This section contains descriptions of courses offered at Moberly Area Community College. Not all of the courses listed in this section are offered every semester. Information on where and when these courses are available may be found in each semester’s course schedule available on the Course Offerings page. Contact advising for more information.
Common syllabi can be accessed by visiting the Syllabus Library. If you need a specific syllabus or additional course information not found in the library, please contact us at Syllabus@macc.edu.
Associate Degree Nursing Courses with an NUR prefix are only taken by students in the traditional Associate Degree Nursing Program after they have been approved for admission. Courses with an NUA prefix are only taken by students in the Virtual Associate Degree Nursing Program (VADN) after they have been approved for admission. The ADN professional coursework (NUR and NUA courses) must be completed in sequence as outlined on the academic map. A grade of “C” or better must be obtained in all required courses.
NUR100 Medication Administration .5-1-1
Safe, effective nursing care requires basic knowledge of mathematics, as well as the ability to utilize numbers and measuring systems. Students will learn basic principles and methods for medication administration. This course reviews basic math operations before introducing more specific concepts. Topics covered are as follows: drug measures, medication labels, syringe utilization, insulin administration, medication administration systems, other dosage calculations, and documentation of medication administration. Pre- or corequisite: MTH140 or higher.
NUR102 Fundamentals of Nursing and Mental Health 5.5-8-8
The objective of this course is to help the student to develop a firm foundation for basic nursing practice through demonstration, direction, mentoring and support. In this first course, the student learns to use the nursing process and draws on basic scientific principles to organize, prioritize, and provide safe care. Additional focus is placed on interpersonal communication, cultural sensitivity and appropriate use of health care terminology. The student is introduced to ethical and legal concepts and is encouraged to begin to develop self-assessment and professional accountability. This course addresses the physiological and psychosocial integrity of the client with a specific focus on the psychosocial aspects. Self-assessment and self-awareness are encouraged to enhance self-development and foster therapeutic relationships with an emphasis on multicultural diversity. Communication skills are further developed using theories of interpersonal relationships as a foundation. Student communication evolves from basic to therapeutic. Students use the nursing process as a tool for critical thinking in organizing, prioritizing, and managing individual plans of care. Students are assisted to address ethical and legal dilemmas in their roles as client advocates. Pre- or Corequisites: BIO205 and PSY101
NUA112 Adult Health Nursing I 4-8-6
The objective of this course is to assist the student to integrate prior knowledge and utilize more advanced scientific principles. Students will apply these principles to provide more complex care to adults in selected settings. The student will be assisted to utilize interpersonal communication skills and integrate cultural awareness into client care. Additional focus is placed on organizing and prioritizing care. Students are assisted to further develop self-assessment skills and professional accountability, and to address ethical and legal dilemmas in their roles as client advocates. VADN Prerequisite: BIO206
NUR113 Mental Health and Adult Health Nursing I 5.5-10-8
The objective of this course is to assist the student to integrate prior knowledge and utilize more advanced scientific principles. Students will apply these principles to provide more complex care to adults in selected settings. The student will be assisted to utilize interpersonal communication skills and integrate cultural awareness into client care. Additional focus is placed on organizing and prioritizing care. Students are assisted to further develop self-assessment skills and professional accountability, and to address ethical and legal dilemmas in their roles as client advocates. This course addresses the physiological and psychosocial integrity of the client with a specific focus on the psychosocial aspects. Consideration is given to clients past and present patterns of behavior as they impact on alterations of mental well-being. With assistance a student learns to provide a milieu that is both safe and therapeutic. Students use the nursing process as a tool for critical thinking in organizing, prioritizing, and managing individual plans of care. ADN Program Pre- or corequisite: BIO209 and PSY101.
NUA200 Professional Perspectives 3-0-3
This course focuses on making the transition from a licensed practical nurse to a registered professional nurse. Role development of the registered nurse as a provider and manager of care and a member of the professional nurse community are emphasized. Communication skills utilizing technology, providing supervision, advocacy, and collaboration will be expanded. Students will learn to consider ethical, legal, financial, and cultural issues while organizing, setting priorities, and delegating nursing care. Social and political influences on nursing practice and health care delivery will be explored.
NUA202 Maternal Child Studies 3-4-4
This nursing course focuses on guiding students in applying the nursing process using tenets of critical thinking with childbearing/ childrearing families. Concepts of human development, family community systems, safe-protective care environment, therapeutic communication, health, education, and culturally-specific health care are emphasized and applied to clients in a variety of maternal-child settings. Ethical/legal issues pertaining to obstetric, gynecologic, and pediatric clients are explored. At this level, students provide increasingly complex care, moving toward more independent practice, and increasing professional accountability. Along with care in the clinical setting, emphasis is placed on collaboration with families and members of the healthcare team. Further emphasis is placed on guided professional development and self assessment.
NUA204 / NUR204 Managing Intravenous Therapies .5-1-1
The ability to perform intravenous therapy related skills, manage client issues related to intravenous therapy, and incorporate the values of safe, ethical practice is absolutely critical for the practicing registered nurse. In this course, associate degree nursing students will begin to acquire intravenous therapy skills in the lab and classroom. Topics include: ethical/legal issues associated with intravenous therapy, fluid and electrolyte balance, intravenous solutions and equipment, central venous access devices and care, total parenteral nutrition (TPN), blood products and administration, principles of infection control/asepsis, potential complications of intravenous therapy and prevention, and intravenous medication administration. This course is not intended as an IV therapy certification course but as a component of the associate degree nursing program. This course does not meet the requirements for the Missouri State Board of Nursing IV Therapy certification.
NUR206 Nursing Issues 3-0-3
This third semester course further develops the concepts of the associate degree professional nursing roles as a manager of care and a member within the discipline of nursing. Communication skills in the use of technology, providing supervision, advocacy, and in collaboration will be expanded. Organizing, setting priorities, and delegating while considering ethical/legal, financial, and cultural issues will be discussed. Social and political influences on nursing practice and health care delivery will be explored.
NUR214 Maternal Child Nursing 6-8-8
This course is designed to provide a basis for entry level competence in the nursing care of mothers, newborns, and children. The primary emphasis of the course is the nursing process in the child-bearing cycle of development and in the child-rearing cycle of development. Pre- or corequisite: PSY205.
NUR220 Adult Health Nursing II 7-12-10
This course considers the more complex and challenging dimensions of safe, effective, multicultural adult health care. The objective of this course is to move the student to an entry level of independent practice. Critical thinking and clinical judgment are refined to provide therapeutic interventions to groups of clients in a variety of settings. The breadth and depth of therapeutic communication is further expanded. Organizing, prioritizing, and collaborating skills increase while the student learns to delegate. Upon conclusion of this course, the student will independently demonstrate a level of accountability and integrity within an ethical legal framework that is in keeping with an entry level of practice. Students will independently practice self-assessment and commit to ongoing professional development. ADN Program Prerequisite: BIO206.
NUA222 Adult Health Nursing II & Mental Health 8.5-14-12
This course considers the more complex and challenging dimensions of safe, effective, multicultural adult health care. The objective of this course is to move the student to an entry level of independent practice. Critical thinking and clinical judgment are refined to provide therapeutic interventions to groups of clients in a variety of settings. The physiological and psychosocial integrity of the client with a specific focus on the psychosocial aspects will be addressed. Consideration is given to clients’ past and present patterns of behavior as they impact on alterations of mental well-being. The breadth and depth of therapeutic communication is further expanded. Organizing, prioritizing, and collaborating skills increase while the student learns to delegate. Upon conclusion of this course, the student will independently demonstrate a level of accountability and integrity within an ethical legal framework that is in keeping with an entry level of practice. Students will independently practice self-assessment and commit to ongoing professional development.
Nate Johnson
Marcus Hill
Travis Wallace
Andrew Harmon
Anthony Hill
Devan Moss
Derrick Wiley
Terrance Chapman
Marvin Moss
Antonio Burks
Bobby Ewing
Raymond Warner
Andre Thornton (Manager)
In the 1973-74 basketball season, Sills scored 529 points. Under Coach Charlie Spoonhour, four players on the same team put up over 500 points that season, a record that still held when Sills was inducted into the Hall of Fame. The Hounds finished 32-8 that season, taking third place at the National Tournament. Sills returned for his sophomore year, lead the team with 535 points, averaging 17.8 per game, and was named to the 1975 All-Region XVI team. He spent one season at Georgia State University; ruled ineligible for the next season, he returned to Moberly to marry his long-time girlfriend.
Wise was named Greyhound Defensive Player of the Year his freshman year, and closed his MACC career with a 12.0 points per game average. He received All-Region XVI accolades during both of his seasons at MACC and, in 2005, he was named to the NJCAA All-Tournament Team and received Third Team All-American accolades. Wise transferred to the University of Southern Indiana, where he served as team captain and led USI to two regular-season conference titles and two conference tournament championships.
Smith received a number of honors, including First Team All-Region XVI in 2004, Greyhound Most Valuable Player in 2004, and All-American Honorable Mention in 2004. He was named NJCAA Player-of-the-Year in 2005; at the time of his induction, he was the only Greyhound in history to receive this honor. During that same season, Smith was also named to the NJCAA All-Tournament Team and earned First Team All-American honors. He finished his MACC career with 1086 points and 425 assists. After MACC, Smith transferred to Texas A&M, then the University of Illinois-Springfield for his senior year. After college, Smith played professionally for eight years with the Continental Basketball Association (CBA) for the Lawton-Fort Sill Cavalry in Oklahoma, where he was a member of three championship teams, and the Windsor Express of the National Basketball League of Canada (NBL), winning a championship in 2012.
Shuck rewrote the record books at MACC, taking the All-Time Leading Scorer record with 1,408 points. She was named All-American and All-Region XVI Player in both of her MACC seasons. Shuck took her skills to the University of Texas-San Antonio, where she was named Southland Conference Newcomer of the Year in 2003, an All-Team Letter Winner in 2003 and 2004, and Second Team All-Conference in 2004. While at UTSA, she scored 589 career points and pulled down 290 career rebounds.
McKinney’s sophomore year at MACC featured a 23.7 scoring average (second-best in MACC history at the time of her induction), a 55% field-goal average, and a 71% free-throw average. She was named to the 1994095 All-Region XVI Women’s Team and the NJCAA All-American Second Team. She continued to Kansas State University, where she averaged three rebounds and 4.5 points per game.
Day made the Region XVI men’s team both of his years at MACC, and honorable mention to the NJCAA All-American Team his sophomore year, when the team earned the Region XVI championship title and finished third in the National Championship Tournament. Day’s collegiate career continued at the University of Nebraska, where as a junior he earned honorable mention All-Big Eight Conference honors, and he was named the Cornhusker team’s MVP. Bernard led Nebraska to its first NCAA Men’s National Championship Tournament in 1986. His professional basketball career lasted eight years while he played in Ireland, Holland, France, and Israel.
Bledsoe came to MACC from Beaumont HS in St. Louis. In his first year at MACC, he averaged 11.7 points and 6.5 rebounds per game, helping his team capture the Region XVI title and finish third at the National Championship Tournament. His sophomore year, he improved that average to 13.4 points and 7.3 rebounds per game before he suffered an injury. He was still named honorable mention to the NJCAA All-American Team. Bledsoe continued his education and basketball career at Kansas State University, the followed a professional basketball career to Sweden, Holland, Portugal, and Peru.
Kujawa came to Moberly in 1978 when he joined the staff at KWIX/KRES/KIRK and became the voice of the Greyhounds. In his 30-year career behind the microphone for the Greyhounds, he broadcast over 1500 games.
Pepper played at MACC 1996-1998 and was a leader on the basketball team being awarded honors such as All-American and Region 16’s Most Valuable Player. Pepper transferred to Arkansas State University, and played basketball there for two more years. During the 1999 basketball season, C.J. and his teammates led ASU to the NCCA tournament for the first time in history. As a result of his talent and hard work, he played professional basketball as a member of the Washington Generals, New York Nationals, and the Harlem Globetrotters. He later played in the American Basketball Association for the American Bulldogs, a Kentucky Semi-Professional team for the 2006-2007 season.
Ketchum is the first MACC staff member to be inducted into the Greyhound Hall of Fame. She served as Greyhound Athletics Advisor, 1996-2005. She founded the student athletics success program as the advisor, tutor, and mentor to MACC student-athletes. She diligently worked to motivate all athletes to be successful on and off the court.
Cochran played from 1974 to 1976, and later served as an assistant coach for both the men and women Hounds for several years. He has served on the College’s Board of Trustees since 2010.
Milling played at MACC from 1983 to 1985, scoring a total of 1,049 points, before going on to play for University of North Carolina-Charlotte. He was drafted in the fifth round by the Indiana Pacers.
As a freshman, Hughes set the program’s fifth-best rebounding mark at 350 and is tied for ninth in points at 626. She continued her basketball career at the University of Arkansas-Little Rock.
Seifert coached the Greyhound men from 1995-2001, and revived the winning tradition of Greyhound basketball. During his time at MACC, Kenny was not only a basketball coach, but he taught business classes to hundreds of students. He was a great supporter of all faculty and staff and volunteered to help on any project happening on campus. Seifert left MACC to become the Athletic Director for the Moberly School District where he earned the MIAAA NE District AD of the Year Award twice, then on to Missouri State High School Activities Association in 2016, where he oversaw the officiating program and the tennis program. Seifert retired in June of 2023.
Steffes was a staple of Greyhound Athletics for over 35 years as a fan, supporter, booster, “Music Man”, administrator, and bus driver Greyhound Women’s Team to their national tournament appearance in 2018. As the Chief Financial Officer, Gary was responsible for ensuring the teams had proper financial support and funding to survive and thrive. As a fan, he missed very few games and traveled to places far and wide with the Greyhounds, wearing the hat of an administrator if a problem arose. His solid leadership skills offered constant support to coaches and other administrative staff through the years. He understood and promoted the importance of Greyhound basketball to the community. Steffes also spearheaded the comeback of the Greyhound mascot and came up with the clever name of “MaJiC” as a nod to both the Magic City of Moberly and the college’s name of Moberly Junior College.
Hughes played for the Greyhounds 2010-2012 and was an All-Region selection. He averaged 10 points and eight rebounds per game in the 2011-2012 season. He transferred to the University of Central Missouri, appearing in 23 games his junior year. He scored a season-high 16 points in the season-opening win over Northern State. He then competed as part of the 2013-14 NCAA Division II Championship team.
Coach Dick Halterman
Coach John Cochran
Ball Boy – Troy Halterman
Eleanor Carr
Rochelle McKenzie
Brenna Kelly
Carmela McMullen
Tammy Harryman
Janet Thompson
Kim Cooley
Lisa Brown
Georgia Hinson
Kathy Schulz
Denise Derrieux
Margrett Bassett
Jackie Glosson
Marion Fitzsimmons
Manager – Debbie Brown
Manager – John Peveler
With a season-ending record of 34-6, the 1980-81 Greyhound Women’s Team, led by third-year head coach Dick Halterman was the first team in MACC history to win a sub-regional title; the first team to win a Region 16 championship; the first team to win an interregional championship; and the first to compete at the national level in the National Junior College Athletic Association (NJCAA) basketball tournament. Advancing to the semifinal game, the Greyhounds beat undefeated Jackson State before eventually losing the national championship game to Louisburg, North Carolina, with a final score of 65-63.
Coach Dick Halterman
Coach John Cochran
Sandy Moore
Pat Seger Zeitlow
Lisa Linathcum Holt
Patty Rapp Thorne
Renne Skaggs Brown
Vickie Crigler
Elenaor Carr
Rochelle McKenzie
Sheri Sills Schneider
Sara Figg Gillilan
Manager Roxie Robinson
Manager Debbie Brown
Coach Joyce Campbell
Assistant Coach Steve Hunter
Mary Smiley Wohlford
Linda Connor Seidt
Robin Fitzsimmons Trammell
Janet Jackson
Debbie Stith Head
Kristie Richards Musick
Donna Farris David
Brenda Rucker
Neal Head, trainer
Cara Sue Bowden Cockerham, manager