School code: 3962
School code: 1230
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FHU students have the opportunity to continue their learning outside the classroom with a semester abroad.
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Henderson, TN is a small town that is full of charm and has an atmosphere of Southern hospitality. While most events are held on campus, if you're looking to get off campus, it's a short drive to both Memphis or Nashville, Tennessee.
There are so many different clubs at FHU that focus on all aspects of life. Take advantage of the tight-knit community and unique opportunities offered at FHU by being involved in these groups.
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"Freed has allowed me to pursue both of my interests in life all in one place. Not many college students get the opportunity to oversee a mission trip to South America with their professors and be published for undergraduate research all in the same year."
Class of 2014 • Majoring In Biochemistry and Bible
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FHU has a history of talented student athletes and coaches who have helped make FHU Athletics what they are today. Check out who these students are and what accomplishments they've made. Know someone who deserves to be in the Hall of Fame? Use the nomination form below to tell us about it.
FHU welcomes visiting teams. Find a campus map, local lodging and more in our FHU Athletics Visitor's Guide.
FHU offers two major opportunities to support Lion athletics that also benefit you! The FHU Lion Backers and the Sports Advisory Council Benefit Dinner are great ways to give back.
For the latest news and updates, follow FHU Athletics on all social media outlets
The mission of Freed-Hardeman University is to help students develop their God-given talents for His glory by empowering them with an education that integrates Christian faith, scholarship and service.
See Freed for yourself! Schedule your campus visit today and find out if Freed-Hardeman University is right for you.
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FHU’s Engaged Learning Initiative (ELI) is a program dedicated to enhancing the academic experience of the FHU undergraduate student. The ELI connects the classroom with the real world – from theory to applied practice. Our ELI develops practical knowledge and skills, so that students are better prepared for future educational and career goals.
Through the ELI students will:
Institutional grants are available to fund student and faculty projects in five areas. A detailed description of each category and examples of projects are found in the Best Practices for Student Engagement Faculty Guide.
Download the Best Practices for Student Engagement Faculty Guide
Download the ELI Special Project Proposal Form
Download the ELI Special Project Rubric
Submit project proposals to firstname.lastname@example.org.
The investigator will work to make a novel, meaningful contribution to a discipline-specific question or idea.
A systematic pursuit of knowledge is essential to academic life. Academic research provides a means by which we can engage the world and seek understanding. Often through research, ideas are challenged, beliefs are revised, and meaningful growth occurs. By conducting research, investigators have an opportunity to independently investigate topics while also increasing overall knowledge in a particular field. The goals of specific research projects will vary, but it is expected that by conducting research students will:
A proposal for a special project must involve sharing research results through publication or presentation to an interested audience (class, campus or conference) and include a reflective component about opportunities and/or challenges of the project. Two examples include conducting research off campus through internships and participating in collaborative projects between faculty and students outside of normal research group activities.
The student will explore the creative impulse through the design, execution and display of a work of art. Working individually or with a larger group, the student will create a work of visual, musical, theatrical or literary art for public viewing.
The visual, performing and literary arts provide an outlet for students to explore the process of creativity. As children of a Creator God, all people possess some capacity for either the appreciation or creation of artistic work. Students will explore the arts’ conceptual framework and expressive process in the execution of an original work or in the interpretation of an artist’s original work. Interpretative work takes place when the student explores the work of playwrights, composers, choreographers or authors embodying these works with a larger company or alone.
All Creative Expression endeavors must:
The project must contain a significant experiential activity and reflective writing component. Special projects may include, but are not limited to the following: a summer performance with a professional theatre, performance with a regional symphony orchestra, touring with a band, showing original art in a regional gallery, publishing a work of fiction, and travel to gain inspiration and broaden perspective needed for the creative process.
Participants will actively engage with people from cultures other than their own through travel, service opportunities, missions or other study opportunities with the goal of increased cultural empathy and expansion of their perspectives of ethical responsibility, humane values and social justice.
Global citizenship education inspires dialogue, action, partnerships and cooperation through formal and informal education processes. It is a multifaceted approach employing various methods to promote human rights, peace, justice and sustainable national and international relationships and resources. Its ethos is shared responsibility.
We are members of many communities: our churches, our campus, our local community, our state, our nation and our world. As such, we have an opportunity to understand and appreciate the differences between people from cultures other than our own and the interconnection between cultures. This understanding and appreciation, in turn, should lead us to an awareness of our social responsibility to those in all the communities we are members of. As Christians, we have a special calling to be engaged as global citizens; a part of our Christian mission is to care for others, meeting temporal needs, as well as spiritual needs.
The goal is to move toward an understanding that being a global citizen involves an ongoing process of development (learning and growth). The most important elements in the development of global citizenship is the constructive engagements with those who are different; opportunities to pursue social avenues that advance human rights; and discussions with peers, faculty and diverse community or international groups.
The project should stimulate cultural empathy gained through interaction with community, national or internationally diverse groups. The project must contain a significant experiential activity and reflective writing component. Examples include, but are not limited to the following: a mission trip experience, an activity that requires interactions with and service to members of a different community, and internship experience in a foreign or diverse culture.
The student will explore and experience leadership from a servant–first perspective.
Individuals that chose to participate in this category will be exposed to experiences and activities designed to expand the traditional role and practice of leadership. A leader that develops through this program should strive to be a servant first, as modeled by our Lord Jesus Christ. Participants in this program area will be exposed to leaders and leadership concepts that exhibit the servant leadership model and identify how the areas of service and leadership can coexist in them and their vocation. The project must substantially explore or develop two or more of the following characteristics of servant leadership:
Special projects shall have a substantial leadership component and address two or more of the servant leadership elements above. The developers of the project will need to demonstrate in the proposal how the project will be considered for servant leadership credit by linking the project to the traits and characteristics of servant leaders. A student project requires a minimum of 120 hours of involvement and must have an academic sponsor. In addition to the reflective writing component, the student must keep a journal and a log of activities throughout the duration of the project. Examples include the following: mission trip organizer and leader, service project coordinator and undergraduate research team leader.
Participants will actively engage in a professional development experience.
Participants will use this opportunity to further enhance their scholarly pursuits through internships, practicums and other opportunities to work alongside professionals or in professional settings.
The Bridge Experience provides students and faculty opportunities to cultivate and enhance talents related to their specific professional fields of interest. The opportunities provided through the Bridge Experience will also serve to build, or bridge, relationships among the distinct colleges of the university with the professional communities at large.
To be considered as a Bridge Experience special project, the experience must be completed in association with a content-related course. Examples include, but are not limited to the following: student teaching experience outside of major requirements, nursing clinical experience outside of major requirements, internships and specialized training for new course development.
Grant Recipient: Dr. Sarah Pierce
This ELI is envisioned as the second of an ongoing series of annual trips to Thomazeau, Haiti with the long-term objective of assisting in the development of sustainable medicine operations in the region. While in Haiti, FHU students and teachers will have the opportunity to show the kindness and love of Christ by providing physical and spiritual care to the oppressed people of Thomazeau while also sharing the gospel of Jesus Christ. This work will be in cooperation with LiveBeyond, a not-for-profit organization headquartered in Nashville, Tennessee with a year- round, residential base of operations in Thomazeau. The trip will occur during the week beginning January 7, 2017 where students will be immersed in the Haitian culture as they explore how to identify, initiate, and sustain medicine ventures that will enhance the quality of life in a poverty-stricken, third world country.
Grant Recipients: Margaret Payne and Laquita Thomson
This joint literary/artistic project will explore the historical figures who have used the western landscape as impetus for significant bodies of creative work. Students enrolled in Southwestern Literature and Special Topics in Art will study these historical figures – read their works, analyze their paintings and explore how place affected their creativity. Class time in Henderson will be spent viewing and discussing works by O’Keefe, artists of the “Taos School,” and written works by D. H. Lawrence, Willa Cather, Tony Hillerman and Leslie Silko. Students will also study and practice some of the forms and media used by these figures. At the end of the semester, students will then travel to north central New Mexico to experience the landscape, cultural flavors and historical backdrop of texts and ideas discussed in the two courses. Travel stops will include the Fred Jones Museum of Art’s Southwest Collection at the University of Oklahoma, the Georgia O’Keefe Museum of Art in Santa Fe, Old Town, Albuquerque, Chaco Canyon National Historical Park, the Roy Gorge bridge, the D. H. Lawrence Ranch, Ghost Ranch and the Georgia O’Keefe home tour. Works created by students will be used to capture student growth and synthesis.
Grant Recipient: Jud Davis
The goal of the ART 299C/399C course is to expose students to a high-end, hands-on, real-life professional photography studio shoot in one of the top three fashion locations in the world. As FHU continues to develop a photography program reputation, students must be exposed to different styles of photography, including fashion photography. In this course, FHU students have been “hired” as photographers. This one-day in the studio is a simulation where FHU students are the professional photographers. During this photo shoot, professionals will surround students that they must direct and manage. From the stylist, to the model, to posing, to prop placement, to photography, students will be responsible for the decision points for the entire shoot. FHU students will actually photograph NYC models, direct styling, build their own set, and interact with clients in a NYC studio.
Grant Recipient: Linda Moran
In July 2016, FHU students will participate in the third FHU Abroad trip in Madrid since its initiation in 2013. The FHU faculty involved with the Madrid program agree that the excursions are a vital piece of the immersion experience in Spain. Most of the excursions are guided tours, with one of the professors from the University of Madrid in attendance. Weekend excursions and day trips allow for extended forays into the heart and soul of Spain. As a means of evaluation, students will be required to complete and submit a reflective journal by a given deadline to the faculty sponsor as part of the requirement for the immersion credit designated as SPA 367.
Grant Recipient: Dr. Lee Hibbett
The first week of the MKT 399A Sports Marketing course will be structured as a traditional class with a textbook, lectures, class discussions, collaborative exercises, and exams. The second week will take the instructor and students out of the classroom and into the world of sports marketing and management where they will meet with sports marketing professionals, tour venues where sports marketing takes place, and attend a professional baseball game to observe, first hand, sports techniques in action. Students will be required to reflect on their experiences and observations regarding the roles marketing plays in the business of sports.
Grant Recipients: Wendy Gean and Dwina Willis
Through this award, approximately 100 students enrolled in health science courses at FHU will be able to attend the Bodies Revealed exhibition that is currently on display at the Discovery Park in Union City, Tennessee. Before attending the exhibit, students will examine the process of donating a body to science and the preservation process through in-class activities. Following the visit, students will reflect on their experiences through individual writings and group research. Two pathologies chosen from the exhibit will be the subject of a one-page reflective writing.
Funding was awarded to support the Art Guild’s three-day trip to visit art venues in central and northwest Arkansas. The Guild will visit Crystal Bridges, the Arkansas Art Center and Eureka Springs. The purpose of this student-initiated project is to expand the minds of the students involved in the Art Guild, providing inspiration for future projects and art. Students that participate will create new pieces of art inspired by the trip, and those pieces will be displayed at University Scholars’ Day in Fall 2016. It is anticipated that 15 students will participate in this activity. Jud serves as the sponsor for the Art Guild.
Grant Recipient: Dr. Rachel Salmon
BIO 110 Principles of Biology is a course for non-biology majors to meet the general education requirement for life sciences. Dr. Salmon uses the Science Education for New Civic Engagements and Responsibilities (SENCER) approach for this course. SENCER is a program funded by the National Science Foundation (NSF) to encourage instructors to present science content in ways that are relevant to students. This is a redesign of BIO 110 to teach the principles of biology in the context of food science. Students will be exposed to biological topics such as diffusion, fermentation, metabolism, pH, plant biology, food source sustainability, muscle structure, flood viscosity, lipid transport, biomolecules, water, the scientific method, and G protein coupled receptors. Each week students will be presented with experiments using the kitchen as a classroom and laboratory. The teacher will assess the students’ perception of learning gains in this course, and she plans to present the results to the SENCER Summer Institute in the Summer of 2017.
Grant Recipient: Dr. Alan Kinningham and Dr. Margaret Payne
Through this project, musicians and creative writers collide to create a sum greater than its separate parts. This creative synergy will result in the creation and recording of original songs written by FHU students. Student volunteers from ENG 310 Creative Writing and MUS 191-492 Songwriting will be partnered to engage in a collaborative effort to produce an original composition. The capstone will be a trip to Dark Horse Recording in Franklin, Tennessee to record the songs.
Grant Recipient: Dr. Ralph Gilmore
Dr. Gilmore will offer a one-hour bible and philosophy course in Fall 2016. Students enrolled in this course will have an opportunity to attend the Gilmore-Rosenberg Debate. The debate is being organized by the Warren Apologetics Center and will be held at the Mershon Theatre on the Campus of the Ohio State University in Columbus, Ohio in September 2016. Through this project, students will attend a debate on the existence of God between Dr. Alex Rosenberg, chair of the Department of Philosophy at Duke University, and Dr. Gilmore.
Grant Recipient: Dr. Bryan Black
Dr. Black and a graduate student will conduct research regarding attitudes expressed by students on social media and how they compare to beliefs and attitudes espoused as a University and expected from its students. The study will utilize a readily available social media source from which posts can be extracted from FHU students.
Grant Recipient: Dr. John McLaughlin
In Fall 2016, Dr. McLaughlin will teach ENG 385 Victorian Poetry and Prose. The course will be taught through the lens of literary theory dealing with issues of crime and punishment. Concepts to be used were introduced by the French philosopher Michel Foucault, whose Discipline and Punish: The Birth of the Prison has shaped contemporary thinking on power relationships in western society, including studies of Victorian criminality. A key component to the class will involve the use of Victorian-era newspapers and other primary documents that provide contemporary accounts of crime and punishment. Students will research crimes reported in newspapers of the period and explore the relationship between those accounts and crimes depicted in Victorian novels, plays, and poems.
Grant Recipient: Matt Cook
In Spring 2017, Mr. Cook will teach BIB 423 to a limited class of 30 undergraduate students. The students will be divided into five groups of six students. Each group will be assigned a chapter from James, First Peter, Second Peter, First John, Second John, or Third John and then develop a service project that puts the biblical text into concrete practice. The class will require the following from each group: a service project based on the groups assigned chapter; three in-class presentations completed outside of class from each group with a visual presentation (PowerPoint, Prezi, etc.); and discussion questions for class participation.
Each December, photographers, hairstylists and makeup artists all around the world will find people in need, take their picture, print their picture, and then deliver it—free of charge. FHU will be a site for this project and will participate in the worldwide effort to provide a portrait to those in need. The mission is to empower photographers, hairstylists, and makeup artists to use their skills, tools, and expertise to give back to their local community.
Freed-Hardeman University will conduct its Second Annual University Scholars' Day Oct. 28. The event is a school-wide recognition of students’ and faculty’s...
Thanks to alumna Dr. Belinda Anderson for sharing these scenes of the FHU Baseball team reading to her class! She even quoted one of her thrilled third...
Last night, students in the Small Group Communication class hosted a Haunted Trail on campus and raised over $600 f… https://t.co/Kc8rADGfyd