Curriculum

The University of Indianapolis has established four institution-wide learning goals. These goals are pursued within the curriculum and featured as part of a campus-wide series of co-curricular events sponsored by Academic Affairs and Student Affairs. The learning goals are as follows.

• Critical Thinking: Students will make judgments through the application of intellectual criteria. The core components of critical thinking include evaluation, self-regulation, interpretation, analysis, inference, and explanation.
• Creativity: Students will use their imagination and inventiveness in modifying or generating results.
• Performance: Students will be able to demonstrate their mastery of subject content through their execution and communication of educational objectives.
• Social Responsibility: Students will be able to make connections between the academic disciplines and the social environment of the local and broad community. The dimensions of social responsibility are identified by the Association of American Colleges and Universities as striving for excellence; cultivating personal and academic integrity; contributing to a larger community; taking seriously the perspective of others; and developing competence in ethical and moral reasoning.

The general education core meets three major goals: (1) it is derived from the University mission; (2) it is sequenced; and (3) it has an integrative approach that shows the connections among the various academic disciplines.

It is the mission of the University to help students “to become more capable in thought, judgment, communication, and action; to enhance their imaginations and creative talents; to gain a deeper understanding of the teachings of the Christian faith and an appreciation and respect for other religions; to cultivate rationality and tolerance for ambiguity; and to use the intellect in the process of discovery and the synthesis of knowledge.” Ten learning goals have been defined: critical thinking, fine arts appreciation, history, global awareness, experiencing cultural differences, literature, natural sciences, philosophy and ethics, religion and social science. These learning goals are supported by competency areas in mathematics, modern language, communication and wellness, as well as additional general education requirements in order to meet the stated mission.

New Student Experience & First Year Seminars

 

New Student Experience

The New Student Experience course is designed to help new UIndy students in their first semester of enrollment to develop skills and relationships that will serve them well as they pursue their degree and career goals.  The course consists of a series of personal, academic, and campus success sessions designed to help new students make a successful transition to campus. Students will meet the New Student Experience requirement by taking the freshman orientation or seminar in their respective major areas or by taking INTD-101 New Student Experience (for those students whose academic areas do not offer an orientation course or for those who are undecided about their majors). New Student Experience is required for all full-time baccalaureate degree-seeking students and full-time transfer students with less than 18 credit hours.

Students who fail to complete the New Student Experience requirement will be required to complete an additional elective course from a distribution or competency area of the General Education core. Depending on a student’s major and the credit hours required to complete all requirements, this may increase a student’s minimum required hours for graduation.

Students in undergraduate accelerated adult programs must take SCAS 101 (Return to Learning) to fulfill the New Student Experience (NSE) requirement.  This course is typically the first course that adult learners will take. 

First-Year Seminars

First-Year Seminars (FYS) focus in-depth on a question or topic in a disciplinary or interdisciplinary context. By means of its specific focus, the seminar explores the thinking, research, and writing practices in a particular field and the ways in which ideas are communicated across fields or to wider audiences. FYS might cover a wide range of knowledge, but they are not introductory surveys. FYS should engage issues and highlight advanced, cutting-edge topics. Most FYS courses will also satisfy a distribution area of the general education core.

• Each seminar uses a sequence of readings to develop the intellectual focus of the seminar and provide material for discussion.
• Each seminar provides instructional support for research by asking students to engage in some form of structured investigation beyond the common sequence of readings.
• Each seminar provides instructional support for writing, using an array of different writing assignments. Students should write regularly, though not all writing need be graded.
• Each seminar provides structured occasions for students to take an active part in shaping discussion.

Students seeking a baccalaureate degree will satisfy the First-Year Seminar requirement by taking one First Year Seminar. First-Year Seminar is required for all full-time baccalaureate degree-seeking students and full-time transfer students with fewer than 18 credit hours. Students who do not successfully complete an FYS course must complete an additional Writing and Speaking Across the Curriculum course prior to graduation. Depending on a student’s major and the credit hours required to complete all requirements, this may increase a student’s minimum required hours for graduation.. Transfer students with 18 or more credit hours are exempt from the New Student Experience and First-Year Seminar requirements of the core. To be eligible to register for a First-Year Seminar course, a student must be ready to take ENGL 101.

The First Year Seminar (FYS) requirement is waived for students in undergraduate accelerated adult programs.

Distribution Areas

 

Literature

Upon completion of the literature distribution requirement, successful students will be able to:

• read and interpret literature in English in at least three genres and from more than one century
• argue that literature reflects and shapes social, economic, and political ideas and events
• analyze texts in the context of current research in the field from various critical perspectives and through different theoretical approaches
• improve their ability to research and to write critically about the literary texts they have read.

Students seeking a baccalaureate degree will satisfy the literature distribution area of the core by successfully completing one Literature course.

History

Upon completion of the History distribution requirement, successful students will be able to:

• explain cause and effect in historical context
• identify important historical trends, themes, and individuals
• employ evidence to support written historical argument
• demonstrate understanding of different cultures, beliefs, and perspectives and how they have changed over time
• identify and contrast competing historical interpretations and arguments

Students seeking a baccalaureate degree will satisfy the history distribution area of the core by successfully completing one History course.

Natural Sciences

Upon completion of the Natural Sciences distribution requirement, successful students will be able to:

• Demonstrate an understanding of science as an empirical method and body of knowledge for explaining physical or biological processes.
• Apply scientific concepts, principles, and analytical approaches to explain physical or biological processes.
• Describe the process by which human understanding of physical or biological concepts change through history as new data are obtained and alternative models are proposed.
• Identify and evaluate credible sources of information using both the popular media and peer reviewed scientific journals.

Students seeking a baccalaureate degree may satisfy this component of the core by taking one Natural Science course.

Social Sciences

Upon completion of the Social Sciences distribution requirement, successful students will be able to:

• Analyze and explain ideas, using sound reasoning and empirical evidence rather than relying on unsupported opinion
• Apply current social science knowledge to describe a contemporary issue
• Explain how individuals, groups, institutions, and other contextual factors interact with one another.
• Explain how symbols, events, practices, or experiences are understood from the view of at least two different groups (e.g. national, racial/ethnic, gender, social class, political, religious, age).
• Discuss strategies to address psychological, political, cultural, or social problems, showing awareness of the established knowledge and ethics of the discipline.
• Explain reasons for adherence to relevant disciplines’ professional code of ethics.

Students seeking a baccalaureate degree will satisfy the social sciences distribution area of the core by successfully completing one Social Science course.

Religion

Upon completion of the Religion distribution requirement, successful students will be able to:

• Describe and explain the basic features of the Christian traditions in terms of their foundational documents, historical development, and theological issues which people encounter today.
• Identify methodologies that have been developed in a variety of academic disciplines to study the religious traditions.
• Articulate the Christian traditions’ specific concerns for character formation which involves inculcating personal humility and respect for others, including respect for human and religious diversity.

Students seeking any undergraduate degree may satisfy the Religion requirement by successfully completing one Religion course.

Philosophy & Ethics

Upon completion of the Philosophy and Ethics distribution requirement, successful students will be able to:

• identify and appraise topics for argument, and the evidence to support these arguments, for the purpose of developing skills in constructing plausible arguments that integrate ethical or philosophical principles with empirical or conceptual claims
• identify the classical philosophical or ethical theories that have informed the serious reflections of the civilized world
• employ inductive and deductive arguments, and avoid fallacies in reasoning, while analyzing philosophical or ethical viewpoints
• show familiarity with the development of thought about human values, such as free-will, happiness, moral goodness, and duty, and include the reasoning given to support each position

Students seeking a baccalaureate degree will satisfy the philosophy & ethics distribution area of the core by successfully completing one Philosophy & Ethics course.

Arts

Upon completion of the Arts distribution requirement, successful students will be able to:

• analyze the structure of a work of art and identify its formal elements, using vocabulary appropriate to the art form
• interpret and critically analyze works of art using standards appropriate to the form and to the social, cultural, and historical context
• demonstrate an understanding of aesthetics and the relationship between artistic technique and the expression of a work’s underlying concept
• engage in the artistic process, including conception, creation, and critical analysis at each stage.

Students seeking a baccalaureate degree will satisfy the arts distribution area of the core by successfully completing a minimum of two credits hours of Fine Arts Theory and/or Fine Arts Applied courses.

Global Awareness & Experiencing Cultural Differences

Upon completion of the Global Awareness & Experiencing Cultural Differences distribution requirement, successful students will be able to:

• examine at least one contemporary cultural, social, economic, environmental, and/or political system from beyond the U.S.  This examination may include an indigenous, migrant or refugee group within the U.S. that represents a markedly different culture from mainstream Western culture.  This examination could take place in the context of comparison to the U.S.
• employ theoretical concepts on the study of global difference.
• analyze substantial connections between the worldviews and power structures of cultures in contemporary contexts.
• complete an approved, outside-the-classroom experience that entails actual engagement with another community (e.g., service learning, travel, internships, practica);
• complete a reflective component

Students seeking a baccalaureate degree will satisfy the global awareness and experiencing cultural differences distribution area of the core by successfully completing one Global Awareness or Experiencing Cultural Differences course.

Competency Areas

 

Communication

Upon completion of their required courses of study, successful students will be able to:

• analyze and synthesize information to make reasoned, well-organized arguments in written work and oral presentations with introductions, thesis statements, supporting evidence, and conclusions appropriate to the discipline
• use credible evidence, integrated and documented accurately according to styles preferred in the major.
• demonstrate proficiency in standard edited American English, including correct grammar, sentence structure, word choice, and punctuation
• produce presentations and written work that employ the organizational techniques, formats, voice, tone, technology, and genres (oral, written, and/or visual) typical for purpose(s) and audience(s) in the discipline and/or workplace
• engage in pre-writing, planning, writing, revising, and editing as a process for achieving effective  communication.
• evaluate the strengths and weaknesses of their own communication skills and those of other students

Students seeking a baccalaureate degree will satisfy the communication competency are of the core by successfully completing one Communication course.

Wellness

The concept of balance is the overall individual goal to everyday living, everyday function and in everyday outlook. Balance is attained through high levels of understanding and being active in each of the eight dimension of wellness: physical, mental, social, spiritual, intellectual, environmental, occupational, and financial.

Upon completion of the wellness requirement, the students will be able to:

• Explain and apply the multidimensional, functional approach to wellness inclusive of all eight dimensions (physical, mental, social, spiritual, intellectual, environmental, occupational and financial) using self-reflection.
• Evaluate personal health behaviors in all eight dimensions of wellness for maintenance and improvement.
• Practice self-awareness and goal setting via a thorough personal health risk appraisal, determining personal risk factors for various disease-states, illnesses and behaviors.
• Develop and implement a personal plan for continuous engagement in practicing positive health and wellness behaviors, including establishing short-term and long-term wellness goals stemming from evaluations of all dimensions.
• Demonstrate proficiency in proper technique and intensity of health enhancing physical activity and receive feedback focused on improving self-efficacy related to lifetime physical activity involvement.

Students seeking a baccalaureate degree will satisfy the communication competency area of the core by successfully completing either KINS 101 (Wellness/Fitness for a Lifetime) or KINS 104 (Honors: Wellness/Fitness for a Lifetime).

Mathematics

Upon completion of Math studies, successful students will be able to:

• interpret quantitative information (i.e., formulas, graphs, tables, models, and schematics) and drawn inferences from them
• formulate a problem quantitatively and use appropriate arithmetical, algebraic, and/or statistical methods to solve the problem
• evaluate logical arguments using quantitative reasoning
• communicate and present quantitative results effectively

Students seeking a baccalaureate degree may satisfy the mathematics competency requirement of the general education core by successfully completing one Mathematics course.

Incoming students are expected to demonstrate competency in mathematics. Students who do not demonstrate proficiency in this area will take courses to help them reach the level of competency required for successful performance at the University level. Mathematics competency may be demonstrated in one of the following ways:

1. receiving a passing grade in a college-level math course of three hours or more taken within the last three years.
2. receiving a grade of C- or higher in MATH-105 Intermediate Algebra.
3. passing the department placement test at the MATH-105 level or higher.

 

Modern language

Upon completion of Modern Language studies, successful students will be able to:

• read, write, listen, and speak in the targeted language as determined by the standards within the Department of Modern Languages
• demonstrate an appreciation of and respect for diverse cultures and peoples, particularly those where the target language is spoken
• engage in and reflect upon the local, national, and international current events, geography, history, art, literature, and music as they pertain to the target language
• explain the importance and role of language in an increasingly global society
• reflect critically on the relationship between language and cultural identity

Modern foreign language competency (101 level or above) for baccalaureate degrees in the schools of Education, Business, and Nursing; for baccalaureate degrees in the College of Health Sciences; and for the Bachelor of Science in the College of Applied Behavioral Sciences.  Competency may be demonstrated through one of the following:

• prior education experience as demonstrated by the successful completion (passing grade) of two years of the same modern foreign language in high school.
• achievement of the recommended score on the placement exam.
• completion of a modern foreign language at the 101 level.

The modern language requirement for the Shaheen College of Arts and Sciences for a Bachelor of Fine Arts, Bachelor of Music and Bachelor of Science, and for the College of Applied Behavioral Sciences for a Bachelor of Social Work degree is proficiency through the 102 level. Proficiency through the 201 level is required for all Bachelor of Arts degrees. Competency for either of these two levels can be demonstrated through the placement exam or through the appropriate course>.

The Modern Language competency requirement will be considered met for non-permanent resident international students from regions where English is not the primary language.

Additional General Education Requirements

 

Intro to College Writing

Intro to College Writing is a course designed to increase the student’s ability to write clear, organized, vigorous expository prose with attention to the mechanics of English and correct grammatical forms. Students who place in ENGL-101 without having taken ENGL-100 and who receive a C- or lower will be assigned to ENGL-100 or a repetition of ENGL-101 at the discretion of the instructor. Students assigned to ENGL-100 must earn a C or above before repeating ENGL-101. Students reassigned to ENGL-101 will be required to repeat the course until a grade of C or above is achieved.

Incoming students are expected to demonstrate competency in writing, which may be demonstrated through one of the following:

• Prior education experience consisting of all three (a, b, and c) of the following:

• a score of 550 or above on the SAT Evidenced-Based Reading and Writing (ERW) section or a score of 22 or above on the ACT English section.

• A “B” average or higher in junior and senior high school English courses.
• an overall grade point average in high school of 2.7.
• Placement in ENGL-101 through directed self-placement.
• Completion of ENGL-100 Basic Writing with a grade of C or higher.

Students who place into ENGL 101 may not enroll in ENGL 100.

Lecture/Performance Series

INTD-201/202 Lecture/Performance Series is an opportunity for students to attend programs of intellectual and/or cultural significance outside of the normal classroom setting. The format of the Lecture/Performance Series is designed to give students some choice in the events they attend and to provide for flexibility in scheduling. Events are scheduled throughout the week at different times and places and vary in length from one to three hours.

All full-time students are required to take the Lecture/Performance Series for 1.0 credit hour as part of the general education experience. Transfer students with 60 or more transfer hours are exempt from the Lecture/Performance requirement.

Students meet the requirement for the program through verified attendance at a series of Lecture/Performance events. In total, a student must attend at least twenty (20) events before graduation. The 1-credit hour requirement is divided into two .5 credit hour increments, which means that a student would need to attend ten events per .5 credit. Note: A student may only count a maximum of four out of every ten (or eight out of twenty) required L/P events in which he or she is performing or participating (i.e., concert, theatre production).

Students may attend events at their own pace; however, completion of the Lecture/Performance Series requirement must be verified no later than the semester before a student plans to graduate. If a deficiency exists after that time, the student will be required to complete three additional hours in the general education core for each .5 credit hour outstanding, thus increasing the minimum graduation requirement accordingly.

The L/P requirement is waived for students in undergraduate accelerated adult programs.

 

 

Double Counting in the Core:

Courses which fulfill multiple Distribution Areas of the core may not count toward both areas. 

Courses approved to fulfill both a Distribution Area and a Competency or Additional Requirement area may count toward both requirements.

Students may use no more than three (3) major courses to fulfill General Education core requirements. Courses which are part of a student’s major requirements that do not have the major subject prefix are not included in the three course limit (i.e., education majors may fulfill General Education core requirements by taking up to three EDUC courses; however, other requirements of the major that have different subject prefixes [COMM, MATH, BIOL] do not count toward the three course limit).

Core Requirements for Associate Degree Students

Associate degree students are required to complete 14 hours of general education courses as determined by their school or department.  See curriculum guides for general education requirements for associate degrees.

Sequencing Requirements of Core

The general education core is designed to provide students with an integrative approach to the learning goals that form its basis. In order to achieve these goals, students are expected to follow the sequences in the curriculum guides. In all areas in which students select from menus of courses, it is expected that freshmen and sophomores will take 100- and 200-level courses and juniors and seniors will take 300- and 400-level courses.

Major. A major is a program of study composed of at least 24 hours in one academic discipline. A grade of C- or higher is required in those major courses designated on the curriculum guide and in the academic catalog. Some schools and departments have established grade requirements of C or above for some or all courses in the major. Specific grade requirements are noted on the curriculum guides and in the school or departmental sections of this catalog. Students should consult these documents for both course and grade requirements.

A student may complete more than one major and in certain cases may even use some of the same courses for each major, as long as each major has at least 24 discrete hours. Completion of requirements for multiple majors during a student’s initial baccalaureate degree study does not qualify a student to earn more than one baccalaureate degree within the same calendar year. See the Additional Degrees section of this catalog for more information..

Minor. A minor is composed of at least 18 hours of coursework in one academic discipline or an approved combination of coursework in more than one discipline for baccalaureate degree-seeking students. A grade of C- or above is required in all courses in the minor.

Concentration. A concentration is a group of 12 to 15 hours of coursework within an academic major or minor focusing on a specialized subject, available to baccalaureate degree-seeking students. Concentrations are available in a number of areas and are described in the undergraduate catalog in the section devoted to the major or minor. A grade of C- or above is required in all courses in a concentration.

A student must have at least one of the majors listed on the following pages in order to complete a baccalaureate degree at the University of Indianapolis. Although the University does not require a minor or concentration for graduation, some major programs are designed with required minors or concentrations. Students are encouraged to have additional majors, minors and concentrations beyond those required.

The requirements for majors, minors, and concentrations are noted on the curriculum guides and in the Undergraduate Programs sections of this catalog. 

Length of Program

Baccalaureate degree program can generally be completed in four years if the student:

1. declares the major during the first semester of enrollment,
2. successfully completes at least 30 hours per year, and
3. fulfills all degree requirements, including any specific requirements for the program, such as music ensembles and practical training.

 

Most majors can be completed in four years even though the student declares the major his or her sophomore year, but students should be aware that a delay in declaring one’s major might require additional coursework. Students who change majors after initial enrollment should consult with the academic advisor for the academic unit offering the major to determine the amount of time it will take to complete the new degree program.

The University offers the following majors:

Baccalaureate Degree Majors

• Accounting
• Anthropology 
  • Anthropology of Health concentration
• Archeology
  • Geophysics concentration
  • North American Archeology concentration
• Biology
• Business Management
• Chemistry
  • Biochemistry concentration
  • Chemical Physics concentration
  • Environmental Chemistry concentration
  • Forensic Chemistry concentration
  • Industrial Chemistry concentration
• Communication
  • Electronic Media concentration
  • Human Communication concentration
  • Journalism concentration
  • Public Relations concentration
  • Sports Information concentration
• Computer Engineering
• Computer Science
• Criminal Justice
  • Corrections concentration
  • Crime Scene Investigation concentration
  • Law Enforcement concentration
• Data Science
• Earth-Space Science
  • Geophysics concentration
• Electrical Engineering
• English Teaching
• English/Creative Writing
• English/Literary Studies
• English/Professional Writing
• Environmental Science
• Environmental Sustainability
• Exercise Science
• Finance
• Franco-Germanic Studies
• General Engineering
• Graphic Design
• History
  • European History concentration
  • Non-Western History concentration
  • United States History concentration
• Human Biology
• Illustration
• Industrial Systems Engineering
  • Data Science concentration
• Information Systems & Applied Business Analytics
• International Relations
• Jazz Studies
• Latin America Studies
• Marketing
• Mathematics
• Mechanical Engineering
• Medical Laboratory Science
• Music
  • Business of Music concentration
  • Jazz Studies concentration
  • Music Technology and Recording concentration
  • Church Music concentration
  • Theory/Composition concentration
• Music Performance
• Music Therapy
• Nursing
• Operations and Supply Chain Management
• Philosophy
  • Ethics concentration
• Physics
  • Geophysics concentration
  • Laboratory Instrumentation concentration
  • Traditional Physics concentration
  • Scientific Computing concentration
• Political Science
• Pre-Art Therapy
• Pre-Art Therapy Studio Art
• Psychology
  • Clinical & Counseling Studies concentration
• Public Health Education and Promotion
• Religion
  • Ancient Greek concentration
  • Christian Formation concentration
  • Pre-Theology concentration
• Respiratory Therapy (See Biology department)
• Social Work
• Sociology
  • Social Research concentration
• Software Engineering
• Spanish
• Sport Management
• Studio Art
• Theatre
  • Musical Theatre concentration

 

Baccalaureate Degree Teaching Majors

• Elementary Education
• Senior High/Junior High/Middle School Teaching with majors in:
  • English
  • Earth-Space Science
  • History
  • Mathematics
  • Physics
  • Spanish
  • Theatre
• All-Grade Teaching with majors in:
  • Music
  • Physical Education/Health
  • Visual Arts

 

Accelerated Baccalaureate Degree Majors*

• Business Administration
• Liberal Studies
• Organizational Leadership
•  

Accelerated Program Minors

• Aging Studies
• Business Foundations
• Organizational Leadership

 

Associate Degree Majors

• Business Administration
• Chemistry
• Liberal Arts
• Physical Therapist Assistant

 

Minors   

• Accounting
• Anthropology
• Applied Spanish
• Archeology
• Biology
• Business Administration (Non-Business Majors)
• Chemistry
• Child & Youth Programs
• Communication
• Computer Science
• Creative Writing
• Criminal Justice
• Data Science
• Earth-Space Science
• Economics
• Entrepreneurship (for Business and Non-Business Majors)
• Environmental Science
• Environmental Sustainability
• Finance
• Franco-Germanic Studies
• Gender Studies
• Geology
• Graphic Design
• Health & Wellness Management
• History
• History of Art
• International Relations
• Information Systems & Applied Business Analytics
• Latin American Studies
• Legal Studies
• Literary Studies
• Marketing (for Business and Non-Business Majors)
• Mathematics
• Mild Interventions 
• Multilingual Translation & Communication Studies
• Music
• Operations & Supply Chain Management
• Paleontology
• Philosophy
• Physics
• Political Communication
• Primary Care Nursing
• Professional Writing
• Psychology
• Race and Ethnic Studies
• Religion
• Socially Engagement Art
• Sociology
• Statistics
• Studio Art (VCD Majors and Non-Art Majors)
• Teaching English Language Learners 
• Theatre

 

Concentrations

• Africana Studies
• Aging Studies Certificate
• Clinical and Counseling Studies
• Community Engagement through Leadership & Service
• Comparative Religions
• Computer Engineering
• Cybersecurity
• Electrical Engineering
• Ethics
• Healthy Diploma®
• Multilingual Translation & Communication Studies
• Political Communication
• Software Engineering
• Teaching English as a Second or Other Language (TESOL)
• Teaching English Language Learners

 

* The accelerated baccalaureate and associate degree majors and certificates are offered only through the Accelerated Adult Program. Admission to the accelerated degree programs is restricted to those students who qualify according to the Accelerated Adult Program guidelines.

Preprofessional Programs

The University of Indianapolis prepares students for a number of professional and graduate programs and provides guidance in the selection of those courses recommended or required for admission to most of these programs. A student interested in seeking admission to a professional or graduate program is assigned a faculty advisor who counsels the student about an appropriate undergraduate major (see majors listed above) as well as the steps to be taken toward fulfilling the ultimate goal of admission to a professional or graduate program. This procedure allows the student to complete an undergraduate major while fulfilling prerequisites for future professional or graduate study. It also provides the student the flexibility of a wide range of options upon graduation from the University.

The University offers preparation for most graduate programs, and faculty in undergraduate schools and departments can advise students about further study in a particular discipline. In addition, the University offers guidance in the following preprofessional programs that have an interdisciplinary approach:

 

Preprofessional programs and suggested undergraduate majors

Preprofessional Program	Suggested Undergraduate Majors
Pre-Art Therapy	Art
Pre-Athletic Training	Biology, Exercise Science, Psychology, Public Health Education & Promotion
Pre-Dental	Biology, Chemistry other*
Pre-Law	Business, English, History, Philosophy, Political Science, Criminal Justice, Sociology, other*; courses in oral and written communication and logic or critical thinking highly recommended
Pre-Medical	Biology, Chemistry, Exercise Science, other*
Pre-Occupational Therapy	Pre-Art Therapy, Biology, Chemistry, Exercise Science, Psychology, Sociology, other*
Pre-Optometry	Biology, Chemistry, other*
Pre-Pharmacy	Chemistry, other*
Pre-Physical Therapy	Biology, Chemistry, Exercise Science, Psychology, Sociology, other*
Pre-Theology	Philosophy, Religion, other*
Pre-Veterinary	Biology, Chemistry, other*

 

*Students should seek advice of preprofessional faculty advisors about other appropriate majors.

Baccalaureate Degrees for Students Who Receive Early Admission to Health-Related Post-Baccalaureate Professional Programs

Some institutions with post-baccalaureate professional programs that typically require a bachelor’s degree for entry (such as dental, medical, occupational therapy, or physical therapy schools) may offer selected applicants the opportunity to enter after three years of undergraduate work. Some of these post-baccalaureate programs do, however, require that early-admission students earn the bachelor’s degree from the undergraduate institution, typically by the end of the first year of the professional program. Please note that these requirements for earning the bachelor’s degree in combination with early admission to a post-baccalaureate professional program are independent of any eligibility requirements the professional program may set for applicants. In order to be eligible to receive a bachelor’s degree after early admission to a post-baccalaureate health professions program, the following conditions must be met:

1. successful completion of all general education core requirements;
2. completion of a minimum of 90 undergraduate hours, at least 30 of which must be from the University of Indianapolis;
   1. successful completion of the undergraduate major; OR
   2. in approved majors, successful completion of the first three years of the undergraduate major as outlined on the curriculum guide (in this case remaining major requirements are fulfilled through the courses taken the first year of the professional program);
3. successful completion of the first year of the professional program.

 

Students who receive early acceptance into a post-baccalaureate professional program and who meet the requirements outlined above will be awarded a baccalaureate degree on completion of the first year of the professional program. Students who seek early admission are advised to remain in close contact with University advisors throughout their undergraduate careers and during their first year of the post-baccalaureate professional program to ensure that they meet the requirements for the baccalaureate degree.  

For a complete listing of masters and doctoral offerings, please visit the Graduate Admissions page.

Master’s Degree Programs

 

College of Education and Behavioral Sciences

• Master of Arts in Curriculum and Instruction (MA)
• Master of Arts in Curriculum and Instruction - STEM Concentration (MA)
• Master of Social Work (MSW)
• Mental Health Counseling (MA)
• Mental Health Counseling:  Art Therapy Track (MA)
• Psychology (MS)
• School Leadership and Management (MA)
• Special Education Leadership and Practice (MA)
• Certificate Programs available in:
  • Mild Intervention Certificate License
  • Technology
  • Transition to Teaching (T2T) in Mild Interventions
  • Transition to Master's (T2M) Secondary 5-12 Grades
  • Transition to Teaching in Elementary Education
  • STEM

 

College of Health Sciences

• Athletic Training (MSAT)
• Exercise Science (MS)
• Aging Studies (MS)
• Master of Public Health (MPH)
• Sport Management (MS)
• Primary Care Adult/Gerontological Nurse Practitioner (MSN)
• Primary Care Family Nurse Practitioner (MSN)
• Neonatal Nurse Practitioner (MSN)
• Transformational Nurse Leadership (MSN)
• Entry-Level Master of Occupational Therapy (MOT)
• Dual Degree Programs available in:
  
  • Master of Public Health and MS in Aging Studies
  • Master of Occupational Therapy and MS in Aging Studies
• Certificate Programs available in:
  • Aging Studies
  • Clinical Educator
  • Health Professions Education
  • Nurse Management
  • Post-master’s options are available in selected master’s tracks

 

School of Business

• Master of Business Administration (MBA)
• Evening Master of Business Administration (MBA)
• Saturday Master of Business Administration (MBA)
• Corporate Master of Business Administration (MBA)
• Data Analytics (MS)
• Master of Science in Management (MSM)
• Strategic Leadership and Design (MS)
• Certificate Programs available in:
  • Applied Data Analytics  
  • Finance
  • Global Supply Chain Management
  • International Business
  • Organizational Leadership

  

Shaheen College of Arts and Sciences

• Anatomical Sciences (MS)
• Anthropology (MS)
• Applied Sociology (MA)
• English (MA)
• History (MA)
• Human Biology (MS)
• International Relations (MA)
• Public Relations (MA)
• Certificate Programs available in:
  • Biomedical Sciences
  • Book Arts
  • English Dual-Credit Teaching
  • Professional Writing
  • International Relations
  • U.S. History Dual-Credit Teaching
  • Public Relations

 

Doctoral Degree Programs

 

College of Education and Behavioral Sciences

Clinical Psychology (PsyD)

 

College of Health Sciences

• Postprofessional Doctor of Health Science (DHS) 
• Doctor of Nursing Practice (DNP)

• Doctor of Occupational Therapy (OTD)
• Professional Doctor of Physical Therapy (DPT)

• Dual Degree Programs available in:
  • Doctor of Occupational Therapy and MS in Aging Studies
  • Postprofessional Doctor of Health Science and MS in Aging Studies
  • Postprofessional Doctor of Health Science and Master of Public Health