instruction, practice and preparation, and meeting departmental requirements. Applied lesson credit is reflected in both the applied lesson class and the Performance Disciplines class for the music major. One hour of credit represents a minimum of one hour of practice daily; two hours of credit represent a minimum of two hours of practice daily; four hours of credit (for performance majors only) represent a minimum of four hours of practice daily. All students perform an applied jury exam for a faculty committee at the end of each semester. Course numbering for applied lesson credit is as follows: MUS-140-145, freshman and sophomore majors and minors and non-majors; MUS-340-345, junior and senior majors who have passed the Upper Divisional. (See Department of Music Student Handbook for further details.)

MUSIC ENSEMBLES

Membership is open to all University students. Students may choose to enroll for 5 or one credit depending on their course load.

All music majors with voice, winds, strings, and percussion as the primary area are required to participate in a large ensemble for eight semesters (each semester in residence) and are encouraged to participate in other ensembles of various sizes and nature. Majors with piano or guitar as the primary area are expected to participate in a large ensemble for two years and a small ensemble for the other two years. Minors are to participate for a total of four semesters. Instrumental majors are expected to enroll in Symphonic Wind Ensemble or Campus Band (Jazz Band for concentrations) or Chamber Orchestra; voice majors are expected to enroll in Concert Choir or Women’s Chorus. Keyboard majors may make a choice. All University students must be enrolled for credit in the ensemble in order to participate, except by special permission. Scholarship students are required to participate in at least two ensembles each semester. (See Department of Music Student Handbook.)

RECITALS

A music major is expected to perform in a departmental recital each semester in the major applied music area after the first semester of the freshman year. All students majoring in Music Education present a half-hour recital in their junior and senior year for no credit. Performance majors give an hour-long recital in both the junior and senior year for no credit. It is expected for all students to be currently registered in applied lessons in the semester in which they submit a recital proposal and the semester in which they perform a recital. Students with a music minor are presented in student recitals at the discretion of their instructors. (See Department of Music Student Handbook.)

RECITAL ATTENDANCE

A major part of the educational experience of music students is the attendance at performances of both professional musicians and their student peers. Music majors are required to attend 84 concerts in four years. 42 concerts of recital attendance must be completed as part of the Upper Divisional requirement. Music minors must attend 24 total concerts. (See the Department of Music Student Handbook for delineation of categories of concerts required.)

Professor Jonathan R. Evans, Chair; Professor Gregory S. Clapper, Instructor Kevin J. Corn, Assistant Professor Nathan Johnson, Professor Peter J. Murphy.

The disciplines of philosophy and religion constitute an integral part of the liberal arts core. Each discipline correlates with other parts of the curriculum.

PHILOSOPHY

Courses in philosophy acquaint students with problems concerning reasoning, knowing, and valuing. Investigating these philosophical problems develops perceptive reading, rigorous thinking, and clear expression. The cycle of courses in the history of philosophy promotes an understanding of the origin and development of various philosophical positions and their role in the genesis of contemporary culture. The courses dealing with specific philosophical issues often relate directly to other disciplines. Majors and non-majors may choose to add a concentration in Ethics. A philosophy major is an excellent preparation for a variety of career paths such as law school or studies in graduate school.

RELIGION

Courses in religion provide students the opportunity to examine their own religious heritage as well as that of others. Through this process, students not only increase their comprehension, but also enrich their understanding of life.

The Religion major provides an in-depth study of Christian tradition using the academic tools developed in the fields of history, literature, theology, and the social sciences. The major also provides for an engagement with other religious traditions. Students may choose to add one or more of the following optional concentrations: Pre-Theology, Ancient Greek, and Ethics. Non-majors are allowed to do the concentrations in Christian Formation, Ancient Greek, and Ethics. The Religion major, especially when paired with a concentration, provides excellent preparation for students who wish to pursue studies at a Christian seminary or graduate program.

Associate Professor Leah Courtland, Chair; Assistant Professor Rupam Das; Associate Professor Timothy Duman; Assistant Professor Stacy Hootman; Associate Adjunct Opondo Matiko; Professor Christopher R. Moore; Assistant Professor Sarah J. Reynolds; Assistant Professor Nicholas A. Soltis; Associate Professor Stephen J. Spicklemire; Assistant Professor Brian A. Vermillion.

The department of Physics and Earth-Space Sciences supports active programs in which a student may major in earth-space sciences, environmental science, or physics.  Earth-space science majors can add a geophysics concentration.  Physics majors can add a traditional concentration, laboratory instrumentation concentration, scientific computing concentration, geophysics concentration, or develop and propose a concentration by design.  Students majoring in subject areas offered by other departments can minor in earth-space sciences, geology, physics, or environmental science.  Students interested in teaching earth science, environmental science or physics in middle or high school should consider co-majoring in secondary education and earth science, environmental science, or physics.

EARTH-SPACE SCIENCES

The curricula in earth-space sciences are structured to develop student understanding and appreciation of the scientific method and the world in which we live (geology, meteorology, oceanography, and astronomy). Coursework can lead to a Bachelor of Arts or Bachelor of Science degree with majors in earth-space sciences or environmental science. Opportunities exist for undergraduate students to build an educational foundation leading to natural science and environmental positions of responsibility in government, business, industry, and education. Moreover, students interested in graduate studies in the earth sciences or environmental sciences can build a framework for success. Certain careers and graduate work require a minimum of a full year each of chemistry, biology, physics, and mathematics through calculus or other courses. Students are encouraged to consider career and graduate school requirements when choosing courses. Students wishing to pursue postgraduate interests in meteorology or astronomy are encouraged to major in physics.

No course in which the student earns a grade lower than a C- in an ESCI course will be counted toward an earth-space or environmental science major or minor.

 

PHYSICS

Physics is the study of the basic laws that govern the behavior of matter and energy. Physicists do this by discovering and studying the fundamental forces of nature and the laws that predict the motion that results from these basic interactions. Physics is the most fundamental science because all other fields, from microbiology to cosmology and from chemistry to geology, depend on these few basic physical principles. This program offers a bachelor of science degree in physics.  A student wishing to pursue postgraduate interests in meteorology or astronomy is encouraged to major in physics.

No course in which the student earns a grade lower than C- in departmental courses will be counted toward a major or minor, according to the sequence outlined by the department. To be eligible for enrollment in a course, a student must receive a minimum grade of C- in prerequisite courses. 

In addition to the above degree, the department also offers a number of concentrations to enhance the marketability of the physics degree.

Concentrations

Traditional:  Students successfully completing the courses in this concentration in addition to the physics core courses should be grounded in the traditional subject matter in preparation for graduate school.

Scientific Computing: A major application of the problem-solving skills acquired with degrees in physics is application of knowledge through use of computers. Advances in computer technology have allowed computer modeling, visualization, and simulation of physical phenomena to become widely recognized as the “third pillar of science and technology.” The Scientific Computing Concentration, in addition to the physics core courses, will help the student focus in this area, which is applied in industry as well as research.

Laboratory Instrumentation: With the advancements in technology, there is an increasing need for workers who can operate, fix, and develop new tools. This concentration adds courses in electronics design and microprocessor software development. The Laboratory Instrumentation Concentration, in addition to the physics core courses, will help prepare a student for a career as a creative scientific professional designing new experiments and technologies in an ever-changing technological environment.

Geophysics:  This concentration will train you in the broad spectrum of both physics and geosciences, as well as the mathematical underpinnings of both fields.You will learn to apply the principles of physics to the study of the Earth.

By Design: Students may also take advantage of the concentration by design option. This concentration allow students and faculty to design a concentration that would better fit a student’s future career goals.  Students should consult with the department before developing a proposal for the concentration by design to be certain that it has a reasonable chance of being approved by the faculty. 

Associate Professor Amanda Miller, Chair, Professor Mary C. Moore, Assistant Professor Colleen Wynn, Assistant Professor Liz Ziff

Sociology is the study of societies and social groups and how we relate to one another. It uses scientific methods to identify and understand social problems and their solutions. UIndy's sociology program prepares students for careers in a variety of fields, and many of our alumni now work as community leaders and for non-profits. Our program also helps you develop strong research and evaluation skills, which are valuable in a wide range of careers. Many of our students also pursue graduate studies after completing their bachelor's degree. University of Indianapolis Sociology students develop strong research skills and theoretical grounding to study and rectify inequality in local, national, and global communities.

Sociology majors also may elect to pursue concentrations in Community Inequality and Change or Social Research. These elective concentrations give students an opportunity to focus and extend their development of knowledge and skills in these areas. Community Inequality and Change offers many opportunities to connect classroom studies with service-oriented learning experiences working with diverse community groups. The Social Research concentration helps students develop skills needed for entry into many graduate programs and that are highly desired by data-driven businesses, non-profits, and public agencies.  The Social Research concentration may also be taken as part of a Sociology minor by non-majors, offering additional instruction and experiences in research beyond what is typically offered in other majors at the University. Strong students may also elect to pursue the 4+1 program, which helps students attain a bachelor’s degree in several fields as well as an master’s degree in Applied Sociology in just five years total.

The department also offers a minor in Child & Youth Programs that are open to students with any University major. The Child & Youth Programs minor provides courses and field-based experiences to prepare students to work in programs that educate and mentor children and youth outside conventional school settings. The department’s minor in Community Inequality and Change helps prepare students from a number of majors to work with diverse populations and help create more equitable local, national, and global communities.

Associate Professor Elisabeth Hoegberg, Chair; Assistant Professor James Leagre; Associate Professor Penny Sornberger; Associate Adjunct Faculty Grant Williams

The goal of the department is to develop the skills, crafts, and imaginations of its students within the liberal arts context. The curriculum encompasses the areas of acting, directing, production, design, dramatic literature, theatre history, and play analysis. This broad preparation at the undergraduate level develops a foundation for any theatre specialization. Through individual attention to students, the faculty strives to help them acquire and develop the tools they will need in order to succeed in their future pursuits.
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