Concord University

Introduction

Founded in 1872 Concord University provides rigorous programs which prepare students to pursue various graduate study and career options and to assume leadership and professional roles in a multicultural society. While we incorporate a variety of educational methodologies/technologies, our size and the caring dedication of our faculty, staff and administration are the principal assurances of a quality educational opportunity at Concord University.

Campus Overview

  • 2,800 Students
  • 3% international (35 countries represented)
  • Average class size 18
  • 18:1 student to professor ratio
Concord

Mission

The mission of Concord University is to provide quality, liberal arts based education, to foster scholarly activities, and to serve the regional community.

Concord University provides rigorous programs, primarily at the baccalaureate level, which prepare students to pursue various graduate study and career options and to assume leadership and professional roles in a multicultural society. In keeping with its tradition of service to the region, the University will offer a limited number of carefully selected graduate degrees. While we incorporate a variety of educational methodologies/technologies, our size and the caring dedication of our faculty, staff and administration are the principal assurances of a quality educational opportunity at Concord University. As a learning community, Concord University is committed to furthering knowledge through professional development activities and programs, through research, and through the application, publication, and appreciation of scholarly efforts.

The primary purpose of Concord's mission is academic; however, the service the University provides to its state and region goes beyond the classroom. Concord University contributes to the quality of cultural and economic life in southern West Virginia through collaboration with both public and private organizations and agencies and through extension of its support and assistance into the region it serves. Ultimately, Concord University measures its success by the fulfillment alumni find in their careers and throughout their lives.

Educational Goals of Concord University

The educational programs of Concord University are designed to foster skills, knowledge, and attitudes applicable across a wide range of academic fields and professional careers in a culturally diverse, perpetually evolving global community.

  • The General Studies Program provides opportunities to begin developing skills needed for addressing complex issues, to build a foundational knowledge base for lifelong learning, and to cultivate attitudes that promote personal and societal well-being and experiential enrichment.
  • Building on the General Studies program, the baccalaureate degree programs provide opportunities for in-depth study in a student's chosen field(s).
  • Building on selected baccalaureate degree programs, the master's degree programs provide opportunities for highly specialized research and professional development.

Skills: Proficiency in interpreting data, integrating information, formulating ideas, thinking critically, and communicating with others, as demonstrated by the following competencies:

  • Effective inter-communication skills and literacies, adapted as needed for the demands of various kinds of discourse:
  • listening and speaking
  • reading and writing
  • non-verbal communication
  • media and technological literacy
  • An ability to employ appropriate observational, logical, analytical, computational, creative, and critical thinking skills in problem solving.
  • An ability to employ appropriate methods and technologies for conducting empirical and scholarly research, to interpret research findings, and to use insights gained from such research as a basis for informed decision making.
  • An ability to analyze, synthesize, and integrate elements, information and ideas.
  • An ability to evaluate elements, information, and ideas on the basis of appropriate criteria.
  • An ability to apply and to transfer academic and experiential learning appropriately from one context to another.
  • An ability to learn and work effectively both independently and collaboratively.

Knowledge: Familiarity with principles underlying academic discourse in various fields, as demonstrated by the following capabilities:

  • An ability to discern the reciprocal influences of environments, cultural beliefs and attitudes, and societal institutions and practices
  • An awareness of the fundamental characteristics and properties of the physical universe.
  • An ability to interpret events and trends within historical contexts.
  • Acquaintance with principles underlying languages - for example, linguistic, mathematical, and computer-language systems.
  • A recognition of the complex interactions between organisms, including human beings, and their environments.
  • An awareness of the aesthetic principles, methods, materials, and media employed in artistic performance and the creation of works of art and literature.
  • Self-knowledge, including awareness of one's own competencies, deficiencies, and optimal individual learning-style(s).

Attitudes: Tendencies conducive to self-knowledge, personal growth and development, and responsible citizenship as demonstrated by the following:

  • Habitual reflection on ethical/moral implications of actions when weighing decisions and evaluating outcomes.
  • Exercise of responsible leadership--including leadership by example--and of responsible followership.
  • Respectful attentiveness to differing perspectives and willingness to engage in dialogue across differences in order to seek mutual understanding and equitable conflict resolution.
  • Cultivation of and support for attitudes and practices that foster physical, mental, emotional, and social well-being.
  • Appreciation for the creative process and for the rich diversity of artistic achievement.
  • Commitment to social responsibility, including community service and civic engagement.
  • Motivation to pursue lifelong learning and ongoing intellectual growth.
This school offers programs in:
  • English

View BScs » View Bachelor »

Programs

This school also offers:

Bachelor

Bachelor in Business Administration (BS BA)

Campus Full time September 2017 USA Athens

The Bachelor of Science in Business Administration degree requires successful completion of 120 semester hours, including (1) the Program of General Studies; (2) the Business Administration Core; and (3) one of the five areas of emphasis listed below. In order to earn this degree, students are also required to maintain a cumulative grade average of at least 2.25 (C) for all courses in Business. [+]

The Bachelor of Science in Business Administration degree requires successful completion of 120 semester hours, including (1) the Program of General Studies; (2) the Business Administration Core; and (3) one of the five areas of emphasis listed below. In order to earn this degree, students are also required to maintain a cumulative grade average of at least 2.25 (C) for all courses in Business. The Business Administration Core consists of introductory courses from all major business disciplines taught at Concord University. It is intended to provide a comprehensive understanding of a broad spectrum of fields in business administration and a foundation for specialized study in the student’s chosen area of emphasis. The objective of the accounting area is to provide the education to pursue a variety of accounting and business careers. The curriculum includes exposure to descriptive and analytical information useful in the business decision-making process. The administrative systems area of emphasis provides instruction in the theory and skills needed to function in and successfully manage current office environments, as well as the flexibility to adapt to future office environments as technologies change. Students completing the program are often employed in support services such as administration, payroll, information and data processing; facilities management; materials scheduling and distribution; conference planning and travel; records management, telecommunications management, and security. The objective of the finance area of emphasis is to prepare students seeking career opportunities in the areas of corporate finance, investment management, and management of financial institutions. Rigor in course work and quantitative skills is emphasized. Students completing the program receive adequate exposure both in financial theory and policy essential for career growth in a sophisticated and competitive environment within small or large financial organizations. The management area of emphasis provides students with a comprehensive understanding of the principles, processes, and practices involved in the management of people and organizations. Students completing this program of study typically secure employment in a wide variety of business careers that range from the management of small businesses to employment in large organizations of all types. The marketing area of emphasis is designed to offer the student a general business education with the aim of developing a career in the field of marketing. Marketing consists of numerous activities that link the production of goods and services to the consumer or industrial user. The curriculum emphasis is on professional preparation for developing marketing strategies and management of marketing operations. Wide-ranging opportunities are available for marketing students in all types and sizes of for-profit and not-for-profit organizations including retailing, wholesaling, service agencies, health-care organizations, educational units, and governmental institutions. The marketing area of emphasis provides students with comprehensive exposure for career options within many branches of marketing, including: advertising, sales, marketing management, retailing, marketing research, and product management. Each student is assigned a Division academic adviser who will be available to answer questions, provide guidance in course selection, assist in setting goals, and help students make knowledgeable career decisions. Students meet with faculty academic advisers to plan academic scheduling, and advisers sign all registration and change of schedule forms. Students are encouraged to meet with advisers periodically to discuss academic progress, career placement, and special needs. [-]

BSc

Bachelor in Athletic Training (BS AT)

Campus Full time September 2017 USA Athens

The Athletic Training Education Program (ATEP) at Concord University is currently accredited by the Commission on Accreditation of Athletic Training Education (CAATE). The program utilizes a continuum of didactic and clinical experiences, as set forth in the CAATE Standards for the accreditation of entry level ATEPs, and to appropriately prepare the student as an entry-level Certified Athletic Trainer. Upon successful completion of the program, the student will have the knowledge base and clinical skills required for challenging and passing the Board of Certification (BOC) Examination. [+]

The Athletic Training Education Program (ATEP) at Concord University is currently accredited by the Commission on Accreditation of Athletic Training Education (CAATE). The program utilizes a continuum of didactic and clinical experiences, as set forth in the CAATE Standards for the accreditation of entry level ATEPs, and to appropriately prepare the student as an entry-level Certified Athletic Trainer. Upon successful completion of the program, the student will have the knowledge base and clinical skills required for challenging and passing the Board of Certification (BOC) Examination. Students who want to apply for admission to the professional program in Athletic Training may make formal application for admission to the ATEP after successful completion of the admission requirements. Students are expected to formally apply for admission during the spring semester of the freshman year, assuming they will have completed approximately 30 credit hours at the end of their first year. Transfer students with 30 or more transferring credit hours (100 level or higher) who meet the admission requirements may apply for admission into the ATEP at the time they are accepted to the University. The number of candidates accepted into the ATEP annually is limited and completion of all admission requirements does not automatically ensure acceptance into the ATEP. Should the number of qualified applicants exceed the number of clinical spaces available, the procedure for determining which students are accepted is described in the ATEP Student Handbook and the Athletic Training webpage. The professional phase of the Athletic Training Major consists of six semesters (approximately 15 hours each semester) of academic course work and clinical practicum courses. Clinical practicum experiences will occur within the University[s NCAA Division II athletics program, area high schools and colleges, sports medicine clinics, and other off-campus general medical and clinic rotation sites selected by the ATEP. Transportation to all off campus clinical sites, as well as any specific requirements of the clinical site (e.g. immunizations, uniforms, criminal background check, etc.) is the responsibility of the student. All students accepted into the professional program must show annual proof of current health provider CPR certification, first aid certification, blood borne pathogen training, professional liability insurance, and being a student member of the National Athletic Trainers Association. Students are required to be involved in professional athletic training organizations at the local, state, and national level. All of these requirements are explained further in the Athletic Training Student Handbook, which is provided to all prospective students and reviewed during UNIV 100 for Athletic Majors by the program director as part of the course. This handbook is available from the program director upon request and may also be accessed on the Athletic Training webpage. Curriculum requirements, including admissions and clinical education requirements, may change as needed to comply with current accreditation and/or university standards. Students seeking admission or those already admitted to the program are advised to keep themselves adequately informed of changes in order to complete requirements in a timely manner. Information on curricular changes will be announced in advance by the ATEP, and will be published in ATEP documents and/or the ATEP Handbook. These may be obtained from the University website and/or the ATEP website and/or the Director of the ATEP. [-]

Bachelor in Biology - Pre-Professional

Campus Full time September 2017 USA Athens

The pre-professional major is designed for students planning on going to medical school, dental school, veterinary school, or pursuing a career in another health related area and for students interested in graduate school or other pre-professional programs. [+]

The pre-professional major is designed for students planning on going to medical school, dental school, veterinary school, or pursuing a career in another health related area and for students interested in graduate school or other pre-professional programs. Core Requirements: The degree of Bachelor of Science, with a major in biology, requires successful completion of 120 semester hours including (1) the Program of General Studies (six hours of foreign language is recommended); (2) one of the biology programs listed below; and (3) a program of electives or a minor as worked out with the student’s adviser; recommended minors include chemistry, geology, physics, psychology, mathematics, computer science, or statistics. Admission Concord University welcomes applications from men and women who are willing to work conscientiously and to regard the opportunity to attend a university as a serious challenge. Applicants are encouraged to submit their applications 60 days prior to the semester in which they are to enroll. Even though an interview is not required, prospective students are encouraged to visit the campus [-]