|
University Honors Program
English as a Second Language Courses
Applied Science Program
Pre-Professional Careers
UNIVERSITY HONORS PROGRAM
The University Honors Program, open to students in all undergraduate
divisions of the university, is administered by the
Honors Council and the director of university honors. Minimum
requirement for acceptance into the program is a composite score
of 26 on the ACT. The student must maintain a cumulative grade
point average of 3.3 or higher to be inducted into the program in
the spring of the freshman or sophomore year and must maintain a
3.3 to graduate as a University Honors Scholar.
The purpose of the University Honors Program is to offer the
academically superior student a specially designed program,
within a supportive community, that fosters critical thinking, intellectual
development and social responsibility. This enhanced
program is designed to provide a balance of common experience
and flexibility addressed to individual achievement as well as a
comprehensive framework on which to build disciplinary studies.
The Honors Program also has an honors house on campus
which houses both male and female students. Students should
consult with the director of the University Honors Program and the
director of University Housing for availabilities and stipulations.
The house serves as a residence and a focal point for meetings and
activities with the Honors Alliance, faculty and staff in the Honors
Program.
The official student voice within the program is the University
Honors Alliance. Membership to the University Honors Alliance
is offered to any student with a 3.3 grade point average or
higher. There is an annual membership fee of $5.
University Honors Program Requirements
- Honors Versions of General Studies.
Within the regular general studies requirements, the University
Honors Scholar takes a minimum of seven honors versions
of general studies courses distributed over at least four departments.
These courses are not taken in addition to the general studies
courses; rather, they are taken in place of regular general studies
courses. When the minimum number of honors versions of
general studies courses is difficult to attain, the student, with the
permission of the honors director, may take upper level courses in
the general studies sequence to replace and count toward the credit
of the honors version of general studies course(s).
- Foreign Language Courses.
The University Honors Scholar must take six hours of one
foreign language (classical or modern) depending upon demonstration
of proficiency. The student may take an additional language
course, in addition to the six-hour requirement, to suffice as
one of the seven courses and one of the general studies requirement
mentioned above in Section I.
- University Honors Courses.
The program of interdisciplinary studies with the PEAK
Program (Promoting Excellence and Knowledge) begins in the fall
semester of the freshman or sophomore year, continues throughout
the sophomore and junior years, and culminates in the fourth year
with the University Honors Capstone Seminar. The student takes
four interdisciplinary seminars. HON 1101 is taken in the freshman
year, HON 2200 and 3300 may be taken in the sophomore
and/or junior year, and HON 4400 may be taken in the junior or
senior year. Transfer students may enter the program with permission
of the honors director.
First Year, PEAK Program (one semester):
University Honors candidates can be notified of acceptance
into the University Honors Program in the spring semester
while enrolled in an honors version of a general studies course in
the spring semester. Candidates must maintain a minimum grade
point average of 3.3 complete HON 1101, and take one honors
version of general studies courses each semester, including the
spring semester. All honors students must meet with the director
of the University Honors Program each semester for advising.
| Subsequent years: |
| HON 2200 |
(3) |
University Honors Special Topics:
Interdisciplinary I |
| HON 3300 |
(3) |
University Honors Special Topics:
Interdisciplinary II |
| HON 4400 |
(3) |
University Honors Capstone
Seminar |
Honors Versions of General Studies courses
| ART 1134 |
(3) |
Honors Visual Arts |
| ENG 1103 |
(3) |
Honors English Composition I |
| ENG 1104 |
(3) |
Honors English Composition II |
| ENG 2207 |
(3) |
Honors World Literature before
1660 |
| ENG 2208 |
(3) |
Honors World Literature after 1660 |
| HIS 1103 |
(3) |
Honors History of Western Civiliza
tion I |
| HIS 1104 |
(3) |
Honors History of Western Civilizat
ion II |
| HIS 1113 |
(3) |
Honors U.S. History to 1877 |
| HIS 1114 |
(3) |
Honors U.S. History since 1877 |
| MUS 1132 |
(2) |
Honors Music Appreciation |
| PSY 2201 |
(3) |
Honors General Psychology |
| POL 2240 |
(3) |
Honors American National Government |
| SPH 2243 |
(3) |
Honors Fundamentals of Speech or
Fundamentals of Speech |
Honors placement in math will be made on an individual basis by
the Chair of the Department of Mathematics.
Honors Thesis
The University Honors Scholar is encouraged to complete an
honors thesis or honors project in his/her major in accordance with
departmental requirements. Please see the course descriptions
section of this catalog for ENG 4498-4499 and HIS 4498.
University Honors Program Courses (HON)
Please see the course descriptions section of this catalog for
descriptions of University Honors Program Courses (HON).
 top
ENGLISH AS A SECOND LANGUAGE COURSES
The American English Group (AEG) offers intensive English
language instruction for non-native speakers. This program addresses
the needs of students who plan to pursue further university
study in the United States or who wish to sharpen their language
skills for personal or professional reasons. In addition to improving
listening, speaking, reading, and writing ability, ESL classes
also increase students' understanding of American culture and
university life. Level I - IV courses are offered for institutional
credit; up to six credits of level V - VI courses can be used to fulfill
the free elective course requirement towards an undergraduate
degree. For more information, see the Academic Regulations section
of this bulletin. For information about the AEG terms of instruction,
contact the Center for International Programs at 334-670-3335.
AMERICAN ENGLISH GROUP COURSES (AEG)
GRAMMAR COURSES
| 0072 |
Guided Independent Grammar (1 to 5) For any level. |
| |
Supervised independent study of selected topics at an
appropriate level, using textbooks and/or software. |
| |
|
| 0082 |
Grammar I (5) For beginners and near beginners. |
| |
Covers the verb be, simple present tense, present
progressive, wh-questions, possessives, prepositions of
time, simple past, past progressive, and parts of speech
(nouns, adjectives, prepositions). Independent CD-based
exercises on topics covered in 0083 – two hours per
week. |
| |
|
| 0083 |
Grammar II (5) For high beginners. |
| |
Covers imperatives, suggestions, there is/there are,
negative questions, future, nouns, articles, and
quantifiers, modals, comparatives, superlatives, and
basic sentence structure (simple and compound
sentences). Independent CD-based exercises on topics
covered in 0084 – two hours per week. |
| |
|
| 0092 |
Grammar III (5) For low-intermediate students. |
| |
Review, expansion, and practice of basic verb tenses,
imperative forms, phrasal verbs, modals, comparatives
and superlatives. Introduces negative questions and tag
questions, additions and responses, gerunds and
infinitives, phrasal verbs (separable and inseparable),
and adjective clauses (with subject relative pronouns and
object relative pronouns). Independent CD-based
exercises on topics covered in 0094 – two hours per
week. |
| |
|
| 0093 |
Grammar IV (5) For intermediate students. |
| |
Review, expansion, and practice of modals and modallike
verbs, expression of advisability and obligation,
speculations and conclusions about the past, and the
passive. Introduces the passive with modals and the
passive causative, conditionals, direct and indirect
speech, indirect instructions, commands, requests, and
invitations, indirect questions, and embedded questions.
Independent CD-based exercises on topics covered in
0095 – two hours per week. |
| |
|
| 1105 |
Grammar V (5) For high-intermediate students. |
| |
Review, expansion, and practice of all simple and
progressive verb tenses and passive voice. Introduces
modals expressing necessity and certainty, countable
and uncountable nouns, quantifiers, and adjective
clauses. Includes in-depth analysis of sentence structure:
parts of speech, phrases, dependent and independent
clauses, subordinating and coordinating conjunctions,
sentence types, and sentence fragments. Independent
CD-based exercises on topics covered in 1105 – two
hours per week. |
| |
|
| 1106 |
Grammar VI (5) For advanced students. |
| |
Review, expansion, and practice of auxiliaries and
phrasal verbs, gerunds and infinitives, Introduces
adverbs and adverb clauses, noun clauses (subjects and
objects), unreal conditionals and other ways to express
unreality, and the subjunctive, inverted and implied
conditionals. Includes in-depth analysis of sentence
structure: sentence types, sentence fragments,
parallelism of gerunds and infinitives, sentence and
fragments, writing direct and indirect speech, and
avoiding run-ons and comma splices. Independent CDbased
exercises on topics covered in 1106 – two hours
per week. |
LISTENING COURSES
| 0070 |
Guided Independent Listening (1 to 5) For any level. |
| |
Supervised independent skill-building practice at an
appropriate level, using TV, radio, sound recordings,
video, and software. |
| |
|
| 0090 |
Listening III (5) For low-intermediate students. |
| |
This course teaches English necessary for the
comprehension of natural, conversational speech. Begins
with detailed examination of grammatical and
phonological features of spoken English that may
challenge listeners; builds to intensive academic
listening practice and development of note-taking skills.
Linguistic analysis: increased comprehension through
familiarity with reductions, linking, contractions, silent
letters, unstressed words, syllable stress, affixes,
sentence intonation, and contrastive word stress.
Listening Lab requirements: one hour per week |
| |
|
| 0091 |
Listening IV (5) For intermediate students. |
| |
The purpose of this course is to prepare students for
academic lecture comprehension and note-taking;
students will learn to simultaneously listen to, analyze,
organize, and write down new information. Academic
focus: Understanding lecture organization, constructing
outlines, recognizing cues and main ideas, predicting
content and lecture direction, making generalizations,
and listening for details. Listening Lab requirements:
one hour per week |
| |
|
| 1101 |
Listening V (5) For high-intermediate students. |
| |
Prepares students for the demands of academic lecture
comprehension and note taking. Many organizational
plans such as definition, description, cause and effect,
process, examples, classification, comparison and
contrast, and generalization will be studied. The course
will emphasize how to evaluate, organize, and predict information in lectures. Exercises in vocabulary
acquisition and language cue recognition are included.
Listening Lab requirements: one hour per week. |
| |
|
| 1102 |
Listening VI (5) For advanced students. |
| |
Academic focus: Introduces listening strategies for
academic lectures, such as anticipating and organizing
information; understanding humor, connecting words,
and pronoun referents; recognizing analogy, quotations,
and paraphrasing. Skill-building exercises include
listening for main ideas, making inferences, listening for
specific information, summarizing, and recognizing
vocabulary in context. Listening Lab requirements: one
hour per week. |
READING COURSES
| 0071 |
Guided Independent Reading (1 to 5) For any level. |
| |
Supervised independent study at an appropriate level,
designed to develop specific reading skills and increase
vocabulary. Materials may include books, newspapers,
magazines, CDs, and the Internet. |
| |
|
| 0080 |
Reading I (5) For beginners and near beginners. |
| |
Focuses on building vocabulary and developing reading
skills such as finding main ideas, locating pronoun
referents, and using context clues. Includes introduction
to use of a monolingual dictionary for second language
learners. Reading Lab requirement: one hour per week. |
| |
|
| 0081 |
Reading II (5) For high beginners. |
| |
Focuses on vocabulary expansion and skills building.
Students will practice scanning, skimming, predicting,
and separating main ideas from supporting ideas.
Reading Lab requirement: one hour per week. |
| |
|
| 0094 |
Reading III (5) For low- intermediate students. |
| |
Develops reading skills by studying scanning,
previewing and predicting, vocabulary, main ideas,
skimming, making inferences, summarizing, paragraph
topics and their patterns of organization. Reading Lab
requirement: one hour per week. |
| |
|
| 0095 |
Reading IV (5) For intermediate students. |
| |
Builds up vocabulary and practices reading strategies.
Exercises develop skills in recognizing affixes, using
context clues, finding main ideas, scanning for details,
drawing inferences, and forming conclusions. Reading
Lab requirement: one hour per week. |
| |
|
| 1103 |
Reading V (5) For high-intermediate students. |
| |
Focus on increasing reading speed, accuracy, and
comprehension through detailed analysis of word parts,
complex sentence structure, and paragraph construction.
Vocabulary building activities include study of stems
and affixes, practice in guessing meaning from context,
exposure to figurative language, and using a
monolingual dictionary. Exercises on a wide variety of
material provide practice in reading strategies such as
skimming, scanning, prediction, restatement, and
inference. Reading Lab requirement: one hour per week. |
| |
|
| 1104 |
Reading VI (5) For advanced students. |
| |
Helps the students be ready for academic reading.
Vocabulary building through brainstorming, vocabulary
lists, and close exercises that help learners guess the
meaning from context and see regularity in the language.
Introduces students to the lifestyles, attitudes, customs,
and traditions of Americans. Reading Lab requirement:
one hour per week. |
SPEAKING COURSES
| 0060 |
Pronunciation I (3) For beginners or near beginners. |
| |
Intensive practice in sound production and
differentiation (English vowels, consonants, diphthongs,
and consonant clusters) as well as syllable stress, word
stress, and intonation patterns. Uses word games,
textbook activities, recordings, and software. |
| |
|
| 0061 |
Pronunciation II (3) For intermediate students. |
| |
Remedial work for students with speech irregularities.
Includes sound production and differentiation, syllable
stress, word stress, intonation patterns, contractions,
reductions, linking, assimilation, and fast speech
phenomena. Uses word games, textbook activities,
recordings, and software. |
| |
|
| 0086 |
Oral Skills I (10) For beginners or near beginners. |
| |
Offers integrated language acquisition approach in
listening, speaking, and pronunciation. Emphasis on
language functions and meaningful exchanges in
realistic and relevant situations. Intensive practice in
sound production and differentiation, syllable stress,
word stress, and intonation patterns. Uses language
games, textbook activities, recordings, and software. Lab
requirement: two hours per week. |
| |
|
| 0087 |
Oral Skills II (10) For high- beginners. |
| |
An integrated class in listening, speaking, and
pronunciation. Increases listening and speaking fluency
and confidence by building vocabulary and providing
controlled listening and speaking practices in a safe
environment. Uses language games, textbook activities,
recordings, and software. Work on pronunciation. Lab
requirement: two hours per week |
| |
|
| 0098 |
Speaking III (5) For low-intermediate students. |
| |
Increases fluency, comprehensibility, and confidence
through both controlled and free speaking practice.
Classroom activities, including role-plays, drama, pair
dictation, and small group discussion promote fluency
and provide a context for the practice of functional
language. CD-based assignments provide a
comprehensive review of the English sound system as
well as useful practice in functional language. Lab
requirement: one hour per week. |
| |
|
| 0099 |
Speaking IV (5) For intermediate students. |
| |
Develops oral presentation skills while examining
both formal and informal speaking, including idioms and
relaxed speech. Class presentations allow students to
share aspects of their own culture such as proverbs,
games, folktales, forms of address, standards of conduct,
ceremonies, and holidays. Pronunciation is closely
monitored to detect irregularities, with individual
remedial lab work assigned on sound production and
differentiation. Lab requirement: one hour per week. |
| |
|
| 1109 |
Speaking V (5) For high-intermediate students. |
| |
Increases vocabulary and fluency through discussions,
debates, and presentations. A comprehensive
pronunciation program on CD and cassette leads
students through a review of the English sound system
as well as a detailed study of the finer points of
pronunciation, such as rhythm, pitch, and phrasing.
Class presentations are more formal and more academic
and require research and other preparation. Lab
requirement: one hour per week. |
| |
|
| 1110 |
Speaking VI (5) For advanced students. |
| |
Centered on the oral presentation, this course moves
through the entire process of giving an oral presentation
from choosing a topic to organizing and delivering a
speech. Speech is closely monitored for lingering
irregularities, with individual remedial lab work
assigned as needed. Lab requirement: one hour per
week. |
TOEFL COURSES
| 0073 |
Guided Independent TOEFL Preparation (1 to 5)
Advanced level. |
| |
Supervised independent study using textbooks, tapes,
and software. Includes intensive practice in listening,
grammar, and reading as well as coaching in test-taking
strategies. |
| |
|
| 0088 |
TOEFL Preparation I (5) Intermediate level. |
| |
Covers strategies and skills necessary for the TOEFL
exam. Provides listening, structure, reading, and writing
skills practice at an intermediate level. Students learn
test-taking strategies, take and analyze practice exams,
and work to increase vocabulary in order to prepare for
the TOEFL test. Independent CD-based TOEFL
exercises on topics covered in 0088: one hour per week. |
| |
|
| 0089 |
TOEFL Preparation II (5) Advanced level. |
| |
Covers strategies and skills necessary for the TOEFL
exam. Provides listening, structure, reading, and writing
skills practice at an advanced level. Students learn testtaking
strategies, take and analyze practice exams, and
work to increase vocabulary in order to prepare for
TOEFL test. Independent CD-based TOEFL exercises
on topics covered in 0089: one hour per week. Course
requirement: 475 on the paper-based TOEFL; 153 on the
computer-based TOEFL. |
WRITING COURSES
| 0084 |
Writing I (5) For beginners or near beginners. |
| |
Focus on sentence-level writing: clause types, sentence
types, sentence combining, conjunctions, and mechanics
(punctuation and capitalization). Provides a basic
introduction to writing in English that helps students
apply what they are learning in other English classes to
develop their writing proficiency. Writing Lab
requirement: one hour per week. |
| |
|
| 0085 |
Writing II (5) For high-beginners. |
| |
Continues with sentence-level writing; introduces
students to several methods of organizing paragraphs:
writing introductions, describing, listing characteristics,
stating reasons and examples, and expressing opinion.
Appropriate grammar and mechanics is practiced for
each method. Writing Lab requirement: onr hour per
week. |
| |
|
| 0096 |
Writing III (5) For low- intermediate students. |
| |
Focus on paragraph-level writing: review of mechanics,
sentence structure, and sentence combining, followed by
analysis of model paragraphs and practice in locating
and formulating main ideas and topic sentences. Study
of organizational patterns and outlines for various types
of paragraphs. Includes work on unity, transitions, and
support. Writing Lab requirement: one hour per week. |
| |
|
| 0097 |
Writing IV (5) For intermediate students. |
| |
Focuses on paragraph organization using time-order,
listing, description, narration, using reasons and
examples, comparison and contrast, and facts and
opinions. Mechanics and appropriate complex sentence
structure for each method will be practiced. Writing Lab
requirement: one hour per week. |
| |
|
| 1107 |
Writing V (5) For high-intermediate students. |
| |
Provides competence in academic writing focusing on
paragraph writing, elements of style, and patterns of
writing. Practice using support/evidence, in-text
citations, and paraphrase. Includes work on mechanics
and detail (such as subject-verb / pronoun-antecedent
agreement) as well as on overall organization, support,
and coherence. Practice appropriate grammar (especially
run-on, comma splice, fragment, subject-verb agreement
errors). Writing Lab requirement: one hour per week |
| |
|
| 1108 |
Writing VI (5) For advanced students. |
| |
Focus on essay construction. Emphasis is placed on
coherence, unity, and writing well-developed and wellorganized
essays. Explores different rhetorical patterns
(chronological order, logical division of ideas, causeeffect,
comparison/contrast, etc) as means to the end in
fulfilling academic writing assignments. Study of
different ways to organize and present ideas for different
groups of readers. Emphasis on writing as a process,
with frequent group work to generate ideas and practice
peer editing. Writing Lab requirement: one hour per
week. |
top
APPLIED SCIENCE PROGRAM
Through these programs the university offers associate and
baccalaureate degrees especially designed for individuals with
skills and understanding obtained from accredited post secondary
technical schools, community colleges, military schools and nontraditional
sources. These programs require residence study (main
campus or branch locations). Selected courses are offered through
distance learning.
The applied science degrees were initiated after several years
of study that involved faculty members, outside consultants and
conferences with staff members of the Commission on Colleges,
Southern Association of Colleges and Schools. The unique feature
of these degree programs is that credit may be awarded for completion
of technical courses and/or learning acquired through experience.
In assessment and recognition of experiential and other
non-traditional education, the university follows the “Principles of
Good Practice in Assessing Experiential Learning” recommended
by the Council for Adult and Experiential Learning (CAEL). All
applied science degree programs are not offered at all locations.
Eligibility
Eligibility for enrollment in one of the applied science degree
programs is dependent upon prior education and/or experience.
Before enrollment in one of the programs, official documentation
of prior learning must be submitted to determine eligibility. All
post-secondary technical school transfer students must complete
all courses required in the institution’s curriculum and earn (if
appropriate) a diploma or certificate before being granted admission
into the resources management degree program. No additional
credit will be awarded for the possession of a license. All
credit from the Community College of the Air Force (CCAF),
accredited post secondary technical schools, and/or American
Council on Education (ACE) recommendations will be considered
junior college credit except where specifically recommended by
ACE for upper-division credit. No credit will be awarded until six
semester hours of academic credit has been earned at Troy University.
At least 50 percent of the degree program must be traditional
academic credit at the 3300/4400 level. Curriculum: The academic
curricula taught by the university have been developed to supplement,
not duplicate, the vocational/technical training or other experiential
learning the individual may possess in a manner designed
to provide these individuals greater career opportunities.
EXPERIENTIAL LEARNING CREDIT
CROSS DISCIPLINE COURSES (CDC)
| 3301 |
Portfolio Development (2) |
| |
This is a course in the preparation of an educational
portfolio, a formal file or folder of information complied
by students on learning acquired through specific past
experiences and accomplishments. Students are
required to prepare a portfolio under the guidance of the
instructor. The course is required of all students prior to
submission of a portfolio to the university for evaluation
for experiential credit. |
| |
|
| Experiential Learning Assessment (ELA) Credit |
| |
Experiential learning assessment (ELA) is a process
used by Troy University to evaluate prior collegeequivalent
learning attained by students outside the
classroom and not transferable through any of the standard
methods of accepting non-traditional credit. Each
student prepares a portfolio that is a carefully organized
folder documenting learning outcomes (not learning
activities) for the purpose of earning credit for a specific
college course or courses. The procedure for students
interested in requesting assessment of prior experiential
learning is as follows:
- The student enrolls in CDC 3301 Portfolio
Development for 2 semester hours of credit. The
instructor for this course (1) provides an overview of the
experiential learning assessment program, (2) assists in
determining whether or not prior learning is appropriate
or adequate to request academic credit, (3) provides the
guidance necessary to prepare an educational portfolio,
and (4) evaluates the portfolio to determine if the
content is sufficient to approve submission for faculty
assessment. NOTE: No more than 25 percent of the
degree may be earned by using experiential learning
assessment credit or portfolio-based credit.
- The student prepares the portfolio, which includes
- A statement of the student’s educational
goals;
- A chronological record of the student’s
education and work experiences;
- A clear statement of the knowledge and
skills not learned in college for which the
student desires to receive academic credit;
- Information that links the knowledge and
skills to the student’s goals and educational
degree program; and
- Documented evidence that substantiates
the student’s claim to learning.
- Faculty assessment.
Once the portfolio is submitted to the faculty for
evaluation, the faculty member uses several methods of
assessment, which include product assessment such as
an original computer program, interviews, oral or written
examinations, simulations, performance tests, and/or
essays. The faculty member makes a recommendation
to award or not award the hours of credit.
- Fee Payment
The student pays the appropriate fees for the credit
awarded.
- Credit is then posted to the student’s transcript.
|
MILITARY ELECTIVES
Military electives may be taken from credit earned through
the American Council on Education (ACE) recommendations,
Community College of the Air Force (CCAF), or military credit
from regionally accredited institutions.
For additional information regarding the military science
minor, please consult the index of this catalog.
top
PRE-PROFESSIONAL CAREERS
Students who are interested in preparing for careers in the
professions will find many such opportunities at Troy University.
Considered among the best available, Troy’s pre-professional
programs feature small classes, special academic advisers, free
tutors, exceptional laboratory facilities and an outstanding and
well qualified faculty.
Pre-law
Admission to accredited professional schools of law requires
from three to four years of college preparatory work with preference
given to applicants with the bachelor’s degree. Law schools
generally do not prescribe a particular major or course of undergraduate
study as a prerequisite for admission. All such schools
emphasize the important of excellence in whichever course of
study is pursued. For students planning to enter the profession of
law, it is recommended that a student pursue a bachelor’s degree
giving emphasis to such fields as English, history, political science,
criminal justice, social science, speech communication or
business. For individualized advice about courses appropriate for
law school, students may consult with the advisers for the Pre-Law
Society.
Pre-engineering
Program requirements among the professional schools of
engineering vary, although certain courses are common to most
such schools, particularly during the first two years’ work. Students
may complete from one to two years of pre-engineering and
basic engineering course work at Troy University before transferring
to a professional school. The choice of the professional
school and the particular field of engineering will determine the
appropriate time for transfer. Consequently, students are assigned
pre-engineering academic advisers to assist them prior to registration
each term.
Pre-health Professions
Courses required for admission to these professional schools
are available at Troy University. Admission to these schools is
highly competitive. Troy University recommends that students
who plan a career in medicine, dentistry, optometry or osteopathic
medicine follow a program which leads to the bachelor of science
or bachelor of arts degree. Because certain specific courses are
required by medical, dental, optometry or osteopathic medicine
schools, Troy provides pre-medicine and pre-dentistry advisers
and the pre-professional student has the opportunity to consult
with the major adviser throughout his/her undergraduate studies.
Pre-veterinary Medicine
Programs leading to the doctor of veterinary medicine degree
normally require four years of preparatory college work and four
years in the professional school. Four years of the preparatory
work may be taken at Troy University.
Pre-agriculture and Forestry
Students who plan to follow courses of study leading to degrees
in agricultural engineering, animal or poultry husbandry,
dairying, farm management, horticulture, wildlife, agriculture
education, or forestry may complete as much as the first year’s
work at Troy. Certain courses required during the second year
also are offered, but before continuing into the second year, the
student should carefully examine the requirements of the professional
school selected.
Other Pre-professional Career Paths
Troy University also provides appropriate courses of study
for a number of other professional and vocational fields, including
pharmacy, home economics, land surveying, physical therapy,
public administration, seminary training, etc. These programs
require general preparation (as required for the bachelor’s degree)
as a prerequisite for admission to the professional or graduate
school.
top
|
