Graduate Catalog California University of Pennsylvania Graduate Catalog This catalog is edited by the Academic Affairs Office. California University of Pennsylvania 250 University Avenue California PA 15419-1394 724-938-4404 www.calu.edu The core values of California University of Pennsylvania (Cal U) are integrity, civility and responsibility. Cal U is a member of Pennsylvania's State System of Higher Education. Pennsylvania's State System of Higher Education 2986 North Second Street Harrisburg PA 17110 717-720-4000 www.passhe.edu 2 Table of Contents Table of Contents California University of Pennsylvania Graduate Catalog. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Disclaimer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 From the President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 About California University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Academic Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Identity and Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Governance and Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Academic Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 AMS DataStreme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Certificate: AMS DataStreme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Certificate in Arabic Language and Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 M.A. in Arabic Language and Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Business and Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Certificate in Applied Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Certificate in Business Analytics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 M.Acc. in Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 MBA in Business Administration: Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 MBA in Business Administration: Applied Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 MBA in Business Administration: Business Analytics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 MBA in Business Administration: Healthcare Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 MBA in Business Administration: Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 MBA in Business Administration: Nursing Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 MBA in Business Administration: Social Work Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Communication Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 M.S. in Communication Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Computer Science and Information Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Certificate in Cybersecurity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 PSM in Cybersecurity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Counselor Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Certificate in Addictive Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Certificate in Spiritual, Ethical and Religious Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Certificate in Sports Counseling and Student Athlete Mental Wellness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Certificate in Student Affairs Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Certification Only in School Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Counselor Education - Post-Master's Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 M.Ed. in School Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 M.S. in Clinical Mental Health Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Certificate in Applied Criminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Certificate in Behavioral Crime Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Certificate in Corporate Diplomacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Doctor of Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Dual Degree: Applied Criminology and Tactical Strength and Conditioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Dual Major: Applied Criminology and Conflict Resolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Dual Major: Forensic Linguistics and Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Dual Major: Forensic Linguistics and Conflict Resolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 M.A. in Conflict Resolution Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 M.A. in Criminal Justice Studies: Applied Criminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 M.A. in Criminal Justice Studies: Forensic Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Exercise Science and Sport Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Certificate in Group Fitness Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Certificate in Intercollegiate Athletic Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 3 Table of Contents Certificate in Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Certificate in Performance Enhancement and Injury Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Certificate in Rehabilitation Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Certificate in Sport Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Certificate in Wellness Coaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Certificate in Wellness and Fitness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Doctorate of Health Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 M.S. in Exercise Science and Health Promotion: Applied Sport Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 M.S. in Exercise Science and Health Promotion: Group Fitness Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 M.S. in Exercise Science and Health Promotion: Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 M.S. in Exercise Science and Health Promotion: Performance Enhancement and Injury Prevention. . . . . . . 66 M.S. in Exercise Science and Health Promotion: Rehabilitation Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 M.S. in Exercise Science and Health Promotion: Sport Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 M.S. in Exercise Science and Health Promotion: Tactical Strength and Conditioning. . . . . . . . . . . . . . . . . . . . . . . . 69 M.S. in Exercise Science and Health Promotion: Wellness Coaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 M.S. in Exercise Science and Health Promotion: Wellness and Fitness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 M.S. in Sport Management Studies (Generalist Track). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 M.S. in Sport Management Studies: Intercollegiate Athletic Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 M.S. in Sport Management Studies: Strategic Sport Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Legal Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Certificate in Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Certificate in Homeland Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Certificate in Law and Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Certificate in Police Executive Law and Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Certificate in Sexual Assault Investigation and Victimization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 M.S. in Legal Studies: Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 M.S. in Legal Studies: Homeland Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 M.S. in Legal Studies: Law and Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Certificate in Data Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 PSM in Applied Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Certificate in Nursing Administration and Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 MSN in Nursing Administration and Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Certificate in Threat Assessment and Management in Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 M.S. in School Psychology plus Certificate Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Social Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Master of Social Work: Advanced Standing Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Master of Social Work: Regular Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Teacher Education, Administration and Leadership Graduate Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Certificate: Gifted Education Endorsement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Certificate: Reading Specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 M.Ed. in Reading Specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 M.Ed. in Teacher Education: Early Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 M.Ed. in Teacher Education: PreK-4 (with certification). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 STEM Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Certificate: Integrative STEM Education K-12 Endorsement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 M.Ed. in Teacher Education: Integrative STEM Education K-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Secondary Education and Administrative Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Certificate: English as a Second Language (ESL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Certificate: Online Teaching Endorsement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Certificate: Superintendent Letter of Eligibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Certification: Administrative Program for Principals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 4 Table of Contents Ed.D. in Education Administration and Leadership (only). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Ed.D. in Education Administration and Leadership + SLE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 M.A.T. in Teacher Certification: Art Education K-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 M.A.T. in Teacher Certification: Biology Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 M.A.T. in Teacher Certification: Chemistry Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 M.A.T. in Teacher Certification: Communications Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 M.A.T. in Teacher Certification: Earth Space Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 M.A.T. in Teacher Certification: English Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 M.A.T. in Teacher Certification: Math Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 M.A.T. in Teacher Certification: Physics Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 M.A.T. in Teacher Certification: Social Studies Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 M.A.T. in Teacher Certification: Spanish Education K-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 M.Ed. in Educational Leadership: Administrative Program for Principals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 M.Ed. in Educational Leadership: Advanced Studies in Secondary Education and Teacher Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 M.Ed. in Educational Leadership: Educational Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 M.Ed. in Educational Leadership: Weather and Climatology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 M.Ed. in Teacher Education: English as a Second Language (ESL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 M.Ed. in Teacher Education: English as a Second Language (ESL) with Certificate. . . . . . . . . . . . . . . . . . . . . 135 Special Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Certificate in Autism Spectrum Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Certificate: Applied Behavior Analysis: Board-Certified Behavior Analyst Preparation. . . . . . . . . . . . . . . . . . . 138 Endorsement in Autism Spectrum Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 M.Ed. in Special Education: 7-12 Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 M.Ed. in Special Education: Applied Behavior Analysis - Autism Track. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 M.Ed. in Special Education: Applied Behavior Analysis - General Track. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 M.Ed. in Special Education: Autism Spectrum Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 M.Ed. in Special Education: Dual PreK-4/PreK-8 Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 M.Ed. in Special Education: PreK-8 Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Technology Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Certificate in STEM Secondary Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 M.Ed. in Technology Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Accreditations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Financial Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Military and Veterans Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Human Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 State Authorization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Global Online Complaint Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Student Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Accommodations for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Center for Volunteer Programs and Service Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Commuter and Nontraditional Student Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Counseling and Psychological Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Dining Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 End Violence Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Housing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Office of Diversity, Equity and Inclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Recreational Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Student Handbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Vice President's Office / Dean of Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Wellness (Health) Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Tuition and Fees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 5 Table of Contents Institutional Review Board (IRB). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 Louis L. Manderino Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 University Police. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 6 Graduate Catalog Disclaimer This catalog is neither a contract nor an offer of a contract. The information it contains was accurate when it was printed and/or placed on the Internet. Fees, deadlines, academic requirements, courses, degree programs, academic policies and other matters described in this catalog may change without notice. Not all courses are offered each academic year, and faculty assignments may change. This catalog is updated annually. 7 Graduate Catalog From the President California University of Pennsylvania has been a place of opportunity for more than 165 years. Since the institution was founded in 1852, students have come to California to build a strong academic foundation, fulfill their personal potential and prepare for successful careers. Today, Cal U offers a high-quality academic experience, whether students are on campus or online. Undergraduates choose from among more than 100 programs of study, while graduate-level degree, certificate and professional certification programs offer opportunities for advanced study and professional growth. Cal U faculty members are experts in their fields. Although many professors are involved in research or other scholarly pursuits, their passion is teaching. Working side by side with a team of student support professionals, our faculty members are committed to empowering students to become confident, successful learners. Many academic programs include hands-on components, and students are encouraged to extend their learning beyond the classroom. Through practical, applied learning activities, Cal U students engage with and serve the community, putting their education to work as they address real-world issues. Both the Career and Professional Development Center and the Internship Center give our students a competitive advantage as they prepare to enter the workplace. Cal U is a student-centered university, and we understand the importance of a vibrant and inclusive campus environment. University housing is second to none. Students may choose to live in one of the secure, comfortable residence halls on our main campus, or enjoy apartment-style living in Vulcan Village, just over a mile away on our upper campus. More than 100 student clubs and organizations offer leadership opportunities and a broad range of activities. The Herron Recreation and Fitness Center is open daily for individual workouts, group fitness classes and intramural sports. On the upper campus, Roadman Park and the Student Association's SAI Farm host athletic contests and outdoor recreation, as well as academic projects and fieldwork. Renowned speakers, performers and entertainers visit our campus regularly, creating an atmosphere rich in culture and creativity. Cal U is proud to be a diverse, caring and scholarly learning community, dedicated to academic excellence. We strive to support each student and to graduate knowledgeable, confident, career-ready professionals. Inspired by our core values of integrity, civility and responsibility, we give our students the tools and teaching they need to rise up and achieve. As University President and a proud alumna of this great University, I invite you to build your future at Cal U. Sincerely, Geraldine M. Jones 8 Graduate Catalog About California University California University of Pennsylvania lies within the borough of California, a community of approximately 6,800 residents located on the banks of the Monongahela River, less than an hour's drive south of Pittsburgh. It is accessible via Interstate 70 Exits 15 (PA 43), 16 (Speers) or 17 (PA 88, Charleroi) or via U.S. 40 (PA 43 or 88). The Mon Valley Fayette Expressway (PA 43) links California to the federal Interstate Highway System. The University is approximately 30 minutes from Exit 8 (New Stanton) of the Pennsylvania Turnpike, and an hour from Pittsburgh International Airport. The main campus consists of 98 acres, including the Phillipsburg annex. The 98-acre recreation complex, George H. Roadman University Park, is located just over a mile from campus. This complex includes a football stadium, an all-weather track, tennis courts, a baseball diamond, a softball diamond, soccer and rugby fields, a cross country course, areas for intramural sports and picnic facilities. Adjoining Roadman Park is the 94-acre SAI Farm, purchased in 2010. The parcel includes a cross country course, recreation space and a farmhouse that has been renovated for student meetings. Together, Roadman Park and the SAI Farm comprise the University's upper campus. In the University’s award-winning residence halls, students enjoy the comfort and convenience of on-campus living, usually sharing a bathroom with no more than one other person. All residence halls are air-conditioned and have state-of-the-art sprinkler and security systems. Roadman Park is the site of an upper-campus University housing complex, Vulcan Village, whose residents live in attractive, furnished garden-style apartments. Most have individual baths, living room, dining area, completely furnished kitchen (including dishwasher and microwave) and full-size washer and dryer. Vulcan Flyer shuttles make it easy for Vulcan Village residents to ride to and from the main campus. The geographic location of the University gives the resident student opportunities to explore and pursue a wide variety of activities. The University is a short drive from scenic locations for camping, hiking, fishing, hunting, white-water rafting, canoeing and skiing. In addition to varied cultural activities on campus, students have easy access to the Pittsburgh metropolitan area, located only 35 miles north of the campus. This provides an opportunity to enjoy the Pittsburgh Symphony Orchestra; the Pittsburgh Ballet; the Civic Light Opera; the David L. Lawrence Convention Center; the Pittsburgh Steelers, Penguins and Pirates; various museums; and all of the excitement and attractions of a major metropolitan area. History The institution that is now California University of Pennsylvania began as an academy in 1852. It has evolved over the years into a comprehensive university, one of the 14 state-owned institutions that comprise Pennsylvania's State System of Higher Education. 1852: A two-story academy, offering education from kindergarten through college, is established in the recently founded community of California, Pa. 1865: The academy obtains a charter as a normal school for its district and becomes a teacher-preparatory institution. 1874: The institution is renamed the South-Western Normal School. 1914: The commonwealth acquires the institution and renames it the California State Normal School. The curriculum becomes exclusively a two-year preparatory course for elementary school teachers. 1928: The institution becomes California State Teachers College, returning to its previous status as a four-yeardegree-granting institution, concentrating on industrial arts and special education. 1959: Liberal arts curricula are introduced and the college becomes California State College. 1962: A graduate program is introduced. 9 Graduate Catalog 1974: The college develops a special mission in science and technology. 1983: On July 1, 1983, the college becomes part of the Pennsylvania State System of Higher Education and changes its name to California University of Pennsylvania. 1983: The College of Science and Technology becomes fully operational. 1996: The College of Science and Technology is renamed the Eberly College of Science and Technology, honoring the Eberly Foundation for its philanthropic generosity. 1998: The University formally adopts three core values: integrity, civility and responsibility. 2002: The University Council of Trustees formally adopts a list of rights and responsibilities. 2004-2007: The University responds to student needs and completely redesigns the concept of residence life. Six suite-style residence halls are constructed on the main campus, and an apartment complex now known as Vulcan Village is constructed on the upper campus. 2009: After a major renovation and expansion project, Herron Recreation and Fitness Center is re-dedicated. 2010: The Student Association Inc. purchases SAI Farm and begins developing the location as a site for student recreation, learning and meetings. 2011: The Phillipsburg Soccer Facility is dedicated. 2012: Geraldine M. Jones is named acting President of the University; she is named interim President the following year. 2013: In May, the former Residence Hall A is renamed the G. Ralph Smith II Honors Hall in recognition of a former English professor whose bequest to the University is the largest in its modern history. In October, the former Residence Hall C is renamed Ivan '41 and Adelaide Ivill '38 Guesman Hall in honor of the philanthropic alumni couple. 2015: Natali Student Center is re-dedicated after a two-year renovation and expansion project. 2016: Geraldine M. Jones is inaugurated as California’s seventh President. 2018: The largest gift in the institution’s history establishes the Rutledge Institute for Early Childhood Education, named for donors Karen and Tom ’77 Rutledge. 2019: Coover Hall, which houses applied engineering and technology programs, plus courses in art and graphic design, is rededicated, following a two-year renovation. (Additional information about the University and its history may be found in the book California University of Pennsylvania: The People's College in the Monongahela Valley, by Regis J. Serinko, published in 1992.) 10 Graduate Catalog Academic Organization Under the direction of the provost, two undergraduate colleges and the School of Graduate Studies and Research administer the academic affairs of the University. Each of these divisions is administered by a dean who is responsible for the operation of the college or school. • College of Education and Liberal Arts • Eberly College of Science and Technology • School of Graduate Studies and Research 11 Graduate Catalog Identity and Mission Identity California University of Pennsylvania, a comprehensive regional institution of higher education and a member of Pennsylvania's State System of Higher Education, is a diverse, caring and scholarly learning community dedicated to excellence in the liberal arts, science and technology, and professional studies that is devoted to building character and careers, broadly defined. The University is inspired by its core values of Integrity, Civility and Responsibility and is guided by its Bill of Rights and Responsibilities: • • • • • • • • We have the right to safety and security; We have the responsibility to ensure the safety and security of others; We have the right to be treated with respect; We have the responsibility to treat others with respect; We have the right to expect the best; We have the responsibility to give our best; We have the right to be treated fairly; We have the responsibility to treat others fairly. Vision Supporting the vision of Pennsylvania's State System of Higher Education, California University of Pennsylvania will exemplify academic excellence, innovation, service, personal growth and social justice for all. Mission The mission of California University of Pennsylvania is to provide a high-quality, student-centered education that prepares an increasingly diverse community of lifelong learners to contribute responsibly and creatively to the regional, national and global society, while serving as a resource to advance the region's cultural, social and economic development. Accordingly, the Cal U Strategic Plan 2015-2020 looks to our mission for inspiration and guidance. This strategic plan is designed to empower the University to serve as a resource in the region and the Commonwealth. The strategic plan consists of five goals, with 17 objectives (strategies) that are designed to enable the strategic plan to be a "living document" that will lead California University of Pennsylvania into the future. The strategic plan focuses the University on three key initiatives to assure the success of the University in the coming years. Those initiatives are: • Enhancing the academic excellence and experience of our students. • Operating with sound and efficient fiscal and governance practices. • Achieving optimal enrollment in these challenging times. Legacy Founded in 1852, and now in its second 150 years of service, the University is committed above all to academic excellence and intellectual rigor in the context of personal and institutional Integrity, Civility and Responsibility. Adopted by the Council of Trustees of California University of Pennsylvania on June 4, 2003. 12 Graduate Catalog Governance and Administration Pennsylvania State System of Higher Education Chancellor Daniel Greenstein Board of Governors Cynthia D. Shapira, Chair David M. Maser, Vice Chair; Chair, Student Success Committee Samuel H. Smith, Vice Chair; Chair, Audit and Compliance Committee Aven Bittinger Rep. Tim Briggs Audrey F. Bronson Nicole Dunlop Alex Fefolt Donald E. Houser, Jr., Chair, Governance and Leadership Committee Sen. Scott Martin, Governance and Leadership Committee Marian D. Moskowitz, Vice Chair, Student Success Committee Thomas S. Muller, Chair, University Success Committee Noe Ortega, Designee for Secretary Pedro A. Rivera Secretary of Education Pedro A. Rivera Rep. Brad Roae Sen. Judith L. Schwank Meg Snead, Designee for Gov. Tom Wolfe Neil R. Weaver, Vice Chair, University Success Committee Governor Tom Wolf Janet L. Yeomans California University of Pennsylvania President Geraldine M. Jones Council of Trustees James T. Davis '73, chair Anthony H. Amadio '73 Robin M. Betza Stephen M. DeFrank '92 Maria Dovshek, student trustee Sandra Guthrie '01 James W. Harris '80 Sean T. Logue Larry Maggi '79 Barry Niccolai '93 Justin Nwokeji '05 Daniel Greenstein, chancellor, ex-officio California University of Pennsylvania Office of the President Kelly Moran, chief of staff to the president Joy Folmar, administrative assistant II Kelsey Meyers, administrative assistant I Academic Affairs Daniel E. Engstrom, interim provost Mark Aune, director of honors program Lanie Bilitski, administrative assistant, academic affairs Jodie Bonidie, academic events coordinator/Act 48 Leonard Colelli, associate provost/associate vice president of academic affairs Brenda Fredette, dean, Eberly College of Science and Technology Kathy Gavazzi, associate registrar/director of summer college/winter session 13 Graduate Catalog Shayne Gervais, University registrar Rhonda Gifford, director of career and professional development center Yugo Ikach, dean, School of Graduate Studies and Research Douglas Hoover, dean/associate provost/associate vice president for academic affairs/library services and undergraduate research Daphne Livingstone, executive staff assistant to the provost Kristen Majocha, dean, College of Education and Liberal Arts Marta McClintock-Comeaux, director of women's studies Stephen H. Whitehead, associate provost and associate vice president for academic affairs Administration and Finance Robert J. Thorn, vice president for administration and finance James Ahearn, director of payroll Paul Allison, associate vice president for information technology Keith Curran, comptroller Eric Guiser, director of human resources Christopher Johnston, director of parking and transportation Michael Kanalis, director of facilities management Edward McSheffery, chief of University police Fawn Petrosky, associate vice president for administration and finance Jack Rogers, acting director of student accounts Anna Stewart, executive staff assistant Thomas Taylor, director of administrative services Melissa Walker, interim director of purchasing Ben Wise, fire safety specialist for environmental health and safety Enrollment Management T. David Garcia, vice president for enrollment management Meaghan Clister, director of internship center Jeffrey DeRubbo, director of financial aid Daniel E. Engstrom, associate vice president for academic success Jill Loop, director of academic success initiatives Jenifer L. Sigado, director of academic success events and support services Tracey Sheetz, dean of undergraduate admissions Jacqueline Thorn, CRM manager Student Affairs Nancy Pinardi, vice president for student affairs/dean of students Debra Anderson, nurse supervisor Rebecca Barnhart, residence hall director Dawn Bellotti, RN Jayna Bonfini, assistant professor counseling services Sheleta Camarda-Webb, associate director of on-campus living/director of multicultural affairs and diversity education Terry Carnathan, coordinator of informal recreation and wellness Tammy Clark, administrative assistant for Student Affairs/CalCard services/recreational services/student center Debra Custer, management technician for Office for Students with Disabilities Cathie Czernecki, RN Cody Deitz, residence hall director Brenda DePaoli, executive staff assistant for Office of Student Affairs Melissa Dunn, director of student activities and leadership Paul Fazio, assistant director of student center Donna George, PASSHE alcohol and other drug coalition coordinator Quiana Golphin, assistant professor counseling services Christa Grillo, RN 14 Graduate Catalog Diane Hasbrouck, director center for volunteer programs and service learning/commuter and non-traditional student services Thomas Hasbrouck, assistant director of recreational services Donna Hoak, secretary, Women's Center/EndV Center/student activities-leadership/volunteer programs/commuter services Cheryl Lotti, RN John Massella, director, associate professor for Office for Students with Disabilities Becky McMillen, executive director, conference services Rachel Michaels, director of student wellness support services Gloria Minutello, conference director of facilities presentation Dawn Moeller, clinical psychologist/professor, Wellness Center Lindsay Mongell, director of events, conference services James Pflugh, associate dean for student conduct Tina Pierce, certified registered nurse practitioner Micah Reed, residence hall director Jamison Roth, director of recreational services Lawrence Sebek, associate vice president for student affairs Rendie Settles, management technician for conference services Nancy Skobel, associate dean for student affairs/director, Women's Center/victim advocate Anthony Steve, student affairs systems administrator Timothy Susick, associate vice president for student affairs/University judicial officer Janie Tennant, RN Diane Tomi, administrative assistant, Wellness Center Doris Wadsworth, secretary of housing and residence life Terry Wigle, associate dean for student services/auxiliary services Student Association Inc./Vulcan Village Nicole Arthur, administrative assistant, Student Association Inc. (SAI) Kimberly Cupplo, senior traditional accountant, SAI Pam DelVerne, director of student media/technology services, SAI Cheryl Golembiewski, student center coordinator, SAI Lisa Hartley, accounts payable/payroll supervisor, SAI Jeff Helsel, director of news, video development and publications, SAI Joy Helsel, director of fraternity and sorority life/special publications, SAI Leigh Ann Lincoln, chief financial officer, SAI Adam Martin, maintenance technician, Vulcan Village Richard Morris, maintenance technician, Vulcan Village Justin Schiefelbein, community manager, Vulcan Village Ron Sealy, athletic facilities foreman, SAI Jared Shiner, leasing and marketing manager, Vulcan Village Keith Skirpan, senior housing accountant, SAI Gary Smith, director of CUTV operations, SAI Thomas Zemany, maintenance manager, Vulcan Village Office of Communication and Marketing Christine Kindl, vice president for communications and marketing Erin Angotti, SEO coordinator Laurie Bartolotta, marketing content specialist Jeff Bender, director of digital communications Emily Boarts, creative project manager Zach Frailey, photo manager/editor Phil Haragos, artist/illustrator Keli Henderson, director of marketing Ruth Kinder, clerk typist Denise King, marketing assistant 15 Graduate Catalog Wendy Mackall, director of communications and public relations John Miller, website/CMS coordinator Greg Sofranko, director of creative services Tony Sonita, social media specialist Bruce Wald, information writer University Development and Alumni Relations Anthony Mauro, vice president for University Development and Alumni Relations Ryan Barnhart, director, Alumni Relations Christian Caldwell, manager, development & alumni resources & support services Cathy Connelly, senior director of development Mariah Peoples, development assistant Marisa Novak, executive staff assistant to vice president for University Development and Alumni Relations Justin James, development associate Randi Minerva, manager of annual giving programs Staci Tedrow, administrative assistant for alumni relations 16 Graduate Catalog Academic Policies Please visit https://www.calu.edu/inside/policies/ to view the most current academic policies. 17 Academic Programs Academic Programs California University of Pennsylvania (Cal U) offers a variety of post-baccalaureate certificate, master's, postmaster's certification and doctorate programs of study related to: • • • • • • • • • • • • • • AMS DataStreme Arabic Business and Economics Communication Disorders Computer Science and Information Systems Counselor Education Criminal Justice Exercise Science and Sport Studies Legal Studies Mathematics Nursing Psychology Social Work Teacher Education, Administration and Leadership 18 AMS DataStreme Certificate Program AMS DataStreme Program Cal U offers a collaborative AMS (American Meteorological Society) post-baccalaureate DataStreme certificate geared toward active K-12 teachers nationwide. Note: The University also offers master's degrees in: • Educational Studies: Weather and Climatology concentration of the M.Ed. in Educational Leadership • Earth Science: Secondary Education with Initial Certification (MAT) • Teacher Education: Integrative STEM Ed K-12 (M.Ed.) Certificate: AMS DataStreme Program Description The post-baccalaureate DataStreme certificate program at Cal U is part of a unique partnership with the American Meteorological Society (AMS). The certificate program is designed to help K-12 teachers enhance their knowledge of Earth's atmosphere, ocean and climate systems. Delivery Mode Global Online (100% online delivery) Curriculum Course Credits Select 9 credits from the following: EAS 511 DataStreme Atmospheric Studies 3 EAS 512 DataStreme Ocean Studies 3 EAS 513 DataStreme Climate Studies 3 EAS 514 Selected Topics in Atmospheric Studies 3 EAS 515 Selected Topics in Ocean Science Studies 3 Total 9 Program Webpage http://calu.edu/ams 19 Arabic Graduate Programs Arabic Faculty Dr. Abdullah Alsaffar | Dr. Razak Surrey For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Arabic graduate programs in: • Arabic Language and Linguistics (M.A.) • Arabic Language and Linguistics Certificate Certificate in Arabic Language and Linguistics Program Description The Certificate in Arabic Language and Linguistics is designed for students interested in increasing their expertise in Arabic language and linguistics beyond a bachelor's level. Program Coordinator Dr. Razak Surrey Delivery Mode Global Online (100% online delivery) Curriculum Course Credits ARB 610 Arabic Linguistics 3 ARB 620 Arabic-English Translation 3 ARB 630 Arabic Literature & Social Cultural Aspects 3 ARB 640 Arabic Dialect Acquisition & Variation 3 ARB 810 Special Topics in Arabic 3 Total 15 M.A. in Arabic Language and Linguistics Program Description The Master of Arts in Arabic Language and Linguistics is designed for students interested in gaining advanced expertise in Arabic language and linguistics. Such knowledge and skills can be used in professions such as: educator, linguist, translator or interpreter. Program Coordinator Dr. Razak Surrey Delivery Mode Global Online (100% online delivery) Curriculum Course Credits Required Core Courses ARB 610 Arabic Linguistics 3 20 Arabic Graduate Programs Course Credits ARB 620 Arabic-English Translation 3 ARB 630 Arabic Literature and Social Culture Aspects 3 ARB 640 Arabic Dialect Acquisition and Variation 3 ARB 650 Images of Islam 3 ARB 660 Advanced Arabic Composition 3 ARB 670 Methods of Teaching and Learning Arabic 3 ARB 810 Special Topics in Arabic 3 Select 6 credits from the following: GRA 800 Graduate Internship 3 to 6 GRA 820 Graduate Studies Abroad 3 to 6 RES 849 Thesis 3 to 6 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/arabic/index.aspx 21 Business and Economics Graduate Programs Business and Economics Faculty Dr. Stephanie Adam | Dr. Ahmet Akgun | Dr. Jacob Bethem | Dr. Adnan Chawdhry | Dr. Joshua Chicarelli | Dr. Paul Hettler | Dr. Elizabeth Jones | Dr. Sarah Judge | Dr. Richard LaRosa | Dr. Mark Lennon | Dr. Nan Li | Dr. Edmund Matecki | Dr. Christian Ola For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Business and Economics graduate programs in: Master's Degrees • Accounting (M.Acc.) • Business Administration (MBA), with concentrations in: • Accounting • Applied Economics • Business Analytics • Healthcare Management • Management • Nursing Administration • Social Work Administration Note: An overview of the MBA programs can be found at: https://www.calu.edu/academics/graduate/masters/mba/ index.aspx Certificates • Applied Economics • Business Analytics • Corporate Diplomacy (see the Criminal Justice section of this academic catalog) Certificate in Applied Economics Program Description The post-baccalaureate certificate in Applied Economics is designed to provide students with specialized knowledge in economics, laying a foundation of microeconomic and macroeconomic theory along with data analysis skills. Program Coordinator Dr. Stephanie Adam Delivery Mode 100% Online Curriculum Course Credits Core Courses MBA 710 Quantitative Reasoning and Analysis 3 ECO 710 Advanced Microeconomics 3 ECO 720 Advanced Macroeconomics 3 ECO 730 Applied Econometric Analysis 3 BUS 740 Forecasting and Predictive Modeling 3 22 Business and Economics Graduate Programs Course Credits Elective (select one) MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS, MKT or PSA) 3 Total 18 Pre-Requisites Three credits of calculus (equivalent of BUS 281 or MAT 273 or 281) are required as a pre-requisite to ECO 710 and 720. Certificate in Business Analytics Program Description The post-baccalaureate certificate in Business Analytics is designed to help students develop skills related to data mining and analysis. Program Coordinator Dr. Stephanie Adam Delivery Mode 100% Online Curriculum Course Credits Required Courses BUS 710 Applied Data Analysis for Business 3 BUS 740 Forecasting and Predictive Modeling 3 MBA 710 Quantitative Reasoning and Analysis 3 MIS 720 Business Analytics for Big Data 3 MIS 730 Decision Support Systems 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS, MKT or PSA) 3 Total 18 Additional Requirements Students who have not completed 3 credits of undergraduate statistics with a B grade or better are required to complete MAT 215 or 225 or MBA 700 as a co-requisite to MBA 710. 23 Business and Economics Graduate Programs Program Webpage https://www.calu.edu/academics/graduate/certificates/business-analytics/index.aspx M.Acc. in Accounting Program Description The specialized Master of Accountancy (M.Acc.) degree program expands knowledge of accounting principles and practices. Students build the technical, research and communication skills required to remain relevant in this rapidly evolving profession. Courses required to earn the M.Acc. degree also help students obtain the 150 credit hours required to become a certified public accountant, or CPA. Program Coordinator Dr. Joshua Chicarelli Delivery Mode Global Online (100% online delivery) Curriculum Course Credits Required Courses 27 ACC 710 Financial Accounting 3 ACC 715 Advanced Tax 3 ACC 720 Advanced Financial Accounting 3 ACC 725 Controllership 3 ACC 730 Advanced Auditing 3 ACC 735 Emerging Issues in Accounting 3 BUS 771 Quantitative Methods 3 BUS 782 Forecasting and Predictive Modeling 3 FIN 711 Corporate Finance 3 Specialized Courses (select one) 3 MGT 783 Business Analytics for Big Data 3 MGT 784 Decision Support Systems 3 Total 30 Program Requirements Foundation Courses: Applicants who do not possess an undergraduate degree with an accounting major may also be required to take one or more of the three foundation courses: • ACC 200 Financial Accounting (3 credits) • ACC 301 Intermediate Accounting I (3 credits) • ACC 302 Intermediate Accounting II (3 credits) Program Notes • ACC 200 (Financial Accounting) is a prerequisite for Intermediate Accounting I. 24 Business and Economics Graduate Programs • ACC 301 (Intermediate Accounting) is a prerequisite for Intermediate Accounting II. Program Webpage https://www.calu.edu/academics/graduate/masters/macc-degree/index.aspx MBA in Business Administration: Accounting Program Description The Accounting concentration of the MBA program expands students' knowledge of accounting principles and practices. It builds technical, research and communication skills and is suitable for students with little to no accounting background who are interested in the role that accounting plays in business operations. Students in this concentration: • Learn how to use relevant professional accounting technology. • Apply fundamental concepts of accounting to various business scenarios. • Explore how national and international policy changes affect the accounting profession. Note: It is recommended that students seeking to become certified public accountants pursue Cal U's M.Acc. degree. For just 48 credits, students are able to earn both the M.Acc. and the MBA: Accounting degrees. Program Coordinator Dr. Stephanie Adam (Additional Contact: Joshua Chicarelli) Delivery Mode Blended or 100% Online Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Course Options (Specialized Courses) ACC 710 Financial Accounting 3 ACC 715 Advanced Federal Income Tax 3 25 Business and Economics Graduate Programs Course Credits ACC 720 Advanced Financial Accounting 3 ACC 730 Advanced Auditing 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/accounting.aspx MBA in Business Administration: Applied Economics Program Description The Applied Economics concentration of the MBA program provides a solid foundation in microeconomic and macroeconomic theory and cultivates data analysis skills. Students are able to apply the knowledge they gain to a variety of problems in business, public policy and behavioral analysis. Students in this concentration: • Identify and describe economic problems in a variety of business, government and nonprofit settings. • Apply microeconomic, macroeconomic, quantitative and econometric tools to find solutions to economic problems. • Learn how to communicate findings clearly and coherently to a variety of audiences. Program Coordinator Dr. Stephanie Adam Delivery Mode Blended or 100% Online Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 26 Business and Economics Graduate Programs Course Credits MBA 750 MBA Capstone 3 Course Options (Specialized Courses) ECO 710 Advanced Microeconomics 3 ECO 720 Advanced Macroeconomics 3 ECO 730 Applied Econometric Analysis 3 BUS 740 Forecasting and Predictive Modeling 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/applied-economics.aspx MBA in Business Administration: Business Analytics Program Description The Business Analytics concentration of the MBA program explores ways to analyze and interpret big data to make better business decisions and manage businesses more effectively and efficiently. Students in this concentration: • Use tools such as modeling, data mining and information systems to support data-driven business decisions. • Apply predictive modeling and statistical forecasting to evaluate scenarios. • Examine current and emerging trends and practices related to big data and database systems. Program Coordinator Dr. Stephanie Adam Delivery Mode Blended or 100% Online Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 27 Business and Economics Graduate Programs Course Credits MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Course Options (Specialized Courses) BUS 710 Applied Data Analysis for Business 3 MIS 720 Business Analytics for Big Data 3 MIS 730 Decision Support Systems 3 BUS 740 Forecasting and Predictive Modeling 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/analytics.aspx MBA in Business Administration: Healthcare Management Program Description The Healthcare Management concentration of the MBA program focuses on business management skills that are relevant to professionals in medical and healthcare organizations. Students in this concentration: • Analyze healthcare markets and evaluate health policies using economic principles. • Explore continuous process improvement tools and strategies as well as healthcare quality management. • Learn how to use healthcare information systems to deliver cost-effective, high-quality healthcare. Program Coordinator Dr. Stephanie Adam Delivery Mode Blended or 100% Online Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. 28 Business and Economics Graduate Programs Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Course Options (Specialized Courses) ECO 765 Health Economics and Policy 3 MGT 761 U.S. Health Care Policy 3 MGT 763 Health Systems Management 3 MIS 766 Healthcare Informatics 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/healthcare-management.aspx MBA in Business Administration: Management Program Description The Management concentration of the MBA program delves deeper into competencies related to leadership, management and administration. It refines organizational problem-solving skills, exploring how to ethically lead — and follow. Students in this concentration: • Identify examples of good and bad leadership behavior and develop personal development goals. • Use research to support decision-making and problem-solving processes. • Learn how to effectively use project management tools to meet goals on time and within budget. Program Coordinator Dr. Stephanie Adam Delivery Mode Blended or 100% Online 29 Business and Economics Graduate Programs Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Course Options (Specialized Courses) MGT 710 Leadership Dynamics 3 MGT 720 Leveraging Diversity 3 MGT 730 Organizational Problem Solving 3 MGT 740 Managing Projects 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/management.aspx MBA in Business Administration: Nursing Administration Program Description The Nursing Administration concentration of the MBA program is designed to give nurse leaders a deeper understanding of business issues in medical settings. Students in this program are required to have earned -- or be working toward -- their MSN degree. Program Coordinator Dr. Stephanie Adam Delivery Mode Blended or 100% Online 30 Business and Economics Graduate Programs Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Course Options (Specialized Courses) NUR 602 Health Policy in Nursing 3 NUR 603 Information Systems for Nurses in Health Care Organizations 3 NUR 714 Legal Aspects of Health Care Administration 3 NUR 715 Financial Management in Non-profit Health Care Organizations 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 MSN Students Students working to concurrently earn both the MSN in Nursing Leadership and Administration and the MBA in Business Administration: Nursing Administration can complete the requirements for both programs with 54 credits: Course Credits MBA Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 31 Business and Economics Graduate Programs Course Credits MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 MSN/MBA Shared Courses NUR 602 Health Policy in Nursing 3 NUR 603 Information Systems for Nurses in Health Care Organizations 3 NUR 714 Legal Aspects of Health Care Administration 3 NUR 715 Financial Management in Non-profit Health Care Organizations 3 MSN Courses NUR 601 Theory and Research in Nursing 3 NUR 604 Population Health Promotion and Disease Prevention 3 NUR 711 Nursing Organization and Leadership Theory 3 NUR 712 Nursing Administration and Leadership Role 3 NUR 813 Nursing Administration Role Practicum 6 Total 54 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/nursing-administration.aspx MBA in Business Administration: Social Work Administration Program Description The Social Work Administration concentration of the MBA program is designed to help social work practitioners build leadership competencies and business knowledge. Students in this program are required to have earned -or be working toward -- the MSW degree at Cal U. Program Coordinator Dr. Stephanie Adam Delivery Mode Blended 32 Business and Economics Graduate Programs Accreditation Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting, celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn. Curriculum Course Credits Core Courses MBA 700 Business Foundations 3 MBA 710 Quantitative Reasoning and Analysis 3 MBA 720 Leading the Enterprise 3 MBA 730 Managerial Decision Making 3 MBA 740 Business, Government and Society 3 MBA 750 MBA Capstone 3 Course Options (Specialized Courses) SWK 705 Human Behavior and Social Environment 3 SWK 707 Human Diversity 3 SWK 709 Social Welfare Policy and Services 3 SWK 812 Practice in Social Work Supervision and Administration 3 Business Electives (500-level or higher ACC, BUS, ECO, ENP, FIN, HRM, MGT, MIS or MKT) 6 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/mba/mba-msw.aspx 33 Communication Disorders Graduate Programs Communication Disorders Faculty Dr. Ralph Belsterling | Nancy Carlino | Dr. Joseph Constantine | Patricia Falk | Dr. Denise Joseph | Dr. Robert Skwarecki | April Wright For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers a Master of Science degree in Communication Disorders. Facilities The University has excellent facilities, including a large clinic and a Learning and Language Center located within the department, along with a technologically advanced Communication Science Laboratory. M.S. in Communication Disorders Program Description The Master of Science in Communication Disorders provides specialized training in all areas of communication disorders. Program Coordinator Dr. Ralph Belsterling Delivery Mode Traditional (face-to-face delivery with some online/distance elements) Accreditation The master's program in communication disorders (speech-language pathology) at Cal U is accredited by: Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association 2200 Research Blvd. Rockville, MD 20850-3289 Phone: 800-498-2071 Fax: 301-296-8580 www.asha.org Curriculum Course Credits Area I: Core Courses Required 36 CMD 600 Research and Professional Practice in SLP 3 CMD 701 Language Disorders in Adults 3 CMD 702 Language Disorders in Children 3 CMD 703 Fluency Disorders 3 CMD 705 Voice Disorders 3 CMD 707 Phonology and Articulation 3 CMD 708 Neurology 3 CMD 718 Advanced Audiology for the SLP 3 CMD 765 Dysphagia 3 34 Communication Disorders Graduate Programs Course Credits CMD 766 Traumatic Brain Injury 3 CMD 772 Augmentative and Alternative Communication 3 CMD 785 Seminar in Medical Speech-Language Pathology 3 Area II: Clinical Experiences Required 15 CMD 711 Applied Therapeutic Procedures in Preschool Setting 1 to 3 CMD 712 Applied Therapeutic Procedures in Outpatient Setting 1 to 5 CMD 713 Applied Diagnostic Procedures in Speech Pathology 1 to 3 CMD 714 Applied Audiologic Diagnostics and Rehab Procedures 1 to 3 CMD 715 Applied Therapeutic Procedures in Educational Setting 1 to 3 CMD 716 Applied Neurogenic Procedures in Healthcare Facilities 1 to 3 Area III: Rotating Elective Courses 3 CMD 731 Early Intervention in Speech-Language Pathology 3 CMD 732 Counseling in Speech-Language Pathology 3 CMD 763 Communication Problems of Special Groups 3 CMD 764 Instrumentation in Speech Language Pathology 3 CMD 773 Communication and Diversity 3 Area IV: Research Course Required 2 (min.) RES 829 Research Project 2 RES 849 Master's Thesis 3 to 6 Total 56 Program Requirements 35 Communication Disorders Graduate Programs • • • • 25 clinical observation hours 375 supervised clinical hours Successful completion of candidacy Praxis 5331 passing score Note: All academic coursework and clinical practicum must be completed before beginning the CF experience. If any coursework or practicum is incomplete, which includes all prerequisites (i.e., basic biology, chemistry or physics, etc.) and core coursework, the hours completed toward your CF experience will not count toward your minimum 1,260 hours. (Retrieved from https://www.asha.org/certification/slpcertification/) Criteria for Continuing in the Program Students move through the program as a cohort. Each cohort completes an identical core of required courses that are critical to successful functioning as a speech-language pathologist (SLP). In addition to those courses, each cohort completes a unique combination of additional courses, guaranteeing that there are SLPs throughout the nation to provide the many areas of specialized service needed by very diverse patient populations. Students must maintain a minimum 3.00 GPA while in the program. Students who fail to maintain a 3.00 GPA will not be permitted to complete the candidacy interview or register for an externship placement. Failure to reacquire a 3.00 during the single probationary semester may result in dismissal from the program. Program Webpage https://www.calu.edu/academics/graduate/masters/communication-disorders/index.aspx 36 Computer Science Graduate Programs Computer Science and Information Systems Faculty Dr. Gina Boff | Dr. Weifeng Chen | Dr. Leandro Junes | Dr. Lisa Kovalchick For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Computer Science and Information Systems graduate programs in: • PSM in Cybersecurity • Certificate in Cybersecurity Certificate in Cybersecurity Program Description The Cybersecurity certificate program is designed for professionals interested in network security, biometrics, cryptography and related areas. It is also part of the Professional Science Master's in Cybersecurity degree program. Program Coordinator Dr. Weifeng Chen Delivery Mode Global Online (100% online delivery) Classes are conducted online with field experiences and internships taking place at the student's site. Curriculum Course Credits PSC 640 Computer and Networking 3 PSM 645 Applied Cryptography 3 PSC 755 Wireless Network and Security 3 PSC 735 Biometrics OR PSC 745 Cybersecurity Risk Management & Assessment 3 Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/cybersecurity/index.aspx PSM in Cybersecurity Program Description The Professional Science Master's in Cybersecurity provides professionals with specialized knowledge in cybersecurity and related skillsets to meet the demands and challenges of economic and infrastructure security in a high-technology society. The curriculum emphasizes both fundamental knowledge in current cybersecurity practices and management/leadership abilities. Program Coordinator Dr. Weifeng Chen Delivery Mode Global Online (100% online delivery) Classes are conducted online with field experiences and internships taking place at the student's site. 37 Computer Science Graduate Programs Curriculum Course Credits PSC 600 Operating Systems 3 PSC 640 Computer and Networking 3 PSM 645 Applied Cryptography 3 PSM 675 Project Management 3 PSM 760 Leadership and Professional Development 3 PSC 755 Wireless Network and Security 3 PSM 799 Capstone Course 6 Electives (2) 6 Total 30 Program Website https://www.calu.edu/academics/graduate/masters/cybersecurity/index.aspx 38 Counselor Education Graduate Programs Counselor Education Faculty Dr. Grafton Eliason | Dr. Elizabeth Gruber | Robert Mehalik | Dr. Jeff L. Samide | Dr. Jacqueline A. Walsh For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Counselor Education graduate programs in: Master's Degrees • Clinical Mental Health Counseling (M.S.) • School Counseling (M.Ed.) Certification Only • School Counseling (post-master's) Post-Master's Program • Counselor Education Certificates • Addictive Disorders • Spiritual, Ethical and Religious Counseling • Sports Counseling and Student Athlete Mental Wellness • Student Affairs Practice Certificate in Addictive Disorders Program Description The Addictive Disorders certificate is appropriate for anyone interested in learning more about addiction. It is beneficial to individuals in education, mental and behavioral health, criminal justice, medical professions, employee assistance programs and other fields that work with individuals affected by addiction. Delivery Mode Global Online (100% online delivery) Curriculum Course Credits Select three courses from the following: CED 760 Gambling Addiction 3 CED 761 Addiction and the Family 3 CED 762 Assessment and Evaluation of Substance Use Disorders and Advanced Group Skills 3 CED 788 Contemporary Topics in Counselor Education (must be in area of addiction) 3 Total 9 Program Webpage https://www.calu.edu/academics/graduate/certificates/addictive-disorders-counseling/index.aspx 39 Counselor Education Graduate Programs Certificate in Spiritual, Ethical and Religious Counseling Program Description The Spiritual, Ethical and Religious Counseling certificate program prepares students and practitioners to better serve populations in a variety of counseling and ministry settings, including hospitals, private practice, community agencies, churches, rescue missions, shelters or faith-based counseling centers. This program provides competencies in four core areas of study: 1. Self-awareness and knowledge of applied theory to practical contextual settings of spiritual, ethical and religious counseling; 2. Ethics in spiritual and religious counseling; 3. Grief and loss counseling and care, and/or contemporary spiritual, ethical and religious perspectives in counseling; and 4. The integration and application of spiritual, ethical and religious counseling skills into the counseling and ministry process. Program Coordinator Dr. Grafton Eliason Delivery Mode Global Online (100% online delivery) Curriculum Course Credits CED 770 Spiritual, Ethical and Religious Values in Counseling 3 CED 771 Applied Spiritual, Ethical and Religious Counseling Theory 3 CED 772 Grief and Loss Counseling OR CED 788 Contemporary Topics in Counselor Education 3 Total 9 Program Webpage https://www.calu.edu/academics/graduate/certificates/spiritual-ethical-religious-counseling/index.aspx Certificate in Sports Counseling and Student Athlete Mental Wellness Program Description The Sports Counseling and Student Athlete Mental Wellness certificate program meets the particular interests and needs of counselors, educators and other helping professionals who work with the athlete population in youth sports programs, interscholastic programs, colleges and universities, community and social agencies, professional sporting agencies, recreational settings, etc. Note: This graduate certificate will not certify you as a professional counselor. However, it may be possible for the courses to be used for additional credits toward licensure or for continuing education credits. Check your state's licensure laws for more information. Program Coordinator Robert Mehalik Delivery Mode Global Online (100% online) 40 Counselor Education Graduate Programs Curriculum Course Credits CED 780 Issues and Techniques in Counseling Athletes 3 CED 781 Sports Counseling Programming 3 CED 783 Counseling and Advising Athletes with Death, Loss and Grief OR CED 788 Contemporary Topics in Counselor Education (approved related to sports counseling) 3 CED 784 Student Athlete Mental Wellness 3 Total 12 Program Webpage www.calu.edu/academics/online-programs/sports-counseling/index.htm Certificate in Student Affairs Practice Program Description The Student Affairs certificate program prepares students and practitioners to better serve populations in higher education and college counseling centers. Students learn the unique needs of traditional and nontraditional college students. Program Coordinator Robert Mehalik Delivery Mode Global Online (100% online) Curriculum Course Credits CED 777 Student Affairs Services in Higher Education 3 CED 778 The College Student and Higher Education Environment 3 CED 779 Administration of Student Services in Higher Education 3 Total 9 Program Webpage https://www.calu.edu/academics/undergraduate/certificate/student-affairs/index.aspx Certification Only in School Counseling Program Description The non-degree School Counseling certification-only program is designed to help students complete the course requirements for certification as a PreK-12 counselor. Program Coordinator Dr. Elizabeth Gruber 41 Counselor Education Graduate Programs Delivery Mode Traditional (on-ground, face-to-face delivery with some online/distance elements) Accreditation Council for Accreditation of Counseling and Related Educational Programs (CACREP) Approved by the Pennsylvania Department of Education School counseling programs at Cal U are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Through the University, the Middle States Association of Colleges and PostSecondary Schools accredits the Department of Counselor Education. The Council for the Accreditation of Educator Preparation (CAEP) accredits the school counseling programs (elementary and secondary school guidance). Courses offered by the Department of Counselor Education have been approved by both the National Board for Certified Counselors and by the Pennsylvania Department of Education for certification and continuing education credits (Act 48). The department is authorized by the Commonwealth of Pennsylvania Department of Education to offer certification programs in PK-12 School Counseling. Curriculum Course Credits Area I: Core Courses Required for Candidacy CED 700 Foundations of School Counseling 3 CED 702 Counseling Theory 3 CED 710 Counseling Skills and Techniques 3 CED 724 Experiential Group Process 3 Area II: Advanced Counseling Core CED 705 Developmental Group Counseling 3 CED 720 Cross-cultural Counseling 3 CED 786 Career Counseling 3 Area III: Field Education Course CED 711 Practicum in Counselor Education 3 CED 712 Clinical Field Experience in Counselor Education 6 CED 787 Integration, Collaboration and Consultation 3 Area IV: Counseling and Education Courses CED 732 Current Issues in School Counseling: Evidence Based Practices and Inclusion 3 Area V: Psychological Foundations 42 Counselor Education Graduate Programs Course Credits CED 721 Diagnosis and Counseling Children and Adolescents 3 CED 722 Assessment Procedures for Counselors 3 CED 755 Counseling Across the Life Span: Prevention and Treatment in Schools and the Community 3 Area VI: Research CED 785 Research Methods in Counseling 3 Total 48 If you have not taken the following courses or their equivalent as either an undergraduate or graduate, they are required by the Pennsylvania Department of Education (PDE) and must be taken in order to receive school counseling certification: • ESP 610 Special Ed: Foundations and Collaboration (3 credits) • EDU 650 Supporting English Language Learners (3 credits) Practicum/Field Education Practicum and clinical field experience are taken near the end of the student's program. Practicum requires a minimum of 150 hours on-site. The student will be supervised by a professional in their area of interest. The clinical field experience requires a minimum of 600 hours under the supervision of a professional in the student's area of interest. This will be arranged in consultation with the field coordinator. Program Webpage https://www.calu.edu/academics/graduate/certificates/education/school-counseling/ Counselor Education - Post-Master's Program Program Description The Counselor Education post-master's program is planned for individuals to take courses for professional development or licensure. There is not a set curriculum; students design their own post-master's curriculum. This non-degree Counselor Education post-master's program is designed to provide the opportunity for students to complete courses after their master's degree to total 60 credits, as required to become an LPC in Pennsylvania (Pennsylvania Licensure Act 136 of 1998). Two or more additional years of supervised work experience after graduation is also required to complete the LPC. Students should contact their licensure board to verify their eligibility and requirements for licensure. Program Coordinator Dr. Elizabeth Gruber Delivery Mode Traditional (on-ground, face-to-face delivery with some online/distance elements) Accreditation Council for the Accreditation of Counseling and Related Educational Programs (CACREP) 43 Counselor Education Graduate Programs Curriculum Course The curriculum for this program varies by student. Courses taken will assist students in fulfilling the requirements necessary to maintain or become a Licensed Professional Counselor (LPC). The department will evaluate student transcripts and advise which courses are required. Program Webpage https://www.calu.edu/academics/graduate/certificates/education/counselor-education/ M.Ed. in School Counseling Program Description The Master of Education in School Counseling fulfills the degree requirements needed for the National Counselor Examination (NCE), required to become a National Certified Counselor (NCC) and Licensed Professional Counselor (LPC). Students also have the option of taking an additional 12 credits before or after graduation to total 60 credits, also required to become an LPC in Pennsylvania (Pennsylvania Licensure Act 136 of 1998). Students will need two or more additional years of supervised work experience after graduation to complete the requirements for LPC. Program Coordinator Dr. Elizabeth Gruber Delivery Mode Traditional (on-ground, face-to-face delivery with some online/distance elements) Accreditation Council for Accreditation of Counseling and Related Educational Programs (CACREP) Approved by the Pennsylvania Department of Education School counseling programs at Cal U are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Through the University, the Middle States Association of Colleges and PostSecondary Schools accredits the Department of Counselor Education. The Council for the Accreditation of Educator Preparation (CAEP) accredits the school counseling programs (elementary and secondary school guidance). Courses offered by the Department of Counselor Education have been approved by both the National Board for Certified Counselors and by the Pennsylvania Department of Education for certification and continuing education credits (Act 48). The department is authorized by the Commonwealth of Pennsylvania Department of Education to offer certification programs in PK-12 School Counseling. Curriculum Course Credits Area I: Core Courses Required for Candidacy CED 700 Foundations of School Counseling 3 CED 702 Counseling Theory 3 CED 710 Counseling Skills and Techniques 3 CED 724 Experiential Group Process 3 Area II: Advanced Counseling Core CED 705 Developmental Group Counseling 3 44 Counselor Education Graduate Programs Course Credits CED 720 Cross-cultural Counseling 3 CED 786 Career Counseling 3 Area III: Field Education Course CED 732 Current Issues in School Counseling: Evidence Based Practices and Inclusion 3 Area IV: Counseling and Education Courses CED 721 Diagnosis and Counseling Children and Adolescents 3 CED 722 Assessment Procedures for Counselors 3 CED 755 Counseling Across the Life Span: Prevention and Treatment in Schools and the Community 3 CED 785 Research Methods in Counseling 3 Area V: Psychological Foundations CED 711 Clinical Field Experience (Practicum) 3 CED 712 Clinical Field Experience 6 CED 787 Ethics, Integration, Collaboration and Consultation 3 Total 48 If you have not taken the following courses or their equivalent as either an undergraduate or graduate, they are required by the Pennsylvania Department of Education (PDE) and must be taken in order to receive school counseling certification: • ESP 610 Special Ed: Foundations and Collaboration (3 credits) • EDU 650 Supporting English Language Learners (3 credits) Practicum/Field Education Practicum and clinical field experience are taken near the end of the student's program. Practicum requires a minimum of 150 hours on-site. The student will be supervised by a professional in their area of interest. The clinical field experience requires a minimum of 600 hours under the supervision of a professional in the student's area of interest. This will be arranged in consultation with the field coordinator. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/school-counseling/index.aspx 45 Counselor Education Graduate Programs M.S. in Clinical Mental Health Counseling Program Description The Master of Science in Clinical Mental Health Counseling prepares students to work as professional counselors in a variety of behavioral health and social service settings. The program fulfills the degree requirements necessary to become a National Certified Counselor (NCC) and a Licensed Professional Counselor (LPC), as well as being able to take the National Counselor Examination (NCE). Students completing the 60-credit master's degree program will meet the educational requirements required to become Licensed Professional Counselors in Pennsylvania (Pennsylvania Licensure Act 136 of 1998). Students will need two or more additional years of supervised work experience after graduation to complete the requirements for LPC. Program Coordinator Dr. Grafton Eliason Delivery Mode Traditional (on-ground, face-to-face delivery with some online/distance elements) Accreditation Council for the Accreditation of Counseling and Related Educational Programs (CACREP) This program fulfills the master's degree requirements for: • National Certified Counselor (NCC) • Licensed Professional Counselor (LPC) in Pennsylvania Curriculum Course Credits Area I: Core Courses Required for Candidacy CED 702 Counseling Theory 3 CED 710 Counseling Skills and Techniques 3 CED 724 Experiential Group Process 3 CED 789 Introduction to Clinical Mental Health Counseling 3 Area II: Advanced Counseling Core CED 705 Developmental Group Counseling 3 CED 720 Cross-cultural Counseling 3 CED 786 Career Counseling 3 Area III: Psychological Foundations CED 717 Diagnosis and Treatment in Mental Health 3 CED 722 Assessment and Procedures for Counselors 3 CED 755 Counseling Across the Life Span: Prevention and Treatment in Schools and the Community 3 46 Counselor Education Graduate Programs Course Credits CED 785 Research Methods in Counseling 3 Area IV: Clinical Core CED 708 Substance Abuse and Addiction 3 CED 735 Introduction to Family Therapy 3 CED 791 Crisis Counseling and Disaster Preparedness 3 Electives* (2) 6 Area V: Field Education Core CED 711 Clinical Field Experience (Practicum) 3 CED 712 Clinical Field Experience 6 CED 787 Ethics, Integration, Collaboration and Consultation 3 Total 60 * Electives can be chosen from any CED course or certification in conjunction with your adviser. Practicum/Clinical Field Experience Practicum and clinical field experience are taken near the end of the student's program. Practicum requires a minimum of 150 hours on-site. The student will be supervised by a professional in their area of interest. The clinical field experience requires a minimum of 600 hours under the supervision of a professional in the student's area of interest. This will be arranged in consultation with the field site coordinator. Program Webpage https://www.calu.edu/academics/graduate/masters/clinical-mental-health-counseling/index.aspx 47 Criminal Justice Graduate Programs Criminal Justice Faculty Applied Criminology, Conflict Resolution and D.C.J.: Dr. Aref M. Alkhattar | Dr. Robert Ambosini | Carl Benoit, J.D. | Dr. John Cencich | Dr. Raymond J. Hsieh | Dr. Michael Hummel | Dr. Philip Reichel | Dr. Nikolas Roberts | Dr. Beverly Ross | Dr. Mathilda Spencer | Julie Warnick, J.D. | Dr. Christopher Wydra Forensic Linguistics: Dr. John Cencich | James R. Fitzgerald | Brent Laing | Dr. Grace Sullivan Buker | Natalia Vaughan For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Criminal Justice graduate programs in: Master's Degrees • Conflict Resolution Studies (M.A.) • Criminal Justice Studies (M.A.) concentrations in: • Applied Criminology • Forensic Linguistics Dual master's programs are also available: • M.A. in Criminal Justice: Applied Criminology / M.A. in Conflict Resolution • M.A. in Criminal Justice: Applied Criminology / M.S. in Exercise Science and Health Promotion: Tactical Strength and Conditioning • M.A. in Criminal Justice: Forensic Linguistics / M.A. in Arabic Language and Linguistics • M.A. in Criminal Justice: Forensic Linguistics / M.A. in Conflict Resolution Doctorate Degrees • Criminal Justice (D.C.J.) Certificates • Applied Criminology • Behavioral Crime Analysis • Corporate Diplomacy Certificate in Applied Criminology Program Description The Applied Criminology certificate focuses on ethical and legal aspects of criminology, advanced criminological theories, research methods in criminology and applied research in criminology. Program Coordinator Dr. John Cencich Delivery Mode Global Online (100% online delivery) Curriculum Course Credits CRM 700 Advanced Criminological Theories 3 CRM 720 Research Methods in Criminology 3 CRM 810 Violent Crime Analysis 3 CRM 820 Ethical and Legal Aspects of Criminology 3 48 Criminal Justice Graduate Programs Course Credits Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/applied-criminology/index.aspx Certificate in Behavioral Crime Analysis Program Description The Behavioral Crime Analysis certificate is designed to give criminal justice professionals a deeper understanding of criminal behavior and equip them with new tools and strategies for contemporary and sophisticated criminal investigations and analysis. Program Coordinator Dr. John Cencich Delivery Mode Global Online (100% online delivery) Curriculum Course Credits CRM 710 Advanced Behavioral Crime Analysis Theory 3 CRM 830 Criminal Investigative Analysis 3 CRM 840 Equivocal Death Analysis 3 CRM 850 Environmental Criminology 3 Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/behavioral-crime-analysis/ Certificate in Corporate Diplomacy Curriculum Course Credits Required Courses 9 MBA 700 Business Foundations 3 MBA 720 Leading the Enterprise 3 MGT 710 Leadership Dynamics 3 Electives (select three) 9 CRS 700 Conflict Resolution Theory and Practice 3 CRS 710 Special Topics in Conflict Resolution 3 49 Criminal Justice Graduate Programs Course Credits CRS 735 De-escalation and Community Conflict Management 3 CRS 740 Legal Aspects of Conflict Resolution 3 CRS 750 Dialogue, Persuasion and Negotiation 3 CRS 780 Principles of Mediation Practice 3 Total 18 Doctor of Criminal Justice Program Description The Doctor of Criminal Justice (D.C.J.) program focuses on professional development and practical approaches to major criminal justice issues. Delivery Mode Global Online (100% online delivery of coursework, with a one-week campus residency) Curriculum Course Credits CRJ 800 Leading Criminal Justice Agencies 3 CRJ 805 Using Theory to Improve CJ Practice 3 CRJ 810 Improving the Administration of Juvenile Justice 3 CRJ 820 21st Century Policing 3 CRJ 830 Corrections: Crisis and Management 3 CRJ 840 Advanced Criminal Law and Procedure for CJ Leaders 3 CRJ 850 Contemporary Forensic Science and Technology for Criminal Justice Leaders 3 CRJ 860 Criminal Justice Training: Needs, Problems, Solutions 3 CRJ 870 Civil Liability for Criminal Justice Professionals 3 CRJ 880 Achieving Justice More Often 3 CRJ 890 Applied Criminal Justice Research Methods for CJ Leaders 3 CRJ 895 Legal Research Methods for Criminal Justice Practitioners 3 CRJ 920 Doctoral Research Portfolio 6 Total 42 50 Criminal Justice Graduate Programs Additional Requirements A comprehensive exam is administered during the winter term preceding the final spring semester. Successful completion classifies students as doctoral candidates. Program Webpage https://www.calu.edu/academics/graduate/doctoral/criminal-justice/index.aspx Dual Degree: Applied Criminology and Tactical Strength and Conditioning Program Description Through this dual degree program, students earn a M.A. in Criminal Justice: Applied Criminology and a M.S. in Exercise Science and Health Promotion: Tactical Strength and Conditioning. Curriculum Course Credits Exercise Science and Health Promotion Courses 24 PRF 700 Orientation to Exercise Science and Health Promotion 3 PRF 719 Advanced Techniques in Tactical Strength and Conditioning 3 PRF 720 Essentials of Human Movement Science 3 PRF 759 Tactical Strength and Conditioning Program Design 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 789 Current Topics in Tactical Strength and Conditioning 3 PRF 810 Research in Performance Enhancement 3 Applied Criminology Courses 24 CRM 700 Advanced Criminological Theories 3 CRM 710 Advanced Behavioral Crime Analysis Theory 3 CRM 810 Violent Crime Analysis 3 CRM 820 Ethical and Legal Aspects of Criminology 3 CRM 830 Criminal Investigative Analysis 3 CRM 840 Equivocal Death Analysis 3 CRM 850 Environmental Criminology 3 CRM 870 Special Topics in Criminology 3 51 Criminal Justice Graduate Programs Course Credits Total 48 Dual Major: Applied Criminology and Conflict Resolution Program Description Through this dual major program, students earn a M.A. in Criminal Justice: Applied Criminology and a M.A. in Conflict Resolution. Curriculum Course Credits Conflict Resolution Courses 21 CRS 700 Conflict Resolution Theory and Practice 3 CRS 725 Restorative Justice and VOM 3 CRS 735 De-escalation and Community Conflict Management 3 CRS 740 Legal Aspects of Conflict Resolution 3 CRS 770 International and Intercultural Conflict Resolution 3 CRS 780 Principles of Mediation Practice 3 CRS 810 Conflict Resolution Graduate Internship OR CRS 819 Conflict Resolution Applied Research Project 3 Applied Criminology Courses 21 CRM 700 Advanced Criminological Theories 3 CRM 710 Advanced Behavioral Crime Analysis Theory 3 CRM 810 Violent Crime Analysis 3 CRM 820 Ethical and Legal Aspects of Criminology 3 CRM 830 Criminal Investigative Analysis 3 CRM 840 Equivocal Death Analysis 3 CRM 850 Environmental Criminology 3 Total 42 Dual Major: Forensic Linguistics and Arabic Program Description Through this dual major program, students earn a M.A. in Criminal Justice: Forensic Linguistics and a M.A. in Arabic Language and Linguistics. 52 Criminal Justice Graduate Programs Curriculum Course Credits Arabic Courses 24 ARB 610 Arabic Linguistics 3 ARB 620 Arabic-English Translation 3 ARB 630 Arabic Literature and Social Cultural Aspects 3 ARB 640 Arabic Dialect Acquisition and Variation 3 ARB 650 Images of Islam 3 ARB 660 Advanced Arabic Composition 3 ARB 670 Methods of Teaching & Learning Arabic 3 ARB 810 Special Topics in Arabic 3 Forensic Linguistics Courses 24 CRM 600 Seminar in Forensic Linguistics 3 CRM 610 Forensic Sociolinguistics 3 CRM 620 Forensic Language Structure I 3 CRM 640 Forensic Language Structure II 3 CRM 650 Author Profiling and Threat Assessment 3 CRM 670 Authorial Attribution and Speaker Identification 3 CRM 690 Legal and Ethical Issues in Forensic Linguistics 3 CRM 700 Advanced Criminological Theories 3 Total 48 Note: Students in CRM 690 will be required to undertake a project, which serves as a culminating experience that is applicable to Arabic language and culture and forensic linguistics. Dual Major: Forensic Linguistics and Conflict Resolution Program Description Through this dual major program, students earn a M.A. in Criminal Justice: Forensic Linguistics and a M.A. in Conflict Resolution. Curriculum Course Credits Conflict Resolution Courses 24 53 Criminal Justice Graduate Programs Course Credits CRS 700 Conflict Resolution Theory and Practice 3 CRS 725 Restorative Justice and VOM 3 CRS 735 De-escalation and Community Conflict Management 3 CRS 740 Legal Aspects of Conflict Resolution 3 CRS 750 Dialogue, Negotiation, and Persuasion 3 CRS 770 International and Intercultural Conflict Resolution 3 CRS 780 Principles of Mediation Practice 3 CRS 810 Conflict Resolution Graduate Internship OR CRS 819 Conflict Resolution Applied Research Project 3 Forensic Linguistics Courses 24 CRM 600 Seminar in Forensic Linguistics 3 CRM 610 Forensic Sociolinguistics 3 CRM 620 Forensic Language Structure I 3 CRM 640 Forensic Language Structure II 3 CRM 650 Author Profiling and Threat Assessment 3 CRM 670 Authorial Attribution and Speaker Identification 3 CRM 690 Legal and Ethical Issues in Forensic Linguistics 3 CRM 700 Advanced Criminological Theories 3 Total 48 M.A. in Conflict Resolution Studies Program Description The Master of Arts in Conflict Resolution Studies is designed to help develop skills in alternative dispute resolution (ADR), arbitration and mediation for a variety of occupations in education, human resources, labor relations, law enforcement, counseling, government, law, social work, military and court systems. Delivery Mode Global Online (100% online delivery) Classes are conducted online with field experiences and internships taking place at the student's site. Curriculum 54 Criminal Justice Graduate Programs Course Credits Required Courses CRS 700 Conflict Resolution Theory and Practice 3 CRS 710 Special Topics in Conflict Resolution 3 CRS 725 Restorative Justice and Victim Offender Mediation 3 CRS 735 De-escalation and Community Conflict Management 3 CRS 740 Legal Aspects of Conflict Resolution 3 CRS 750 Dialogue, Persuasion, and Negotiation 3 CRS 765 Family Meditation Theory and Practice 3 CRS 770 International and Intercultural Conflict Resolution 3 CRS 780 Principles of Mediation Practice 3 CRS 790 Neuroscience and Conflict Resolution 3 CRS 800 Research Methods in Conflict Resolution 3 Capstone Experience (choose one) CRS 810 Conflict Resolution Internship 3 CRS 819 Applied Research Project 3 Total 36 Program Webpage www.calu.edu/academics/online-programs/conflict-resolution/index.htm M.A. in Criminal Justice Studies: Applied Criminology Program Description The Applied Criminology concentration of the Master of Arts in Criminal Justice Studies presents advanced criminological theories and examines the behavioral manifestations of violent offenders. By combining the best of criminal justice and applied criminology study, the program enables students to build a strong foundation of theoretical and research knowledge and skills. This provides students with the sophisticated techniques needed to apply this analytical framework to real-world situations. Students also learn to apply this theoretical framework to real-world situations involving criminal investigative analysis, equivocal death analysis and geographical crime analysis. Program Coordinator Dr. Christopher Wydra Delivery Mode Global Online (100% online delivery) 55 Criminal Justice Graduate Programs Curriculum Course Credits CRM 700 Advanced Criminological Theories 3 CRM 710 Advanced Behavioral Crime Analysis Theory 3 CRM 720 Research Methods in Criminology 3 CRM 810 Violent Crime Analysis 3 CRM 820 Ethical and Legal Aspects of Criminology 3 CRM 830 Criminal Investigative Analysis 3 CRM 840 Equivocal Death Analysis 3 CRM 850 Environmental Criminology 3 Select one of the following: CRM 880 Criminology Thesis* 6 CRM 885 Criminology Internship 6 CRM 890 Criminology Studies Abroad* 6 GRA 662 Prior Learning Assessment (FBI Academy, FLETC, CFE Certification and similar academies and programs) 6 Credits from the Tactical Strength and Conditioning Program 6 Total 30 * Depending on availability. Program Webpage www.calu.edu/academics/online-programs/applied-criminology/index.htm M.A. in Criminal Justice Studies: Forensic Linguistics Program Description The Forensic Linguistics concentration of the Master of Arts in Criminal Justice Studies builds knowledge, skills and abilities in the field of forensic linguistics. Professionals in this field work as practitioners or consultants, bringing their expertise to criminal and civil investigations, corporate and national security matters, legal proceedings, and analysis of evidence such as emergency phone calls, suicide notes, ransom demands and fraudulent documents. Program Coordinator Dr. John Cencich Delivery Mode Global Online (100% online delivery) 56 Criminal Justice Graduate Programs Curriculum Course Credits Required Core Courses 6 CRM 700 Advanced Criminological Theories 3 CRM 720 Research Methods in Criminology 3 Concentration Courses 24 CRM 600 Seminar in Forensic Linguistics 3 CRM 610 Forensic Sociolinguistics 3 CRM 620 Forensic Language Structure I 3 CRM 640 Forensic Language Structure II 3 CRM 650 Author Profiling and Threat Assessment 3 CRM 670 Authorial Attribution and Speaker Identification 3 CRM 690 Legal and Ethical Issues in Forensic Linguistics 3 CRM 855 Applied Research in Criminology 3 Capstone Experience (select one) 6 CRM 880 Criminology Thesis* 6 CRM 885 Criminology Internship 6 CRM 890 Criminology Studies Abroad* 6 GRA 662 Prior Learning Assessment (FBI Academy, FLETC, CFE Certification and similar academies and programs) 6 Total 36 *Depending upon availability. Program Webpage https://www.calu.edu/academics/graduate/masters/forensic-linguistics/index.aspx 57 Exercise Science and Sport Studies Exercise Science and Sport Studies Faculty Exercise Science and Health Promotion: Dr. Carol M. Biddington | Dr. Marc S. Federico | Dr. Jeffrey R. Hatton | Dr. Barry E. McGlumphy | Dr. Linda P. Meyer | Dr. Laura L. Miller | Dr. Ben Reuter | Dr. Joni Lee Cramer Roh | Dr. Christine Romani-Ruby | Dr. Ronald W. Wagner | Dr. Ellen J. West | Dr. Tom West Health Science and Exercise Leadership: Dr. Carol M. Biddington | Dr. Marc S. Federico | Dr. Jeffrey R. Hatton | Dr. Rebecca Hess | Dr. Barry E. McGlumphy | Dr. Linda P. Meyer | Dr. Brian Oddi | Dr. Ellen J. West | Dr. Tom West Sport Management Studies: Dr. Carol M. Biddington | Dr. Mary Kreis | Dr. Robert G. Taylor | Dr. Linda P. Meyer | Dr. Laura L. Miller | Dr. Brian Wood For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Exercise Science and Sport Studies programs in: Master's Degrees • Exercise Science and Health Promotion (M.S.), with concentrations in: • Applied Sport Science • Group Fitness Leadership • Nutrition • Performance Enhancement and Injury Prevention • Rehabilitation Sciences • Sport Psychology • Tactical Strength and Conditioning • Wellness and Fitness • Wellness Coaching • Sport Management Studies (M.S.), with concentrations in: • Intercollegiate Athletic Administration • Sport Management • Strategic Sport Analysis Note: The Exercise Science and Health Promotion concentrations can be combined to create dual concentration options. When pursuing a dual concentration, students are required to fulfill all of the course requirements for both programs; however, because there is overlap in the courses needed, it generally takes just 48 credits to complete a dual concentration. The exception is any dual concentration that includes Applied Sport Science; in such cases, 54 credits are required. Doctorate Degrees • Health Science and Exercise Leadership (D.H.Sc.) Certificates • Group Fitness Leadership • Intercollegiate Athletic Administration • Nutrition • Performance Enhancement and Injury Prevention • Rehabilitation Sciences • Sport Psychology • Wellness and Fitness • Wellness Coaching General Program Webpages Overviews of the programs can be found at: 58 Exercise Science and Sport Studies • Exercise Science and Health Promotion: https://www.calu.edu/academics/graduate/masters/ exercise-science/index.aspx • Health Science and Exercise Leadership: https://www.calu.edu/academics/graduate/doctoral/ health-science/index.aspx • Sport Management Studies: https://www.calu.edu/academics/graduate/masters/sportmanagement/index.aspx Certificate in Group Fitness Leadership Program Description The Group Fitness Leadership certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Group Fitness Leadership program. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 717 Strength and HIIT in Group Fitness Exercise 3 PRF 757 Cardiovascular and Flexibility Training in Group Fitness Exercise 3 PRF 787 Key Concepts in Group Fitness Exercise 3 PRF 800 Research in Fitness and Wellness 3 Total 12 Certificate in Intercollegiate Athletic Administration Program Description The Intercollegiate Athletic Administration certificate program is composed of the four concentration-specific courses from the M.S. in Sport Management Studies: Intercollegiate Athletic Administration program. Program Coordinator Dr. Robert G. Taylor Delivery Mode Global Online (100% online delivery) Curriculum Course Credits SPT 790 Sport Governance 3 SPT 791 Sport Compliance 3 SPT 792 Legal Aspects of Equity in Intercollegiate Athletics 3 SPT 793 Human Resource Strategies in Intercollegiate Athletics 3 59 Exercise Science and Sport Studies Course Credits Total 12 Certificate in Nutrition Program Description The Nutrition certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Nutrition program. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 718 Health Behavior Change in Nutrition Education 3 PRF 758 Applied Principles of Human Nutrition 3 PRF 788 Nutrition Through the Lifecycle 3 PRF 800 Research in Fitness and Wellness 3 Total 12 Certificate in Performance Enhancement and Injury Prevention Program Description The Performance Enhancement and Injury Prevention certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Performance Enhancement and Injury Prevention program. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 710 Performance Enhancement in Physical Activity 3 PRF 750 Performance Enhancement Program Design 3 PRF 780 Current Topics in Performance Enhancement 3 PRF 810 Research in Performance Enhancement 3 Total 12 60 Exercise Science and Sport Studies Certificate in Rehabilitation Sciences Program Description The Rehabilitation Sciences certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Rehabilitation Sciences program. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 712 Corrective Exercise in Rehabilitation 3 PRF 752 Corrective Exercise Program Design 3 PRF 782 Current Topics in Rehabilitation 3 PRF 820 Research in Rehabilitation 3 Total 12 Certificate in Sport Psychology Program Description The Sport Psychology certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Sport Psychology program. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 713 Special Topics in Sport Psychology 3 PRF 753 Psychological Aspects of Sport Injury and Rehabilitation 3 PRF 783 Psychological Perspectives in Sport Performance Enhancement and Intervention 3 PRF 830 Research in Sport Psychology 3 Total 12 Certificate in Wellness Coaching Program Description The Wellness Coaching certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Wellness Coaching program. Program Coordinator Dr. Barry E. McGlumphy 61 Exercise Science and Sport Studies Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 714 Health and Wellness Coaching Competencies 3 PRF 754 Health and Wellness Coaching - Facilitating Change 3 PRF 784 Current Topics in Wellness Coaching 3 PRF 840 Research in Health and Wellness Coaching 3 Total 12 Certificate in Wellness and Fitness Program Description The Wellness and Fitness certificate program is composed of four concentration courses from the M.S. in Exercise Science and Health Promotion: Wellness and Fitness program. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 711 An Integrated Approach to Fitness and Wellness 3 PRF 751 Program Design in Fitness and Wellness 3 PRF 781 Current Topics in Fitness and Wellness 3 PRF 800 Research in Fitness and Wellness 3 Total 12 Doctorate of Health Science Program Description The Doctor of Health Science (D.H.Sc.) degree in Health Science and Exercise Leadership is designed for individuals working in clinical, educational, professional, managerial and research roles within healthcare-related fields who wish to pursue an advanced professional degree that will provide opportunities for career enhancement or advancement. Program Coordinator Dr. Marc S. Federico Delivery Mode Global Online (100% online delivery) 62 Exercise Science and Sport Studies Doctoral candidates are required to be on campus to present and defend their evidence-based professional portfolio and/or optional dissertation research as part of the Department of Exercise Science and Sport Studies Graduation Workshop. The workshop is held annually on the Friday of (and prior to) the December graduation ceremonies. Curriculum Course Credits DHS 804 Evidence-Based Practice Theory 3 DHS 805 Health Promotion and Wellness for the Individual 3 DHS 806 Community and Corporate Wellness 3 DHS 825 Research Methods in Exercise Science I 3 DHS 826 Research Methods in Exercise Science II 3 DHS 830 Leadership in Wellness Education and Professional Practice 3 DHS 835 Values, Ethics, and the Promotion of Health and Wellness 3 DHS 845 Advanced Delivery Techniques and Technology 3 DHS 850 Theories and Foundations of Adult Learning 3 DHS 851 Learning Concepts for the Adult Learner 3 DHS 852 Curriculum and Course Design 3 DHS 899 Evidence-based Project Seminar 3 DHS 915 Evidence-based Professional Portfolio I 3 DHS 925 Evidence-based Professional Portfolio II 3 DHS 950 Evidence-based Professional Portfolio III 3 PRF Elective Course* 3 Total 48 + Dissertation Course Credits DHS 900 Dissertation 5 DHS 901 (Taken only as needed if Dissertation is not completed by end of Fall III for full-time students and of Fall IV for part-time students) 1 to 3 Total 53 63 Exercise Science and Sport Studies * Cal U Exercise Science and Health Promotion M.S. graduates will select a PRF elective outside of the single or dual concentration of their master's program. Students who do not hold a M.S. in Exercise Science and Health Promotion from Cal U are strongly advised to enroll in PR 760 Leadership and Professional Development. Note: August graduates of the D.H.Sc. program are required to present their research at the annual Future of Exercise and Health Science Showcase held the Friday morning of the Fall semester graduation ceremonies in December. Program Webpage www.calu.edu/academics/online-programs/doctorate-health-sciences/index.htm M.S. in Exercise Science and Health Promotion: Applied Sport Science Program Description The Applied Sport Science concentration of the Master of Science in Exercise Science and Health Promotion connects students with new ways to help their clients achieve peak physical performance. This concentration was created in partnership with Fusionetics®. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits GRA 800 Graduate Internship 6 PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 716 Advanced Techniques in Movement and Recovery 3 PRF 720 Essentials of Human Movement Science 3 PRF 756 Program Design for Optimizing Human Movement and Recovery 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 786 Current Topics in Movement and Recovery Science 3 64 Exercise Science and Sport Studies Course Credits PRF 816 Research in Movement and Recovery Science 3 Total 42 Program Website https://www.calu.edu/academics/graduate/masters/exercise-science/applied-sport-science/index.aspx M.S. in Exercise Science and Health Promotion: Group Fitness Leadership Program Description The Group Fitness Leadership concentration of the Master of Science in Exercise Science and Health Promotion was designed in partnership with Les Mills™. The program teaches students how to apply advanced strategies in fitness leadership. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 717 Strength and HIIT in Group Fitness Exercise 3 PRF 720 Essentials of Human Movement Science 3 PRF 757 Cardiovascular and Flexibility Training in Group Fitness Exercise 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 781 Current Topics in Fitness and Wellness 3 PRF 800 Research in Fitness and Wellness 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/group-fitness-leadership/ 65 Exercise Science and Sport Studies M.S. in Exercise Science and Health Promotion: Nutrition Program Description The Nutrition concentration of the Master of Science in Exercise Science and Health Promotion connects students with advanced nutritional concepts, preparing them to create successful nutrition plans and offer coaching that leads to improved athletic performance and overall health and wellness. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 718 Health Behavior Change in Nutrition Education 3 PRF 720 Essentials of Human Movement Science 3 PRF 758 Applied Principles of Human Nutrition 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 781 Current Topics in Fitness and Wellness 3 PRF 788 Nutrition Through the Lifecycle 3 PRF 800 Research in Wellness and Fitness 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/nutrition/ M.S. in Exercise Science and Health Promotion: Performance Enhancement and Injury Prevention Program Description The Performance Enhancement and Injury Prevention concentration of the Master of Science in Exercise Science and Health Promotion prepares students for the National Academy of Sports Medicine exam for Performance Enhancement Specialist (PES) certification. Program Coordinator Dr. Barry E. McGlumphy 66 Exercise Science and Sport Studies Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 710 Performance Enhancement in Physical Activity 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 720 Essentials of Human Movement Science 3 PRF 750 Performance Enhancement Program Design 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 780 Current Topics in Performance Enhancement 3 PRF 810 Research in Performance Enhancement 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/performance-enhancement-injury-preventionconcentration/index.aspx M.S. in Exercise Science and Health Promotion: Rehabilitation Science Program Description The Rehabilitation Science concentration of the Master of Science in Exercise Science and Health Promotion prepares students for the National Academy of Sports Medicine (NASM) exam to become a Certified Exercise Specialist (CES). Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) 67 Exercise Science and Sport Studies Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 712 Corrective Exercise in Rehabilitation 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 720 Essentials of Human Movement Science 3 PRF 752 Corrective Exercise Program Design 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 782 Current Topics in Rehabilitation 3 PRF 820 Research in Rehabilitation 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/rehabilitation-science/index.aspx M.S. in Exercise Science and Health Promotion: Sport Psychology Program Description The Sport Psychology concentration of the Master of Science in Exercise Science and Health Promotion is designed for students interested in better understanding the psychological effects of sport injuries, rehabilitation and recovery and the mental skills needed for peak athletic performance and competition. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 68 Exercise Science and Sport Studies Course Credits PRF 713 Special Topics in Sport Psychology 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 720 Essentials of Human Movement Science 3 PRF 753 Psychological Aspects of Sport Injury and Rehabilitation 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 783 Psychological Perspectives in Sport Performance Enhancement 3 PRF 830 Research in Sport Psychology 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/sport-psychology/index.aspx M.S. in Exercise Science and Health Promotion: Tactical Strength and Conditioning Program Description The Tactical Strength and Conditioning concentration of the Master of Science in Exercise Science and Health Promotion focuses on fitness and strength training concepts specific to military personnel, law enforcement, fire fighters and other first responders. Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 719 Advanced Techniques in Tactical Strength and Conditioning 3 69 Exercise Science and Sport Studies Course Credits PRF 720 Essentials of Human Movement Science 3 PRF 759 Tactical Strength and Conditioning Program Design 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 789 Current Topics in Tactical Strength and Conditioning 3 PRF 810 Research in Performance Enhancement 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/tactical-strength-conditioning/index.aspx M.S. in Exercise Science and Health Promotion: Wellness Coaching Program Description The Wellness Coaching concentration of the Master of Science in Exercise Science and Health Promotion was developed in partnership with Wellcoaches®. The program prepares students to earn the Health and Wellness Coach certification, endorsed by the American College of Sports Medicine (ACSM). Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 714 Health and Wellness Coaching Competencies 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 720 Essentials of Human Movement Science 3 PRF 754 Health and Wellness Coaching – Facilitating Change 3 70 Exercise Science and Sport Studies Course Credits PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 PRF 784 Current Topics in Wellness Coaching 3 PRF 840 Leadership and Professional Development 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/wellness-coaching/ M.S. in Exercise Science and Health Promotion: Wellness and Fitness Program Description The Wellness and Fitness concentration of the Master of Science in Exercise Science and Health Promotion prepares students to design fitness training and wellness programs using NASM's Optimum Performance Training (OPT™) model and to take the NASM exam to earn accredited certification as a Certified Personal Trainer (CPT). Program Coordinator Dr. Barry E. McGlumphy Delivery Mode Global Online (100% online delivery) Curriculum Course Credits PRF 700 Orientation to Exercise Science and Wellness 3 PRF 701 Advanced Topics in SAQ and Endurance Training 3 PRF 705 Industrial, Clinical, and Corporate Wellness 3 PRF 711 An Integrated Approach to Fitness and Wellness 3 PRF 715 Business and Entrepreneurship in the Fitness Industry 3 PRF 720 Essentials of Human Movement Science 3 PRF 751 Program Design in Wellness and Fitness 3 PRF 760 Leadership and Professional Development 3 PRF 765 Nutrition for Peak Performance 3 PRF 770 Exercise Physiology: Assessment and Exercise Prescription 3 71 Exercise Science and Sport Studies Course Credits PRF 781 Current Topics in Fitness and Wellness 3 PRF 800 Research in Wellness and Fitness 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/exercise-science/wellness-fitness/index.aspx M.S. in Sport Management Studies (Generalist Track) Program Description The Sport Management generalist concentration of the Master of Science in Sport Management Studies is designed for students seeking to develop sport management knowledge and skills. Concentration coursework places heavy emphasis on supervised hands-on experience. Program Coordinator Dr. Robert G. Taylor Delivery Mode Global Online (100% online delivery) Curriculum Course Credits SPT 700 Research Methods in Sport 3 SPT 710 Socio-cultural Aspects of Sport 3 SPT 720 Sport Marketing 3 SPT 730 Public Relations in Sport 3 SPT 740 Legal Aspects in Sport 3 SPT 750 Sport Finance 3 SPT 760 Sport Ethics 3 SPT 770 Leadership and Management in Sport 3 SPT 799 Mentorship* 12 Total 36 * Students may not enroll in SPT 799 until all core coursework has been successfully completed with a minimum overall GPA of 3.0. Program Webpage https://www.calu.edu/academics/online-programs/sport-management/curriculum/index.htm M.S. in Sport Management Studies: Intercollegiate Athletic Administration Program Description The Intercollegiate Athletic Administration concentration of the Master of Science in Sport Management Studies was developed in consultation with the NCAA. The program explores important concepts related to administration of intercollegiate athletic departments. 72 Exercise Science and Sport Studies Program Coordinator Dr. Robert G. Taylor Delivery Mode Global Online (100% online delivery) Curriculum Course Credits SPT 700 Research Methods in Sport 3 SPT 710 Socio-cultural Aspects of Sport 3 SPT 720 Sport Marketing 3 SPT 730 Public Relations in Sport 3 SPT 740 Legal Aspects in Sport 3 SPT 750 Sport Finance 3 SPT 760 Sport Ethics 3 SPT 770 Leadership and Management in Sport 3 SPT 790 Sport Governance 3 SPT 791 Sport Compliance 3 SPT 792 Legal Aspects of Equity in Intercollegiate Athletics 3 SPT 793 Development of Human Resource Strategies 3 in Intercollegiate Athletics Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/intercollegiate-athletic-administration/index.aspx M.S. in Sport Management Studies: Strategic Sport Analysis Program Description The Strategic Sport Analysis concentration of the M.S. in Sport Management Studies covers skills needed for using data to make savvy business decisions within the sports, fitness and athletic industries. Program Coordinator Dr. Robert G. Taylor Delivery Mode Global Online (100% online delivery) Curriculum Course Credits SPT 700 Research Methods in Sport 3 SPT 710 Socio-cultural Aspects of Sport 3 73 Exercise Science and Sport Studies Course Credits SPT 720 Sport Marketing 3 SPT 730 Public Relations in Sport 3 SPT 740 Legal Aspects in Sport 3 SPT 750 Sport Finance 3 SPT 760 Sport Ethics 3 SPT 770 Leadership and Management in Sport 3 SPT 780 Current Trends and Issues in Sport Management 3 SPT 781 Sports Analytics 3 SPT 782 Economic Analysis in Sport 3 SPT 783 Strategic Sport Management 3 Total 36 Program Webpage https://www.calu.edu/academics/graduate/masters/strategic-sport-analysis/index.aspx 74 Legal Studies Graduate Programs Legal Studies Faculty Larry Bassi | Jeffrey Davidson | Kevin Govern, J.D. | Brian Kohlhepp | William Morgan, J.D. | David Smith, J.D. | Christina A. Toras, J.D. | Michael Vennum, J.D. | Karl Williams, M.D. For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Legal Studies graduate programs in: Master's Degrees • Legal Studies (M.S.), with concentrations in: • Criminal Justice • Homeland Security • Law and Public Policy Note: An overview of the Legal Studies master's programs can be found at: https://www.calu.edu/academics/ graduate/masters/legal-studies/index.aspx Certificates • Criminal Justice • Homeland Security • Law and Public Policy • Police Executive Law and Policy • Sexual Assault Investigation and Victimization Certificate in Criminal Justice Program Description The Criminal Justice certificate program is designed for students who are seeking an academic credential related to federal, state and local criminal justice agencies or in corporate security in the private sector. Aspects of criminal justice related to critical facets of investigations and structural/operational dynamics of criminal justice organizations are explored. The curriculum focuses heavily on the day-to-day work of the criminal justice professional. This post-baccalaureate certificate program includes graduate courses from the M.S. in Legal Studies: Criminal Justice concentration program. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Curriculum Course Credits LAW 605 Law and Police Process 3 PCJ 747 Financial Investigations 3 PCJ 748 Criminal Justice Organization and Management 3 PCJ 749 Seminar in Justice Studies 3 PCJ 750 Sexual Assault Investigations 3 75 Legal Studies Graduate Programs Course Credits Total 15 Program Webpage https://www.calu.edu/academics/graduate/certificates/criminal-justice/index.aspx Certificate in Homeland Security Program Description The Homeland Security certificate program is designed for students who are seeking an academic credential related to federal, state or local homeland security and emergency management agencies, or in corporate security in the private sector. This increasingly important course of study takes an all-hazards approach while examining impact, prevention and sustainability from both the public and private sectors. This post-baccalaureate certificate program includes graduate courses from the M.S. in Legal Studies: Homeland Security concentration program. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Curriculum Course Credits AST 700 U.S. Homeland Security 3 AST 720 Domestic Extremism in the United States 3 AST 740 Terrorism, Threat and Vulnerability Analysis and Protection 3 AST 760 Biological, Chemical, Nuclear and WMD Threats in Homeland Security 3 AST 780 Intelligence Practice in Homeland Security 3 Total 15 Program Webpage https://www.calu.edu/academics/graduate/certificates/homeland-security/index.aspx Certificate in Law and Public Policy Program Description The Law and Public Policy certificate program is designed for students seeking graduate-level education in the analysis and application of law in a multitude of contexts. Students address, analyze and critique the law and its public policy implications from social, administrative, juridical, ethical, operational and managerial perspectives. Special emphasis is given to the practical ramifications of how law and policy intersect, influencing the culture, the community and the individual. This post-baccalaureate certificate program includes courses from the M.S. in Legal Studies: Law and Public concentration program. Program Coordinator Dr. Christina A. Toras 76 Legal Studies Graduate Programs Delivery Mode Global Online (100% online delivery) Curriculum Course Credits LAW 600 Law and Public Policy 3 LAW 602 Law, Civil Liberties and the Constitution 3 LAW 603 Law and Legal Method 3 LAW 608 Law and Civil Litigation 3 LAW 701 Law and Administrative Agencies 3 Total 15 Program Website https://www.calu.edu/academics/graduate/certificates/law-public-policy/index.aspx Certificate in Police Executive Law and Policy Program Description The Police Executive Law and Policy certificate program emphasizes necessary skills for current or future executive-level police leaders, specifically related to inter-connected issues of law and policy. Students who are currently in leadership or seeking a career in upper-level executive leadership will be provided with an essential understanding of the risk management issues required to effectively design organizational policy in a police organization. This post-baccalaureate certificate program combines graduate courses from the Criminal Justice and Law and Public Policy concentrations of the M.S. in Legal Studies. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Curriculum Course Credits LAW 605 Law and Police Process 3 LAW 607 Law and Criminal Conduct 3 LAW 701 Law and Administrative Agencies 3 LAW 704 Law, Business and the Workplace 3 PCJ 748 Criminal Justice Organization and Management 3 Total 15 Program Webpage https://www.calu.edu/academics/graduate/certificates/police-executive/index.aspx 77 Legal Studies Graduate Programs Certificate in Sexual Assault Investigation and Victimization Program Description The Sexual Assault Investigation and Victimization certificate program recognizes the multifaceted arena of investigating, prosecuting and working with victims of sexual-based crimes. Skills taught in this program are necessary for investigations in accordance with the demands of high-profile prosecutions. The program focuses on the legal issues related to victims of sex crimes, so investigators can meet the legal standards for prosecutions, while maintaining a level of compassion for victims. This post-baccalaureate certificate program combines graduate courses from the Criminal Justice and Law and Public Policy concentrations of the M.S. in Legal Studies program. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Curriculum Course Credits LAW 702 Law, Science and Forensic Applications 3 LAW 730 Independent Study in Law and Public Policy 3 PCJ 750 Sexual Assault Investigations 3 PCJ 752 Digital Imaging, Forensic Photography and the Law 3 PCJ 755 Polygraph and Lie Detection 3 Total 15 Program Webpage https://www.calu.edu/academics/graduate/certificates/sexual-assault/index.aspx M.S. in Legal Studies: Criminal Justice Program Description The Criminal Justice concentration of the Master of Science in Legal Studies program explores aspects of criminal justice related to critical facets of investigations and structural/operation dynamics of criminal justice organizations. This includes critical issues of policy, criminal justice accountability and civil liability. The curriculum focuses heavily on the day-to-day work of the criminal justice professional or executive. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Partnerships Cal U's legal studies program is an Academic Alliance partner with the FBI National Academy Associates (FBI NAA). FBI National Academy graduates who have completed graduate-level courses while attending the academy may transfer up to 9 credit hours to the M.S. in Legal Studies if they have not already been applied toward the requirements of another graduate degree. 78 Legal Studies Graduate Programs The program also partners with the FBI Law Enforcement Executive Development Association (FBI-LEEDA Inc.) to award three graduate credits for completion of all three leadership courses required for the Trilogy Award. The three credits can be applied toward completion of the M.S. in Legal Studies. Curriculum Course Credits LAW 600 Law and Public Policy 3 LAW 601 Law and Ethics 3 LAW 602 Law, Civil Liberties and the Constitution 3 LAW 603 Law and Legal Method 3 LAW 605 Law and Police Process 3 PCJ 747 Financial Investigations 3 PCJ 748 Criminal Justice Organization and Management 3 PCJ 749 Seminar in Justice Studies 3 PCJ 750 Sexual Assault Investigations 3 PCJ 752 Digital Imaging, Forensic Photography and the Law 3 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/criminal-justice/index.aspx M.S. in Legal Studies: Homeland Security Program Description The Homeland Security concentration of the Master of Science in Legal Studies program provides a comprehensive study of various aspects of homeland security and national security of the United States. This increasingly important course of study takes an all-hazards approach while examining impact, prevention and sustainability from both the public and private sectors. Law and policy issues for the homeland security professional are emphasized and examined. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Partnerships Cal U's legal studies program is an Academic Alliance partner with the FBI National Academy Associates (FBI NAA). FBI National Academy graduates who have completed graduate-level courses while attending the academy may transfer up to 9 credit hours to the M.S. in Legal Studies if they have not already been applied toward the requirements of another graduate degree. The program also partners with the FBI Law Enforcement Executive Development Association (FBI-LEEDA Inc.) to award three graduate credits for completion of all three leadership courses required for the Trilogy Award. The three credits can be applied toward completion of the M.S. in Legal Studies. 79 Legal Studies Graduate Programs Curriculum Course Credits LAW 600 Law and Public Policy 3 LAW 601 Law and Ethics 3 LAW 602 Law, Civil Liberties and the Constitution 3 LAW 603 Law and Legal Method 3 AST 700 U.S. Homeland Security 3 AST 710 Emergency Management Principles, Law and Policy 3 AST 720 Domestic Extremism in the United States 3 AST 740 Terrorism, Threat and Vulnerability Analysis and Protection 3 AST 760 Biological, Chemical, Nuclear and WMD Threats in Homeland Security 3 AST 780 Intelligence Practice in Homeland Security 3 Total 30 Program Website https://www.calu.edu/academics/graduate/masters/homeland-security/index.aspx M.S. in Legal Studies: Law and Public Policy Program Description The Law and Public Policy concentration of the Master of Science in Legal Studies program is designed for students seeking graduate education in the analysis and application of law in a multitude of contexts. Students address, analyze and critique the law and its public policy implications from social, administrative, juridical, ethical, operational and managerial perspectives. Special emphasis is given to the practical ramifications of how law and public policy intersect, influencing the culture, the community and the individual. Program Coordinator Dr. Christina A. Toras Delivery Mode Global Online (100% online delivery) Partnerships Cal U's legal studies program is an Academic Alliance partner with the FBI National Academy Associates (FBI NAA). FBI National Academy graduates who have completed graduate-level courses while attending the academy may transfer up to 9 credit hours to the M.S. in Legal Studies if they have not already been applied toward the requirements of another graduate degree. The program also partners with the FBI Law Enforcement Executive Development Association (FBI-LEEDA Inc.) to award three graduate credits for completion of all three leadership courses required for the Trilogy Award. The three credits can be applied toward completion of the M.S. in Legal Studies. 80 Legal Studies Graduate Programs Curriculum Course Credits LAW 600 Law and Public Policy 3 LAW 601 Law and Ethics 3 LAW 602 Law, Civil Liberties and the Constitution 3 LAW 603 Law and Legal Method 3 LAW 607 Law and Criminal Conduct 3 LAW 608 Law and Civil Litigation 3 LAW 610 Law, Justice and the Family 3 LAW 700 Law and the International Community 3 LAW 701 Law and Administrative Agencies 3 LAW 704 Law, Business and the Workplace 3 Total 30 Program Website https://www.calu.edu/academics/graduate/masters/law-public-policy/index.aspx 81 Mathematics Graduate Programs Mathematics Faculty Dr. Mohamed Benbourenane | Dr. Kaddour Boukaabar | Dr. Olaniyi Iyiola | Dr. Leandro Junes | Dr. Bismark Oduro | Dr. Melissa Sovak For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Mathematics graduate programs in: • PSM in Applied Mathematics • Certificate in Data Science Certificate in Data Science Program Description The Data Science certificate program is designed to provide students with hands-on training in managing big data. Delivery Mode Global Online (100% online delivery) Curriculum Course Credits MAT 601 Data Preparation and Cleaning 3 MAT 602 Data Visualization 3 MAT 603 Big Data Tools 3 MAT 604 Big Data Analytics 3 MAT 605 Data Analytics Capstone Project 3 Total 15 Program Webpage https://www.calu.edu/academics/graduate/certificates/sas-data-science/index.aspx PSM in Applied Mathematics Program Description The Professional Science Master's in Applied Mathematics is designed to help develop skills in big data analysis and mathematics for a variety of STEM-related occupations for business, government and commercial applications. Program Coordinators Dr. Olaniyi Iyiola and Dr. Bismark Oduro Delivery Mode Global Online (100% online delivery) Classes are conducted online with field experiences and internships taking place at the student's site. Curriculum Course Credits PSA 611 Optimization and Operations Research I 3 82 Mathematics Graduate Programs Course Credits PSA 671 Advanced Multivariate Statistics 3 PSM 645 Applied Cryptography 3 PSM 675 Project Management 3 PSM 760 Leadership and Professional Development 3 PSM 799 PSM Capstone Course 6 Electives 9 Total 30 Experiential Component In the capstone course experience, students in the PSM in Applied Mathematics program apply what they have learned in the classroom to real-world situations, gaining experience and confidence in the workplace. Students will effectively manage a project, design a solution and effectively communicate results to business partners and to faculty. Program Webpage https://www.calu.edu/academics/graduate/masters/applied-mathematics/index.aspx 83 Nursing Graduate Programs Nursing Faculty Dr. Donna Caruthers | Dr. Nicole Evanick | Dr. Kathleen Morouse | Dr. Linda Pina | Dr. Robin Weaver For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Nursing graduate programs in: • MSN in Nursing Administration and Leadership • Nursing Administration and Leadership Certificate Note: Cal U also offers a MBA in Business Administration: Nursing Administration concentration for students who have earned, or are working toward, their MSN in Nursing Administration and Leadership. The MBA shares four required courses with the MSN in Nursing Administration and Leadership program, and students are able to complete the requirements for both programs with a total of 54 credits. An overview of Cal U's MSN programs and MBA nursing concentration can be found at: https://www.calu.edu/ academics/graduate/masters/msn/ Certificate in Nursing Administration and Leadership Program Description The Nursing Administration and Leadership certificate program is composed of 21 credits that are part of the requirements of the MSN in Nursing Administration and Leadership program. The certificate program is designed to provide an extra credential focused on administration and leadership skills for those who have earned a baccalaureate or higher degree in nursing. Program Coordinator Dr. Nicole Evanick Delivery Mode Global Online (100% online delivery) Accreditation The baccalaureate degree program in nursing and master's degree program in nursing at California University of Pennsylvania are accredited by the Commission on Collegiate Nursing Education (http:// www.ccneaccreditation.org). 84 Nursing Graduate Programs Curriculum Course Credits NUR 603 Information Systems for Nurses in Health Care Organizations 3 NUR 711 Nursing Organization and Leadership Theory 3 NUR 712 Nursing Administration and Leadership Role 3 NUR 714 Legal Aspects of Health Care Administration 3 NUR 715 Financial Management in Non-profit Health Care Organizations 3 NUR 813 Nursing Administration Role Practicum 6 Total 21 Program Webpage https://www.calu.edu/academics/graduate/certificates/nursing-administration/index.aspx MSN in Nursing Administration and Leadership Program Description The Master of Science in Nursing (MSN degree) in Nursing Administration and Leadership is designed for those who have already obtained a baccalaureate degree in nursing. The MSN program is intended for nurses who: 1. Currently hold administrative or leadership positions and wish to complement their experience through advancing their education formally, and 2. Wish to gain knowledge and skills needed to expand their career options in the area of nursing administration and leadership in a variety of healthcare settings. Upon completion of the MSN in Nursing Administration and Leadership program, graduates will be eligible academically to take one of the national certification exams for nurse administration offered by the American Organization of Nurse Executives (AONE) or the American Nurses Credentialing Center (ANCC). Program Coordinator Dr. Nicole Evanick Delivery Mode Global Online (100% online delivery) 85 Nursing Graduate Programs Accreditation The baccalaureate degree program in nursing and master's degree program in nursing at California University of Pennsylvania are accredited by the Commission on Collegiate Nursing Education (http:// www.ccneaccreditation.org). Curriculum Course Credits NUR 601 Theory and Research in Nursing 3 NUR 602 Health Policy in Nursing 3 NUR 603 Information Systems for Nurses in Health Care Organizations 3 NUR 604 Population Health Promotion and Disease Prevention 3 NUR 711 Nursing Organization and Leadership Theory 3 NUR 712 Nursing Administration and Leadership Role 3 NUR 714 Legal Aspects of Health Care Administration 3 NUR 715 Financial Management in Non-profit Health Care Organizations 3 NUR 813 Nursing Administration Role Practicum 6 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/msn/nursing.aspx 86 Psychology Graduate Programs Psychology Faculty Dr. Angela Bloomquist | Dr. Holiday Adair | Dr. Reuben Brock | Dr. Justin D. Hackett | Dr. Dana Keener | Dr. Tamare Piersaint | Dr. Rebecca Regeth | Dr. Carrie Rosengart | Dr. Kristen Schaffner | Dr. Darla Timbo For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Psychology graduate programs in: • M.S. in School Psychology plus Certificate • Threat Assessment and Management in Schools Certificate Certificate in Threat Assessment and Management in Schools Program Description The Threat Assessment and Management in Schools certificate program combines psychology and criminal justice courses to create a professional development credential designed for higher education personnel and K-12 educators. The program helps education professionals learn to identify threatening situations in school settings and respond appropriately. Curriculum Course Credits CRM 870 Special Topics: Threat Assessment in the Schools 3 PSY 741 Theories of Counseling and Psychotherapy 3 PSY 756 Consultation and Group Process 3 Total 9 Program Webpage https://www.calu.edu/academics/graduate/certificates/threat-assessment-management/index.aspx M.S. in School Psychology plus Certificate Program Program Description The Master of Science in School Psychology plus certificate program is designed for individuals interested in becoming school psychologists in settings such as public or private schools, mental health centers, hospitals, state education agencies, private practice and universities. School psychology brings together the knowledge base of several disciplines, including child psychology, human development and education with an emphasis on special education. In order to practice as a school psychologist, candidates must earn a master's degree (36 credits) plus state certification (33 additional credits of certification preparation coursework) in school psychology. Program Coordinator Dr. Angela Bloomquist Delivery Mode Traditional (on-campus, face-to-face delivery with some online/distance elements) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) National Association of School Psychologists (NASP) (SLFull, 2006) 87 Psychology Graduate Programs Curriculum - Master of Science: School Psychology Course Credits PSY 702* Psychopathology of Childhood 3 PSY 710* Principles of Instruction and Intervention 3 PSY 712 Advanced Psychology of Learning 3 PSY 713 Psychology of Growth and Development 3 PSY 721 Advanced Tests and Measurements 3 PSY 722 Individual Psychological Evaluation I 3 PSY 741 Theories of Counseling and Psychotherapy 3 PSY 752 Fundamentals of School Psychology 3 PSY 756 Consultation and Group Processes with Practicum 3 PSY 761 Statistics and Research Methods in Psychology I: Univariate 3 PSY 795* Seminar in Behavior Modification 3 PSY 796 Seminar in Analysis of Research in School Psych (non-thesis option) OR PSY 849 Thesis Option (see student manual) 3 Total 36 *These courses meet the Pennsylvania Department of Education's Chapter 49 requirements of 9 credits addressing accommodations and adaptations for diverse learners in inclusive settings (PSY 702, PSY 710 and PSY 795) and 3 credits of meeting the needs of English language learners (EDU 650). Curriculum - Post-Master's Certificate: School Psychology Course Credits EDU 650 Supporting English Language Learners 3 PSY 720 Neuropsychology 3 PSY 723 Individual Psychological Evaluation II 3 PSY 728 Practicum in School Psychology 3 PSY 734 Assessment of Personality and Behavior 3 PSY 742 Techniques of Counseling and Psychotherapy with Practicum 3 PSY 762 Statistics and Research Methods in Psychology: Multivariate 3 PSY 773 Internship in School Psychology 6 PSY 774 Internship in School Psychology 3 88 Psychology Graduate Programs Course Credits PSY 798 Seminar in Professional School Psychology 3 Total 33 Additional Requirements • Minimum of 350 clock hours of practicum, typically obtained within the first two years of coursework via course assignments. • Minimum of 1,200 clock hours of internship, typically completed in the third year of study, in a public school setting and in our on-site school psychology clinic. Full-time school psychology candidates typically complete the master's plus certification program in three years. The first year begins by taking three courses in the summer. At the end of the second summer, successful candidates are awarded a Master of Science in School Psychology. Candidates interested in pursuing certification in school psychology continue with full-time coursework through the following summer, then complete a 1,200 clock hour internship in the third year of study. Once the internship requirements have been fulfilled, candidates may then apply for state certification in school psychology. Program Webpages • Master of Science: https://www.calu.edu/academics/graduate/masters/education-campus/schoolpsychology/index.aspx • Post-Master's Certificate: https://www.calu.edu/academics/graduate/certificates/education/ school-psychology/ 89 Social Work Graduate Programs Social Work Faculty Ann B. Bergamasco | Dr. Sheri Boyle | Dr. Janice McCall | Dr. Gwendolyn D. Perry-Burney | Dr. T. Thao Pham | Dr. Rosalie Smiley | Dr. Pamela C. Twiss For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers regular and advanced standing Master of Social Work programs. Note: A 36-credit MBA: Social Work Administration concentration is also available for social workers who have already earned, or are working toward, their Master of Social Work (MSW) at Cal U. Accreditation The MSW program is accredited by the Council on Social Work Education (CSWE). Master of Social Work: Advanced Standing Program Program Description The advanced standing Master of Social Work (MSW) program is designed for students with bachelor's degrees in social work from Council on Social Work Education accredited programs. It prepares students to respond professionally and creatively to the increasingly complex matrix of human needs and strengths in a changing society. Built on a professional advanced generalist curriculum model, the program prepares students to work in direct and indirect practice and develops students' leadership capacities. Delivery Mode Several courses are 100% online. The remainder follow a blended course format, with face-to-face classes held once every three weeks. Students complete other assignments and readings online in between the face-to-face classes. Accreditation Council on Social Work Education (CSWE) Curriculum Course Credits SWK 705 Human Behavior and the Social Environment 3 SWK 715 Research, Policy and Rural Social Work Practice 3 SWK 801 Advanced Generalist Practice 3 SWK 803 Differential Assessment 3 SWK 806 Rural Family and Community Policy 3 SWK 808 Advanced Practice Evaluation 3 SWK 812 Practice in Supervision and Administration 3 SWK 829 Advanced Field Practicum I 6 SWK 830 Advanced Field Practicum II 6 SWK Practice Electives* (2) 6 Total 39 90 Social Work Graduate Programs Course Credits *Practice Electives SWK 811 Practice with Aging in Rural and Small Town Environments 3 SWK 813 Practice in Health Care and Health Planning in Rural and Small Town Environments 3 SWK 814 Practice in Mental Health/Mental Retardation in Rural and Small Town Environments 3 SWK 815 Juvenile and Adult Justice System Practice in Rural and Small Town Environments 3 SWK 816 Practice with Children and Youth in Rural and Small Town Environments 3 SWK 821 Social Work with Substance Abuse/ Addictions in Rural and Small Town Environments 3 SWK 840 Electives (varied) 3 Additional Requirements Students must register for at least 6 credits each semester, are required to follow the plan for appropriate course sequencing and must complete degree requirements within six years. Program Webpage https://www.calu.edu/academics/graduate/masters/social-work/index.aspx Master of Social Work: Regular Program Program Description The regular Master of Social Work program is designed for students with bachelor's degrees in psychology, social sciences, sociology, liberal arts and other disciplines. It prepares students to respond professionally and creatively to the increasingly complex matrix of human needs and strengths in a changing society. It also provides students with a theoretical and professional practice focused curriculum in social work that promotes an understanding and appreciation of cultural diversity and its importance to competent advanced generalist practice. The program also prepares students to work in direct and indirect practice and develops students' leadership capacities. Program Coordinator Dr. Sheri Boyle Delivery Mode Several courses are 100% online. The remainder follow a blended course format, with face-to-face classes held once every three weeks. Students complete other assignments and readings online in between the face-to-face classes. Accreditation Council on Social Work Education (CSWE) Curriculum Course Credits SWK 701 Generalist Practice I 3 91 Social Work Graduate Programs Course Credits SWK 702 Generalist Practice II 3 SWK 705 Human Behavior and the Social Environment 3 SWK 707 Human Diversity 3 SWK 709 Social Welfare Policy and Services 3 SWK 716 Social Work Research Methodology and Data Analysis 3 SWK 730 First Year Field Practicum 6 SWK 801 Advanced Generalist Practice 3 SWK 803 Differential Assessment 3 SWK 806 Rural Family and Community Policy 3 SWK 808 Advanced Practice Evaluation 3 SWK 812 Practice in Supervision and Administration 3 SWK 829 Advanced Field Practicum I 6 SWK 830 Advanced Field Practicum II 6 SWK Practice Electives* (2) 6 Total 57 *Practice Electives SWK 811 Practice with Aging in Rural and Small Town Environments 3 SWK 813 Practice in Health Care and Health Planning in Rural and Small Town Environments 3 SWK 814 Practice in Mental Health/Mental Retardation in Rural and Small Town Environments 3 SWK 815 Juvenile and Adult Justice System Practice in Rural and Small Town Environments 3 SWK 816 Practice with Children and Youth in Rural and Small Town Environments 3 SWK 821 Social Work with Substance Abuse/ Addictions in Rural and Small Town Environments 3 SWK 840 Electives (varied) 3 Additional Requirements Students must register for at least 6 credits each semester, are required to follow the plan for appropriate course sequencing and must complete degree requirements within six years. 92 Social Work Graduate Programs Program Webpage https://www.calu.edu/academics/graduate/masters/social-work/index.aspx 93 Teacher Education, Administration and Leadership Teacher Education, Administration and Leadership Graduate Programs Programs Cal U offers a variety of education programs that prepare educators for the classroom or leadership positions. Our graduate-level education and administration programs fall under the following categories: • • • • • Childhood Education Secondary Education and Administrative Leadership Special Education STEM Education Technology Education Pennsylvania Teacher Certification Individuals who possess a Pennsylvania Instructional I teaching certification may be able to use the credits earned in a graduate program at Cal U toward the post-baccalaureate requirements for the Instructional II certification. Instructional I Certification Some of our graduate programs lead to specialized initial teaching certification. Review the program requirements in this catalog. Act 48 Continuing Education Cal U is a Pennsylvania Department of Education-approved provider for Act 48 continuing professional education. All of California University's graduate education programs may be applied to Act 48 continuing education. For more information on Pennsylvania Instructional II certification teaching certifications and professional education requirements, please visit the Pennsylvania Department of Education website at www.education.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237. 94 Childhood Education Graduate Programs Childhood Education Faculty Dr. Peter Cormas | Dr. Holly Diehl | Dr. Diane Fine | Dr. J. William Hug | Dr. Rebecca Maddas | Dr. Christine Peterson | Dr. Michelle Torregano | Dr. Clover Wright For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Childhood Education graduate programs in: Master's Degrees • Reading Specialist (M.Ed. with certification) • Teacher Education: Early Childhood Education (M.Ed. only) • Teacher Education: PreK-4 (M.Ed. with certification) Certificates • Gifted Education Endorsement • Reading Specialist Certificate: Gifted Education Endorsement Program Description This PDE-approved Gifted Education Endorsement certificate program is designed to prepare certified instructors in the content, pedagogy and dispositions necessary for teaching gifted learners. It is intended to improve a teacher's skills in dealing with complex classroom settings and is added to existing Level I or Level II certificates (but is not required to perform service in these areas). Program Adviser Dr. Diane Nettles Delivery Mode Global Online (100% online delivery) Clearances Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. Curriculum Course Credits EDU 701 Foundations of Gifted Education 3 EDU 702 Instructional Design and Strategies for Gifted Education 3 EDU 703 Assessment and Identification of Gifted Students 3 EDU 705 Program Models for Gifted Education: Service Delivery Options 3 Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/education/gifted-endorsement/index.aspx 95 Childhood Education Graduate Programs Certificate: Reading Specialist Program Description The Reading Specialist certificate program prepares competent literacy leaders by developing and enhancing the knowledge, professional practices and professionalism of certified classroom teachers and educators for work in all educational settings. This program is appropriate for students who are only interested in seeking Reading Specialist certification through the Pennsylvania Department of Education (PDE). At the completion of this program, Cal U awards a certificate of completion; candidates must apply to PDE for teacher certification, which requires a passing score on the associated Reading Specialist Praxis exam. Program Adviser Dr. Diane Fine Delivery Mode All courses are delivered online, except for the clinical practicum experience, which takes place on campus during a five-and-a-half week summer reading practicum. Accreditation The Reading Specialist program is accredited by the Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) and approved by the Pennsylvania Department of Education; the Reading Specialist program is nationally recognized by the International Literacy Association (ILA). Curriculum Course Credits RSP 700 Foundations of Literacy: Theory and Instruction 3 RSP 702 Literacy Assessment and Instruction 3 RSP 703 Practicum I: Assessment 3 RSP 704 Practicum II: Instruction 3 RSP 705 Psychology of Reading 3 RSP 706 Literacy Leadership 3 RSP 707 Creating and Fostering Literate Environments 3 RSP 734 Content Area Reading 3 Total 24 Additional Requirements The Pennsylvania Department of Education requires all reading specialists to have 9 credits of special education and 3 credits of English as a second language. Therefore, if a student entering the reading specialist program does not have those courses in their undergraduate transcript, those credits must be earned prior to applying for the reading specialist certification through the Pennsylvania Department of Education. To graduate from the program, candidates must successfully complete a PracticumFolio during the reading practicum experience. 96 Childhood Education Graduate Programs To have the reading specialist certification added to a Pennsylvania teaching certificate, candidates must pass the Reading Specialist Praxis test. Candidates interested in certification outside Pennsylvania are required to secure and follow regulations from the other states or entities. Clearances Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. Program Webpage https://www.calu.edu/academics/graduate/certificates/education/reading-specialist/index.aspx M.Ed. in Reading Specialist Program Description The Reading Specialist Master of Education program at Cal U prepares competent literacy leaders by developing and enhancing the knowledge, professional practices and professionalism of certified classroom teachers and educators for work in all educational settings. It is designed for students who want to earn a Master of Education degree and reading specialist certification on their Pennsylvania teaching certificate. Program Adviser Dr. Diane Fine Delivery Mode All courses are delivered online, except for the clinical practicum experience, which takes place on campus during a five-and-a-half week summer reading practicum. Accreditation The Reading Specialist program is accredited by the Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) and approved by the Pennsylvania Department of Education; the Reading Specialist program is nationally recognized by the International Literacy Association (ILA). Curriculum Course Credits RES 800 Methods of Research 3 RSP 700 Foundations of Literacy: Theory and Instruction 3 RSP 702 Literacy Assessment and Instruction 3 RSP 703 Practicum I: Assessment 3 RSP 704 Practicum II: Instruction 3 RSP 705 Psychology of Reading 3 RSP 706 Literacy Leadership 3 RSP 707 Creating and Fostering Literate Environments 3 RSP 708 Literacy Development for English Language Learners 3 RSP 734 Content Area Reading 3 Total 30 97 Childhood Education Graduate Programs Additional Requirements The Pennsylvania Department of Education requires all reading specialists to have 9 credits of special education and 3 credits of English as a second language. Therefore, if a student entering the reading specialist program does not have those courses in their undergraduate transcript, those credits must be earned prior to applying for the reading specialist certification through the Pennsylvania Department of Education. To graduate from the program, candidates must successfully complete a PracticumFolio during the reading practicum experience. To have the reading specialist certification added to a Pennsylvania teaching certificate, candidates must pass the Reading Specialist Praxis test. Candidates interested in certification outside Pennsylvania are required to secure and follow regulations from the other states or entities. Clearances Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/reading-specialist/index.aspx M.Ed. in Teacher Education: Early Childhood Education Program Description The Master of Education in Early Childhood Education program is for teachers who are certified in elementary, early childhood or special education and are interested in pursuing a Master of Education without certification. Graduate students in the early childhood education program apply knowledge of child development, families and best teaching practices to a variety of educational settings, including public schools' Pre-K to grade 4 primary programs, preschool programs, Head Start, child care, and parenting and family support programs. This program is open to students with a bachelor's, master's or doctorate degree from an accredited program and teaching certification in N-3, K-6 and/or special education Pre-K-12. Program Adviser Dr. Michelle Torregano Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Clearances Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. Curriculum Course Credits ECE 700 Early Childhood Curriculum and Assessment 3 ECE 702 Advanced Childhood Development 3 ECE 703 Literacy Development 3 98 Childhood Education Graduate Programs Course Credits ECE 704 Special Topics in Early Childhood Education 3 ECE 705 Science and Math in Early Childhood 3 ECE 707 Leadership and Management in Early Childhood Settings 3 EDE 701 Standards Aligned Curriculum, Instruction and Assessments 3 ESP 610 Special Ed Foundations Collab 3 PSY 712 Advanced Psychology of Learning 3 RES 800 Methods of Research 3 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/childhood-education/index.aspx M.Ed. in Teacher Education: PreK-4 (with certification) Program Description The Master of Education in Teacher Education: PreK-4 with certification program is designed for students who have a baccalaureate degree and are seeking a master's degree and Pennsylvania elementary education certification (grades PreK-4). Program Adviser Dr. Michelle Torregano Delivery Mode Traditional (on-ground, face-to-face delivery with some online/distance elements) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Curriculum Course Credits ECE 703 Literacy Development 3 EDE 701 Standards Aligned Curriculum, Instruction and Assessment 3 ELE 621 Instructional Strategies 3 ELE 701 Teaching and Assessment in Language Arts 3 ELE 702 Teaching and Assessment in Reading 3 ELE 703 Field Experience 3 ELE 711 Teaching and Assessment in Mathematics 3 ELE 721 Teaching and Assessment in Science 3 ELE 731 Teaching and Assessment in Social Studies 3 99 Childhood Education Graduate Programs Course Credits ELE 741 Diverse Arts and Culture in Education 3 ELE 795 Student Teaching 9 ESP 610 Special Education Foundations and Collaboration 3 ESP 612 Evidence-based Practices for Pre-K-8 Inclusion 3 ESP 701 Introduction to Behavior Analysis 3 PSY 712 Advanced Psychology of Learning 3 RES 800 Methods of Research 3 Total 54 Additional Requirements Students who are not certified in Pennsylvania must pass the PECT test. It is possible to earn the master's degree and PreK-4 certification in the same program. Candidates for Pennsylvania certification must have completed undergraduate or graduate coursework that includes the following: • • • • • • • • • • College-level mathematics (6 credits) English composition and American/British literature (3 credits/3 credits) Health and wellness (3 credits) Citizen: Geography, political or economy (3 credits) English language learners (3 credits) Instructional technology (3 credits) U.S. history (3 credits) Physical science (3 credits) Environmental/earth science (3 credits) Biology (3 credits) The courses listed above apply only to the Master of Education with certification program. Students entering the program without all, or part, of the undergraduate requirements may meet them with additional coursework or by competency tests while they are taking the graduate classes. Clearances Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/elementary-education/certification.aspx 100 STEM Education Graduate Programs STEM Education Faculty Dr. Diane Fine | Dr. J. William Hug | Dr. Peter Cormas For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers STEM education graduate programs in: • Teacher Education: Integrative STEM Education K-12 (M.Ed.) • Integrative STEM Education K-12 Endorsement Certificate Certificate: Integrative STEM Education K-12 Endorsement Program Description The Integrative STEM Education K-12 Endorsement certificate program is designed for certified teachers and other educators who are seeking to gain valuable skills in STEM education. This is a stand-alone credential. Upon completion of this program, candidates who hold a Pennsylvania Level I or II teaching certificate can apply to add the STEM Education PreK-12 Endorsement to their existing teaching certificate. Program Adviser Dr. Diane Fine Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits EDE 750 Foundations of Integrative STEM Education K-12 3 EDE 753 Integrative STEM Pedagogy and Instructional Design 3 EDE 754 Creating Innovative Measures of Learning for Integrative STEM Learning Communities 3 EDE 769 Integrative Project in STEM Education 3 Total 12 Clearances Pennsylvania Act 24, 31, 34, 114 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. Program Webpage www.calu.edu/academics/online-programs/stem-teacher-education/index.htm 101 STEM Education Graduate Programs M.Ed. in Teacher Education: Integrative STEM Education K-12 Program Description The Master of Education in Teacher Education: Integrative STEM Education K-12 is designed for certified teachers and other educators interested in learning how to develop rigorous, relevant, innovative and engaging integrative practices for incorporating STEM principles across disciplines while ensuring that learners are able to apply STEM content, concepts and skills in both academic and real-world contexts. Upon completion of this program, candidates who hold a Pennsylvania Level I or II teaching certificate can apply to add the STEM Education PreK-12 Endorsement to their existing teaching certificate. Program Adviser Dr. Diane Fine Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits EDE 701 Standards Aligned Curriculum, Assessment, and Instruction 3 EDE 750* Foundations of Integrative STEM Education 3 K-12 EDE 751 Building Scientific Literacy and Understanding Through Inquiry 3 EDE 752 Mathematics as Problem Solving 3 EDE 753 Integrative STEM Pedagogy and Instructional Design 3 EDE 754 Creating Innovative Measures of Learning for Integrative STEM Learning Communities 3 EDE 755 STEM Teachers as Leaders 3 EDE 769 Integrative Project in STEM Education 3 RES 800 Methods of Research 3 TED 775 Integrating Technology in Elementary/Middle School STEM Curriculum 3 Total 30 * EDE 750 must be taken during the student's first semester. Clearances Pennsylvania Act 24, 31, 34, 114 and 151 clearances (or appropriate clearances for non-Pennsylvania residents) are required for field-based course registration but not admission. Applicants may be admitted to the program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted. 102 STEM Education Graduate Programs Program Webpage www.calu.edu/academics/online-programs/stem-teacher-education/index.htm 103 Secondary Education and Administrative Leadership Secondary Education and Administrative Leadership Faculty Secondary Education: Dr. Keith Hepner | Dr. Marcia Hoover | Dr. Chad Kauffman | Dr. Mario Majcen | Dr. Connie Monroe | Dr. Susan Morris-Rutledge | Dr. Michael Perrotti Administrative Leadership: Dr. Mark Abbondanza | Dr. Pete Aiken | Dr. Brian Barnhart | Dr. Silvia Braidic | Dr. David Foley | Dr. Robert Freil | Dr. Michael Ghilani | Dr. Todd E. Keruskin | Dr. J. Kevin Lordon | Dr. Randal Lutz | Dr. George Spalaris | Dr. Dave Schreiber | Dr. Gregory Taranto | Dr. Jeff Taylor | Dr. Brian Toth | Dr. Mary Wolf For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Secondary Education and Administrative Leadership programs in: Master's Degrees • Educational Leadership (M.Ed.) with concentrations in: • Administrative Program for Principals • Advanced Studies in Secondary Education and Teacher Leadership • Educational Studies • Educational Studies: Weather and Climatology • Teacher Certification (M.A.T.) with concentrations in: • Art Education K-12 • Biology Education 7-12 • Chemistry Education 7-12 • Communications Education 7-12 • Earth Space Education 7-12 • English Education 7-12 • Math Education 7-12 • Physics Education 7-12 • Social Studies Education 7-12 • Spanish Education K-12 • Teacher Education (M.Ed.), with a concentration in: • English as a Second Language (M.Ed. only) • English as a Second Language (M.Ed. with certification) Doctorate Degrees • Education Administration and Leadership (Ed.D.) • Education Administration and Leadership (Ed.D + SLE cert) Certification • Administrative Program for Principals (post-master's) Certificates • English as a Second Language • Online Teaching Endorsement • Superintendent Letter of Eligibility (post-master's) Certificate: English as a Second Language (ESL) Program Description The English as a Second Language (ESL) certificate program is designed for certified teachers. It builds skills related to language, culture, instruction, assessment and professionalism that are relevant when working with English language learners. The curriculum is aligned with the Pennsylvania Department of Education ESL Program Specialist Standards and Teachers of English to Speakers of Other Languages (TESOL) Standards. Program Coordinator Dr. Susan Morris-Rutledge 104 Secondary Education and Administrative Leadership Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits EDU 704 Foundations of ESL Education 3 EDU 709 Sociolinguistics 3 EDU 712 Content-Based ESL Instruction 3 EDU 713 Language Acquisition and Development 3 EDU 714 Language Assessment 3 EDU 719 Supporting Second Language Learners, Families and Community 3 Total 18 Program Notes • ESL courses require field experiences. • This is not an initial teaching licensure program. Pennsylvania requires initial licensure before the ESL program specialist certificate can be added on. Program Webpage https://www.calu.edu/academics/graduate/certificates/education/esl/index.aspx Certificate: Online Teaching Endorsement Program Description The Online Teaching Endorsement certificate program is designed for teachers seeking to expand skills related to instructional design and technology, teaching strategies and assessment in an online environment. Delivery Mode Global Online (100% online delivery) Curriculum Course Credits MSE 740 Advanced Instructional Technology 3 MSE 750 Strategies in Teaching Online 3 MSE 761 Assessment 3 MSE 766 Instructional Design 3 Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/education/online-teaching-endorsement/index.aspx 105 Secondary Education and Administrative Leadership Certificate: Superintendent Letter of Eligibility Program Description The Superintendent Letter of Eligibility certificate program provides an opportunity for a graduate student to obtain certification in the Commonwealth of Pennsylvania as a superintendent. Program Coordinator Dr. Silvia Braidic Delivery Mode Global Online (100% online delivery) Classes are conducted online, with field experiences and internships taking place at the student's site. Accreditation Approved by the Pennsylvania Department of Education, the Superintendent Letter of Eligibility certification program meets state educational requirements for certification as a superintendent. The program complies with Educational Leadership Constituent Council Standards (ELCC), and may be used to meet certification and professional development requirements in other states. The coursework has also been approved by the Pennsylvania Inspired Leadership Program (PIL). Curriculum Course Credits SLE 701 Administration Theory, Organization and Operation (PIL approved) 3 SLE 704 Technology and Facilities Development (PIL approved) 3 SLE 705 Curriculum/Instruction and Leadership/ Supervision (PIL approved) 3 SLE 707 Strategic Planning/Policy Analysis/Board Relations (PIL approved) 3 SLE 708 Internship Part 1 3 SLE 708 Internship Part 2 3 Total 18 Additional Requirements Completion of an approved certification program is one requirement for certification in Pennsylvania. In the certification process, the University informs the state that a student has completed the University's state-approved program. The state then reviews the student's credentials and determines eligibility for certification. We encourage all students to review the Pennsylvania Department of Education certification requirements before beginning Cal U's program. The endorsement for certification process must be initiated by the student once they have met all state requirements. Students seeking certification in a state other than Pennsylvania must check their respective state Department of Education requirements and whether completing the superintendent letter of eligibility at Cal U will be accepted. Out-of-state students seeking Pennsylvania certification are required to notify the department of that intent in order to meet the Pennsylvania certification expectations. Additional information related to Pennsylvania certification can be found on the Pennsylvania Department of Education website: www.education.state.pa.us/ portal/server.pt/community/pennsylvania_department_of_education/7237. 106 Secondary Education and Administrative Leadership Special Program Requirements Although not required for admission, certification by the state of Pennsylvania requires a minimum of six years of professional certified service in the basic schools, three of which shall have been in supervisory/administrative position as defined by PDE. These three years must be completed before certification endorsement will be granted by the University. Program Webpage https://www.calu.edu/academics/graduate/certificates/education/superintendent-letter-of-eligibility/index.aspx Certification: Administrative Program for Principals Program Description The Administrative Program for Principals certification program is a certification-only track for those who have previously obtained a master's degree and are seeking principal's certification. Program Coordinator Dr. Silvia Braidic Delivery Mode Global Online (100% online delivery) Classes are conducted online, with field experiences and internships taking place at the student's school site. Program Accreditation Approved by the Pennsylvania Department of Education, this online program meets state educational requirements for certification as a principal. The program complies with Educational Leadership Constituent Council (ELCC) standards, and may be used to meet certification and professional development requirements in other states. Curriculum Course Credits ADP 621 Curriculum Leadership Using a Standards Aligned System 3 ADP 626 Instructional Leadership and Strategies for Inclusive Classrooms 3 ADP 631 School Law and Ethics 3 ADP 641 School Community Relations Seminar 3 ADP 647 Orientation and Assessment 3 ADP 661 Educational Leadership 3 ADP 670 Internship Part 1 3 ADP 670 Internship Part 2 3 Total 24 Additional Requirements Completion of an approved certification program is one requirement for certification in Pennsylvania. In the certification process, the University informs the state that a student has completed the University's state-approved program. The state then reviews the student's credentials and determines eligibility for certification. We encourage all students to review the Pennsylvania Department of Education certification requirements before beginning Cal 107 Secondary Education and Administrative Leadership U's program. The endorsement for certification process must be initiated by the student once they have met all state requirements. Students seeking certification in a state other than Pennsylvania must check their respective state Department of Education requirements and whether completing the principal program at Cal U will be accepted. Out-of-state students seeking Pennsylvania certification are required to notify the department of that intent in order to meet the Pennsylvania certification expectations. Additional information related to Pennsylvania certification can be found on the Pennsylvania Department of Education website: www.education.state.pa.us/portal/server.pt/community/ pennsylvania_department_of_education/7237. Program Webpage www.calu.edu/academics/online-programs/principals-program-certificate/curriculum/index.htm Ed.D. in Education Administration and Leadership (only) Program Description The Doctor of Education in Education Administration and Leadership (Ed.D. only) option is designed for individuals already holding their Superintendent Letter of Eligibility (SLE) certification. Program Coordinator Dr. Silvia Braidic Delivery Mode Global Online (100% online delivery) Classes are conducted online with field experiences and field projects taking place at the student's site. Curriculum Course Credits Core - Leadership and Research 12 EAL 701 Leadership I 3 EAL 702 Leadership II 3 EAL 703 Qualitative Research in Educational Leadership 3 EAL 704 Quantitative Research in Educational Leadership 3 Concentration Courses 15 SLE 720 District Leadership for Public Relations and Marketing 3 SLE 730 District Leadership for Legal Issues in Education 3 SLE 740 District Leadership for Finances 3 SLE 750 District Leadership for Human Resources 3 SLE 760 District Leadership Field Project - Fiscal Responsibility 3 108 Secondary Education and Administrative Leadership Course Credits Capstone 12 EAL 705 Introduction to Capstone Research 3 EAL 706 Capstone 1 – Research Question/Review of Literature 3 EAL 707 Capstone 2 – Methods/Data Collection 3 EAL 708 Capstone 3 – Data Analysis/Results/ Recommendations 3 Total 39 Program Webpage https://www.calu.edu/academics/graduate/doctoral/education-administration-leadership/index.aspx Ed.D. in Education Administration and Leadership + SLE Program Description The Doctor of Education in Education Administration and Leadership with Superintendent Letter of Eligibility certification (Ed.D. + SLE) option is designed for individuals seeking their Superintendent Letter of Eligibility certification and doctorate. The program provides education administrators with the knowledge and applied skills required to manage a school district or other academic enterprise. Program Coordinator Dr. Silvia Braidic Delivery Mode Global Online (100% online delivery) Classes are conducted online, with field experiences and internships taking place at the school district site. Accreditation Approved by the Pennsylvania Department of Education, the Superintendent Letter of Eligibility certification program meets state educational requirements for certification as a superintendent. The program complies with Educational Leadership Constituent Council Standards (ELCC), and may be used to meet certification and professional development requirements in other states. The certification coursework for the superintendent letter has also been approved by the Pennsylvania Inspired Leadership Program (PIL). Curriculum Course Credits Core - Leadership and Research 12 EAL 701 Leadership I 3 EAL 702 Leadership II 3 EAL 703 Qualitative Research in Educational Leadership 3 EAL 704 Quantitative Research in Educational Leadership 3 109 Secondary Education and Administrative Leadership Course Credits Concentration Courses 33 SLE 701 Administration Theory, Organization, and Operation 3 SLE 704 Technology and Facilities Development 3 SLE 705 Curriculum/Instruction and Leadership/ Supervision 3 SLE 707 Strategic Planning/Policy Analysis/Board Relations 3 SLE 708 Internship I 3 SLE 708 Internship II 3 SLE 720 District Leadership for Public Relations and Marketing 3 SLE 730 District Leadership for Legal Issues in Education 3 SLE 740 District Leadership for Finances 3 SLE 750 District Leadership for Human Resources 3 SLE 760 District Leadership Field Project - Fiscal Responsibility 3 Capstone 12 EAL 705 Introduction to Capstone Research 3 EAL 706 Capstone 1 – Research Question/Review of Literature 3 EAL 707 Capstone 2 – Methods/Data Collection 3 EAL 708 Capstone 3 – Data Analysis/Results/ Recommendations 3 Total 57 Additional Requirements Completion of an approved certification program is one requirement for certification in Pennsylvania. In the certification process, the University informs the state that a student has completed the University's state-approved program. The state then reviews the student's credentials and determines eligibility for certification. We encourage all students to review the Pennsylvania Department of Education certification requirements before beginning Cal U's program. The endorsement for certification process must be initiated by the student once they have met all state requirements. Students seeking certification in a state other than Pennsylvania must check their respective state Department of Education requirements and whether completing the superintendent letter of eligibility at Cal U will be accepted. 110 Secondary Education and Administrative Leadership Out-of-state students seeking Pennsylvania certification are required to notify the department of that intent in order to meet the Pennsylvania certification expectations. Additional information related to Pennsylvania certification can be found on the Pennsylvania Department of Education website: www.education.state.pa.us/ portal/server.pt/community/pennsylvania_department_of_education/7237. Special Program Requirements Although not required for admission, certification by the state of Pennsylvania requires a minimum of six years of professional certified service in the basic schools, three of which shall have been in supervisory/administrative position as defined by PDE. These three years must be completed before certification endorsement will be granted by the University. Program Webpage https://www.calu.edu/academics/graduate/doctoral/education-administration-leadership/index.aspx M.A.T. in Teacher Certification: Art Education K-12 Program Description The Art Education K-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in art to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 655 Methods of Art Teaching K-12 3 MSE 661 Student Teaching 9 111 Secondary Education and Administrative Leadership Course Credits Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • • • • Drawing 2D design 3D design Western art history Non-western art history Art history or art theory At least five art studio courses in at least four different media, such as printmaking, ceramics, jewelry, metals, painting, sculpture, photography or graphic arts Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. 112 Secondary Education and Administrative Leadership Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/art.aspx M.A.T. in Teacher Certification: Biology Education 7-12 Program Description The Biology Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in biology to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 653 Methods of Science Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 113 Secondary Education and Administrative Leadership Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • • • • • • • Chemistry with lab Physics with lab Genetics Anatomy Physiology Ecology Zoology Botany Cellular or molecular Biology lab experiences Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. 114 Secondary Education and Administrative Leadership Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/biology.aspx M.A.T. in Teacher Certification: Chemistry Education 7-12 Program Description The Chemistry Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in chemistry to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 653 Methods of Science Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • Chemistry 1 with lab 115 Secondary Education and Administrative Leadership • • • • • • • • • Chemistry 2 with lab Organic chemistry with lab Inorganic chemistry Biochemistry or physical chemistry Chemistry lab Analytical chemistry Chemistry elective Calculus Physics Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/chemistry.aspx 116 Secondary Education and Administrative Leadership M.A.T. in Teacher Certification: Communications Education 7-12 Program Description The Communications Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in communications to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 651 Methods of English Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • English composition Writing theory Language (e.g., grammar, linguistics) Literature 117 Secondary Education and Administrative Leadership • • • • • • • • • Drama in literature Communication theory Oral communication Video or media messaging Argument or debate Acting Directing Theatrical design Theater elective Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/communication.aspx 118 Secondary Education and Administrative Leadership M.A.T. in Teacher Certification: Earth Space Education 7-12 Program Description The Earth Space Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in Earth and space science to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 653 Methods of Science Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • Astronomy Geology Oceanography Hydrology 119 Secondary Education and Administrative Leadership • • • • • • • • Meteorology Climatology Historical geography Geomorphography or tectonics Earth science elective Chemistry Physics Evidence of lab experiences Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/earth-science.aspx 120 Secondary Education and Administrative Leadership M.A.T. in Teacher Certification: English Education 7-12 Program Description The English Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in English to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 651 Methods of English Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • English composition I English composition II American literature British literature 121 Secondary Education and Administrative Leadership • • • • • • • World literature Early western literature Writing theory Research for writing or journalism English or communication elective English or reading elective Two language courses (grammar, linguistics, history of the language) Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/english.aspx M.A.T. in Teacher Certification: Math Education 7-12 Program Description The Math Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in math to apply for initial teacher certification in that area. Students may 122 Secondary Education and Administrative Leadership apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 652 Methods of Mathematics Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • • • • • • College algebra Trigonometry or pre-calculus Calculus 1 Calculus 2 Calculus 3 Geometry Statistics Computer science or technology for math History of mathematics or mathematics in society 123 Secondary Education and Administrative Leadership • • • • Discrete math Math modeling Linear algebra Abstract algebra Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/mathematics.aspx M.A.T. in Teacher Certification: Physics Education 7-12 Program Description The Physics Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in physics to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. 124 Secondary Education and Administrative Leadership Program Description Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 653 Methods of Science Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • • • • • • Calculus 1 Calculus 2 College physics 1 with lab College physics 2 with lab College physics 3 Electricity and magnetism Mechanics Atomic and nuclear structure Chemistry 1 with lab Note: Pennsylvania Department of Education requirements are subject to change. 125 Secondary Education and Administrative Leadership Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/physics.aspx M.A.T. in Teacher Certification: Social Studies Education 7-12 Program Description The Social Studies Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in history to apply for initial teacher certification in social studies. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) 126 Secondary Education and Administrative Leadership Field observations/experiences and student teaching are conducted in public school settings. Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 654 Methods of Social Studies Teaching 7-12 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • • • • • • • • • U.S. History 1 U.S. History 2 Early western civilization Later western civilization History elective Non-western history Anthropology Economics Geography American government Sociology Psychology Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, 127 Secondary Education and Administrative Leadership subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/social-studies.aspx M.A.T. in Teacher Certification: Spanish Education K-12 Program Description The Spanish Education K-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program prepares individuals with a background in Spanish to apply for initial teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time. Program Coordinator Dr. Connie Monroe Delivery Mode Online with two-day on-campus residency component (during the summer semester only) Field observations/experiences and student teaching are conducted in public school settings. 128 Secondary Education and Administrative Leadership Program Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses MSE 641 Orientation to 7-12 Education 3 MSE 642 Standards-Based Instruction in 7-12 Education 3 MSE 643 Content Area Literacy 3 MSE 644 Instructional Strategies in 7-12 3 MSE 645 Technology Integration in 7-12 Education 3 MSE 646 Assessments and Interventions 3 MSE 647 Classroom Management in 7-12 Education 3 MSE 656 Methods of Foreign Language Teaching 3 MSE 661 Student Teaching 9 Total Credits 33 Undergraduate Content Course Requirements Certification requirements for the Pennsylvania Department of Education include appropriate certification testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the undergraduate level. Students must demonstrate college coursework with a grade of C or higher in: • • • • • • • • • • Elementary Spanish 1 Elementary Spanish 2 Intermediate Spanish 1 Intermediate Spanish 2 Conversational Spanish Spanish phonetics Spanish grammar and composition Spanish literature Spanish literature or culture Two foreign language electives Note: Pennsylvania Department of Education requirements are subject to change. Chapter 49-2 Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses, subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate special education add-on certification program for students who later complete that program. If not already completed, the following courses are needed in addition to the requirements above: 129 Secondary Education and Administrative Leadership • • • • ESP 610 ESP 701 ESP 613 EDU 650 Special Education Foundations and Collaboration Introduction to Behavior Analysis Evidence-based Practices in Secondary Inclusion Supporting the English Language Learner Student Teaching Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1. Student teaching requirements include: • • • • • • • • • A GPA of 3.0 or higher for all courses, including undergraduate content course requirements A grade of C or higher for all required courses Completion of all required courses prior to student teaching Required clearances No incomplete (I) grades Passing of required Praxis tests TB tests Liability insurance Education requirements, such as seminars and portfolios Program Notes • The summer courses require a two-day residency in July. • Clearances are required at all times throughout the program and must be updated every July. • LiveText Watermark software is required for this program. Teaching Certification Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania Department of Education Instructional I teaching certificate. This master's degree also meets the educational requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional certificates at any time. M.Ed. in Educational Leadership: Administrative Program for Principals Program Description The Master of Education in Education Leadership: Administrative Program for Principals (ADP) program is designed for individuals who are seeking a principal's certificate and a master's degree in education or who simply wish to continue to enhance their teaching and leadership skills. This program integrates K-12 principal certification into a master's degree. Program Coordinator Dr. Silvia Braidic Delivery Mode Global Online (100% online delivery) Classes are conducted online with field experiences and internships taking place at the student's school site. Program Accreditation Approved by the Pennsylvania Department of Education, this online program meets state educational requirements for certification as a principal. The program complies with Educational Leadership Constituent Council (ELCC) standards, and may be used to meet certification and professional development requirements in other states. 130 Secondary Education and Administrative Leadership Curriculum Course Credits ADP 621 Curriculum Leadership Using a Standards Aligned System 3 ADP 626 Instructional Leadership & Strategies for Inclusive Classrooms 3 ADP 631 School Law & Ethics 3 ADP 641 School Community Relations Seminar 3 ADP 647 Orientation and Assessment 3 ADP 661 Educational Leadership 3 ADP 664 Field Project/Leadership (M.Ed. students only) 3 ADP 670 Internship Part 1 3 ADP 670 Internship Part 2 – Final Requirement for Certification 3 ADP 673 Field Project/Research & Evaluation (M.Ed. students only) 3 Total 30 Additional Requirements Completion of an approved certification program is one requirement for certification in Pennsylvania. In the certification process, the University informs the state that a student has completed the University's state-approved program. The state then reviews the student's credentials and determines eligibility for certification. We encourage all students to review the Pennsylvania Department of Education certification requirements before beginning Cal U's program for further information about certification requirements in Pennsylvania. The endorsement for certification process must be initiated by the student once they have met all state requirements. Students seeking certification in a state other than Pennsylvania must check their respective state Department of Education requirements and whether completing the principal program at Cal U will be accepted. Out-of-state students seeking Pennsylvania certification are required to notify the department of that intent in order to meet the Pennsylvania certification expectations. Additional information related to Pennsylvania certification can be found on the Pennsylvania Department of Education website: www.education.state.pa.us/portal/server.pt/community/ pennsylvania_department_of_education/7237. Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/administrative-program-for-principals/ index.aspx M.Ed. in Educational Leadership: Advanced Studies in Secondary Education and Teacher Leadership Program Description The Advanced Studies in Secondary Education and Teacher Leadership concentration of the Master of Education in Education Leadership program is designed for middle and high school teachers seeking a deeper understanding of student learning. Program Coordinator Dr. Connie Monroe 131 Secondary Education and Administrative Leadership Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE). Approved by the Pennsylvania Department of Education Curriculum Course Credits ADP 664 Field Project/Leadership 3 ADP 673 Field Project/Research & Evaluation 3 MSE 720 Advanced Standards-Aligned Instruction 7-12 3 MSE 740 Advanced Instructional Technology 3 MSE 745 Advanced Classroom Management 3 MSE 750 Online Technologies in Education 3 MSE 755 Constructivist Instructional Strategies 3 MSE 761 Assessment 3 MSE 766 Instructional Design and Assessment 3 MSE 771 Strategies for Inclusive Classrooms in 7-12 3 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/advanced-studies-in-secondary-educationand-teacher-leadership/index.aspx M.Ed. in Educational Leadership: Educational Studies Program Description The Educational Studies concentration of the Master of Education in Educational Leadership is designed to be a master's degree-completion program. The program does not lead to teacher certification. Program Coordinator Dr. Connie Monroe Delivery Mode Global Online (100% online delivery) Curriculum Course Credits ADP 664 Field Project/Leadership 3 ADP 673 Field Project/Research & Evaluation 3 Focus Area in Education 12 Cognate Courses 12 132 Secondary Education and Administrative Leadership Course Credits Total 30 Program Notes • Program entry requirement: a grade of B or higher in at least 12 credits of prior graduate courses from a single graduate education program. • Upon entry into the program, the student must identify their focus area, which includes at least 12 credits in a single graduate education program. The student will provide a philosophy statement and rationale to be approved by the coordinator. • Student prepares a portfolio in the focus area for faculty review related to accreditation and program review. • The cognate courses are graduate courses that may be in several different disciplines related to the student's interests or their chosen focus. • Students must seek permission of departments to take program-specific courses. • This program does not lead to teacher certification. Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/educational-leadership-educational-studies/ index.aspx M.Ed. in Educational Leadership: Weather and Climatology Program Description The Weather and Climatology concentration of the Master of Education in Educational Leadership program is designed to enable teachers to more effectively incorporate weather- and climate-related concepts into their classrooms. Program Coordinators Dr. Chad Kauffman and Dr. Joseph Zisk Delivery Mode Global Online (100% online delivery) Curriculum Course Credits ADP 664 Field Project: Leadership 3 ADP 673 Field Project: Research & Evaluation 3 EAS 511 DataStreme Atmospheric Studies OR EAS 512 DataStreme Ocean Studies OR EAS 513 DataStreme Climate Studies (choose 2)* 6 EAS 710 Water in Earth System 3 EAS 720 Sustainability in Changing Climate 3 EAS 730 Environmental Hazards in Changing Climate 3 MSE 745 Managing Learning Environments 3 MSE 750 Online Technologies in Education 3 MSE 755 Constructivist Instructional Strategies 3 Total 30 133 Secondary Education and Administrative Leadership * EAS 511, 512 and 513 may not be taken together in the same semester. Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/weather-climatology/index.aspx M.Ed. in Teacher Education: English as a Second Language (ESL) Program Description The Master of Education in Teacher Education: English as a Second Language (ESL) program is designed for certified teachers who are interested in expanding their understanding of the needs of child and adult English language learners but who are not seeking ELS teaching certification. The curriculum is aligned with the Pennsylvania Department of Education ESL Program Specialist Standards and Teachers of English to Speakers of Other Languages (TESOL) Standards. Program Coordinator Dr. Susan Morris-Rutledge Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses 24 EDE 701 Standards Aligned Curriculum, Assessment and Instruction 3 EDU 704 Foundations of ESL Education 3 EDU 709 Sociolinguistics 3 EDU 712 Content-Based ESL Instruction 3 EDU 713 Language Acquisition and Development 3 EDU 714 Language Assessment 3 EDU 719 Supporting Second Language Learners, Families and Community 3 RES 800 Methods of Research OR ADP 673 Supervised Field Project/Research and Evaluation 3 Elective Courses (select two) 6 EDU 702 Instructional Design and Strategies for Gifted Education 3 EDE 765 Foundations of Integrative Stem** 3 ESP 610 Special Education Foundations 3 MSE 643 Content Area Literacy 3 134 Secondary Education and Administrative Leadership Course Credits MSE 656 Methods of Foreign Language Teaching* 3 MSE 740 Advanced Instructional Technology 3 MSE 750 Online Technologies in Education 3 MSE 755 Constructivist Instructional Strategies 3 MSE 771 Strategies for Inclusive Classrooms 3 PSY 702 Psychology of Childhood 3 PSY 713 Psychology of Growth and Development 3 Total 30 * Summer-only course ** Speak with program coordinator Program Notes: • ESL courses require field experiences. • This is not an initial teaching licensure program. Pennsylvania requires initial licensure before the ESL program specialist certificate can be added on. Program Webpage https://www.calu.edu/academics/graduate/masters/english-as-a-second-language/index.aspx M.Ed. in Teacher Education: English as a Second Language (ESL) with Certificate Program Description The Master of Education in Teacher Education: English as a Second Language (ESL) with certification program is designed for certified teachers who are interested in ELS teaching certification. The program equips teachers to work with child and adult English language learners. The curriculum is aligned with the Pennsylvania Department of Education ESL Program Specialist Standards and Teachers of English to Speakers of Other Languages (TESOL) Standards. Program Coordinator Dr. Susan Morris-Rutledge Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Required Courses 24 EDE 701 Standards Aligned Curriculum, Assessment and Instruction 3 135 Secondary Education and Administrative Leadership Course Credits EDU 704 Foundations of ESL Education 3 EDU 709 Sociolinguistics 3 EDU 712 Content-Based ESL Instruction 3 EDU 713 Language Acquisition and Development 3 EDU 714 Language Assessment 3 EDU 719 Supporting Second Language Learners, Families and Community 3 RES 800 Methods of Research OR ADP 673 Supervised Field Project/Research and Evaluation 3 Elective Courses (select two) 6 EDU 702 Instructional Design and Strategies for Gifted Education 3 EDE 750 Foundations of Integrative Stem** 3 ESP 610 Special Education Foundations 3 MSE 643 Content Area Literacy 3 MSE 656 Methods of Foreign Language Teaching* 3 MSE 740 Advanced Instructional Technology 3 MSE 750 Online Technologies in Education 3 MSE 755 Constructivist Instructional Strategies 3 MSE 771 Strategies for Inclusive Classrooms 3 PSY 702 Psychology of Childhood 3 PSY 713 Psychology of Growth and Development 3 Total 30 * Summer-only course ** Speak with the program coordinator Program Notes: • ESL courses require field experiences. • This is not an initial teaching licensure program. Pennsylvania requires initial licensure before the ESL program specialist certificate can be added on. Program Webpage https://www.calu.edu/academics/graduate/masters/english-as-a-second-language/certification.aspx 136 Special Education Graduate Programs Special Education Faculty Dr. James Burton | Dr. Peter Heh | Dr. Jason Kight | Dr. Kalie Kossar For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/ Programs Cal U offers Special Education graduate programs in: Master's Degrees • Special Education (M.Ed.), with concentrations in: • 7-12 Certification • Applied Behavior Analysis: Autism Track • Applied Behavior Analysis: General Track • Autism Spectrum Disorders • PreK-8 Certification • Dual PreK-4/PreK-8 Certification Non-Degree Programs • Autism Spectrum Disorders Endorsement • Autism Spectrum Disorders Certificate • Board-Certified Behavior Analyst Prep (post-master's certificate) Note: This page was updated by the Office of Academic Affairs on August 31, 2020. Certificate in Autism Spectrum Disorders Program Description The Autism Spectrum Disorders professional development certificate is designed for individuals who do not currently hold special education certification but are interested in gaining a deeper understanding of autism spectrum disorders. Program Coordinator Dr. Jason Kight Delivery Mode Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits ESP 740 Nature/Characteristics of Autism Spectrum Disorders 3 ESP 741 Communication, Behavior and Instruction: Autism Spectrum Disorders 3 ESP 742 Life Transitions and Partnerships: Autism Spectrum Disorders 3 137 Special Education Graduate Programs Course Credits ESP 743 Navigating the Social World: Autism Spectrum Disorders 3 Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/education/autism-spectrum-disorders/index.aspx Certificate: Applied Behavior Analysis: Board-Certified Behavior Analyst Preparation Program Description The Applied Behavior Analysis: Board Certified Behavior Analyst (BCBA) Preparation Certificate program prepares candidates for the BCBA exam. Program Coordinator Dr. Peter Heh Delivery Mode Global Online (100% online delivery) Curriculum Course Credits ESP 700 Foundations of Measurement and Experimental Design in Applied Behavior Analysis 3 ESP 701 Introduction to Behavior Analysis 3 ESP 750 Concepts, Principles and Assessments 3 ESP 751 Applied Behavior Analysis Interventions 3 ESP 752 Behavioral Assessment, Intervention and Supervision in Applied Behavior Analysis 3 ESP 753 Professional Ethical Practice Behavior Analyst 3 ESP 800 Seminar in Advanced Behavior Analysis and Research Design 3 Total 21 Course Options ESP 754 Applied Behavior Analysis Practicum Training (3 to 12 credits) Individuals may choose to arrange for the accumulation of experience hours through enrollment in ESP 754. Students may only enroll in this course through department approval for 3 credits per semester. Individuals enrolled in ESP 754 must follow observation and supervision guidelines per the Behavior Analysis Certification Board (BACB). Individuals are not required to enroll in ESP 754 to meet graduation requirements. Practicum California University of Pennsylvania has designed an intensive practicum for the Applied Behavior Analysis program to give students a wide range of potential placement including: public and private school settings; individualized home programming sites; and other mental health-related settings. Students will have the opportunity to study under Board Certified Behavior Analysts while applying the content they have covered 138 Special Education Graduate Programs during their coursework. Students must first complete ESP 700 and ESP 701 prior to being permitted to enroll in intensive practicum. Program Websites https://www.calu.edu/academics/graduate/certificates/education/applied-behavior-analysis/index.aspx Endorsement in Autism Spectrum Disorders Program Description This Autism Spectrum Disorders (ASD) Pennsylvania Department of Education endorsement preparation program is designed for individuals seeking to add ASD endorsement to existing certification in special education. Students who complete this program are eligible to apply to the Pennsylvania Department of Education to have an ASD endorsement added to their teaching credentials. Program Coordinator Dr. Jason Kight Delivery Mode Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits ESP 740 Nature/Characteristics of Autism Spectrum Disorders 3 ESP 741 Communication, Behavior and Instruction: Autism Spectrum Disorders 3 ESP 742 Life Transitions and Partnerships: Autism Spectrum Disorders 3 ESP 743 Navigating the Social World: Autism Spectrum Disorders 3 Total 12 Program Webpage https://www.calu.edu/academics/graduate/certificates/education/autism-spectrum-disorders/index.aspx Note: This academic catalog page was updated by the Office of Academic Affairs on August 31, 2020. M.Ed. in Special Education: 7-12 Certification Program Description The Master of Education in Special Education: 7-12 Certification is designed for those who already hold Pennsylvania teaching certification in a secondary education content area. Upon completion, the student will hold a master's degree in special education and will be eligible to add grade 7-12 special education endorsement to their current teaching certificate. Program Coordinator Dr. Jason Kight 139 Special Education Graduate Programs Delivery Mode 100% Online Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits ESP 602 Life Skills Planning and Instruction 3 ESP 603 Assessment and Prescriptive Teaching 3 ESP 606 Transition Planning and Instruction 3 ESP 610 Special Education Foundations and Collaboration 3 ESP 613 Evidence-based Practices for Secondary Inclusion 3 ESP 620 Special Education History Theory, and Exceptionality 3 ESP 623 Advanced Evidence-based Practices for Secondary Inclusion 3 ESP 639 Field Experience in Special Education 3 ESP 701 Introduction to Behavior Analysis 3 ESP 800 Seminar in Advanced Behavior Analysis and Research Design 3 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/secondary-special-ed/index.aspx M.Ed. in Special Education: Applied Behavior Analysis - Autism Track Program Description The Autism track of the Applied Behavior Analysis concentration of the Master of Education in Special Education program prepares students to take the certification exam to become board-certified behavior analysts as they also earn a certificate in autism. Program Coordinator Dr. Peter Heh Delivery Mode Global Online (100% online delivery) Curriculum 140 Special Education Graduate Programs Course Credits ESP 700 Foundations of Measurement and Experimental Design in Applied Behavior Analysis 3 ESP 701 Introduction to Behavior Analysis 3 ESP 740 Nature/Characteristics of Autism Spectrum Disorders 3 ESP 741 Communication, Behavior and Instruction: Autism Spectrum Disorders 3 ESP 742 Life Transitions and Partnerships: Autism Spectrum Disorders 3 ESP 743 Navigating the Social World: Autism Spectrum Disorders 3 ESP 750 Concepts, Principles and Assessments 3 ESP 751 Applied Behavior Analysis Interventions 3 ESP 752 Behavioral Assessment, Intervention and Supervision in Applied Behavior Analysis 3 ESP 753 Professional Ethical Practice for the Behavior Analyst 3 ESP 800 Seminar in Advanced Behavior Analysis and Research Design 3 Total 33 Course Options ESP 754 Applied Behavior Analysis Practicum Training (3 to 12 credits) Individuals may choose to arrange for the accumulation of experience hours through enrollment in ESP 754. Students may only enroll in this course through department approval for 3 credits per semester. Individuals enrolled in ESP 754 must follow observation and supervision guidelines per the Behavior Analysis Certification Board (BACB). Individuals are not required to enroll in ESP 754 to meet graduation requirements. Practicum California University of Pennsylvania has designed an intensive practicum for the Applied Behavior Analysis program to give students a wide range of potential placement including: public and private school settings; individualized home programming sites; and other mental health-related settings. Students will have the opportunity to study under Board Certified Behavior Analysts while applying the content they have covered during their coursework. Students must first complete ESP 700 and ESP 701 prior to being permitted to enroll in intensive practicum. Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/applied-behavior-analysis/autism.aspx M.Ed. in Special Education: Applied Behavior Analysis - General Track Program Description The General track of the Applied Behavior Analysis concentration of the Master of Education in Special Education program is designed for individuals seeking to earn a master's degree and become a board-certified behavior analyst. The program focuses on how to bring about meaningful changes in individuals' behavior (whether 141 Special Education Graduate Programs working with children with disabilities or employees of large corporations) while also preparing students for the certification exam for board-certified behavior analysts. Program Coordinator Dr. Peter Heh Delivery Mode Global Online (100% online delivery) Curriculum Course Credits ESP 603 Assessment and Prescriptive Teaching 3 ESP 610 Special Education Foundations and Collaboration 3 ESP 612 Evidence-Based Practices for PK-8 Inclusion OR ESP 613 Evidence-Based Practices for Secondary Inclusion 3 ESP 620 Special Education History, Theory and Exceptionality 3 ESP 700 Foundations of Measurement and Experimental Design in Applied Behavior Analysis 3 ESP 701 Introduction to Behavior Analysis 3 ESP 750 Concepts, Principles and Assessments 3 ESP 751 Applied Behavior Analysis Interventions 3 ESP 752 Behavioral Assessment, Intervention and Supervision in Applied Behavior Analysis 3 ESP 753 Professional Ethical Practice for the Behavior Analyst 3 ESP 800 Seminar in Advanced Behavior Analysis and Research Design 3 Total 33 Course Options ESP 754 Applied Behavior Analysis Practicum Training (3 to 12 credits) Individuals may choose to arrange for the accumulation of experience hours through enrollment in ESP 754. Students may only enroll in this course through department approval for 3 credits per semester. Individuals enrolled in ESP 754 must follow observation and supervision guidelines per the Behavior Analysis Certification Board (BACB). Individuals are not required to enroll in ESP 754 to meet graduation requirements. Practicum California University of Pennsylvania has designed an intensive practicum for the Applied Behavior Analysis program to give students a wide range of potential placement including: public and private school settings; individualized home programming sites; and other mental health-related settings. Students will have the opportunity to study under Board Certified Behavior Analysts while applying the content they have covered 142 Special Education Graduate Programs during their coursework. Students must first complete ESP 700 and ESP 701 prior to being permitted to enroll in intensive practicum. Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/applied-behavior-analysis/index.aspx M.Ed. in Special Education: Autism Spectrum Disorders Program Description The Master of Education in Special Education: Autism Spectrum Disorders program is intended for applicants who already hold Pennsylvania teaching certification in special education. Upon completion, the student will hold a master's degree in special education and will be eligible to add autism spectrum disorders (ASD) endorsement to his/her current teaching certificate. Program Coordinator Dr. Jason Kight Delivery Mode 100% Online Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits ESP 602 Life Skills Planning and Instruction 3 ESP 603 Assessment and Prescriptive Teaching 3 ESP 606 Transition Planning & Instruction OR ESP 607 Early Intervention: Special Education 3 ESP 639 Field Experience Seminar in Special Education 3 ESP 701* Introduction to Behavior Analysis 3 ESP 740 Nature/Characteristics of Autism Spectrum Disorders 3 ESP 741 Communication, Behavior and Instruction: Autism Spectrum Disorders 3 ESP 742 Life Transitions and Partnerships: Autism Spectrum Disorders 3 ESP 743 Navigating the Social World: Autism Spectrum Disorders 3 ESP 800 Seminar in Advanced Behavior Analysis and Research Design 3 Total 30 * ESP 701 is a prerequisite course for all other courses in Special Education. 143 Special Education Graduate Programs Students must complete 15 credits of Required Special Education Courses. These courses listed in the sequence above include ESP 602, ESP 603, ESP 606, ESP 607 and ESP 639. Students may substitute any of these required 15 credits with the following courses listed below: • • • • • ESP 612 ESP 613 ESP 620 ESP 622 ESP 623 Evidence Based Practices for PK-8 Inclusion (3 credits) Evidence Based Practices for Secondary Inclusion (3 credits) Special Ed. History, Theory and Exceptionality (3 credits) Advanced Evidence Based Practices for PK-8 Inclusion (3 credits) Advanced Evidence Based Practices for Secondary Inclusion (3 credits) Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/autism-spectrum-disorders/index.aspx M.Ed. in Special Education: Dual PreK-4/PreK-8 Certification Program Description The Master of Education in Special Education: Dual PreK-4/PreK-8 Certification program is intended for applicants who do not already hold Pennsylvania teaching certification. Upon completion, the student will hold a master's degree in special education and will be eligible for dual certification in Pre-K to grade 4 and Pre-K to grade 8 special education. Program Coordinator Dr. Jason Kight Delivery Mode Traditional (on-ground, face-to-face delivery, with some online/distance elements) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits Core Courses ESP 610* Special Ed: Foundations and Collaboration 3 ESP 620 Special Ed. History, Theory and Exceptionality 3 ESP 639 Field Experience Seminar in Special Education 3 ESP 701* Introduction to Behavior Analysis 3 Specialized Courses ECE 703 Literacy Development 3 ECE 707 Leadership and Management in Early Childhood 3 ELE 701 Teaching Language Arts 3 ELE 702 Teaching in Reading 3 144 Special Education Graduate Programs Course Credits ELE 711 Teaching in Mathematics 3 ELE 718 Teaching Expressive Arts 3 ELE 721 Teaching in Science 3 ELE 731 Teaching in Social Studies 3 ESP 602 Life Skills Planning and Instruction 3 ESP 603 Assessment and Prescriptive Teaching 3 ESP 607 Early Intervention: Special Education 3 ESP 612 Evidence-based Practices for PreK-8 Inclusion 3 ESP 622 Advanced Evidence Practices for PreK-8 Inclusion 3 Capstone Courses** ELE 795 Student Teaching Internship 3 to 9 ESP 661 Student Teaching Internship 3 to 9 ESP 800 Seminar in Advanced Behavior Analysis & Research Design 3 Total 63 * ESP 610 and ESP 701 are prerequisite courses for all other ESP courses. ** Total of 12 credits for capstone courses. Program Requirements PA certification requires the following at the undergraduate or graduate level: • • • • • • • • • • College-level Mathematics (6 credits) English Composition and English/American literature (3 credits/3 credits) Health and Wellness (3 credits) Citizen: Geography, Political or Economy (3 credits) English Language Learners (3 credits) Instructional Technology (3 credits) U.S. History (3 credits) Physical Science (3 credits) Environmental/Earth Science (3 credits) Biology (3 credits) Students must take the Graduate Comprehensive Exam. 145 Special Education Graduate Programs Program Webpage https://www.calu.edu/academics/graduate/masters/education-campus/elementary-special-ed-dual/index.aspx M.Ed. in Special Education: PreK-8 Certification Program Description The Master of Education in Special Education: Pre-K-8 Certification program is intended for applicants who already hold Pennsylvania teaching certification in elementary education, Pre-K to grade 4, or grade 4 to grade 8. Upon completion, the student will hold a master's degree in special education and will be eligible to add Pre-K to grade 8 special education endorsement to their current teaching certificate. Program Coordinator Dr. Jason Kight Delivery Mode 100% Online Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Approved by the Pennsylvania Department of Education Curriculum Course Credits ESP 602 Life Skills Planning and Instruction 3 ESP 603 Assessment and Prescriptive Teaching 3 ESP 607 Early Intervention: Special Education 3 ESP 610 Special Education Foundations and Collaboration 3 ESP 612 Evidence-based Practices for Pre-K-8 Inclusion 3 ESP 620 Special Education History, Theory and Exceptionality 3 ESP 622 Advanced Evidence-based Practices for Pre-K-8 Inclusion 3 ESP 639 Field Experience Seminar in Special Education 3 ESP 701 Introduction to Behavior Analysis 3 ESP 800 Seminar in Advanced Behavior Analysis and Research Design 3 Total 30 ESP 610 and 701 are pre-requisite courses for all other ESP courses. Program Webpage https://www.calu.edu/academics/graduate/masters/education-online/elementary-special-ed/index.aspx 146 Technology Education Graduate Programs Technology Education Faculty Dr. Rene Kruse Programs Cal U offers Technology Education graduate programs in: • Technology Education (M.Ed. only) • STEM Secondary Education Certificate Note: Courses required for the certificate are also required for the master's degree. Certificate in STEM Secondary Education Program Description The certificate in STEM for Secondary Education provides educators with a fundamental understanding of STEM subject matter in secondary schools. The certificate is not intended for individuals interested in educational or instructional technology. This program does not lead to certification. (Students interested in Pennsylvania certification in technology education should contact global online at calugo@calu.edu.) Program Coordinator Dr. Rene Kruse Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Curriculum Course Credits TED 703 Strategic Management in Education 3 TED 704 Integrating Math, Science and Technology 3 TED 725 Applied Research Science, Technology, Engineering and Mathematics Education 3 Total 9 Program Webpage https://www.calu.edu/academics/graduate/certificates/education/stem/index.aspx M.Ed. in Technology Education Program Description The Master of Education in Technology Education program provides professional development to teachers and other educators in the field of technology education, providing a broad-based understanding of the field and its direction. The degree is not intended for individuals interested in educational or instructional technology. This program does not lead to certification. (Students interested in Pennsylvania certification in technology education should contact global online at calugo@calu.edu.) Program Coordinator Dr. Rene Kruse 147 Technology Education Graduate Programs Delivery Mode Global Online (100% online delivery) Accreditation Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE) Curriculum Course Credits TED 701 Issues in Technology Education Curriculum & Instruction 3 TED 702 Assessment in a Constructivist Classroom 3 TED 703 Strategic Management in Education 3 TED 704 Integrating Math, Science and Technology 3 TED 705 Technology and Sustainable Development 3 TED 715 Study in Human Creativity 3 TED 718 Special Populations in Laboratory-based Programs 3 TED 725 Applied Research Science, Technology, Engineering and Mathematics Education 3 TED 807 Technology Program Development and Improvement 3 TED 850 Technology Education Major Project 3 Total 30 Program Webpage https://www.calu.edu/academics/graduate/masters/technology-education/index.aspx 148 Graduate Catalog Accreditations UNIVERSITY MEMBERSHIPS, RECOGNITIONS AND ACCREDITATIONS MEMBER of the Pennsylvania State System of Higher Education MEMBER of the American Association of State Colleges and Universities (AASCU) 1307 New York Ave. NW, Fifth Floor Washington, DC 20005-4701 202-293-7070 Fax 202-296-5819 www.aascu.org MEMBER of the American Association of Colleges of Teacher Education (AACTE) 1307 New York Ave. NW, Suite 300 Washington, DC 20005-4701 202-293-2450 Fax 202-457-8095 www.aacte.org ACCREDITED by the Middle States Commission on Higher Education (MSCHE) 3624 Market St. Philadelphia, PA 19104 267-284-5000 Fax 215-662-5501 www.msche.org PROGRAM RECOGNITIONS and CERTIFICATIONS Administrative Program for Principals (Embedded within the Master’s Program) and Superintendent Letter of Eligibility (Post-Master’s Certification) Recognized by the Educational Leadership Constituent Council (ELCC) 1615 Duke St. Alexandria, VA 22314-3483 703-518-6256 Fax 703-549-5568 http://naesp.org BS Chemistry Program, Certified by the American Chemical Society (ACS) th 1155 16 St. Washington, DC 20036 www.acs.org/cpt PROGRAM ACCREDITATIONS B.A. Art, BFA Studio Art, and B.S.Ed. Art Education programs, accredited by the National Association of Schools of Art and Design (NASAD) 11250 Roger Bacon Dr. Suite 21 Reston, VA 20190 703-437-0700 Fax 703-437-6312 nasad.arts-accredit.org B.S. Athletic Training program*, accredited by the Commission on Accreditation of Athletic Training Education (CAATE) 6850 Austin Center Blvd., Suite 100 Austin, TX 78731-3184 512-773-9700 Fax 512-773-9701 caate.net 149 Graduate Catalog *The Athletic Training program is currently on probation by the Commission on Accreditation of Athletic Training Education (CAATE), 6850 Austin Center Blvd., Suite 100, Austin, TX 78731-3101. The program has chosen to Voluntarily Withdraw its Accreditation effective 5/9/21. The program will remain on probation until the Withdraw is effective and the program is closed. The program intends to apply for initial accreditation of the new Professional Master of Science in Athletic Training degree after the current bachelor’s program is dissolved. B.S. (Business Administration: Management Information Systems and Integrated Global Business concentrations), B.S.B.A. (Accounting, Economics, Finance, Human Resources Management, Interdisciplinary Studies, Management, Marketing), MBA (Accounting, Applied Economics, Business Analytics, Healthcare Management, Management, Nursing Administration, Social Work Administration), and M.Acc. (Accountancy) accredited by the Accreditation Council for Business Schools & Programs (ACBSP) World Headquarters th 11520 West 119 Street Overland Park, KS 66213 913-339-9356 https://www.acbsp.org/ M.S. Communication Disorders program, accredited by the American Speech-Language-Hearing Association (ASHA) 2200 Research Blvd. Rockville, MD 20850-3289 301-296-5700 Fax 301-296-8580 www.asha.org B.S. Computer Engineering Technology program, accredited by the Engineering Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET) 111 Market Place, Suite 1050 Baltimore, MD 21202-4012 410-347-7700 Fax 410-625-2238 www.abet.org B.S. Computer Information Systems program, accredited by the Computing Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET) 415 N. Charles St. Baltimore, MD 21201 410-347-7700 www.abet.org B.S. Computer Science program, accredited by the Computing Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET) 415 N. Charles St. Baltimore, MD 21201 410-347-7700 www.abet.org M.Ed. School Counseling and M.S. Clinical Mental Health Counseling programs, accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) 500 Montgomery St, Suite 350 Alexandria, VA 22314 703-535-5990 Fax 703-739-6209 www.cacrep.org 150 Graduate Catalog B.S. Electrical Engineering Technology program, accredited by the Engineering Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET) 111 Market Place, Suite 1050 Baltimore, MD 21202-4012 410-347-7700 Fax 410-625-2238 www.abet.org A.S. and B.S. Digital Media programs, accredited by the Accrediting Council for Collegiate Graphic Communications, Inc. (ACCGC) 1034 W. 15th St. Cedar Falls, IA 50613-3659 319-266-8432 www.accgc.org B.S. Graphic Design program, accredited by the National Association of Schools of Art and Design (NASAD) 11250 Roger Bacon Dr., Suite 21 Reston, VA 20190 703-437-0700 Fax 703-437-6312 nasad.arts-accredit.org B.S. Mechatronics Engineering Technology, accredited by the Engineering Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET) 111 Market Place, Suite 1050 Baltimore, MD 21202-4012 410-347-7700 Fax 410-625-2238 www.abet.org BSN and MSN (Nursing) programs, accredited by the Commission on Collegiate Nursing Education (CCNE) 655 K Street, NW, Suite 750 Washington, DC 20001 202-887-6791 x249 Fax 202-887-8476 www.ccneaccreditation.org B.A. Parks and Recreation Management program, accredited by the National Recreation and Park Association Council on Accreditation for Parks, Recreation, Tourism and Related Professions (COAPRT) 1401 Marvin Rd. NE STE 307, #172 Lacey, WA 98516 360-205-2096 Fax 360-453-7893 https://accreditationcouncil.org/ A.A.S. Physical Therapist Assistant program, accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) 1111 N. Fairfax St. Alexandria, VA 22314-1488 703-684-2782 Fax 703-684-7343 www.capteonline.org A.S. Radiologic Technology program, accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT) 151 Graduate Catalog 20 N. Wacker Dr., Suite 28050 Chicago, Il 60606-3182 312-704-5300 Fax 312-704-5304 www.jrcert.org M.S. + Certification program School Psychology program, accredited by the National Association of School Psychologists (NASP) 4340 E. West Highway, Suite 402 Bethesda, MD 20814 301-657-0270 Fax 301-657-0275 www.nasponline.org BSW and MSW (Social Work) programs, accredited by the Council on Social Work Education (CSWE) 1701 Duke St., Suite 200 Alexandria, VA 22314 703-683-8080 Fax 703-683-8099 www.cswe.org Teacher Education programs, accredited by NCATE, now referred to as the Council for the Accreditation of Education Preparation (CAEP) th 1140 19 St. NW, Suite 400 Washington, DC 20036 202-223-0077 www.caepnet.org B.A. Theatre program (and concentrations in Musical Theatre and Design and Entertainment Technology), accredited by the National Association of Schools of Theatre (NAST) 11250 Roger Bacon Dr. Suite 21 Reston, VA 20190 703-437-0700 Fax 703-437-6312 Nast.arts-accredit.org 152 Graduate Catalog Admissions Application Process Individuals may apply online at www.calu.edu and pay the non-refundable application fee. Submit official transcripts of the degree required for admission to the School of Graduate Studies and Research, California University of Pennsylvania, 250 University Ave., California, PA 15419. The degree must have been awarded from a regionally accredited college or university. It is not necessary to send a transcript of coursework completed at California University. Admission Decisions Admission requirements to the graduate school vary by program. Prospective students should refer to the requirements listed for each graduate program on the University website. Applicants who do not meet the minimum cumulative GPA for regular admission may be considered for conditional admission and are encouraged to apply. In addition to GPA, some programs require additional documentation such as letters of recommendation, references, specified entrance exams (Praxis/PAPA, GRE, MAT) and/or other supporting material. See program requirements. When Graduate Admissions has received all of the required application materials, the materials are reviewed for the admission decision. An admission decision is valid for one academic year (two semesters and one summer term, i.e., the semester/ term the student applied for and the following two semesters/terms). If a student does not register for classes during that time, the acceptance is no longer valid and the applicant must reapply for admission, repay the application fee and resubmit all materials. Residency is determined at the time of admission. A Pennsylvania resident is defined as one who is a bonafide resident of and domiciled within the State of Pennsylvania for a reasonable period, typically not less than one year, immediately preceding the student's registration for a term. Individuals who have been adjudged not to be a resident of Pennsylvania and would like to appeal the decision must petition after admission to the Residency Appeals Committee through the office of the Vice President for Academic Affairs. A student who is dissatisfied with the University’s determination of their classification may challenge it by filing a written petition with the University officer or committee designated by the University president to consider challenges within 30 days after issuance of the determination. The petition shall contain a statement of reasons in support of the student’s claim of Pennsylvania domicile and supporting documentation the student may wish to submit. Untimely petitions may not be considered. Admission Policy Several types of admission to the graduate school are available. Please consult the Admission to the Graduate School policy on the University Policies webpage for more details. Application Deadlines Application deadlines vary by program, and students are advised to apply for admission to the School of Graduate Studies and Research as early as possible. Most programs have rolling deadlines and applications may be submitted at any time. However, the programs listed below have strict application deadlines that must be met in order to be considered for admission: Master's Programs Clinical Mental Health Counseling • Spring Admission: Sept. 15 • Summer or Fall Admission: Feb. 15 Communication Disorders 153 Graduate Catalog • Feb. 15 Counselor Education • Spring Admission: Sept. 15 • Summer or Fall Admission: Feb. 15 School Counseling • Spring Admission: Sept. 15 • Summer or Fall Admission: Feb. 15 School Psychology • Feb. 28 Doctorate Programs Education and Administrative Leadership (Ed.D.) • Fall Admission: Apr. 30 Health Science and Exercise Leadership (D.H.Sc.) • July 15 Admission for Other Programs In addition to degree programs, the University offers certification programs, certificates and options for nondegree and visiting students. Certification Programs Certification programs prepare individuals to apply for a certification or licensure from a third party, which normally imposes experiences and requirements beyond university credits. These additional program requirements develop appropriate competencies in specific areas of specialization. Certificates A certificate is not a certification but rather a formal, credit-based credential that indicates completion of a program of study that does not culminate in a degree or qualify the individual for certification. Non-degree Although most graduate students at California University of Pennsylvania are enrolled in degree programs, there are opportunities to take some graduate classes as a non-degree student for personal or professional growth without pursuing a graduate degree. Admitted non-degree students may take only 6 credits before they are required to apply as a degree-seeking student. Completion of these courses does not automatically lead to admission to a degree or certification program. Applicants interested in further exploration must reapply (fee waived). Visiting Students Graduate students from other universities (sometimes known as "visiting students") may take courses at California University of Pennsylvania. Visiting students are responsible for knowing and adhering to the transfer policies of their home institutions. California University welcomes applications from students from countries other than the United States. All international applicants studying on campus must follow the procedures and guidelines, which are available via: https://www.calu.edu/international-students/. 154 Graduate Catalog Graduate Assistantships All applicants who are interested may contact the School of Graduate Studies and Research regarding graduate assistantships and the Financial Aid Office regarding financial options. Admission into the University does not imply receipt of a graduate assistantship. 155 Course Descriptions ACC-Accounting ACC710 - Financial Accounting This class covers theoretical, conceptual and practical issues in financial accounting and how those issues impact decision making. Special emphasis will be placed on conducting research of authoritative accounting pronouncements, as well as current topical literature. ACC711 - Managerial Accounting This course focuses on the use of accounting data for corporate financial planning and control. Topics include organization for control, profit planning, budgeting, relevant costing, return on investment and administration of controllership functions in business organizations. ACC715 - Advanced Federal Income Tax This course offers the student an introduction to tax planning and tax research, while also incorporating the financial accounting treatment of income taxes. Topics covered include C Corporations, S Corporations, partnerships, exempt organizations and the impacts of international transactions. The emphasis on each topic is on tax research, planning and implementation of strategies, as well as the financial accounting implications of those strategies. ACC720 - Advanced Financial Accounting Investigates selected financial reporting topics and issues. Selected topics include: Accounting concepts and standards; financial statements; income statement items; financial statement disclosures; business combinations; derivatives, hedging and related topics. ACC725 - Controllership This course is designed to explore tools and techniques for understanding and analyzing problems related to the overall strategic financial management of a firm as well as day to day financial decisions to maximize firm value. The case study/project analysis approach is used and students are encouraged to relate their own applications where possible. ACC730 - Advanced Auditing This class will prepare the student to conduct an audit in accordance with generally accepted auditing standards in the United States of America. Emphasis will be placed on understanding, documenting and assessing internal controls and modifying the scope of the audit work to be performed based upon the internal controls assessment. Students will also have the opportunity to utilize electronic data analysis tools common in the auditing profession. ACC735 - Emerging Issues in Accounting This class integrates accounting theory with the current practices being conducted in the field. This class will provide the student with the opportunity to witness how accounting professionals today are responding to the foundational issues in the field. ADP-Professional Education ADP621 - Curriculum Leadership Using a Standards-Aligned System Among the many leadership roles and responsibilities in the principalship, none is more important than educational program development, administration and evaluation. The purpose of this course is to develop the student's understanding of a standards-aligned system curriculum development process and the leadership necessary for the process, and the structure needed to provide appropriate professional development. ADP626 - Instructional Leadership and Strategies for Inclusive Classrooms This course is designed to provide principal candidates with a framework for effective, practical use of a variety of instructional strategies to promote best inclusive practices. These strategies are used with teachers to improve curriculum and instruction. Through various learning experiences, you will develop your knowledge, skills and professional dispositions that will help you to lead your school. The course is designed to help you develop a foundation for leadership by understanding what differentiated instruction is, why it is appropriate for all learners, and how to serve as an instructional leader in this area. Principal candidates will explore and analyze Standards# Based Instruction, Bloom's Taxonomy of the Cognitive Development, Writing Across the Curriculum, Multiple 156 Course Descriptions Intelligences, Response to Intervention, Inclusion, Multiple Measures of Data to inform Decision#Making, and Leadership and Differentiated Instruction to support a diverse student body at all grade levels. ADP631 - School Law and Ethics This course helps students acquire a practical working knowledge of school law. Education operates within a complex legal framework of law. Local school board policy, administrative regulations, state and federal statutes, and the constitution all impact the daily operation of our schools. Hence, every person involved in the educational process should be aware of the laws that govern his or her daily activities in order to be fair, efficient, and effective. Students completing this course should have the knowledge base necessary to make informed decisions and the research skills necessary to find additional information concerning points of law if needed. ADP641 - School Community Relations This course is for educators who hope to become principals or teachers who wish to assume a greater leadership role in the school where they teach. The purpose of this seminar is twofold: (1) to help school administrators and leaders develop an understanding of the conditions, diversity and changes that affect school-community interaction and its impact on student achievement, and (2) to help administrators and school leaders have an understanding of the strategic planning process, board policy on community relations and research on community partnerships and then apply this information to develop a five-year plan on the importance of school and community partnerships in relation to student achievement. ADP647 - Orientation and Assessment The Orientation and Assessment Seminar is required of all principal candidates at the beginning of their program in order to explain program philosophy and ongoing assessment activities. It provides students with the opportunity to become familiar with the program mission, philosophy, goals and competencies. "Orientation" indicates an introduction to the parameters and style of the course. "Assessment" indicates the self-assessment that transpires by the very nature of the course activities. By completing the required assignments, students come to understand the specific areas in which they are most familiar as well as those in which they need to place the most individual emphasis. Through a review of their personal values, dispositions toward leadership and actual leadership skills, as well as their knowledge and understanding of educational leadership, students will develop deeper understandings with which to guide their personal and professional development as school leaders. This process that promotes self-understanding and professional growth, within the context of educational leadership, is a focus of the Orientation and Assessment Seminar. ADP661 - Educational Leadership This course provides an introduction to the theory and practice of educational administration. The course progresses from an overview of leadership and leadership style to a review of the structures and management systems that can make good educational leadership possible and, finally, focuses on leadership skills needed by administrators to be effective leaders in education today. Included are such topics as organizational culture, power in and around schools, and the resolution of conflict, motivation, and ethics and moral leadership. ADP664 - Field Project/Leadership In this course, problem-solving activities and field projects planned cooperatively with university and school district personnel are designed in the area of Education Leadership or School Leadership and Special Education. This practice-centered approach requires students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective performance as a leader. ADP670 - Internship The internship is a leadership standards-based experience designed to put theory into practice. It is where formal coursework is applied in a field setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge and to practice and develop skills identified in the program competency areas. An internship with a trained mentor is an important and highly valued part of the program. Each placement will be made in cooperation with the Administrative Program for Principals faculty, the participating school district, and the intern. The internship involves an in school year field placement with a carefully chosen and certified principal/mentor (field supervisor) in a K-12 school, who shares the Administrative Program for Principals program philosophy that the principal should function as a standards-driven change agent and facilitator of the reform process as well as 157 Course Descriptions a strong instructional leader. The intern is both a participant and observer under the direction of the principal who should provide the intern with as many standards based supervisory and administrative experiences as possible. The intern gains valuable work-related experience and is given the opportunity to learn how academic knowledge and skills can be applied at the worksite with real people, problems and events. ADP673 - Supervised Field Project/Research and Evaluation Problem solving activities and field experiences planned cooperatively with university and school district personnel are designed in the area of Research and Evaluation. This practice-centered approach requires students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective performance as an administrator or teacher leader. ARB-Arabic ARB610 - Arabic Linguistics Students will be introduced to the aspects of Arabic language that are of interest to linguists who focus on the linguistic aspects of the language. This course will focus on the study of Arabic as “a language system” in terms of modern linguistic analysis. Students will study the language’s sound system (phonology), word structure (morphology), phrase and sentence structure (syntax), and meaning at the word and sentential level (semantics). The Arabic rhetoric, the history of Arabic and the issue of diglossia in Arabic-speaking countries will also be discussed in this course. ARB620 - Arabic-English Translation This course is meant to raise the awareness of the students to the importance of translation and interpretation from Arabic to English and vise versa. Students will work on stylistic, syntactic, technical, and cultural problems encountered in the Arabic-English translation process. Exercises will provide translation practice with different types of texts and documents. Texts and Documents will include, but not be limited to, legal, medical, business, media, etc. ARB630 - Arabic Literature and Cultural Aspects This course surveys selected Arabic literary works including the biography, poetry, prose, the tale, the fiction, the novel, the play, the song and the film. It will also discuss the language used in such works, and research how the culture of the community was reflected in that literary work. It will also examine how culture plays an important role in literature. ARB640 - Arabic Dialect Acquisition and Variation This course helps students to gain knowledge about Arabic dialectology and its geographical variation. Also, the students will be exposed to different examples from the very different types of Arabic dialects and accents which are spoken in the Arab Homeland. ARB650 - Images of Islam: From Spain to Iran This course discusses the influence of Islam on art and architecture from select countries from Spain to Iran, including North Africa and the Greater Middle East. It provides an accessible and appealing examination of the significant artistic, architectural, and cultural dimensions of the Islamic World, with special attention to developments during the Islamic Golden Age, and their influences on the West. ARB810 - Special Topics in Arabic This course provides students the opportunity to explore and research graduate-level topics of interest that are not available as regular course offerings of the University. AST-Advanced Security Studies AST710 - Emergency Management Principles, Law, and Policy This course examines the theory and practice of emergency management. The interaction of government emergency management and the private sector will be reviewed. The principles of emergency management disciplines will be addressed in the context of law and policy issues. 158 Course Descriptions AST720 - Domestic Extremism in the United States In-depth study of US-based domestic extremism presented and taught within a legal studies framework. This course aims to present the growth of the domestic extremism threat in the United States within the legal context of the challenges and difficulties inherent in counterterrorism efforts directed at US persons. Topics include: domestic extremist ideologies, history and current state of domestic extremism, Constitutional law protections and civil liberties impacting counterterrorism efforts, intelligence and law enforcement techniques to combat domestic extremism, evolution of domestic extremism. ATE-Athletic Training ATE600 - Cadaver Anatomy Dissection This course will entail dissection of a human cadaver including musculature, nerve innervation, and vascular supply of the extremities as well as the pectoral and pelvic girdles. ATE603 - Foundations in Athletic Training This course provides an overview of the profession of athletic training by describing the scope of practice, employment settings, and professional regulations. Additional information will include an introduction into the injury process, medical terminology, and documentation. ATE615 - Emergency Care with Lab The course focuses on the knowledge and skills necessary for the immediate management of musculoskeletal, cardiovascular, and neurological trauma. Students will develop the knowledge and skills necessary to differentiate between - and provide proper care for - pathologies ranging from minor to potentially catastrophic. ATE630 - Therapeutic Interventions II with Lab The course contains the knowledge and skills necessary for an athletic trainer to plan, implement, document and evaluate the efficacy of a therapeutic intervention program for the rehabilitation of an injured patient. This course will contain therapeutic exercise techniques for the whole body focusing on mobilizations, pain-free range of motion, flexibility, muscle strength, neuromuscular control, speed, endurance, power, agility, and cardiovascular fitness. ATE635 - Examination of the Lower Extremity with Lab In this course, students will study the pathology, etiology, and diagnostic principles of common musculoskeletal disorders and orthopedic injuries of the lower extremity. ATE650 - Head and Spine Cadaver Anatomy Dissection This course will entail focused human cadaver dissection of the head, neck, and spine including detailed study of the osteology, musculature, innervation and vascular supply of these regions. ATE655 - Examination of the Head and Spine with Lab In this course, students will study the pathology, etiology, and diagnostic principles of common musculoskeletal disorders and orthopedic injuries of the head and spine. ATE660 - Principles of Research This course will introduce and explore scientific inquiry and interpretation of research in athletic training. Students will gain familiarity with the concepts of evidence-based practice, critically appraised topics, institutional review board processes and various fundamentals of experimental research. Additionally, students will become skilled at using library resources to conduct literature reviews. Students will create a research topic of their own and begin to outline their research interests and focus in educational and applied athletic training. Students will be introduced to current library research resources and methodology through interaction with librarian assigned to work with this discipline. ATE661 - Research Project I This course is designed to facilitate the development of a research thesis or project from their research question created in ATE 660. Students will write an introduction, methods, literature review, and IRB application. Students will be required to propose their research to the course instructor, research committee, and campus community 159 Course Descriptions through a formal presentation. Students will be introduced to current library research resources and methodology through interaction with librarian assigned to work with this discipline. ATE665 - Examination of the Upper Extremity with Lab In this course, students will study the pathology, etiology, and diagnostic principles of common musculoskeletal disorders and orthopedic injuries of the upper extremity. ATE670 - Practicum I This course is the first in a series of athletic training clinical education experiences with the purpose to develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom and/or clinical setting. ATE671 - Elective Practicum This course is designed to allow students to gain additional clinical education experiences. This course, if elected to enroll, students will continue the development of clinilcal skills progressing from ATE 670. Under the guidance of the Clinical Coordinator/Program Director, a Clinical Affiliation Agreement will be set up with the desired clinical site the student would like to be engaged (or a site can be selected that the program already has an established agreement with). The student will complete hands-on clinical experiences, under the direct supervision of a preceptor. ATE673 - Practicum II This course is the second in a series of athletic training clinical education experiences with the purpose to develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom and/or clinical setting. ATE690 - Therapeutic Interventions I with Lab The course entails the study of mechanisms of pain management and mediation, and the theory and practice of therapeutic interventions/modalities including, but not limited to, thermotherapy, cryotherapy, electrotherapy, compression, traction and manual therapy. Student will be able to explain the theory behind the use of electromagnetic and acoustic modalities and demonstrate the proper application of therapeutic modalities. ATE700 - Gross Anatomy of the Extremities This course will entail a detailed and thorough study of human upper and lower extremities, including their musculature, nerve supply and associated vasculature. ATE701 - Technology in Athletic Training The purpose of this course is to explore how technology can by utilized in the profession of athletic training. Athletic Trainers perform in the following five practice domains, including: Injury/Illness Prevention and Wellness Protection, Clinical Evaluation and Diagnosis, Immediate and Emergency Care, Treatment and Rehabilitation, Organization and Professional Health and Well-being. Technology can be applied in each of these areas to enhance the capabilities of the athletic trainer. This course will focus on hardware and software technologies including the use of mobile devices in the practice of athletic training. ATE715 - Clinical Pathologies Concepts and skills for the evaluation of general medical conditions are the focus of this course. Pathological conditions of the respiratory, cardiovascular, gastrointestinal, genitourinary, integumentary, and neurological systems are examined with emphasis on recognition and determination of plan of care and the need for physician referral. 160 Course Descriptions ATE723 - Administration in Athletic Training This course provides an overview of the administrative issues in athletic training. Administration topics will include management of personnel, financial resources, legal concerns, risk management, facility design, emergency action plans, delivery of health care services, and insurance. The course will examine professional and governing organizations, various issues, policies, and procedures surrounding the healthcare profession of athletic training. Current issues in athletic training related to professional conduct and practice will also be discussed will also be discussed. ATE740 - Advanced Nutrition for Sport and Exercise This course entails the study of concepts of nutrition and the effects of nutritional practices on everyday life and activity/sports. The course is designed to allow students to apply nutritional concepts to various types of athletes to support health and enhance performance. ATE744 - Pharmacology This course provides an overview of the management and administration of over the counter and prescription drugs. This course also looks at the pharmacokinetics and pharmacodynamics of drugs, performance enhancing substances, and drugs affecting the musculoskeletal, cardiovascular, nervous, endocrine, and gastrointestinal systems. ATE745 - Contemporary Issues in Athletic Training The purpose of this course is to emphasize the importance of administrative functions, faculty issues, professional relationships, facility design, professional conduct, management problems, record keeping, medical policies and procedures, physical examinations, budgetary considerations, certification and licensing. This course will discuss current trends within the profession of athletic training. In addition, the student will be involved in research in academic areas, concepts and practical ideas in the area of athletic training and sports medicine. ATE750 - Orthopedic Appliances: Casting and Bracing This course provides students with the knowledge and skillset of orthopedic casting and necessary training to become a Registered Orthopedic Technologist. ATE760 - Research Project II This course is designed to allow continued work toward the completion of student’s research thesis/project. Data collection and analysis will be at the core of this course. Students will be allowed time outside of the classroom for data collection while working in the classroom on statistical analysis of their findings. ATE761 - Research Project Capstone This course will serve as the capstone to the athletic training research sequence. Students will synthesize their research findings through a discussion of results allowing for dissemination. Students will defend their research through a formal presentation, prepare a manuscript suitable for publication to a professional journal and create an abstract and professional poster. ATE770 - Athletic Training Practicum This course provides students with the opportunity to apply entry-level athletic training knowledge and skills to their practice of athletic training. Students will be expected to apply evidence based techniques to their clinical decision making and appraise the effectiveness of their treatments and interventions. Professionalism and ethical behavior in the practice of athletic training will also be discussed. ATE772 - Clinical Immersion This course is the third in a series of athletic training clinical education experiences with the purpose to develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom and/or clinical setting. 161 Course Descriptions ATE774 - Practicum III This course is the fourth in a series of athletic training clinical education experiences with the purpose to develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom and/or clinical setting. ATE775 - Athletic Healthcare for Special Populations This course provides an overview of unique issues as they relate to athletic healthcare in special populations. Anatomical and physiological differences of a variety of special populations will be explored. Challenges to athletic healthcare for special population including evaluation, treatment and rehabilitation of special population athletes will be addressed as well as injuries and illnesses unique to the population. ATE776 - Practicum IV This course is the fifth and final course in a series of athletic training clinical education experiences with the purpose to develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom and/or clinical setting. ATE781 - Complementary and Alternative Therapies with Lab This course focuses on the treatment of musculoskeletal conditions through the use of manual rehabilitative techniques and complementary and alternative therapies to assist a patient in treatment and recovery. ATE800 - Methods of Research in the Allied Health Sciences This course studies the basic tenets of scientific research as they apply to the allied health fields. Topical discussions include development and limitation of a research problem, research methodology, basic principles of tests and measurements, the review of literature and library utilization, and writing the research document. ATE820 - Athletic Training Research Project Students will produce a major culminating piece of academic work that synthesizes athletic training coursework and research in peer-reviewed literature. This will take the form of a research activity including original research, creation of an educational resource, a novel application of technology, a novel performance enhancement program or other extensive produced work that is approved by the course instructor. BUS-Business BUS710 - Applied Data Analysis for Business This course explores prediction of future outcomes using probabilities and trends, as well as relationship discoveries in data that are difficult to find with other forms of analysis in a problem and project driven course setup with various business-related managerial problems. Topics covered are data cleaning and preparation, cluster analysis, advanced regression models ie. multiple regression, autoregression, ARIMA models and predictive data mining techniques such as KNN, classification and regression trees, training and validation, ROC etc. BUS740 - Forecasting and Predictive Modeling This course will cover various topics used in developing predictive modeling and applying statistical forecasting methods used throughout business and academia. Topics in the course will assist business professionals in leveraging historical data to build models for predicting future results. Additionally, the course will utilize these topics in conjunction with data, integration, and information deployment to provide improved planning and better predictive decision making. Forecasting techniques will be covered to evaluate complex business scenarios to make better decisions in Finance, Marketing, Production Scheduling, Process Control, and Strategic Planning. 162 Course Descriptions BUS741 - Business Law This course is designed to introduce students to the American legal system, increase their understanding of legal issues and potential liabilities in business contexts, and equip them to meet their legal obligations with ethical integrity in a competitive marketplace. Topics will include the structure and function of the American legal system, contracts, torts, white-collar crime, business organizations, and intellectual property law, with emphasis on legal reasoning and policy implications. It differs from undergraduate business law courses in that it will cover more material and at a greater depth, including a substantive group project where the students will explore a particular aspect of business law in an in-depth manner. BUS743 - Business, Government, and Society From management perspective, this course seeks to explore the interactions among business, government, and society in general. In doing so, it focuses on, among other issues, corporate social responsibility, ethics, globalization, the importance of law and regulation in the business environment, and historical background. BUS745 - Business Ethics The graduate course provides a framework to identify, analyze and understand how business people make ethical decisions and deal with ethical issues. Using a case method approach, students will analyze real-life business situations and gain insight into the realities and complexity of making decisions in a business environment. BUS799 - Strategic Management This course is designed as an integrated course that provides a theoretical and practitioner-oriented approach to the understanding of strategic management in organizations. An integrative strategic management model is used to follow the flow from vision/mission to internal/external environmental scanning to strategy development, selection, implementation, and evaluation. Cohesive case studies are used to detail the strategic circumstances of an actual company and to provide hands-on experience in applying the strategic management concepts and techniques to a real organization. CED-Counselor Education CED700 - Foundations of School Counseling The role of school counselors is explored in relation to counseling history, philosophy, theory, technology and trends. Counseling within the elementary and secondary school settings, consultation, and coordination are core components. Professional development, documentation, and ethical and legal standards are addressed. This course also focuses on the development of instructional programs as part of a comprehensive K-12 school counseling curriculum, including teaching methods, lesson planning and participation in multidisciplinary teams. Computer technology is explored and used as a resource for school counselors. CED702 - Counseling Theory This course reviews theories, objectives, principles and practices of counseling individuals, including children and the family. These theories are applicable in schools and other human service institutions. CED703 - Consulting Theory This course is an advanced-level course and has theoretical and practical components. In the theoretical component, process consultation is highlighted as an applied behavioral science. Emphasis is placed on levels of environmental quality within an organization. Specific human processes of inclusion, membership, leadership, control, communication and problem-solving are stressed. The practical component deals with initial contact, organizational diagnosis, process intervention, evaluating progress and closure. CED705 - Developmental Group Process This course includes the meaning, function, types and principles of the group approach to counseling; the dynamics of group interaction; leadership; role playing; personal development in groups; and the influence of the group processes on individual development. 163 Course Descriptions CED708 - Substance Abuse and Addiction The focus of this course is prevention and rehabilitation in drug and alcohol abuse. Since substance abuse and addiction are present in all sectors of society, it is important for human service professionals to understand the process of addiction and the special problems experienced by affected individuals and their significant others. CED710 - Counseling Skills and Techniques Graduate students develop counseling skills by learning and practicing therapeutic techniques that facilitate the counseling process. In a laboratory setting, students practice basic counseling skills such as attending to nonverbal behavior, focusing, reflection of feeling, etc. Students will audiotape and videotape practice sessions. CED711 - Clinical Field Experience (Practicum) The student implements effective helping skills and techniques using one or more recognized counseling theories. Students must see individual clients, and group experiences are required. Students spend 150 hours on site under the supervision of an experienced counselor, receive individual and-or triadic supervision from the site supervisor and faculty supervisor, and attend a regularly scheduled group supervision seminar. Students must be able to audiotape or videotape counseling sessions. CED712 - Clinical Field Experience in Counselor Education The purpose of this course is threefold: to help students practice the skills they have learned and apply them in a real-world setting; for students to learn to present cases to peers and offer constructive criticism and ideas in a "treatment team" or "case conference" format; and for students to actively participate in the supervision group experience in order to develop as counselors, supervisees and members of a “team” dedicated to their own and their peers' growth as professionals. CED717 - Diagnosis and Treatment in Mental Health Students will learn to make accurate child and adult diagnosis according to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV-TR). Basic psychopathology and treatment strategies will be explored. Limitations inherent in the use of DSM and other diagnostic classifications are discussed. CED720 - Cross-Cultural Counseling Students will explore the cognitive, affective and behavioral considerations of culturally diverse client groups. Accordingly, counseling theories and programmatic approaches relevant to the mental health needs and concerns of these groups will be introduced. This will include an examination of how cultural attributes, strategies and coping skills can be effectively synthesized into the counseling process. CED721 - Diagnosis and Counseling Children and Adolescents This is a master's level course in the diagnosis and counseling of children and adolescents in the school setting. Students will be able to interpret diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) specifically related to children and adolescents in the school setting. Treatment and counseling considerations for psychopathologies most likely encountered by school counselors will be introduced in depth and students will be able to apply this knowledge. CED722 - Assessment Procedures for Professional Counselors This course is designed to assist school counselors, clinical mental health counselors, marriage and family therapists, career counselors, addictions counselors, and other specialized professional counselors in becoming better consumers of the diverse methods and procedures used in the process of assessment. The premise of this course is that assessment involves collecting and integrating information about an individual or group from multiple methods and multiple sources. This course introduces studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society. This course also provides an understanding of assessment in counseling through an overview of basic counseling assessment concepts, an understanding of test construction, familiarity with instruments, and an overview of test interpretation. The course provides an overview of assessment of intelligence and general ability, achievement, aptitude, career and employment and personality as well as assessment in school and mental health settings. The course will also cover ethical and legal issues in the use of counseling assessment instruments, communicating assessment results and computer-based assessment. These methods will be studied in relation to a variety of institutions and 164 Course Descriptions facilities, including schools, mental health clinics, career counseling centers, substance abuse treatment centers, private practices, psychiatric hospitals and vocational rehabilitation centers. This course has clearly described implications specific for the field of professional counseling, including school counselors, clinical mental health counselors, and other counseling specialties. CED724 - Experiential Group Process This course requires that students participate in a personal growth group with other graduate counseling students. The purpose of the group is to have students develop an increased understanding of their thoughts, feelings and behaviors. The department feels that openness to understanding oneself is very important for counselors. CED732 - Current Issues in School Counseling: Evidence Based Practices and Inclusion The focus of this course is to provide an overview of the roles and responsibilities of the school counselor in working with exceptional children. For the purpose of this course, exceptional children will include the following areas: special educational, alternative and at-risk, and gifted and talented. Through the use of journal articles, research papers, course products and class activities and discussions, the course will highlight how school counselors work with the regular education teachers, learning support staff, families and outside therapists in serving as advocates for and addressing the needs of exceptional students. CED735 - Introduction to Family Therapy This course provides an introduction to family counseling. A systems perspective is emphasized. This course covers the history of the field, and provides an introduction to the theories, processes and techniques of family therapy. Professional issues, such as ethical, legal and multicultural issues, will be addressed. CED755 - Counseling Across the Life Span: Prevention and Treatment in Schools and the Community The practice of counseling involves working effectively with unique and diverse individuals representing a wide range of abilities, ages and life circumstances. This course examines the lifelong process of human growth and development as experienced by counseling clients, viewed through the eyes of a practicing counselor. The developmental tasks of children, teens and adults as represented by Eric Erickson, Carl Jung, Abraham Maslow, and others will serve as the framework for a deeper understanding of the role counselors’ play as they assist their clients throughout their lives. CED760 - Gambling Addiction This course is designed for graduate students interested in working in community based human service systems and school counseling positions. Although directly applicable for those interested in the field of Problem Gambling/Gambling Addiction, alcohol and other drug rehabilitation treatment, the course material is also important for training professionals dealing with any target population. Since Problem Gambling/Gambling Addiction is inherent in all sectors of our society, it is important for human service professionals to understand Gambling Addiction and other Impulse Control Disorders, the dynamics of addiction and the special problems experienced by affected individuals. CED761 - Addiction and the Family This course is designed for graduate students interested in working in community based human service systems and school counseling positions. Although directly applicable for those interested in the field of alcohol and other drug rehabilitation treatment, the course material is also important for training professionals dealing with any target population. Characteristics are features discussed in this course are not limited to those individuals that have grown up in dysfunctional families associated to substance abuse or dependence but familial dysfunction in general. Characteristics of this type of role development can be found in any family with dysfunction and are precursors for multiple mental health diagnoses ranging from mood and affective disorders as well as axis to involvement or disorders or personality. Additionally, since substance abuse and addiction is inherent in all sectors of our society, it is imperative for human service professionals to develop a comprehensive understanding of the pertinent assessment and evaluation procedures relevant to working with the substance abuse population. CED762 - Assessment and Evaluation of Substance Use Disorders and Advanced Skills This course is designed for graduate students interested in working in community based human service systems and school counseling positions. Although directly applicable for those interested in the field of alcohol and 165 Course Descriptions other drug rehabilitation treatment, the course material is also important for training professionals dealing with any target population. This course integrates advanced group leadership practices and or interventions for the purpose of preparing counselors to appropriately facilitate/manage a process/psychoeducational group with a substance abuse focus. Additionally, since substance abuse and addiction is inherent in all sectors of our society, it is imperative for human service professionals to develop a comprehensive understanding of the pertinent assessment and evaluation procedures relevant to working with the substance abuse population. CED770 - Spiritual, Ethical, and Religious Values in Counseling This is an advanced level course, the purpose of which is to increase students’ understanding of contemporary topics, practices and problems relevant to counselors who work in school and agency settings. Students in this class can expect to be proactive in researching, and sharing information as well as evaluating practices and policies for their efficacy in various settings. They will demonstrate their integration of this new knowledge into their prior learning as it relates to the counseling field through writing, discussion and presentations. CED771 - Applied Spiritual, Ethical, and Religious Counseling Theory This course is designed to introduce students to the theories, techniques, and treatment modalities needed by spiritual counseling professionals to best meet the needs of clients in hospitals, pastoral care and counseling, and religious settings. This class will focus on the diverse theoretical applications available in the field of spiritual counseling. CED772 - Grief and Loss Counseling This course is designed to introduce students to the theories, techniques, and treatment modalities needed by school and community counseling professionals to best meet the needs of bereaved clients and others affected by grief, loss, and death anxiety. This class will focus on the diverse interventions used by counselors applied therapeutically to the psychological, cultural, spiritual, and somatic aspects of grief. CED774 - Advanced Issues and Techniques in Spiritual, Ethical and Religious Values in Counseling This course is twofold. One, the course is designed to prepare students for the roles as professionals in the field of spiritual and religious counseling. Areas of study include professional ethics and legal issues, record keeping, and working as part of an interdisciplinary team or as a consultant with individuals, families, groups and organizations who want to integrate spiritual and religious values in counseling. Additionally, this course is designed for students to improve their counseling awareness, knowledge and skills as well as career development techniques individuals, families, groups and organizations who want to integrate spiritual and religious values in counseling. Participants have an opportunity to develop and practice strategies to enhance their effectiveness in spiritual and religious counseling. This course includes field experiences with individuals, families, groups and organizations of their choice. CED777 - Student Affairs Services in Higher Education This course is a survey of theoretical and applied information for counselors working in student affairs settings. Course content includes an introduction to the philosophical, legal and ethical foundations of the field of student affairs work; an overview of the functional areas within student affairs divisions; and current issues in the field. The basics of program planning and evaluation are also introduced. CED778 - The College Student and Higher Education Environment This course examines the characteristics, learning and developmental needs of college students and the impact of the higher education environment on both traditional and nontraditional students. Issues that might affect the development and functioning of college students are explored in depth. CED779 - Administration of Student Services in Higher Education This course is intended to introduce students to the administration of student affairs programs in higher education. This course will focus primarily on the purpose of student affairs, its functions and how they can be effectively managed, coordinated and integrated as part of the broad educational purposes of the institution. It also examines institutional strategies for organizing, staffing and funding student affairs programs and services. 166 Course Descriptions CED780 - Issues and Techniques in Counseling Athletes This course examines current counseling strategies used with members of sport teams at the youth, high school, college and professional levels. Participants will explore current research in three main areas: motivation and life skill development, psychosocial development and career maturity. CED781 - Sports Counseling Programming This course offers students an overview of various life skills, including career development, study skills, goal setting, time management, health and wellness, values clarification, problem-solving, and decision-making, to name a few. Students will develop a teaching philosophy that includes methods for teaching life skills to the athlete population. They will be given opportunities to make presentations on topics of their interest so that they may teach or offer workshops on life skills to the athlete population. CED782 - Advanced Issues and Techniques in Counseling Athletes This course is twofold. One, the course is designed to prepare students for the roles as professionals in the field. Areas of study include professional ethics and legal issues, record keeping, NCAA guidelines, and working as part of an interdisciplinary team or as a consultant with individual athletes, teams and athletic organizations. Additionally, this course is designed for students to improve their career development, counseling, and skill building techniques with youth, adolescents, young adult and the adult athlete population. Participants have an opportunity to develop and practice strategies to enhance their effectiveness in counseling this unique cultural group. This course includes supervised fieldwork related to sports counseling, consultation, and/or sports counseling programming with the athlete population of your choice. Students will be on site for a minimum of 25 hours (if registered for 3 credits) or 50 hours (if registered for 6 credits). Students will receive a minimum of one-hour supervision per week by the on-site supervisor. In addition, students will be required to attend group supervision, via the use of technology, once a week where students will present cases. CED783 - Counseling and Advising Athletes with Death, Loss and Grief This is an advanced level course, the purpose of which is to increase students’ understanding of contemporary topics, practices and problems relevant to counselors who work in school and agency settings. Students in this class can expect to be proactive in researching, and sharing information as well as evaluating practices and policies for their efficacy in various settings. They will demonstrate their integration of this new knowledge into their prior learning as it relates to the counseling field through writing, discussion and presentations. More specifically, the purpose of this course is to prepare you for dealing with death, loss and grief situations you may encounter working with the athlete population. We will spend time reflecting on how people deal with death, loss and grief and start to develop your skills in grief counseling and intervention. You will also examine some of the relevant research on grief counseling and intervention as well as the relevant research on death, loss and grief in sports. However, your major focus throughout the course will be on learning the practical skills of helping people who are dealing with death, grief and loss issues and learning assessment and treatment strategies used by counselors, educators, and other helping professionals who work with the athlete population to assist individuals, groups, and/or organizations (e.g., athletes, teams, athletic programs, schools, etc.). CED784 - Student Athlete Mental Wellness This course offers students a comprehensive understanding of student athlete mental wellness, mental health concerns, and emergencies. Mental health issues can affect the ability of student athletes to function effectively in their daily life and this includes their athletic performance. Thus, it is imperative that individuals providing mental health care to student athletes be able to identify (mental health issues and emergencies), intervene (with appropriate techniques), and refer (as needed to the appropriate entities). This course will address the previously mentioned issues in detail while promoting cultural competency in working with a diverse population of student athletes. CED785 - Research Methods in Counselor Education This is an introductory course in behavioral research techniques. The emphasis will be on the design, evaluation, and interpretation of basis human research. The main goal will be for students to be able to read, understand, and evaluate basic behavioral research. 167 Course Descriptions CED786 - Career Counseling This course reviews the theory and process of giving career information and of counseling in school and agency settings. Topics include sources of career information, appraisal, classification of careers, career resources, career and vocational education, systems of career guidance, and theories of career development. CED787 - Ethics, Integration, Consultation, and Collaboratio This course is intended for students who are near the end of their School Counseling and Clinical Mental Health programs. The purpose is to integrate the materials learned and to discuss the professional topics, practices, and applications of mental health and school counselors. This is done by focusing on the counselor as an ethical practitioner. Guidelines for ethical behavior and decision-making are applied to case studies. The Code of Ethics for counselors, as well as legal issues, relevant to school and professional counseling are taught in this course. This course will address the role of collaboration and consultation for counselors in various settings. CED789 - Introduction to Clinical Mental Health Counseling This course is a survey of theoretical and applied information for counselors working in mental health settings. Course content includes an examination of mental health counseling as a helping profession, an overview of the history of mental health counseling, the practice of mental health counseling, and the roles and tasks expected of mental health counselors. Mental health counseling settings, relationships with other human service professionals, and characteristics of individuals and communities are discussed. The topics of policy, consultation, and advocacy, as well as current issues in mental health counseling are covered. CED791 - Crisis Counseling and Disaster Preparedness This course is a survey of theoretical and applied information for counselors working in crisis and disaster situations. Course content includes an examination of the dynamics, types and characteristics of crises and disasters, the reactions and risk factors of those impacted, as well as the nature and types of responses made in crises and disasters. Intervention techniques and strategies normally employed by counselors handling crises and disasters and with specific vulnerable populations will be explored. Multicultural, ethical, legal, moral and contemporary issues will also be discussed. CIS-Computer Info Systems CIS601 - Advanced Data Preparation and Cleaning This course provides students with an introduction to the need for and methods for data cleaning. The course presents methods for locating and handling invalid values, out-of-range values, and missing values along with methods for managing datasets. The course uses SAS® software. CIS602 - Data Visualization This course explores techniques and tools for creating effective data visualizations. The course covers the creation and exploration of visualizations for categorical data, time series data, spatial and geospatial data. SAS® software will be used for this course. CIS603 - Data Visualization This course explores techniques and tools for creating effective data visualizations. The course covers the creation and exploration of visualizations for categorical data, time series data, spatial and geospatial data. SAS® software will be used for this course. CIS604 - Advanced Big Data Analytics Advanced Big Data Analytics This course is intended to provide the student with an introduction to big data, big data analytics and several methods useful in big data analytics such as clustering, association rules and various forms of regression. SAS® statistical software will also be introduced and used to solve data problems. CIS605 - Advanced Data Analysis Capstone Project This course is designed for the certificate in Data Science to provide hands-on experience in the area of data science. This experience will enable students to apply their knowledge of data science and provide valuable experience in the application of methods studied within the program that should enhance their job opportunities upon graduation. Students will receive experience with real world data. Analysis will be completed using SAS®. 168 Course Descriptions CMD-Communication Disorders CMD600 - Research and Professional Practice in Speech-Language Pathology This course is designed to teach the graduate student to be both a consumer and producer of research. A research endeavor (research paper, project or thesis) is a requirement of graduation and is initiated in this class. Practice patterns in the profession (ethical, clinical and legal aspects) are also addressed. CMD701 - Language Disorders in Adults This course will prepare the graduate student with the academic information necessary to assess and treat language disorders in the adult population, including those patients diagnosed with cerebrovascular accident, dementia, traumatic brain injury, Alzheimer’s Disease, Parkinson’s Disease, and others. CMD702 - Language Disorders in Children Challenged by the number and diversity of language disorders, the graduate student will demonstrate the ability to appropriately select from a number of evidence-based treatments the one(s) most likely to build language within the language delayed or disordered child. The graduate student will demonstrate an understanding of the theoretical underpinnings upon which each treatment is built, and the key components of each. He/she will be able to assess not only the strengths and weaknesses of the treatment protocol, but the strengths and opportunities to improve while watching peers actually use the treatment during classroom presentations. He will reach “mastery level” for administration of 5 standardized language tests commonly given to children. CMD703 - Fluency Disorders This course provides the student with extensive information about the etiology and development of stuttering, appraisal of symptoms and underlying processes, and treatment of beginning, intermediate and advanced stuttering in both children and adults. Review of major theories and therapies is provided with special emphasis placed on the effectiveness of combining these therapies eclectically. Through lecture, videotapes, in-class practice and clinical observation, the student is exposed to all the necessary theoretical and practical information necessary for basic evaluation and treatment of stutterers. CMD705 - Voice Disorders The purpose of this course is to provide comprehensive academic and clinical training in the etiological factors, description, and management of organic voice disorders. The teaching of esophageal speech, the use of the artificial larynx, and the study of tracheo-esophageal practice are covered in detail. CMD707 - Phonology and Articulation This course will prepare the serious student with the academic information necessary to assess and treat articulatory and phonologic disorders of both organic and functional origin. Assessment and treatment of special populations (delays, disorders, and cross-cultural variances) will be emphasized. CMD708 - Neurology This course is designed to provide the student with a understanding of the neurological governance of the body as that body carries out its communication functions: speaking, voicing, hearing, comprehending, perceiving, thinking and remembering. After appropriate review of neurologic development, structure and function within the context of normalcy, deviations from normal (secondary to disease, defect, aging, stress, injury or disorder) will be discussed. Hemisphericity (including split brain research), visual neglect, cognitive style and comparative anatomy will also be presented. Though substantial amounts of anatomical information will be presented, the overriding style of the course is highly pragmatic. Clinical application for the speech pathologist will be the central theme of this course. CMD711 - Applied Therapeutic Procedures in the Preschool Setting The class, resembling a lab experience, provides the graduate student with an “hands-on” experience in a preschool setting with typically-developing children, as well as children having speech, language, and /or other hearing disorders in a preschool setting. 169 Course Descriptions CMD712 - Applied Therapeutic Procedures in the Outpatient Setting This practicum course provides the beginning student of communication disorders with the opportunity for real life client contact. He/she will learn by doing! He/she will be assigned to provide either diagnostic or therapeutic services to a communicatively-impaired outpatient who is enrolled in the university speech and hearing clinic. A faculty supervisor will direct the graduate student in his work with the client. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and children with syndromes and adult populations. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, cotreatment, integration, pull-out of individuals and groups) will be discussed. This practicum course provides the graduate student with a realistic, practical, and comprehensive overview of clinical problems that are often encountered by the beginning clinician in an outpatient clinic setting. Beginning clinicians will take their first steps into the real world of clinical practice when assigned to clients in the university clinic. Advanced graduate students may enroll in this practicum class to gain specialized skill, or to work with complicated clients. This is a “hands-on” course where the student should expect some client contact. A major focus will be to consider all the important aspects of client management, including but not limited to creation and maintenance of an effective learning environment, the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe physical environment, where universal precautions are consistently taught and demonstrated, where treatment principles are evidence-based, student diversity is addressed appropriately, community needs and resources are adequate, and Pa. academic standards are met. CMD713 - Applied Diagnostic Procedures in Speech Pathology This practicum course provides the beginning student of communication disorders with the opportunity for real life client contact. He/she will learn by doing! He/she will be assigned to provide diagnostic services to communicatively-impaired clients who seek clinical care from the university clinic. The graduate student will be involved at all levels of client contact, including but not limited to (a) accepting referrals, (b) taking a case history, (c) administering tests, (d) making clinical observations, (e) interpreting results and behaviors, (f) generating treatment plans, (h) making recommendations, (I) counseling patients and families, and (j) communicating results to other medical and educational personnel verbally and in writing. A faculty supervisor will direct the graduate student in ALL appraisal and diagnostic work with clients. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) psychophysical bases, (c) linguistic and psycholinguistic aspects, and (d) social, behavioral, and cultural aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and syndromic children and adult populations. This practicum course provides the graduate student with a realistic, practical, and comprehensive overview of formal and informal, standardized and non-standardized diagnostic and assessment procedures commonly used by speech-language pathologists. It is the clinician's first step into the real world of diagnostic practice. Once the graduate student is familiar with a diagnostic procedure, he will be given the opportunity to administer it to clients under direct supervision of an AHSA-certified faculty member. This is a “hands-on” course where the student should expect extensive client contact. A major focus will be to consider all the important aspects of client management, including but not limited to creation and maintenance of an effective learning environment, the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe physical environment, where universal precautions are consistently taught and demonstrated, where treatment principles are evidence-based, student diversity is addressed appropriately, community needs and resources are adequate, and Pa. academic standards are met. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced 170 Course Descriptions as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD714 - Applied Audiologic Diagnostic and Rehavilitative Procedures This practicum course provides the beginning student of communication disorders with the opportunity for real life client contact. He/she will learn by doing! He/she will be assigned to provide audiologic screening and therapy services to clients who seek audiologic care from this university clinic. The graduate student will be involved at all levels of client contact, including but not limited to (a) accepting referrals, (b) taking a case history, (c) screening the hearing ability of clients, (d) making clinical observations, (e) interpreting screening results and behaviors, (f) generating aural habilitation/ rehabilitation treatment plans, (h) making recommendations, (i) counseling patients and families, and (j) communicating results to other medical and educational personnel verbally and in writing. A certified SLP or audiologist supervisor will direct the graduate student in ALL of his screening and therapeutic work with clients. This practicum course provides the graduate student with a realistic, practical, and comprehensive overview of formal and informal, standardized and non-standardized assessment and therapeutic procedures commonly used by speech-language pathologists during the provision of audiological screening, or aural habilitation or rehabilitation. It is the clinician's first step into the real world of basic audiological practice. Clinical experiences provided through CMD 714 will comply with ASHA standards which clearly define the scope of practice for speech-language pathologists when providing audiologic services. Once the graduate student is familiar with specific procedures, he will be given the opportunity for "hands-on" client interaction under direct supervision of an ASHA-certified faculty- audiologist. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the speech, language, and syndromic populations. This is a “hands-on” course where the student should expect some client contact. A major focus will be to consider all the important aspects of client management, including but not limited to creation and maintenance of an effective learning environment, the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe physical environment, where universal precautions are consistently taught and demonstrated, where treatment principles are evidence-based, student diversity is addressed appropriately, community needs and resources are adequate, and Pennsylvania academic standards are met. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD715 - Applied Therapeutic Procedures in the Educational Setting This practicum course provides the beginning student of communication disorders with the opportunity for real life client contact. He/she will learn by doing! He/she will be assigned to provide either diagnostic or therapeutic services (or both) to communicatively-impaired children who is enrolled in private, public, elementary, middle school, or high school programs. A school-based, ASHA certified SLP will serve as the on-site supervisor, directing the graduate student in his work with clients under the liaison-guidance of assigned faculty from the university. This practicum course provides the graduate student with a realistic, practical, and comprehensive overview of clinical problems that are often encountered by the speech-language pathologist in the public or private educational setting. It may be the clinician's first step into the real world of clinical practice outside of the university clinic. The advanced graduate student may also enroll in CMD 715 to achieve specialized knowledge about the SLP as an educator. Throughout his graduate program, a student may enroll in CMD 715 more than one time. Since the mission of CMD 715 is to afford the graduate student with the opportunity to learn from a variety of others, it is assumed that each subsequent enrollment will occur in a different school or with a different school-based supervisor. ASHA requires that a student must complete practicum courses in three distinct sites. Such settings may include separate units/settings within a single organization IF each of those units provides a unique experience. Before RE-ENROLLING in this course, the graduate student should establish that the setting offers him a uniquely different experience than offered by previous settings. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, 171 Course Descriptions communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and syndromic children population. This is a “hands-on” course where the student should expect some client contact. A major focus will be to consider all the important aspects of client management, including but not limited to creation and maintenance of an effective learning environment, the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe physical environment, where universal precautions are consistently taught and demonstrated, where treatment principles are evidence-based, student diversity is addressed appropriately, community needs and resources are adequate, and Pa. academic standards are met. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD716 - Applied Neurogenic Procedures in Healthcare Facilities This practicum course provides the beginning student of communication disorders with the opportunity for real life client contact. He/she will be learn by doing! He/she will be assigned to provide either diagnostic or therapeutic services within a healthcare setting outside of the university clinic. A facility-based, ASHAcertified speechlanguage pathologist will serve as the on-site supervisor, directing the graduate student in all of his work with clients under the liaison-guidance of assigned faculty. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and syndromic children and adult population. This is a “hands-on” course where the student should expect some client contact. A major focus will be to consider all the important aspects of client management, including but not limited to creation and maintenance of an effective learning environment, the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe physical environment, where universal precautions are consistently taught and demonstrated, where treatment principles are evidencebased, student diversity is addressed appropriately, community needs and resources are adequate, and Pa. academic standards are met. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD718 - Advanced Audiology for the SLP This course will provide the student with an understanding of behavioral and electrophysiological assessments for the determination of the location of pathology within the auditory system. The student will be introduced to concepts concerning specification, selection, fitting, care, and use of amplification systems. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the speech, language, and syndromic population. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD732 - Counseling in Speech-Language Pathology This course will provide a theoretical and practical framework for the role of the speech-language pathologist in counseling individuals with communication and swallowing disorders. Emphasis will be placed on (1) selfidentifying strengths and areas of need as a clinician relative to the daily practice of interaction (2) applying 172 Course Descriptions a theory-based framework for counseling in the clinical setting (3) mastering the application of counseling microskills and (4) communicating effectively, recognizing the needs, values, preferred communication, and cultural/linguistic background of the client, client’s family, caregivers, and relevant others. CMD763 - Communication Problems of Special Groups This course will focus on the difference in speech/language of non-native users of English, with attention given to assessing when and what types of intervention are ethically and professionally appropriate. Dialectical differences and professional/corporate speech will also be included, along with professional issues and marketing of services to the public. Models and theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and syndromic population. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD764 - Instrumentation in Speech Language Pathology A practical course in the use of instrumentation in the practice of Speech Language Pathology. A major focus is on basic human communication processesincluding (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. CMD765 - Dysphagia This course is an in-depth study of deglutition (the normal act of swallowing) and dysphagia (swallowing disorders). It is deliberately designed in full, comprehensive, and particularized fashion because of the medical seriousness of dysphagia and its treatment: people DO DIE from dysphagia and from medical/clinical mistakes made in treating it. The course appropriately begins with anatomy and function of both normal and abnormal swallow patterns, then focuses on proper diagnosis and appraisal through the use of clinical exams, radiographic contrast examinations, electromyography, esophagoscopy, endoscopy and manometry. The final portion of the course focuses on surgical and therapeutic treatment strategies for the wide variety of dysphagic symptoms that exist for pediatric through geriatric populations. Some patient contact during the course should be expected. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed. CMD766 - Traumatic Brain Injury When working with many communication impairments, the speech/language pathologist functions as an individual practitioner fostering the necessary changes for the client by him-herself. Rehabilitation of the individual with traumatic brain injury (TBI) requires a diversified team of professionals working together throughout a lengthy continuum of care. In this class, the student will understand the individual and team goals for the client. The following topics will be addressed through lectures, in-class diagnosis, treatment, psychosocial and familial disturbances, conceptual issues, neuropsychological problems, cognition and memory deficits, language disorders, motor speech problems, augmentative communication, and pharmacological issues. Federal entitlements that relate to the provision of specialized service, service options, and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be addressed. CMD772 - Augmentative and Alternative Communication This course is an in-depth study of: 1)The underlying theory of augmentative and alternative communication systems (AAC) including state-of-the-art and emerging technologies; and 2) Methodology for assessing and training individuals with communication disorders to use AAC systems. Emphasis is placed on functional strategies for the practicing clinician in AAC. Hands-on experience with various AAC systems is an integral part of this course Models and theories of typical/atypical growth and behavior across age groups covered in 173 Course Descriptions this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication, emotional/social development, motor development, sensory integration, and adaptation A major focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and syndromic population. Where appropriate, service delivery models (collaboration, co-treatment, integration, pullout of individuals and groups) will be discussed. CMD785 - Seminar in Medical Speech-Language Pathology A course in which students advance their knowledge in a specific content area not covered by other courses in the practice of Medical Speech-Language Pathology. This includes applied physiology and practice mechanics of particular relevance to healthcare settings. Particular emphasis is placed on evidence-based practice and the trans-disciplinary treatment model for communicatively or swallow-impaired patients who have multiple medical problems. CRJ-Criminal Justice CRJ800 - Leading Criminal Justice Agencies This course is designed to introduce the student to the notion of complex leadership theory, particularly as it is applied to criminal justice agencies. Students will learn how to construct the leadership formula of influence, grasp the art and science of influence and execution, and employ 360 degree situational leadership. Emphasis will be placed on community-oriented practices such as leadership for building police and community teams. CRJ805 - Using Theory to Improve Criminal Justice Practice Through this course, students—using relevant theory—will learn to challenge underlying assumptions to changes in the broad field of criminal justice. Examples include broken windows, routine activities, and control theory. Students will learn about means of achieving crime reduction through condition change, and accordingly, will design an assessment of relevant organizational change. CRJ810 - Improving the Administration of Juvenile Justice A modern examination of juvenile justice issues in America, students will examine the literature surrounding the relationship between the drop in crime and increase in punishment, encounters with police on the street and in schools, solitary confinement, and use of residential placements. Contemporary problems, such as private correctional facilities and the Pennsylvania scandal will be addressed. Finally, students will have the opportunity to study, discuss, and critique National Institute of Justice and the National Academy of Sciences reports on reform. CRJ820 - Police Management for the 21 st Century Students will critically examine the role of the police and the proper oversight of law enforcement policies, procedures, and tactics. Specific issues to be covered include examining the relationship between police efforts and crime rates, predictive policing, pursuits, race and diversity, and use of force. Overall, course design involves developing and integrating public policy for policing in America to specifically include policy related to the investigation of officer-involved shootings, use of force, and complaints of civil rights abuses. Included within these policies are media relations and keeping the public informed of the status of critical incidents. CRJ840 - Advanced Criminal Law, Procedure, and Evidence for Criminal Justice Leaders Law is at the very core of the criminal justice system and its problems. Accordingly, this course will cover critical trends in substantive and procedural criminal law, including civil rights, hate crimes, and terrorism provisions at the federal and state levels. U.S. Supreme Court cases, particularly those surrounding search and seizure and the use of force, will be covered as well as other law-related key issues around the country. CRJ850 - Contemporary Forensic Science and Technology for Criminal Justice Leaders Whether a police administrator, forensic scientist, or training director, there has never before been such rapid and significant development in relevant forensic sciences. This course is specifically designed to bring senior criminal justice personnel up-to-date on topics such as sources and new methods of extracting DNA, advances in firearms 174 Course Descriptions identification, and using emerging forensic science techniques to properly investigate officer-involved shootings and solving complex crimes such as cold case homicides and serial rapes. CRJ860 - Criminal Justice Training: Needs, Problems, Solutions Criminal justice training is evolving in complex ways, both from a substantive perspective and by way pedagogy and andragogy. This course provides the necessary tools for criminal justice managers, leaders, and trainers to conduct relevant and critical needs assessments, develop lesson plans, provide training for newly promulgated policies, and overall gain a better understanding of adult learners in the criminal justice profession. CRJ870 - Understanding Civil Liability for Criminal Justice Managers Of critical importance to municipalities, police departments, correctional institutions, and criminal justice practitioners generally, is the notion of civil liability. In this course students will examine specific conduct such as illegal search and seizure, false arrests, and how all of this applies to criminal justice managers and department heads. The analysis begins with negligent hiring in the first instance, and follows through examining negligent training, negligent supervision, and negligent retention. CRJ880 - Adjudication: Achieving Justice More Often When all is said and done, the public, victims, and individual defendants demand and deserve justice. The guilty must be treated fairly, but in a way that meets the goals and objectives of criminal justice public policy. And innocent persons should not be convicted of crimes they did not commit. Consequently, this course will involve an in-depth analysis of the notions of under criminalizing versus over criminalizing conduct, managing the consequences of legislative (policy) decisions, defense errors in capital cases, prosecutorial misconduct, the utility of and possible end to grand juries, and the reasons for wrongful convictions. CRJ890 - Applied Criminal Justice Research Methods for Criminal Justice Leaders Regardless of which element of the criminal justice profession one works, effective managers and leaders need to be able to interpret and apply qualitative and quantitative research methods. Students will learn how to interpret results of published research that can assist in effective policy development, crime control, supervision, and training. In the end, students will be able to apply evidence-based research to day-to-day criminal justice issues and problems. CRJ895 - Legal Research Methods for Criminal Justice Practitioners This course will focus on legal research methods for criminal justice practitioners. Special emphasis will be placed on evaluating legal research sources, primary and secondary sources, and legal writing. Students will practice research techniques that are designed to ensure timeliness and relevancy to a particular subject within a specific jurisdiction. Finally, students will learn about contemporary and scientific trends surrounding judicial use of empirical academic research. CRJ900 - Case Studies in Criminal Justice Management In this course the student will focus on the careful evaluation of systematic problems in criminal justice by comparing events at different times and places to understand their nature and response, and how to problem solve more effectively in the future through assessment of causes, reforms, and impacts. Examples of the types of subject matter to be covered include: federal supervision of local police departments, misconduct of corrections officers, violations of civil rights. CRJ910 - Sentinel Event Reviews This course involves original conclusions and recommendations surrounding incidents that resulted in unjust outcomes due to errors, lack of training, or ineffective policy. Examples include ineffective actions to prevent recurrence of domestic violence, racial profiling, incarceration of non-dangerous offenders, release of dangerous offenders, prosecutorial misconduct, and violations of civil rights. These reviews focus on single events, summarize what occurred using multiple sources, explain why it became an issue of public consequence, and propose an appropriate response. Additionally, students will detail whether the response is likely to be effective, given what is known about responses to prior events of this kind, and underlying issues of causation, law, policy, practice, research, and leadership. 175 Course Descriptions CRJ920 - Doctoral Research Portfolio This is the culminating course for the completion of the D.C.J. degree program and the professional, evidencebased, doctoral research portfolio process. The underlying focus of this course involves the continuation and finalization of the doctoral research portfolio by aligning the research question with the in-depth examination of relevant selected items of previously published scientific scholarship in the specialized area of inquiry. The doctoral candidate will do so by establishing the research context and evaluating the text, including the research methods, validity and reliability. From there, candidates will examine the results and establish the significance of the research. Ultimately, doctoral candidates will synthesize all data in order to be able to present best practices in a particular area of criminal justice. CRM-Criminology CRM600 - Seminar in Forensic Linguistics Forensic linguistics has been described as the interface between linguistics and the law. This course will attempt to present the student with an awareness of linguistics and its role in forensic science, and how it can be helpful to law enforcement, intelligence, and security professionals in creating a more informed understanding of how forensic linguistics can be applied in legal cases and proceedings. Individuals in this class will participate in interactive discussions and exercises which will grow from the history and development of this emerging field. Discussions will provide a solid foundation for understanding how forensic linguistics can enhance investigations in both criminal and private security settings. CRM610 - Forensic Sociolinguistics This course investigates how language shapes and is shaped by society. The course presents a general overview of the field of sociolinguistics, then focuses in depth on three major approaches: quantitative sociolinguistics (variation analysis), discourse analysis (analysis of conversations, narratives, and other connected speech/ writing), and pragmatics (analysis of language in context, how people derive meanings from both context and the linguistic signal). The student will become acquainted with the major literature and research methods in the field and will learn how to apply their knowledge to designing and conducting an original sociolinguistic study. The student will also learn about applications of sociolinguistic knowledge beyond academia, including areas such as language policy and planning (including issues related to bi- and multilingualism and language endangerment), language and education (including teaching the standard language to native speakers of nonstandard dialects), and language and the law, especially the analysis of language evidence (e.g. ransom notes, threatening emails and text messages). CRM620 - Forensic Language Structure I This course introduces students to the linguistic study of phonetics – language sounds – and phonology – sound systems. There are four main units: Articulatory Phonetics (how speech sounds are produced), Acoustic Phonetics (the physical properties of sound waves and how to measure them), Segmental Phonology (how sounds contrast and alternate within systems), and Suprasegmental Phonology (aspects of sound systems larger than a single segment). An additional unit introduces students to Forensic Linguistic applications of phonetics. Crosslanguage and cross-dialectal variation in language sounds and sound systems and their implications for Forensic Linguistics are discussed throughout the course. In addition to a solid grounding in the fundamentals of phonetics and phonology, students also gain essential skills in phonetic transcription; recording sounds for phonetic analysis; producing, reading and interpreting spectrograms (commonly mislabeled “voiceprints”); and conducting basic phonological analyses. Students complete exercises in the various skill areas as the course progresses, including an exercise in the analysis of speech data and professional presentation of results in connection with a hypothetical forensic investigation. CRM640 - Forensic Language Structure II This course provides students with an introduction to the scientific study of morphology and syntax – that is, word and sentence structure. Students will learn the basic components of words, phrases, and sentences, and how these components fit together to create well-formed words and sentsnces. Both linguistic universals and variables in word and sentence structure formation will be addressed, with a particular focus on variation in morphology and syntax across English dialects (including different standard Englishes). Students will learn the crucial importance of approaching morphology and syntax (i.e. “grammar”) from a scientific perspective that investigates how people really form words and sentences in everyday life rather than simply how people are supposed to use grammar 176 Course Descriptions based on conventions particular to certain individuals/institutions, places, genres, and time periods. Students will learn to conduct syntactic analyses by diagramming phrases and sentences, as well as to conduct morphological analyses (i.e. breaking words into their component meaningful parts; e.g., roots, prefixes, affixes) using sets of data from both known and unfamiliar languages. Students will be introduced to different theoretical approaches to syntax and morphology, though the focus of this course is to introduce students to the basic components and processes that all theories of syntax and morphology must account for. Finally, students will investigate applications of the scientific study of morphology and syntax to Forensic Linguistics. Students complete basic exercises in syntactic analysis (phrase and sentence diagramming) and morphological analysis, as well as a final exercise in morphological-syntactic analysis, and professional presentation of results, in connection with a hypothetical forensic investigation. CRM650 - Author Profiling and Threat Assessment The first half of the course will cover author profiling, i.e., the analytical determination of the demographic features of an anonymous author by the linguistic features uncovered within the communication(s). The sociolinguistic concepts used to develop an author profile include language variation by region, age, gender, race, ethnicity, nativeness, etc. Ancillary issues relating to motivation, truthfulness, actual victimization status and commitment can also be determined through careful author profiling assessment. This course will help students construct potential author profiles of potential evidentiary and investigative value based on the science of linguistics and assist them in presenting profiles in report style. The second half of this course will cover threat assessment from a forensic linguistic perspective. It will be demonstrated that threat assessment can be effectively undertaken to recognize and assess the level of language usage within a communication as it relates to potentially injurious actions to an individual or organization. In particular, topics such as written/verbal versus non-written/non-verbal threats and conditional threats/extortions will be explored. Issues to be examined include the separate categories of threats, the seven primary factors to consider when undertaking a threat assessment, issues relating to escalation, and mental health considerations in anonymous writings. Illustrations will be provided through class exercises and case examples. CRM670 - Authorial Attribution and Speaker Identification Every individual has his or her own unique way of communicating. This is known as a person’s idiolect – that is, the distinctive features found within an individual speaker's and/or writer’s language system. These features can assist in identifying the author of one or more anonymous questioned communications when compared with known communications of other suspected authors. This course will examine the basic concepts, methodologies, and practices in which authorial attribution and speaker identification is used to help identify the author of one or more specific anonymous communications. Multiple real-case examples will be utilized in this course to prepare the student for these applications. CRM690 - Legal and Ethical Issues in Forensic Linguistics This course will be divided into two primary sections, legal issues and ethical issues. First, the matter of legal issues will be discussed and how they relate to forensic linguistic analysis and the eventual formal presentation of the results of any such analysis. These concepts are of critical importance for any linguist practicing directly or indirectly in the criminal justice system. Recent and relevant U.S. court decisions will be discussed, including how they apply to an analysis, the design of a written report, and the manner in which testimony from that analysis/ report may be delivered in a courtroom. Second, ethical issues, as related to forensic linguistic analysis, will be discussed in this course. Topics relating to analytical objectivity, identifying known strengths and weaknesses (and knowing when to admit them), advocacy pitfalls, and investigative and testimonial genuineness will be covered. Multiple real-case examples will be utilized in this course to prepare the student for the understanding of both of these critical concepts. CRM700 - Advanced Criminological Theories This course will examine the major theories of crime relevant to criminal behavior, crime analysis, research, and criminal justice system policies. Original works of selected theories will be introduced and explained with examples of how theory, research, and policy are applied to crime related issues. Theoretical works such as classical, biological, psychological, social, political, and feminist criminology will be explored in this course. 177 Course Descriptions CRM710 - Advanced Behavioral Crime Analysis Theory This course provides the theoretical foundation for the behavioral analysis of violent crime associated with applied criminology. Specific course content will examine theoretical underpinnings of criminal behavior, rapist typology, and victimology. A particular emphasis will be on the psychopathology of crime, violent offenders, paraphilias, pedophiles, and crime victims. Accordingly, the course provides students with the behavioral and psychological theories that are needed in the practical courses in applied criminology, such as Criminal Investigative Analysis; Equivocal Death Analysis; and Geographical Crime Analysis. CRM720 - Research Methods in Criminology This course explores the design and analysis of experimental and quasi-experimental research in criminology. It explores both quantitative and qualitative techniques as they relate to criminological research. In addition to being able to design and undertake basic research in the field of criminology, an outcome of this course is to develop effective consumers of the research literature. CRM810 - Violent Crime Analysis This course provides the basic scientific skills needed to undertake analysis of violent crimes and prepare the student with the necessary tools for other substantive courses in the program: Criminal Investigative Analysis, Equivocal Death Analysis, and Environmental Criminology. In doing so, students learn how to develop logical and unbiased inferences and conclusions, which play important roles in the analysis and investigation of violent crimes. CRM820 - Ethics and Legal Aspects in Applied Criminology This course is an in-depth examination of the ethical considerations that confront investigators, forensic scientists, supervisors, and others involved in applied criminology. Both theoretical and applied applications will be presented with emphasis on the practical courses in the Applied Criminology Track in Social Science. A particular focus will be on ethical issues relating to analysis of various data sets and evidence, preparation of expert reports, discovery and disclosure, exculpatory evidence, and testifying as a lay witness and as an expert witness. Relevant case studies will be reviewed. CRM830 - Criminal Investigative Analysis This course builds upon the theoretical framework provided in Advanced Crime Theory and Analysis; and Advanced Theory of Behavioral Analysis of Violent Crime. It provides the applied components of criminal investigative analysis from operational aspects such as the formation of the investigative team, predicting criminal behavior, locating offenders, and methodically collecting, analyzing, and synthesizing relevant evidence. Moreover, the student will learn other practical applications such as interview techniques for suspects, crime victims, and how to minimize occurrences of false confessions. CRM840 - Equivocal Death Analysis This course is designed to provide the theoretical and practical applications in determining whether a death was the result of an accident, suicide, homicide, or natural occurrence. The student will be introduced to specific techniques, which are used to disambiguate the manner of death including behavioral and psychological histories of the decedent. Other techniques covered in the course include the analysis of autoerotic fatalities and staged crime scenes. CRM850 - Environmental Criminology understanding of the theoretical and practical applications of environmental criminology and crime analysis. Topics covered include target and predator patterns; predicting crime; locating offenders; and investigative strategies for solving crimes. Students will also be introduced to the scientific and technological aspects of this field and will be expected to critically evaluate the various processes and procedures with the view towards continuous improvement in the field. CRM855 - Applied Research in Criminology This course will focus on the application of selected principles of criminological theory and research methods toward understanding and resolving specific problems in the field of applied criminology. It is designed to help 178 Course Descriptions students to build upon previous courses in crime theories and research methods. Students will be required to develop and complete a research proposal related to a criminological topic of their choice. CRM870 - Special Topics in Criminology This course is a focused examination of an emerging and dynamic problem or issue in the study of criminology. The course will provide the student with the opportunity to apply the knowledge and skills learned in the program to subject matter that will vary each semester. CRM880 - Criminology Thesis The thesis consists of a written report of extensive research into a specific area of investigation in applied criminology. Students will demonstrate a mastery of knowledge of the background of the topic, the published literature of the subject, and high standards of original research and presentation. CRM885 - Criminology Internship Graduate students in the applied criminology program are placed with a law enforcement agency, forensic science organization, or other entity-public or private-that most nearly approximates employment goals. The intent of the internship is to provide students with practical work experience in an environment in which they will be addressing real problems that require solutions in a relatively short time frame. CRM890 - Criminology Studies Abroad This course is intended to provide students of applied criminology with a number of opportunities to study or work in academic or professional settings abroad. Examples include field-based studies with other students and a supervising professor; studying relevant aspects of applied criminology at foreign institutions of higher education where credit is not being awarded by the foreign institution; or pursuing an approved cultural and educational program abroad. Accordingly, students will be able to apply their skills in applied criminology in realworld environments, and at the same time, broaden their intellectual and personal understandings of cultures operating outside of the United States. CRS-Conflict Resolution CRS700 - Conflict Resolution Theory and Practice This course is designed to provide a strong foundation in conflict studies for the scholar or practitioner. It explores various theoretical perspectives that inform appropriate processes to mediate or resolve emerging and existing conflicts. As such, the student will explore origins and conditions of conflict development, the levels of expression, and its intersectional exposure in a variety of disciplines. A context appropriate role of the mediator will be explored along with appropriate interventions. This course sequences from theoretical investigation to utilization of recognized professional approaches to dispute resolution in its various forms. CRS700 - Conflict Resolution Theory and Practice This course is designed to provide a strong foundation in conflict studies for the scholar or practitioner. It explores various theoretical perspectives that inform appropriate processes to mediate or resolve emerging and existing conflicts. As such, the student will explore origins and conditions of conflict development, the levels of expression, and its intersectional exposure in a variety of disciplines. A context appropriate role of the mediator will be explored along with appropriate interventions. This course sequences from theoretical investigation to utilization of recognized professional approaches to dispute resolution in its various forms. CRS700 - Conflict Resolution Theory and Practice This course is designed to provide a strong foundation in conflict studies for the scholar or practitioner. It explores various theoretical perspectives that inform appropriate processes to mediate or resolve emerging and existing conflicts. As such, the student will explore origins and conditions of conflict development, the levels of expression, and its intersectional exposure in a variety of disciplines. A context appropriate role of the mediator will be explored along with appropriate interventions. This course sequences from theoretical investigation to utilization of recognized professional approaches to dispute resolution in its various forms. 179 Course Descriptions CRS710 - Special Topics In Conflict Resolution This course is designed to assist the student of conflict studies to examine a specific intractable conflict facing our communities, nation, or the world today. Students and faculty will investigate specific areas of conflict that are not covered in other conflict resolution courses. Included in this investigation are the etiology, contributing factors, and more importantly, the stakeholders’ inability to productively resolve this conflict. Specifically, students will assess the differences between usual conflict and those that are deemed intractable. CRS725 - Restorative Justice and Victim Offender Mediation This course will introduce the conflict resolution student to a specialized area of conflict resolution with a focus on restoration and remediation. The student will explore this perspective and the transformational nature through historic and current examples. Specific emphasis is placed on the cooperative nature of the restorative process and the contributing roles of the stakeholders. Restorative justice can be implemented in a variety of social institutions such as schools, workplace, and communities. CRS735 - De-escalation and Community Conflict Management The nature of de-escalation is to reduce the intensity of conflict. This course is designed with a primary focus on interventions aimed to isolate and diminish interpersonal and community conflict that may escalate to violence. Students will be exposed to a variety of interactive competencies that are designed to map potential areas of violence, mitigate aggression and build community consensus. Particular focus will be given to facilitative and negotiation techniques. Students will participate in interactive simulations and conclude this course experience with creating and proposing their own intervention model. CRS740 - Legal Aspects of Conflict Resolution This course is designed to compare and contrast legal approaches to conflict resolution. Specifically, the student will examine and differentiate between litigation and other alternative processes to dispute resolution. The role of the professional neutral in reaching settlements will be explored as well as the rationale for non-litigated settlements. Students will focus on and interpret different stages of mediation that interface with the legal system. As part of this process, students will also be exposed to issues of concern for attorney and non-attorney mediators in areas such as discovery, drafting agreements, conflicts of interests, confidentiality, and other ethical dilemmas. CRS750 - Dialogue, Negotiation, and Persuasion in Conflict Resolution Practice The primary emphasis of this course is to recognize the role of facilitative dialogue in the resolution of conflict. Specifically, the student will explore elements of negotiation, and persuasion in mitigating various types of disputes. Concepts that are investigated include but are not limited to theories of persuasion, influence, narrative paradigm, verbal and non-verbal communication, active listening, rephrasing, and intra and inter group dynamics. Students will practice simulated mediations to reinforce facilitation and evaluation of negotiation techniques. CRS765 - Family Mediation Theory and Practice This student in this course will explore a variety of conflicts that arise in the context of the family. There is an emphasis on the mediation process as it relates to separation, divorce, and custody. Students will develop expertise in the areas of implementing parenting plans, visitation schedules, child focused parenting, and reunification through the mediated process. Special consideration is given to consensus building that is focused on addressing the best interests of the children. CRS770 - International and Intercultural Conflict Resolution This course will study all aspects of conflict that occur within the contemporary international system. The course will begin with the nature and form of conflict from war to economic actions to ethnic conflicts and civil wars that impact the international system. Following this, the student will consider various means for preventing conflict and bringing about resolution and reconciliation, from traditional diplomacy to international organizations to cooperative economic frameworks. Finally, detailed study will be given - through the use of a number of case studies – to the actual process of diplomatic mediation and the negotiation process. 180 Course Descriptions CRS780 - Principles in Mediation Practice This course will provide the student of conflict resolution studies with an understanding of the ethical considerations in conflict resolution and mediation practice. Theoretical underpinnings such neutrality, fairness, and disclosure are examined as they relate to dispute resolution and conduct of the mediation professional. In addition, cross-cultural ethical theories are investigated through case study examples. CRS790 - Neuroscience and Conflict Resolution. The student in this course will investigate the neural basis or encoding functions of the brain and how learning, memory, identity, and cognition impact our perception of conflict. This course offers an additional theoretical explanation other than the dominant psycho-social justification for why some conflicts are intractable. Specifically, students will examine conscious and un-conscious processes evident in system one and two thinking that offers insight into new interventions for conflict communication and management. CRS800 - Research Methods in Conflict Resolution Studies This course examines the theories and assumptions supporting the practice of mediation and other areas of conflict resolution. Specifically, major schools of thought that inform practice and policy are investigated. Students appraise critical theory, research design, and empirical evidence in evaluating published studies to gain proficiency in professional practice. CRS810 - Conflict Resolution Graduate Internship Student interns are placed with an organization, which most nearly approximates employment goals. The intent of the internship is to provide students with practical work experience in an environment in which they will be utilizing skills that are also relevant to professional mediation practice. CRS819 - Conflict Resolution Applied Research Project This course is designed to assist the student of conflict studies to address issues of importance that are related to their current or future careers. A creative project will be developed from a variety of student interests that is intended to facilitate application to professional development and practice. Advance of this project will utilize peer reviewed research, analysis, and synthesis to an intervention (proposal). Students are expected to apply suitable analytic methods to their proposal design. The format for the proposal will be proposed by the student and approved by the instructor. This project must demonstrate originality and will meet the requirements of the American Psychological Association (APA) Publication Manual. DHS-Doctor of Health Science DHS804 - Evidence-Based Practice Theory This course is designed to provide the student with a systematic method to critically appraise and integrate the results of current scientific literature. Students will participate in discussions and practical writing exercises to articulate clinical questions to be answered through sources of scientific evidence. Students will be exposed to strategies for searching relevant data bases and appraising and evaluating specific sources of evidence. DHS805 - Health Promotion and Wellness for the Individual In this course students will be provided with an advanced framework for individual health promotion. Elements of the health and wellness lifestyle will be examined in detail, and students will be provided opportunities to lead and to employ leadership styles into wellness and health promotion for the individual. Students will search the evidence to uncover the most current literature to support individual health promotion, including leadership trends to encourage health and wellness lifestyles. DHS806 - Community and Corporate Wellness Students will develop and design community and corporate wellness plans based upon the most current research and evidence. Additionally, the role of effective leadership styles and trends will be studied. Effective leadership in the promotion of healthy lifestyles will be vital in the improvement of health and wellness leading into the future. Great emphasis will be devoted to examining and understanding health and wellness disparities across socioeconomic and cultural lines. Model corporate programs will be examined and dissected to determine overall efficacy in application and leadership. 181 Course Descriptions DHS825 - Research Methods in Exercise Science I This course will explore general research principles and scientific method. Ethics in research will be fully investigated including training aligned with federal regulations on ethical research practices and protection of human research participants. The process of question formulation, writing the literature review, research design and methodology of the research report will be examined. The student will focus on a research question and begin critically appraising current research for use in writing a literature review. DHS826 - Research Methods in Exercise Science II Data collection tools and statistical analysis will be explored as well and validity, reliability, and sampling. The student will begin framing the extended article manuscript that will become the dissertation for the program. The student will construct their dissertation committee, and present an applied research project proposal prior to completing the course. DHS830 - Leadership in Wellness Education and Professional Practice Leadership skills, attributes, theories and styles will be examined and applied across a wide-range of practice settings. Students will utilize their current place of employment, where appropriate, to examine the leadership style and tenets. Students will explore the most current as well as foundational literature to synthesize best practices in effective leadership to include, but not limited to topics such as foundations of leadership, emotional intelligence, conflict resolution and consensus building, intercultural competence, project/group facilitation, and motivation and accountability within the constructs of an academic environment. DHS835 - Values, Ethics and the Promotion of Health and Wellness The application of personal values and theoretical ethics will be applied to the health promotion and wellness milieu. Ethical decision making and ethical dilemmas encountered by organizations will be examined. The process of being interested in one’s self, moving to thinking about self and others, and finally being concerned with self, others, and society is a leader’s ethical responsibility. Current evidence will be utilized as a basis for arguments and case studies scrutinized to assist students in making sound, ethically grounded decisions driven by contemporary leadership styles and trends. DHS845 - Advanced Instructional Technology in Evidence-Based Practice Students will be presented with the latest technologies and adult learning strategies for utilization within educational and private organizational settings. Special attention will be given to research-supported technologies and their application in multiple learning environments, with a focus on Evidence-Based Practice principles. Students will explore the use of a variety of innovative technologies to enhance teaching, enrich learning, and improve assessment. DHS850 - Theories and Foundation of Adult Learning Students will be provided with an evidence-based foundation of current theories associated with adult learning including the differences between adults and children as learners. This will include exploration of adult learning theory, research based principles of learning, learning styles, and other contemporary educational theories that effect and influence learning in the adult. DHS851 - Learning Concepts for the Adult Learner Students will explore advances in in adult learning, as well as best-practices and concepts for successful outcomes for the adult learner. A detailed exploration will occur into such topics as teaching strategies, overcoming teaching challenges, adult learning principles and practices. The emergence of technology used as campus-wide technologies, as well as internet and social media as a conduit for learning. DHS852 - Curriculum and Course Design This course will build upon the current evidence of effective adult learning, curriculum design and curricular evaluation in conjunction with course design, course development, and evaluation will be the foci of this course. Topics such as curricular instructional planning and design, course organization, instructional delivery, lesson planning, assessment tool creation will be included. 182 Course Descriptions DHS899 - Evidence-Based Project Seminar All aspects of the research project process will be addressed by conducting the steps necessary for a complete dissertation proposal. The process will include committee formation, presentation and approval of the research prospectus, development and defense of the dissertation proposal with IRB approval readiness. DHS901 - Dissertation This is the culminating activity for the completion of the degree program. The student will complete all activities to complete the dissertation including data collection, data analysis, defense, and presentation. Students will develop a poster suitable for presentation at professional conferences. Students are required to travel to campus to defend the dissertation and present the poster. DHS915 - Evidence-Based Doctoral Portfolio I This is the first course of three evidence-based doctoral portfolio courses culminating in the completed eportfolio. The doctoral portfolio constructed by the candidate will reflect and actively influence learning, as well as demonstrate a high level of understanding, growth, proficiency, long-term achievement, and highlight significant accomplishments. The portfolio will focus on a common real-world workplace research problem that was selected by the candidate earlier in year one of the DHSc curricula. The research problem will remain as a common thread throughout the three portfolio courses. The portfolio conception over the three courses will create a community of practice in the workplace, the university, and/or the profession of health science, exercise science, wellness and/ or fitness. DHS925 - Evidence-Based Doctoral Portfolio II In the second of the three evidence-based doctoral portfolio courses, the doctoral candidate will carry out activities to continue the process of a coherent, structured doctoral portfolio development, including additional artifact collection with regard to personal reflection, self-awareness, scholarship/research, teaching, and leadership. The underlying focus of the second portfolio course will be a synthesis of the first portfolio course contents, experiences, and artifacts to further mature the professional development in the community of practice the candidate selects based on future plans and aspirations in a university, workplace, or professional communities. DHS950 - Evidence-Based Doctoral Portfolio III This is the third and culminating course for the completion of the degree program and the professional doctoral portfolio process. The underlying focus of the third portfolio course will be the continuation of the portfolio development by aligning life-long learning and continued professional development. The doctoral candidate will evaluate the portfolio course contents, experiences, and artifacts in total. The doctoral candidate will defend their professional doctoral portfolio in front of the collected advisory panel members as well as members of the university community. The candidate will develop a poster suitable for presentation at professional conferences. Students are required to travel to campus to defend the professional doctoral portfolio and present the poster to the university community at large. The candidate will be encouraged to disseminate key aspects of the portfolio into the scientific literature of health science, exercise science, wellness and/or fitness, as well as present the works to various communities, including but not limited to universities, workplace, and professional organizations. DPT-Doctor of Physical Therapy DPT600 - Gross Human Anatomy with Lab A cadaver-based advanced study of gross human anatomic structure with emphasis on muscular, skeletal, neural,and vascular structures and systems of the head, neck, trunk, and upper and lower extremities. DPT610 - Human Physiology This course explores in depth physiology of the human cellular, integumentary, neuromuscular, cardiovascular,and pulmonary systems. DPT620 - Foundations of Physical Therapy This course will cover the application of the APTA’s Guide to Physical Therapy Practice, the role of the Physical Therapist in the American Health care model, physiologic and anthropomorphic measurements, transfer techniques, infection control, elements of documentation, Pennsylvania Physical Therapy Practice Act, assistive 183 Course Descriptions devices and their use and application. Further, this course entails the study of mechanisms of pain management and mediation, and the theory and practice of therapeutic modalities including, but not limited to, superficial heat, cold electrotherapy, compression traction and massage. The student will be able to explain the theory behind the use of electromagnetic and acoustic modalities and demonstrate the proper application of therapeutic modalities. DPT630 - Movement Science with Lab This introductory course entails the study of biomechanics, analysis of normal an abnormal patterns of human movement, diagnostic and therapeutic procedures. Mechanical properties of biological tissue, kinematics, kinetics, muscle actions, and joint structure and function are examined. DPT640 - Neuroscience with Lab This course examines the gross anatomy and function of the brain, spinal cord, and peripheral nervous systems including autonomic, somatic, sympathetic and para-sympathetic. Students will learn the fundamentals of neuroanatomy and of neurophysiology. DPT650 - Pathology and Diagnostic Imaging This course addresses advanced diagnostic testing and imaging of the major systems of the body regions related to physical therapy practice. Review of imaging includes diagnostic ultrasound, magnetic resonance imaging, computed tomography, nuclear medicine, radiographs, and the interpretation of medical diagnostic tests. Diseases and disorders of major body systems with focus on pathogenesis and interventions related to the practice of physical therapy are included. DPT660 - Exercise Physiology This course will examine the effects of exercise on the physiology of the human body systems including the musculoskeletal, nervous, cardiovascular, pulmonary, and endocrine systems in both healthy and special populations. Additionally, students will learn how to conduct common fitness and performance tests, interpret the findings and prescribe exercise for health and fitness based upon the findings. DPT670 - Orthopedics with Lab This course is an in-depth study of the musculoskeletal system including normal and abnormal movement patterns. Special diagnostic tests, physical therapy assessment, evaluative procedures and interventions of orthopedic impairments will be covered. DPT675 - Principles of Evidence-Based Practice This course includes study of critical appraisal, analysis of literature, clinical reasoning, and decision making in accordance with the patient management model as presented in the APTA’s Guide to Physical Therapy Practice and International Classification of Function. DPT680 - Communication and Ethics in Rehabilitation This course explores 1) the legal and ethical issues present in the American Health Care Model. The APTA’s Code of Ethics and the Pennsylvania State Practice Act will be utilized as guides, and 2) an examination of factors supporting successful learning in the health care system including cultural competence and educational theories and methodologies. DPT690 - Clinical Experience I This initial full-time, 6 week clinical education experience will afford the student the opportunity to develop competency in basic physical therapy skills including patient interviewing, patient-therapist interactions, multidisciplinary interaction, planning, design, and implementation of treatment and documentation skills. DPT700 - Neurologic and Neuromuscular Physical Therapy with Lab This course offers an in-depth study of selected neurologic and neuromuscular disorders and appropriate rehabilitative interventions, including preventive care. 184 Course Descriptions DPT705 - Pharmacology This course is a study of the use of pharmacological agents for the treatment and prevention of illness. Emphasis will be placed on the effects of drugs on the practice of physical therapy including adverse interactions, therapeutic effects, and the administration of drugs by physical therapists. DPT710 - Cardiovascular and Pulmonary Physical Therapy with Lab This course offers an in-depth study of the examination and treatment of patients with cardiac, vascular, and/or pulmonary dysfunction including preventive care and rehabilitation. DPT715 - Differential Diagnosis This course is designed to assist the physical therapy student to develop into a direct access practitioner able to consider and identify the broad spectrum of conditions and pathologies represented by a musculoskeletal or neurological complaint. Additionally, patterns of referral to the appropriate healthcare providers will be discussed and the role of the physical therapist as ‘collaborator’ in the healthcare team emphasized. DPT720 - Research I This course will offer the physical therapy student the opportunity to gain knowledge of and skills necessary to critically evaluate medical literature and develop a research question applicable to the practice of physical therapy and review of literature. Emphasis will be placed on critical appraisal and the fundamentals of evidence based practice. DPT725 - Professional Course Remediation This course allows for the individualized remediation for content that may have been incompletely mastered during prior DPT courses. DPT730 - Pediatric Physical Therapy Students learn through lecture, discussion, and guided practice, the major components of development from birth through early adulthood. Theories that support our understanding of development and guide clinical decisions are explored. Emphasis is placed on examination, evaluation and treatment of children with neuromuscular diagnoses and neurodevelopmental delays and disabilities. Also considered are pediatric public laws, child abuse, and therapeutic interactions with families. DPT735 - Geriatric Physical Therapy This course involves the physical therapy examination, evaluation, and management of the older adult patient. Normal age-related changes as well as pathological age-associated changes, in addition to end of life care as related to the practice of physical therapy will be studied. DPT740 - Medically Complex Patients and Special Populations In this course the DPT student will consider the clinical ramifications of multi-system pathology on physical function and rehabilitation. Chronic conditions including metabolic, endocrine, vascular, auto-immune, traumatic, infectious, and malignant disorders will be explored. The use of complex case studies will be used to gain insight into patients with compromise of multiple body systems. DPT745 - Motor Control and Therapeutic Exercise with Lab This course addresses both the concepts and theories of motor control and motor learning and therapeutic exercise. Advanced movement analysis with a particular focus on foundational movement seen in activities of daily living, gait, and other functional mobility. Restorative and therapeutic exercise prescription based on disorders or disruptions of movement will be developed. DPT750 - Psychology of Patient Care This course explores the psychology of illness and disability and its impact on rehabilitation. The motivations, goals, obstacles, and agendas of patients and the role of the physical therapist caring for individuals with acute, chronic, and terminal illnesses will be explored. 185 Course Descriptions DPT760 - Clinical Experience II This second full-time, clinical education experience is 12 weeks in length will afford the student the opportunity to build on skills and opportunities for improvement identified in DPT 690. Further development and expansion of competency in basic physical therapy clinical skills including patient interviewing, patient therapist interactions, multi-disciplinary interaction, planning, design, and implementation of treatment and documentation skills is expected. DPT765 - Promotion of Health and Well-Being This course offers an overview of public, community, and personal health and wellness issues, treatment options, and prevention strategies as related to the practice of physical therapy. Students will participate in community engagement to promote wellness. DPT770 - Special Topics in Health Care This course is an in-depth study of the American Health Care system. Issues concerning the profession of physical therapy will be emphasized. Guest speakers representing other health care professions and disciplines will be utilized. DPT800 - Orthotics and Prosthetics in Rehabilitation This course involves the study and analysis of upper and lower extremity and trunk orthotic and prosthetic devices and components. The biomechanical concepts of the function of such devices, fitting and examination of the function and use of the devices, as well as related patient education topics and the role of the physical therapist in orthotic and prosthetic management are included. physical therapy examination, evaluation, and management of the older adult patient. DPT810 - Research II This course is a continuation of DPT 720. In this course students will design and complete a research study based upon the review of literature and development of a research question completed in DPT 720. Students will be expected to execute a research project and defend their findings in a public forum. Publication of findings will be encouraged. DPT820 - Leadership and Administration This course examines principles of leadership and management, including topics such as reimbursement, human resource management, electronic medical record management, risk management, and quality improvement will be covered. DPT830 - Clinical Experience III This third full-time, clinical education experience is 12 weeks in length will afford the student the opportunity to continue to refine and develop intermediate to entry-level clinical skills of managing patients with musculoskeletal, neuromuscular, integumentary, cardiopulmonary or other system dysfunction. The opportunity to build on skills and opportunities for improvement identified in DPT 760 is afforded. Further development and expansion of competency in physical therapy clinical skills including patient interviewing,patient-therapist interactions, multidisciplinary interaction, planning, design, implementation of treatment and documentation skills is expected. Intermediate administrative skills are expected to be demonstrated as well. DPT840 - Clinical Experience IV This final full-time, clinical education experience is completed at the conclusion of didactic and laboratory coursework. The 18 weeks of clinical experience in one or more settings offers the student the opportunity to develop entry-level competency in managing patients with simple to complex diagnoses. The student is expected to experience the full range of physical therapy practice during this final clinical learning experience. DPT850 - Physical Therapy Cumulative Seminar This is a reflective course calling on the sum of the student’s didactic and clinical experiences. Includes licensure preparation coursework and a mock licensure examination to confirm comprehension of and ability to synthesize curricular content to practical application. 186 Course Descriptions EAL-Educ Admin and Leadership EAL701 - Leadership 1 This course examines various issues in educational leadership. Students will explore topics in leadership related but not limited to leadership roles and responsibilities, change management, technology, student populations, and staff development. A focus on fiscal responsibility and its role in various leadership areas will be emphasized. EAL702 - Leadership 2 This course introduces doctoral students to current research, models and theories on leadership. Students will examine their own leadership beliefs and how this connects with leadership in the educational setting. Students will personally reflect and identify individual leadership strengths and limitations. EAL703 - Qualitative Research in Educational Leadership This course focuses on qualitative research for doctoral students. It will examine important theories and practices in planning and designing qualitative research in educational environments. Students will develop the skills, techniques, and knowledge necessary to undertake independent research using appropriate methodologies, key research strategies, and principles for research design in qualitative research. EAL704 - Quantitative Research in Educational Leadership This course focuses on quantitative research for doctoral students. It will examine important theories and practices in planning and designing quantitative research in educational environments. Students will develop the skills, techniques, and knowledge necessary to critically understand, critique, and apply quantitative research methodologies to educational environments. EAL705 - Introduction to the Capstone Research The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. The Education Administration Leadership Capstone: Introduction to Capstone Research, the first course in the series, is designed to introduce, guide and support candidates as they learn about the doctoral research expectations and processes that will inform their work as education researchers. EAL706 - Capstone 1 – Research Question/Review of Literature The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project with a focus on fiscal responsibility. The Education Administration Leadership Capstone I: Research Question/ Review of the Literature, the second course in the series, will engage candidates in the identification of a research topic, the development of the research question(s) and conduct a review of the relevant professional literature that will be utilized to inform their work as education researchers. EAL707 - Capstone 2: Methods/Data Collection The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project with a focus on fiscal responsibility. The Education Administration Leadership Capstone I: Research Question/ Review of the Literature, the second course in the series, will engage candidates in the identification of a research topic, the development of the research question(s) and conduct a review of the relevant professional literature that will be utilized to inform their work as education researchers. EAL708 - Capstone 3: Data Analysis/Results/Recommendations The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project with a focus on fiscal responsibility. The Education Administration Leadership Capstone 3: Data Analysis/ Results/Recommendations, the fourth course in the series, will guide and support candidates in their data analysis methodologies, formulation of findings/conclusions and identification of implications/recommendations as an education researcher. 187 Course Descriptions EAS-Earth Science EAS511 - DataStreme Atmospheric Studies A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus on principles of meteorology from analysis of digitally delivered near real-time environmental data and learning activities. The course utilizes the display and analysis of atmospheric data with applications designed to be modified for use in other instructional formats. The analysis of weather maps is an integral part of the investigations component of the course. Students are expected to visualize, interpret, and interrogate various weather phenomena as they relate to the current state of the atmosphere. Basic prediction of future weather conditions is one of the culminating experiences of the course, after extensive online investigations. The course relies on data and support of the American Meteorological Society. EAS513 - DataStreme Climate Studies A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus on principles of climate analysis of digitally delivered near real-time environmental data and learning activities. The course utilizes the display and analysis of climatic data with applications designed to be modified for use in other instructional formats. In this course the elements and controls of climate are analyzed in a systematic fashion. The physical parameters controlling climate are reviewed, as they relate to physics and chemistry. Climate science is concerned not only with the most frequently occurring types, the average weather, but the infrequent and unusual types as well. Climates of the past and potential future states of climate will be discussed and the impacts thereof. The student will be able to make an informed decision in the framework of a Citizen Scientist given the nature of a changing climate through data analysis utilized in this course. Near the conclusion of the course, human energy needs, policy implications and political ramifications are discussed based upon our best understanding of the impacts of the quickly changing climate. The course relies on data and support of the American Meteorological Society. EAS514 - Selected Topics in Atmospheric Studies A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus on principles of atmospheric science analysis of observed environmental data and learning activities. Students learn about research initiatives from a variety of scholars and professionals employed in various sectors of the weather enterprise. The course employs a seminar format to facilitate interdisciplinary and cross institutional networking opportunities and leverages the existing institutional connections between Cal U, AMS and the National Oceanic and Atmospheric Administration (NOAA). These connections allow professionals to engage students in the seminar format where engagement is maximized. Professional focus is from the nationals centers (e.g., Weather Prediction Center, Storm Prediction Center, National Center for Environmental Prediction, Local National Weather Forecast Office, Space Weather Prediction Center, and National Weather Service Training Center). Learning modules are presented and students are tasked with engaging each other as they navigate course materials. Near the conclusion of the course, students are required to synthesize course materials and learning modules in a deliverable format for peers or other students at various learning capacities. Students then conduct their own peer-to-peer collaborations utilizing the learning tools presented in the course. The course relies on data and support of the American Meteorological Society. EAS515 - Selected Topics in Ocean Science Studies A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus on principles of atmospheric science analysis of observed environmental data and learning activities. Students learn about research initiatives from a variety of scholars and professionals employed in various sectors of the weather enterprise. The course employs a seminar format to facilitate interdisciplinary and cross institutional networking opportunities and leverages the existing institutional connections between Cal U, AMS and the National Oceanic and Atmospheric Administration (NOAA). These connections allow professionals to engage students in the seminar format where engagement is maximized. Professional focus is from the nationals centers (e.g., Weather Prediction Center, Storm Prediction Center, National Center for Environmental Prediction, Local National Weather Forecast Office, Space Weather Prediction Center, and National Weather Service Training Center). Learning modules are presented and students are tasked with engaging each other as they navigate course materials. Near the conclusion of the course, students are required to synthesize course materials and learning modules in a deliverable format for peers or other students at various learning capacities. Students then conduct their own peer-to-peer collaborations utilizing the learning tools presented in the course. The course 188 Course Descriptions relies on data and support of the American Meteorological Society, NOAA, United States Naval Academy, Naval Meteorology and Oceanography Command, and by the Office of Naval Research. EAS710 - Water in the Earth System A collaborative learning course utilizing curricular materials from the American Meteorological Society (AMS) designed to focus on principles of water analysis of digitally delivered near real-time environmental data and learning activities. Water in the Earth System (WES) is modeled after the DataStreme Project, a highly successful program that trains teachers in the use of real-time geoscience data in the precollege classroom. The primary focus of WES is to investigate the flow of water and energy in the global water cycle from an Earth system science perspective. Through a unique paradigm, WES integrates and applies fundamental concepts of meteorology, oceanography, and hydrology in examining mass and energy transfer in the hydrologic cycle. A central theme of WES is society’s response to and impact on the global water cycle. As with other Cal U-AMS DataStreme courses, WES instruction is delivered online, providing students with highly motivational experiences in a robust online platform as they access and interpret nearreal time environmental data. The course relies on data and support of the American Meteorological Society. EAS720 - Sustainability in a Changing Climate The principle focus of the course elaborates on how the Earth system functions interacts amongst its subdomains, but also addresses how humans interact within these sub-systems and how those sub-systems impact humans. The course integrates the approach of Sustainability and explores how today’s human societies can devise adaption and mitigation strategies in a rapidly changing climate. The concept of climate resilience is stressed with the challenges of ecosystem degradation and resource limitations. Sustainability is a multi-disciplinary field, requiring a broad understanding of Earth systems as well as human motivations. Sustainable practices and theories are introduced and are inclusive of but not limited to population dynamics, ecosystem science, global change, energy, water, environmental economics and policy, ethics, and cultural history. A rapidly changing climate necessitates the importance of identifying suitable Sustainable practices and their implications in both the natural and social sciences as well as the technical challenges and limitations available at present. The student should have been exposed to a background in the Earth sciences and/or other core science concepts (e.g., Biological Sciences, Physics/Chemistry). The course will present realworld examples and/or case studies allowing the students to be exposed to contemporary challenges in environmental management. EAS730 - Environmental Hazards in a Changing Climate This course focuses on weather- and climate-related natural hazards from physical science perspective but also explores their socioeconomic impact on human societies. The concept of climate resilience is elucidated by examples of climate adaptation and mitigation from the past, as well as proposed strategies for the future.Trends in frequency and intensity of hazard events are discussed within framework of socioeconomic conditions to explain how vulnerable groups are identified. Impact of how a social group’s or individual’s personal views, perceptions of environment, or risk averse attitudes will also be explored. ECE-Early Childhood Education ECE700 - Early Childhood Curriculum and Assessment Based on the premise that curriculum, instruction and assessment are inextricably intertwined, this course is designed to help prospective teachers of young children conduct informal and formal assessments and develop an assessment system that draws information from various sources. Teachers will develop knowledge and understand the principles and components of preschool curricula and strategies of learning for preschool children. Curriculum and assessment, content, strategies, and examples appropriate for the development and learning of young children are emphasized. The course communicates the mindset that comprehensive, reliable and valid assessment data pave the way for meaningful, relevant and engaging learning opportunities for children. ECE702 - Advanced Childhood Development This online course provides teachers with the opportunity to review recent research and theory concerning advanced child growth and development. The course examines the nature and process of child development with a focus on infancy and early childhood years. The primary goal of the course is the integration of information generated from empirical research, both classic and current, into explanatory systems (theories) of child development. The emphasis in this course is less on learning the “facts” of child development and more on 189 Course Descriptions learning why child development research is conducted (theories), how it is conducted (methodology), what it means for the field (conclusions) and how research is evaluated (critical thinking). ECE703 - Literacy Development This online course provides teachers with the opportunity to review recent research and theory concerning literacy development. The study of different areas of literacy development, specifically oral language, writing and reading, are encompassed in the course. The theory and research is translated into practical strategies, assessment materials and preparation of rich literacy environments. The course provides teachers with an effort to reflect upon current issues in early literacy, specifically early intervention programs to assist struggling readers, language and diversity, teaching skills in developmentally appropriate settings, organization and management of literacy programs, and family literacy partnerships. ECE704 - Special Topics in Early Childhood Education A focused examination of an emerging and dynamic problem or issue in the study and practice of early childhood education. Special subject matter not ordinarily covered in the existing curricula can be presented by faculty. Examples include but are not limited to: design and accreditation of early care settings, adapting instruction for diverse learners, cultural diversity in the early care setting, parent and community involvement, advocacy and ethics, inquiry-based learning, or content specific topics. ECE705 - Science and Math in Early Childhood Education This course provides practicing teachers with the opportunity to attain an advanced conceptual understanding of and skill in using numerous teaching strategies for science and math content. As the result of this course, teachers will be able to increase their understanding of science and math content; select, plan and teach integrated constructivist-based lessons for diverse learners in their early childhood years. ECE707 - Leadership and Management in Early Childhood Settings Early childcare settings should provide a supportive and encouraging environment. This course addresses planning for child care and education facilities including staffing, regulations and licensing, organizing space and equipment, nutrition and health policies, and parent and community relations. Teachers will examine the importance and application of developmentally appropriate practices and programs that are nationally recognized. Careful attention will be given to standards, ethical practices and advocacy in the development of future leaders of Pre-K programs. ECO-Economics ECO710 - Advanced Microeconomics This course covers microeconomics with an emphasis on the skills needed to evaluate economic models, tools, and ideas as they apply to the modern economy. Basic tools of game theory, constrained optimization, and general equilibrium are introduced and applied to various topics, including consumer and producer choice, decision under uncertainty, and resource allocation under different market structures. ECO716 - Applied Economic Analysis This course applies microeconomic and macroeconomic principles to analyze and explain various events in the business environment. Students will develop an appreciation for how and when economics is relevant to the complex and practical problems of the business world. The first half of the course reviews certain microeconomic principles, which are then applied to real situations in which managers must make specific decisions. This includes a diagnosis of the problem, analysis of the economic choices, and development of a plan of action to help the enterprise reach a decision. The second half of the course reviews macroeconomic principles which are used to gain understanding of the aggregate behavior of different sectors of the economy, and how changes in behavior in each of these sectors are caused by various factors, including actions taken by policymakers to influence the overall level of economic activity. The course also focuses on the importance of international trade in output and input markets to the modern economy. ECO720 - Applied Macroeconomics Students in Applied Macroeconomics will develop and apply models of the economy as a whole, in both the short and long run, to explore the macroeconomic environment in which firms operate. The course will focus 190 Course Descriptions on the drivers of key macroeconomic variables that affect business decision making, including inflation, interest rates, unemployment, exchange rates, and productivity. Throughout the course an emphasis will be placed on understanding and evaluating economic policy and how businesses both shape and are shaped by economic conditions, monetary policy, and fiscal policy. ECO730 - Applied Econometric Analysis This course covers the use of fundamental econometric tools and the estimation causal economic relationships. The focus is on the practice of econometrics using extensive applications to a variety of real-world problems in many areas of economics and the social sciences. Topics addressed include linear and non-linear regression models, testing of hypotheses about new and existing economic theories, panel data methods, multicollinearity, heteroskedasticity and autocorrelation. ECO765 - Health Economics This course will apply economic principles, methods, and models to problems in health, health care, and health policy. The learner will analyze the behavior of consumers, health care providers, health insurers and public policy makers to understand and enhance business decision making. EDE-Elementary Education EDE701 - Standards Aligned Curriculum, Instruction and Assessment Development and Organization of School Curriculum- This course is designed to provide a complete understanding of the history, organizational patterns, and resources available for the development of the school curriculum. Emphasis is on recent developments in curricula for infant/toddler programs, pre- kindergarten, kindergarten and grades one through twelve. Students receive an introduction to the many facets of curriculum development. Varied opportunities are provided for the students to apply, synthesize and evaluate information through cooperative and interactive learning experiences. EDE750 - Foundations of Integrative STEM Education K-12 This course provides practicing teachers with the conceptual and practical knowledge to enhance their current professional instruction through providing integrative STEM teaching and learning experiences. Candidates will explore current perspectives of how integrative STEM is taught in schools, engage in rich collaborative inquiry projects, and investigate how integrative STEM teaching and learning can enhance their classroom instructional practices while meeting the needs of all learners. The nature of STEM education disciplines, effective STEM pedagogy and teaching strategies, integrative STEM learning, and innovative problem-based instruction utilizing the engineering and design process will be examined. EDE751 - Building Scientific Literacy and Understanding Through Inquiry Through this course, candidates will explore the nature of science and scientific literacy, which has become an integral part of the STEM education movement. Candidates will discover how to design lessons that increase children’s/learners’ understanding of scientific concepts as well as their ability to apply this knowledge in authentic, real-world settings. Candidates will expand their knowledge of science pedagogy (meaningful engagement in scientific practice) and transform lessons to promote student-centered teaching and inquiry while helping children/learners build valuable science process skills. Candidates will develop a repertoire of scientific practices to facilitate labs, demonstrations, discussions, fieldwork, and a variety of science activities through the lens of scientific literacy and inquiry-based instruction while exploring the importance of integrating science, mathematics, engineering, and technology. EDE752 - Mathematics as Problem Solving Through this course, candidates will explore how to utilize authentic problem solving and inquiry-oriented learning environments to integrate elements of mathematics across disciplines. Candidates will examine best practices in developing curriculum to foster student learning in mathematics, focusing on the content, pedagogical, and curriculum knowledge teachers need to be effective teachers of integrative problem-solving methods, moving away from low level, routine tasks and engaging learners in those that more closely mimic authentic, real-life situations. Candidates will discover how to design integrative lessons that teach mathematics through problemsolving as learners build mathematical dispositions, habits, and practices, while also developing new content understandings. Candidates will learn how to produce the mathematics achievement needed to be competitive in 191 Course Descriptions the global economy of the 21st century while also exploring the importance of integrating science, mathematics, engineering, and technology. EDE753 - Integrative STEM Pedagogy and Instructional Design This course is designed as an investigation of continually evolving integrative STEM instructional and pedagogical approaches. This includes the examination and application of state and national science, technology, engineering, and mathematics standards; an exploration of existing STEM curricular initiatives; an opportunity to investigate and evaluate STEM curriculum; and an investigation of continually evolving STEM pedagogies. Candidates will plan, design, implement, and reflect on an integrative STEM instructional unit that incorporates an integrative STEM learning cycle approach and developmentally appropriate methodology. EDE754 - Creating Innovative Measures of Learning for Integrative STEM Learning Communities This course is designed to investigate continually evolving approaches for developing innovative and inclusive student-centered learning environments that support hands-on, minds-on STEM learning. This includes an exploration of learning networks and communities of practice that contribute to STEM-based learning. Candidates will also explore methods for developing innovative and accessible measures of learning for integrative STEM education, to include an examination of continually evolving digital technologies that can be utilized in transformative ways to assess students’ authentic STEM learning experiences. EDE755 - STEM Teachers as Leaders This course is designed to prepare STEM educators to serve as teacher leaders who possess collaboration skills along with the knowledge, skills, and dispositions needed to support a STEM education vision and plan and are effectively prepared to guide school-wide implementation of STEM initiatives that develop and deliver high-quality STEM education to all students. Candidates will explore the various roles that instructional leaders engage in such as instructional design and implementation, facilitating professional learning for colleagues, and contributing to the school or district-wide strategic plan for implementing the STEM vision. Candidates will examine theoretical perspectives and research associated with teacher leadership that enable teachers to engage in meaningful transformation that promotes change in a digital age. Candidates will investigate funding opportunities for STEM programs and will design and implement a STEM professional development project that leads to significant instructional or organization-wide innovation. EDE768 - Teacher Education Internship The internship experience requires learners to participate in a supervised experience in an early childhood/ preschool setting under the supervision of a sponsoring organization and the University. The number of hours will be dependent upon the learner’s prior experiences and may include up to 60 hours in an early childhood setting. Valid and current teacher clearances or clearances for your state are required. Individual internship locations will be arranged based on prior educational experiences and the educational program. EDE769 - Integrative Project in STEM Education This course is designed as the capstone experience in which candidates synthesize the knowledge, skills, and dispositions developed across the Integrative STEM Education Program through a major culminating project. Candidates may develop a variety of tangible academic products or deliverables which enhance or contribute to the existing STEM-based needs of their local school or community. The goal of this course is for candidates to plan, develop, implement, present, and reflect upon a comprehensive individually produced project that contributes to their personalized growth in STEM education. EDE795 - Student Teaching Internship The student teaching experience provides the opportunity for the teacher candidate to engage in pedagogy which embraces the constructivist model. During the course of this assignment, students work in two public school classrooms and attend weekly practicum. Discussions focus on current research and best practices, constructivist teaching strategies and techniques, technology in the classroom, and Pennsylvania school laws relevant to the work of the classroom teacher. The teacher candidate will conduct an action research project and share with colleagues during practicum sessions. In addition to these school-based experiences, the teacher candidate is encouraged to engage in a series of community and cultural events with the surrounding school community. 192 Course Descriptions EDP-Professional Education EDP600 - Statistical Methods This course introduces the student to statistical concepts and techniques that are essential for valid and reliable field research. Emphasis is placed upon statistical reasoning and thinking as well as an understanding the logic behind variance inference procedures and their correct use. A heavy emphasis will be placed on proper interpretation including contextual interpretation. Numerous statistical methods will be discussed including: graphical techniques for both qualitative and quantitative variables, numerical summaries for both qualitative and quantitative variables, hypotheses tests, confidence intervals, regression techniques, one-way and two-way analysis of variance, and analysis of covariance. At the conclusion of the course, the student is expected to be able to identify, describe and critique the statistical methods used in published research studies and correctly apply the appropriate statistical methods in his or her own research. SPSS will be used throughout the course. EDU-College of Education EDU590 - Summer Institute for Teachers and Writers As a partner of the Western Pennsylvania Writing Project, a National Writing Project site, the Cal U Summer Institute for Teachers and Writers provides an opportunity for writers and teachers to grow in their craft even as it exemplifies and examines best methods in teaching writing. Thus, the Summer Institute improves the teaching of writing throughout the region in all disciplines K-16, encourages writers and teachers to refine and extend their own writing skills, increases enthusiasm for the teaching of writing, and creates a network of capable teacher consultants. EDU650 - Supporting English Language Learners The purpose of this course is to help prospective teachers in all initial certification areas develop an understanding of how to modify mainstream course materials and instructional strategies so that English language learning students can engage in course content while simultaneously developing their new language. EDU701 - Foundations of Gifted Education This course introduces teachers to the foundational ideas of gifted education. Teachers will work with gifted students in their own school while considering ideas such as collaboration, documentation, and advocacy. Teachers will explore key theories and research supporting gifted education and discover resources for gifted education. EDU702 - Instructional Design and Strategies for Gifted Education This course teaches strategies, methods and techniques for developing and delivering differentiated curricula appropriate for meeting the unique academic strengths, emotional needs and interests of gifted learners. EDU703 - Assessment and Identification of Gifted Learners This course examines broad understandings about assessment and identification of gifted and talented learners. Students will develop specific understandings of intelligence, aptitude, achievement, and creativity. Students will explore assessment tools and techniques, and will develop awareness of the influences of language, culture, ethnicity, gender, age, and exceptionality on the recognition and subsequent identification of giftedness. EDU703 - Assessment and Identification of Gifted Learners This course examines broad understandings about assessment and identification of gifted and talented learners. Students will develop specific understandings of intelligence, aptitude, achievement, and creativity. Students will explore assessment tools and techniques, and will develop awareness of the influences of language, culture, ethnicity, gender, age, and exceptionality on the recognition and subsequent identification of giftedness. EDU704 - Foundations of ESL Education The five domains of teaching English language learners are explored: culture, language, planning instruction, assessment and professionalism. Emphasis is placed on the Teachers of English to Speakers of Other Languages (TESOL) teaching standards and ESL K-12 standards. Teachers will examine research-based practices in relation to the five domains and identify their role as an English as a Second Language (ESL) teacher. Field experience may be required per Pennsylvania Department of Education ESL program specialist requirements. 193 Course Descriptions EDU705 - Program Models for Gifted Education – Service Delivery Options Students will demonstrate understanding of research-based instructional models and classroom services of gifted education. This will be done by using district data to evaluate service models and organizational options for gifted services in the district. After students analyze data, they will make recommendations to the district on how to improve their gifted education program. EDU709 - Sociolinguistics Teachers across the country are finding their classrooms increasingly diverse, therefore, this course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. This course introduces students to Sociolinguistics, a field of study which ties language and communication to the context in which the language is being used. The variations of language use that are found in relation to age, gender, ethnicity, geographical location and social structure are some of the areas for investigation in the course. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements. EDU712 - Content-Based ESL Instruction Teachers will examine the theories, principles, and practices that assist English language learners in achieving academic proficiency in the content areas. Planning standards-based instruction and adapting instruction in the content areas is emphasized. To promote the academic success of English language learners, teachers will involve the family and community, and analyze the learner to establish learning goals and assessment measures that are appropriate for the individual student. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements. EDU713 - Language Acquisition and Development Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course, candidates will be exposed to these processes. They will learn and conduct research on the structure and nature of language with a view to assisting their students to adjust to the challenges of learning a new language. They will also learn the theories of second language acquisition, styles and strategies in language learning as well as the socio-cultural and cross-linguistic influences of language learning. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements. EDU714 - Language Assessment Assessing English Language Learners can be a challenge to not only teachers but also the students themselves. As ESL students in K-12 are taught English, there needs to be proper instruments in place of assessing their progress in language learning. These tools should be appropriate and should take into account the proficiency level of the learner. In this course, student teachers will gain exposure to the tools necessary to be able to assess English Language Learners appropriately and in a timely way. The course will offer knowledge on benchmarks for different proficiency levels. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements. EDU719 - Supporting Second Language Learners, Family, and the Community Most second language learners are from another country. They come in with anxieties and go through phases of cultural adjustments. Without the necessary support, it might be hard for them to transition smoothly and thus be able to learn English well and fast. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed. Field experience may be required for this course per Pennsylvania Department of Education ESL program specialist requirements. ELE-PreK thru Grade 4 Educ ELE621 - Instructional Strategies This course is designed to provide teacher candidates with the knowledge, skills, and dispositions necessary to create developmentally appropriate and responsive instruction and assessment for learners in K – 4 classrooms. Topics covered include K through grade 4 curriculum models, developmentally appropriate practices, lesson planning, writing objectives, instructional strategies, and assessment of student learning. Through various 194 Course Descriptions teaching and learning methodologies, the teacher candidates will learn how to plan for and utilize strategies based on evidence-based research, Pennsylvania Department of Education Learning Standards and standards set forth by the National Association for the Education of Young Children. ELE701 - Teaching and Assessment in Language Arts This course examines the development of literacy and assessment practices in Pre#K to grade 4. Candidates are taught how to teach and assess reading, writing, listening, and speaking skills with an emphasis on developmentally appropriate practices particularly in the area of language arts, and through the use of an integrated/balanced approach consistent with the constructivist theory of teaching and learning. Research#based effective practices and theories to literacy instruction and assessment are introduced, analyzed, and evaluated. ELE702 - Teaching and Assessment in Reading This course examines the development of literacy and assessment practices in Pre#K to grade 4. Candidates are taught how to teach and assess reading, writing, listening and speaking skills with an emphasis on developmentally appropriate practices associated with an integrated and balanced approach to literacy instruction consistent with the constructivist theory of teaching and learning. Candidates learn research-based best practices that cultivate early literacy development so that young children through grade four develop skill in phonemic awareness, phonics, vocabulary, comprehension, and fluency. Candidates learn how to assess, make instructional decisions, and provide interventions that will meet the needs of a diverse classroom population. Teacher candidates participate in classroom and field-based experiences that provide them with the knowledge, pedagogy, and dispositions needed to support early literacy and to teach early literacy skills to preschool and early elementary children in a variety of classroom settings. In the required performance assessment project, candidates plan and implement a guided reading lesson in a K-4 classroom. ELE711 - Teaching and Assessment in Mathematics This course will allow students to develop the understanding, knowledge, and skills necessary to teach mathematics to young children. Students will become proficient in the problem-solving process and will come to understand mathematical reasoning in order to teach problem-solving and mathematical reasoning to young children. Lastly, students will plan, implement, and reflect on standards-based mathematics lessons which will be taught to young children in a local elementary school. ELE718 - Expressive Arts This course deals with expressive arts during the early childhood and elementary school years. The course content focuses on developing creativity, the teaching and integration of art, music, movement, and creative dramatics within the curriculum. ELE721 - Teaching and Assessing Students’ Science Learning This course provides teacher candidates at the graduate level opportunities to acquire the science education knowledge, skills and dispositions expected of beginning early childhood teachers in self-contained classrooms. The course provides an overview of the nature of science, scientific inquiry and focuses on science process skill teaching strategies. Candidates learn and practice science teaching skills such as: creating a classroom environment conducive to scientific inquiry, designing science instruction, assessing student attainment of academic standards, and using the local community as a location and topic of classroom science instruction. The course assignments introduce students to the professional community of science education professionals and resources. Teacher candidates participate in university classroom and field experiences that provide them with the knowledge, pedagogy, and dispositions needed to teach in a variety of educational contexts. ELE731 - Teaching and Assessment in Social Studies The foundations of the social studies are critiqued. Instructional strategies, best practices and resources for the constructivist social studies classroom will be researched, discussed and demonstrated. Attention will be given to current trends, use of technology in the curriculum, literacy instruction in social studies, and the present status of social studies in the pre K-4 classroom. 195 Course Descriptions ELE741 - Diverse Culture and Arts in Prek-4 Education This course focuses on diversity, culture and expressive arts in the context of Prek-4 Education. The course content includes: creativity, aesthetics, and the teaching and integration of visual art, music, movement, and creative dramatics within the curriculum. In addition, students will engage in practical experiences in identifying and working with diverse populations in a Prek- 4 classroom. The dimensions of diversity include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status. This course was designed with the commitment to recognizing the importance of diversity, culture, expressive arts and their importance for the individual student, the community, and the world. The arts satisfy the human need to respond to life experiences. This was evident by the pervasiveness of these special areas throughout history in all cultures. Research confirms that all persons have innate potential in these subjects. Instruction in all three areas must be integrated into the school curriculum to enable all students to realize this potential and more fully participate in the human experience. Current teaching technology and strategies to meet the needs of children in grades Prek-4 will be researched, observed, and discussed. At least 30 hours of field experiences in a Prek or K-4 setting will be included in the course. ENG-English ENG590 - Summer Institute for Teachers and Writers As a partner of the Western Pennsylvania Writing Project, a National Writing Project site, the Cal U Summer Institute for Teachers and Writers provides an opportunity for writers and teachers to grow in their craft even as it exemplifies and examines best methods in teaching writing. Thus, the Summer Institute improves the teaching of writing throughout the region in all disciplines K-16, encourages writers and teachers to refine and extend their own writing skills, increases enthusiasm for the teaching of writing, and creates a network of capable teacher consultants. ENP-Entrepreneurship ENP701 - Entrepreneurship This course focuses on the characteristics of an entrepreneur and framework to develop and lead a successful entrepreneurial business. The impact of emotional intelligence in the workplace and sources of entrepreneurial finance are discussed. Students will learn how to develop and manage the human capital in the workplace. ENP705 - Entrepreneurial Finance This course is designed to expose students to the process of financing and investing in a new venture. The focus of the course is on the key analytical thinking and skills which are needed for financing of new venture and for making investment decisions. Students are introduced to the knowledge and financial tools needed by an entrepreneur for a successful business venture. ESP-Special Education ESP602 - Life Skills Planning and Instruction This course prepares students to work with children and/or adults who require ongoing support in order to participate in one or more major life activity. Students are required to do design and implement an instructional program with a person who needs this type and level of support. ESP603 - Assessment and Prescriptive Teaching This course teaches students how to administer, score, and interpret both norm- referenced and criterion referenced assessment devices and how to prescribe programs of remediation based on the results of these devices. ESP606 - Transition Planning and Instruction This course deals with special education programs for senior high school students as well as those persons who reside in the community. Emphasis is placed on vocational preparation and training. Specific techniques for task analysis of jobs, daily living skills, and social adaptation constitute a major portion of this course. Emphasis is placed on the development of functional skills that contribute to normalized development. 196 Course Descriptions ESP610 - Special Education Foundations and Collaboration This course is designed to provide information and skills necessary for accommodating exceptional learners in a variety of school arrangements. The primary focus is foundations and characteristics of special education and students with exceptionalities and collaboration/consultation for the successful inclusion of students with exceptionalities into the inclusionary classroom. ESP611 - Assessments and Positive Behavior Interventions This course is required for all education or related services majors and is intended to provide future teachers with the fundamental knowledge, skills, and disposition: how to administer, score, and interpret both norm-referenced and criterion referenced assessment devices; how to design appropriate learning environments to promote positive learning and reduce interfering behaviors; and how to design and implement school wide and classroom positive behavior interventions and supports. ESP612 - Evidence-Based Practices for PreK-8 Inclusion Evidence-Based Practices for Elementary Inclusion is offered to Elementary Education majors the semester prior to their student-teaching experience and is a methodology course for pre-service education teachers. The purpose of the course is to prepare elementary pre-service teachers to provide evidence-based language arts and math instruction to students with disabilities in inclusion settings. An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to children with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs. ESP613 - Evidence-Based Practices for Secondary Inclusion Evidence-Based Practices for Secondary Inclusion is offered to Secondary Education majors the semester prior to their student-teaching experience and is a methodology course for pre-service education teachers. The purpose of the course is to prepare Secondary pre-service teachers to provide math language arts instruction to students with disabilities in secondary inclusion settings. An emphasis is placed on results of research and proven methods of instruction for teaching reading and math to secondary students with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs. ESP620 - Special Education History, Theory and Exceptionality This course is designed to provide information and skills necessary for individuals interested in the philosophy found within special education identification and practices. The course also serves to provide information regarding the definition, prevalence, etiology, characteristics, and general educational practices as they relate to individuals with exceptionalities. ESP639 - Field Experience Seminar in Special Education A means for graduate students to obtain needed experiences with various groups of children with exceptional learning needs in such settings as special classes, an institution, a sheltered workshop, an activity center, a summer camp, a community MH/MR facility or by doing a specific piece of research with a population of students. Specific requirements for individual graduate students are developed by those students and the supervising professor. ESP661 - Student Teaching Practicum The student teaching program is designed to ensure that PreK – 4 and Special Education K – 8 majors, seeking dual certification are exposed to the full range of children covered under the comprehensive special education certification, i.e., intellectually disabled, emotionally disturbed, learning disabled, traumatic brain injury, physically handicapped, autism and other disabilities, along with children within the general education classroom. The major practicum provides an intensive experience for the student in two placements over the period of 15 weeks. The student will have an experience under the direction of a special education teacher and also a placement 197 Course Descriptions with a general education teacher. The practicum seminar component meets bi-weekly to provide PreK – 4 and Special Education K – 8 majors with an opportunity to discuss current topics within the field. Students may be provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devises, and curriculum materials used in their classrooms. ESP700 - Foundations of Measurement and Experimental Design in Applied Behavior Analysis Participants learn the fundamentals of measurement, data displays, and interpretation of data for behavior change procedures. Participants are also introduced the various experimental designs used within applied behavior analysis. Content is drawn from the BACB Fifth Edition Task List. This course serves as one of the courses within the series that prepares students to apply for the Board Certified Behavior Analyst exam. ESP701 - Introduction to Behavior Analysis The basic learning principles of operant and classical conditioning, with the application of these principles with individuals with disabilities. Content is drawn from the BACB Fifth Edition Task List. This course serves as one of the courses within the series that prepares students to apply for the Board Certified Behavior Analyst exam. ESP712 - Seminar on Contemporary Trends and Issues in the Education of Exceptional Populations Recent issues concerning exceptional populations. A paper making use of current research is required of every graduate student, who must present it to the class. Sample issues include such matters as normalization, nature and nurture, and educational alternatives. ESP720 - Student Teaching Internship The Special Education Teaching Practicum/Internship is designed to ensure that special education majors are exposed to the full range of children covered under the comprehensive certification, i.e., mentally retarded, emotionally disturbed, learning disabled, brain damaged and physically handicapped. The practicum/internship provides an intensive experience for the student in two special education placements for a period of 16 weeks. The practicum seminar component meets weekly to provide Special Education majors with an opportunity to discuss problems encountered by students in their teaching experiences. Students are provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devices, learning centers and curriculum materials used in their classrooms. Graduate students seeking dual certification in both special education and elementary education are also supervised within the special education department for their practicum experience. Teacher candidates are required to have one student teaching experience within special education and another in a regular elementary classroom. All other components remain the same for student teachers seeking dual certification. All coursework must be completed prior to enrolling in ESP 720. Graduate students who will student teach will be required to meet all requirements as are currently in place. ESP737 - Seminar on Legislation/Litigation Laws and court cases, both federal and local, that have precipitated the initiation of programs for the exceptional child and with parents' efforts to receive legal support for opportunities for their children to receive an appropriate education. ESP742 - Life Transitions and Partnerships: ASD This seminar is designed to offer rigorous exploration and critical analysis of contemporary issues influencing the lifelong learning, development and socio-cultural experiences of people on the autism spectrum. The course addresses core professional competencies in autism-related knowledge and practice: (1) transition, vocational and independent living; (2) sexuality; (3) family support and partnerships; (4) school and community partnerships; and (5) professional literacy and leadership. ESP750 - Concepts, Principles, Assessment ABA This course covers behavioral principles and procedures including the assessment and training of verbal behavior. Participants learn to identify behaviors appropriate for change using behavioral assessment, selecting behavioral outcomes, and ethical and professional issues relevant to the practice of behavioral assessment. Content is drawn from the Behavior Analysis Certification Board (BACB) Fourth Edition Task List. This course serves as the second in a series of courses that prepares students to apply for the Board Certified Behavior Analyst exam. 198 Course Descriptions ESP751 - Applied Behavior Analysis Intervention 1 Participants learn the fundamental elements of behavior change and specific behavior change procedures. Content is drawn from the Behavior Analysis Certification Board (BACB) Fourth Edition Task List. This course serves as the third in a series of courses that prepares students to apply for the Board Certified Behavior Analyst exam. ESP752 - Applied Behavior Analysis Intervention 2 Examination of the process used to conduct a functional behavioral analysis along with designing behavior change procedures for educational purposes, and the supervision of parents and educational personnel. Content is drawn from the BACB Fifth Edition Task List. This course serves as one of the courses within the series that prepares students to apply for the Board Certified Behavior Analyst exam. ESP753 - Professional Ethical Practice Behavior Analyst This course prepares students for the ethical and professional practice of applied behavior analysis. Students will learn about the foundations of professional and ethical behavior needed to ensure a high quality of practice in behavior analysis. Included will be discussions of professional representation of oneself and the field of behavior analysis, dissemination of professional values, evaluating behavior change, collaborating with other professionals, and relationships with clients and colleagues. Content is drawn from the (BACB) Professional Disciplinary and Ethical Standards and the BACB Guidelines for Responsible Conduct for Behavior Analysts. This course serves as the fourth course in a series of six courses that prepares students to apply for the Board Certified Behavior Analyst exam. ESP754 - Applied Behavior Analysis Practicum Training The purpose of this practicum course is to ensure that each student applies clinical skills to address problem behaviors of social importance and to teach prosocial, adaptive behaviors. Student will practice under the supervision of a Board Certified Behavior Analyst. ESP800 - Seminar in Advanced Behavior Analysis and Research Design The Seminar in Advanced Behavior Analysis and Research Design was designed for graduate students who have completed ESP 701 (Introduction to Behavior Analysis or a similar course) and who have a thorough understanding of the principles of behavior and their application within applied educational settings. The purpose is to serve as a capstone experience in the Masters degree in mentally and physically handicapped education. In this course students will integrate professional knowledge and skills gained throughout the program and learn (1) how to design and implement action research; (2) apply and critique behavior analytic techniques in education; and (3) reflect on how best to deliver and evaluate empirically supported interventions for students with or at-risk for special needs. FIN-Finance FIN711 - Corporate Finance An introduction to the role of the financial manager in executive decision-making. Topics include valuation models, financial planning, analysis and control, capital budgeting, cost of capital, capital structure, and dividend policy. FIN721 - Investment Management Evaluation of debt and equity security alternatives for the use of investment funds and the theory and techniques basic to control of investment risks and optimization of investment returns. GRA-Graduate Studies Research GRA800 - Graduate Internship Student interns are placed with an organization, which most nearly approximates employment goals. The intent of the internship is to provide students with practical work experience in an environment in which they will be addressing real problems requiring real solutions in a relatively short time frame. GRA810 - Special Topics in Graduate Studies This course provides students the opportunity to explore and research graduate-level topics of interest as a capstone experience. 199 Course Descriptions HRM-Human Resource Management HRM711 - Human Resource Management This course discusses the key role that Human Resource Management plays in determining the survival, effectiveness, and competitiveness of US businesses; it addresses how effective HR practices help companies gain market share; and how these practices support the general business strategy and provide services the customer values. LAW-Law LAW730 - Independent Study in Law and Public Policy A traditional outline is not applicable since the research activity is independent and individualized. All students will be required to adhere to some uniform standards throughout the duration of the course. A minimum of five independent online meetings with the faculty mentor will be required for project discussion and advisement. Consultations involving drafts, format, style of authority and footnoting are mandatory. Finished projects will contain the traditional elements of a scholarly work, which include; cover page, table of contents, outline, and end and/or footnotes. MAT-Mathematics MAT601 - Advanced Data Preparation and Cleaning This course provides students with an introduction to the need for and methods for data cleaning. The course presents methods for locating and handling invalid values, out-of-range values, and missing values along with methods for managing datasets. The course uses SAS® software. MAT602 - Data Visualization This course explores techniques and tools for creating effective data visualizations. The course covers the creation and exploration of visualizations for categorical data, time series data, spatial and geospatial data. SAS® software will be used for this course. MAT603 - Advanced Big Data Tools This course covers an introduction to big data analysis tools. The course provides an overview of SAS®, Hadoop and other big data tools. The course covers the structure and framework of data analytic tools and covers the use of these tools to perform various analyses. MAT604 - Advanced Big Data Analytics This course is intended to provide the student with an introduction to big data, big data analytics and several methods useful in big data analytics such as clustering, association rules and various forms of regression. SAS® statistical software will also be introduced and used to solve data problems. MAT605 - Advanced Data Analysis Capstone Project This course is designed for the certificate in Data Science to provide hands-on experience in the area of data science. This experience will enable students to apply their knowledge of data science and provide valuable experience in the application of methods studied within the program that should enhance their job opportunities upon graduation. Students will receive experience with real world data. Analysis will be completed using SAS®. MAT611 - Optimization and Operations Research I A first course of a sequence to the applied field of Operations Research. The first course starts by giving a general and broad overview of Operations Research. The course focuses on deterministic models, especially linear programming, integer programming, network optimization and non-linear programming. MAT671 - Advanced Multivariate Statistics Covers the basics for several multivariate statistical analyses. The course begins with a review of univariate and bivariate statistics and continues on to cover regression, multiple regression, multivariate analysis of covariance, discriminant analysis, logistic regression and survival analysis. 200 Course Descriptions MAT723 - Advanced Nonparametric Statistics This course provides an introduction to and in-depth development of nonparametric statistics. It includes the introduction of nonparametric inference testing including the Wilcoxon Test, the Mann-Whitney test, the AnsariBradley test, the Kruskal-Wallis test, the Kendall test and the Theil test along with their associated estimators. Students will also learn how to run analyses within a statistical software program. MAT724 - Advanced Numerical Analysis and Empirical Modeling This course is designed to introduce students to the fundamentals of numerical analysis and empirical modeling. Topics will include methods for systems of linear equations, matrix eigenvalue problems, interpolation, methods for nonlinear systems, initial value problems, experimental models. MBA-Master Business Admin MBA700 - Business Foundations This course builds the foundation for all Cal U MBA students at the outset of the program. It is designed to refresh and/or introduce essential aspects of business management, including: economics, accounting, finance, operations management, quantitative research techniques, business law, marketing, and statistics. Throughout the course students will practice APA writing format, create research-based documents and formulate a plan for academic success within the MBA program. MBA 700 is considered the starting point for all MBA students at Cal U. MBA710 - Quantitative Reasoning and Analysis This course is designed to provide students with an introduction to the field of management science and a conceptual understanding of the role that quantitative methods play in the decision making process. The focus of the course is the application of the scientific method to problem solving. Whenever possible, concrete examples, real-world applications and case studies are used to practice concepts. Through the course, students will learn a number of mathematical and statistical tools that can be used by the decision maker and learn to recognize the appropriate technique for the situation. MBA720 - Leading the Enterprise Students in Leading the Enterprise will evaluate management from multiple perspectives. They will examine management in context in an effort to understand the ethical, legal, interpersonal, and organizational expectations placed upon today’s leaders. Within the course students will evaluate different companies to determine the leadership style that would be best suited for success. Additionally, students will look at contemporary organizations for examples of leadership success and failure. A critical component of the course is the ability to communicate strategies as well as execute change successfully. MBA730 - Managerial Decision Making This course aims to improve the student’s decision-making ability by addressing common biases and inferential errors. Students will be challenged to consider the various components of decision-making, such as the inputs of analysis, appropriate decision-making frameworks (from numerous disciplines) and how the outputs of analysis should guide the enterprise. Students should expect to leave the course, not with a set of "cookbook" solutions to problems, but with a set of new, powerful ways of thinking about business problems and their solutions. MBA740 - Business Government and Society This integrative MBA core course examines the social, political, economic and regulatory environments surrounding business today. Today's global marketplace is more competitive, more culturally and politically diverse, and more dynamic than ever before. Future business leaders will need to be able to navigate the economic and ethical demands of government and society. The course will introduce the concepts of globalization, sustainability and corporate social responsibility along with tools to help organizational managers address many of the challenging issues facing our society. MBA750 - MBA Capstone The capstone is the final course taken by all MBA students. The purpose of this course is to evaluate student achievement throughout their program. Utilizing a combination of simulations, case studies, literature reviews, business and development plans, students will verify that they are adequately prepared to lead today’s 201 Course Descriptions organizations with excellence. Students will be tasked with simulated leadership experiences to allow them to make ethical decisions regarding organizational strategy. MBA790 - Special Topics in Business This is a topics course and, as such, the outline of the course will vary considerably, depending on the instructor leading the course and the topic being covered. However, all programs will include a combination of learning experiences for students, including the transmission of information via lectures and opportunities to practice the information learned through a variety of activities, and the opportunity for students to participate in an original research project. MBA795 - Internship This is an elective course in the Master of Business Administration program. Internships are intended to provide students academic credit for experiential learning where the focus in on applying skills learned through the MBA coursework to real-world situations. MGT-Management MGT710 - Leadership Dynamics The leadership course tasks students with examining leadership within different organizational contexts. Additionally, students will be asked to examine organizational scenarios that require leadership intervention. This examination includes the ability to identify both good and bad leadership behaviors and explain why. As a component of the course students will also write a personal development plan outlining their professional and personal goals. MGT720 - Leveraging Diversity The impact of globalization on all areas of management cannot be overstated and should not be ignored. This course tasks students with examining the cultural impact of a global workforce. Students will be given the tools to ethically utilize diversity to the benefit of the company and its strategies. As a part of this study, students will evaluate how power is an important dynamic when executing human resource strategy. MGT721 - Production and Operations Management This graduate course addresses topics of management related to the production of goods and the management of service organizations. Students taking this course will apply quantitative techniques to cases and to settings requiring evaluation, assessment, and quantification. Inventory, space, capital, labor, technology and related values will be included in specific calculations. MGT730 - Organizational Problem Solving Issues are unavoidable in leadership. To address this fact, students will evaluate situations when research is necessary in order to support the decision making process. In so doing, students will compare different approaches to management research in an effort to identify solutions that are applicable in given scenarios. The course will show students why research is a critical skill for leaders during the problem solving process. MGT740 - Managing Projects Well-managed projects help organizations get results and meet goals on time and within budget, so it is no wonder that project management skills are in high demand. The course provides students with tools and techniques to differentiate among levels of complexity in projects and interconnect the activities needed to bring projects to successful completion. Students will refine their skills in practical project applications. MGT751 - International Business Management This is a graduate course designed to address global trade and to allow students to explore the global business world. Student are provided with information about trading and how global shipping organizations move tons of cargo globally with little cost. Foreign exchange is addressed as a changing model and students are taught to calculate changing values, and apply that to export and import increases and decreases. Students measure the effects of culture, unemployment, cultural practices, quantity differences, and the effects of metric differences on shipments and packaging. 202 Course Descriptions MGT761 - Healthcare Policy This course is designed to provide students with an overview of U.S. healthcare system, various organizations institutions that make the U.S. Health care system work, its components, and the policy challenges. The course will cover the Health Care Costs, history and financing of Medicare, and Medicaid. The role of government in U.S. Healthcare and status and implementation of Affordable Care Act at the state and federal levels will be discussed. MGT763 - Health Systems Management This course is designed to provide students with an understanding of the conceptual foundations and practices of management in healthcare organizations. The course analyzes theories, strategies and systems of managing healthcare organizations. Various tools of planning and control, such as budget preparation and justification, training design, and labor union contracts will be explained. An analysis of administrative practices and procedures in healthcare organizations will be covered. The course will explore the continuous process improvement and healthcare quality management. MGT766 - Healthcare Information Systems This course describes the historical and current environment of healthcare information systems used to deliver cost-effective and high quality healthcare through a deeper understanding of information technology and management concepts. It concentrates on the theories behind data management, strategic planning, knowledge management, change management, decision support coupled with privacy and ethical aspects related to healthcare informatics and clinical information systems. MIS-Management Info Systems MIS711 - Management Information Systems This course will utilize a managerial focus where students will learn the essential principles associated with implementation, strategic adoption, and the utilization of management information systems within an organization. It will employ information management concepts to real-world settings where students will discuss and analyze information needs using various approaches where students develop an effective information management plan. Covering the current and emerging trends of IT strategy and management, this course will provide students with an understanding of how to leverage IT within their organization to improve processes and drive organizational value for a competitive advantage. MIS720 - Business Analytics for Big Data This course will help students understand the current and emerging trends and practices for working with big data and large-scale database systems used throughout business and social networking services. Information is growing exponentially growing and analyzing these data needs new methods and processes. Business decision making is highly data intensive and require heavy read/write workloads. Topics in this course will cover understanding big data, storing and transforming this data, and technologies used to analyze these datasets. MIS730 - Decision Support Systems This course will discuss Decision Support Systems (DSS) used in business and the theory behind different DSS techniques, enabling students to understand today’s competitive business environment. Students will learn modeling, decision processes, data mining, expert systems, and executive information systems used in organizations to support datadriven business decisions. Additionally, students will be provided with the needed skills and knowledge of various decision-making models based on logical and mathematical models under different circumstances like uncertainty, lack of information, or certainty. As an outcome, students will be able to discuss the design, development, and operation of decision support systems allowing them to apply and integrate their knowledge into the business environment aiding management in better decision making. MIS766 - Healthcare Informatics This course describes the historical and current environment of healthcare information systems used to deliver cost-effective and high-quality healthcare through a deeper understanding of information technology and management concepts. It concentrates on the theories behind data management, strategic planning, knowledge management, change management, decision support coupled with privacy and ethical aspects related to healthcare informatics and clinical information systems. 203 Course Descriptions MKT-Marketing MKT711 - Marketing Management This course focuses on the description and analysis of the nature, strategies, and techniques used in marketing management. These tasks are undertaken in most companies at the strategic business unit level. The marketing management process is important at all levels of the organization, regardless of the title applied to the activity. Typically, it is called corporate marketing, strategic marketing, or marketing management. The course provides students with a systematic framework for understanding marketing management and strategy. The course emphasizes primary and changing perspective on marketing management in leading companies, the impact of interactive media on marketing management, and international focus in developing marketing management and strategy, and the interrelationships among critical elements of the marketing mix, advertising mix, and the internal and external environmental factors impacting the firm. MKT741 - International Marketing The course is designed to introduce students to role of international marketing in the global economy. Students are exposed to the dynamic environment of International Trade and various opportunities and challenges faced by those who are involved with international marketing. Topics cover the cultural environment of global markets, assessment of global market opportunities and marketing strategies to deal with these global market challenges. MSE-Master of Arts Teaching MSE641 - Orientation to 7-12 Education A course for prospective teachers designed to begin their professional development. Different instructional activities will allow the student to become proficient in the theories of modern secondary education instructional development, basic history and philosophy of secondary education, and pedagogy in general. MSE645 - Technology Integration in 7-12 Education The purpose of this course is to help the teacher candidates learn how to effectively analyze, select, and integrate current educational technologies into the design, implementation and assessment of learning experiences to engage a diverse student population. MSE657 - Methods of Technology and Computer Science Teaching This course is designed to provide insight into the teaching of technology education and computer science for students in K-12 schools. Students become aware of and use the resources and methods of instruction related to their subject area. MSE661 - Student Teaching and School Law This is the final and most extensive clinical experience. Students are assigned to a supervising teacher or teaching team at one of our clinical sites. The students spend full time in classroom teaching for a semester of fifteen weeks. MSE740 - Advanced Instructional Technology This course will prepare the learner to integrate technology into instructional practices through development of skills, knowledge and dispositions. The course focuses an exploration of research, trends, tools, and models of integration. Through active participation, the learner will learn new technologies as well as develop instructional modules for classroom integration. MSE745 - Managing Learning Environments This course will explore ways that effective teachers establish productive learning environments as well as the research that demonstrates the different methods of classroom management, from the physical set-up of the classroom, classroom rules and procedures for secondary education to dealing with problem students in your classroom. MSE750 - Strategies in Teaching Online The course provides a model of online instruction and the participants will practice online teaching strategies, course design, and assessment strategies. The course is recommended for educators who are or will be teaching online courses. The course introduces strategies and tips in designing and teaching an online course. 204 Course Descriptions MSE760 - Reflective Practitioner This course provides guidelines for teachers to continually engage in the cycle of review and adjustment for the purpose of professional growth and improvement of instruction. Students will develop a research paper or a reflective analysis of their teaching using National Board Standards. MSE761 - Assessment This course examines the role that assessment plays in the instruction of students in both a traditional and an eLearning environment. The characteristics and uses of both formal and informal assessment instruments and procedures will be studied with an emphasis on the eLearning environment. Student Learning Objectives and how they are aligned with teacher evaluation is discussed. Students will create assessment instruments for traditional and eLearning environments. MSE765 - Curriculum Design This course in curriculum design provides the learner with the fundamental concepts and skills that will help teachers develop a thorough understanding of curriculum development. This course is designed for teachers to help bridge theory and practice in curriculum development. The focus will be on presenting the concepts and skills of curriculum development and showing how to apply them to actual curriculum planning. (3 crs.) Summer MSE766 - Instructional Design This course develops knowledge of instructional design competencies appropriate for use in the development of traditional and eLearning applications. Students will experience both theory and best practices from the areas of education and training. Students will explore and acquire instructional design skills and knowledge associated with identification methodologies, learner analysis, task analysis, instructional objectives, teaching strategies and instructional evaluation. MSE771 - Strategies for Inclusive Classrooms in 7-12 This course focuses on instructional strategies for the inclusive classroom. Teachers will develop a thorough understanding of differentiation and instructional techniques used to maximize learning for all students. It will address research-proven strategies to help special learners and to manage the inclusive classroom. Teachers will use assessment to identify students’ needs, plan differentiated instruction, and assess student achievement. MSE780 - Field Experience This field experience course provides students with the opportunity to apply their knowledge, skills, and dispositions in a professional setting related to the specific competencies of their concentration area. In consultation with their advisor, students will establish an agreement with the field experience setting and establish goals. Students will complete projects relate to their goals and demonstrate an ability to self-evaluate and reflect professionally. MSE781 - Field Experience This field experience course provides students with the opportunity to apply their knowledge, skills, and dispositions in a professional setting related to the specific competencies of their concentration area. In consultation with their advisor, students will establish an agreement with the field experience setting and establish goals. Students will complete projects relate to their goals and demonstrate an ability to self-evaluate and reflect professionally. MSE790 - Thesis in Secondary Education The thesis will usually be empirical in nature and involve the manipulation of independent variables, use of statistical methods or experimental design. The Publication Manual of the American Psychological Association will be required for this thesis. The thesis requires at least three members. Prerequisite: MSE 725. (3 crs.) Spring NUR-Nursing NUR601 - Theory and Research in Nursing This course explores the relationships between theory, nursing research, and nursing practice. The use of theory and research in the construction of a scientific knowledge base for nursing practice will be examined. Emphasis will be on the importance of research as a process for developing and examining practice-based questions, and 205 Course Descriptions evidence- based practice. The research process, with emphasis on the logic and processes of inquiry, design, data collection and analysis, and the interpretation, dissemination, and application of findings appropriate to nursing practice, will be reviewed. A critical analysis of nursing research and the methodological approaches utilized in the practice of nursing administration and leadership in health care will be conducted. Students will develop proposals for individual or group research projects relevant to their areas of interest. NUR602 - Health Policy in Nursing This course is intended to familiarize graduate nursing students with current healthcare policy and the roles and responsibilities, processes and strategies, which create and support policy-based initiatives in healthcare today, and the impact of policy on health care. Students will apply the concepts gained in this course in advocacy and leadership roles in search of creative solutions to pervasive issues in health care to culturally diverse populations. NUR603 - Information Systems for Nurses in Health Care Organizations This course is designed to introduce students to information systems in health care organizations. Students will examine, evaluate, and utilize a variety of information systems available to the nurse administrator and leader in health care organizations. Use of information systems, standardized databases, and statistics needed for population analysis is presented. During the course, students will compare and interact with information management applications related to administration, education, practice and research. Multimedia technology and software will be used for projects related to the student’s area of interest. NUR604 - Population Health Promotion and Disease Prevention This course explores the role of the master's-prepared nurse in integrating broad scientific, client-centered and culturally appropriate concepts in the planning, delivery and evaluation of evidence-based health promotion and prevention services and care to individuals, families, aggregates/identified populations and global communities. Models and principles from a wide variety of sources and disciplines are examined to assist students in the exploration and evaluation of existing programs and services and in proposing new interventions and strategies to meet identified needs. NUR711 - Nursing Organization and Leadership Theory This course is designed to provide nurse administrators and leaders with an understanding of organization, management, and leadership theories as they apply to today’s healthcare delivery systems. In addition students will explore leadership skills and decision making in the provision of culturally responsive, high-quality nursing care, healthcare team coordination, and oversight and accountability for care delivery and outcomes. Students will demonstrate the ability to develop a strategic plan and incorporate a collaborative team. NUR712 - Nursing Administration and Leadership Role This nursing administration and leadership specialty course focuses on health care knowledge and transformational leadership skills and competencies essential to the role development of nurse leaders and administrators for the 21st century. Students discover how to develop high-performance practice areas and how the leadership role is advanced through mentorship and career development. Contemporary studies and models for leadership competency are explored, and students critically self-assess their own competence, developing action plans in those areas they perceive as deficient. The role of managing one’s personal resources in developing leadership competency is addressed. Students also gain competence in managing human resources. Concepts, models and principles of continuous quality improvement, tools and techniques for improving quality and performance are broadened. Students identify a quality topic and plan in preparation for completing the practicum project in NUR 813. NUR714 - Legal Aspects of Health Care Administration This course includes an introduction to the laws, regulations and court decisions covering the employment relationship, including labor-management relations, OSHA, EEOC, ERISA, ADA, etc. Health care law and an overview of practical ways to improve the quality and safe delivery of nursing care in health care organizations will also be reviewed. This course explores the most pressing legal and ethical issues and concerns related to the delivery of patient care and the administration of nursing services. This course is structured to present theories of ethical practice, as well as issues of the law related to health care delivery. 206 Course Descriptions NUR715 - Financial Management in Non-Profit Healthcare Organizations This course is intended to prepare the student to effectively interact with financial management staff and participate in various aspects of financial control and planning. Included will be a historical perspective of financial management in health care, identifying trends in the industry and the forces that influence the financing of health care organizations. Financial statements, the interpretation and analysis of financial reports, and topics such as cost-benefit analysis, budgeting and capital management will also be addressed. Consideration will be given to the cost effectiveness and financial future of healthcare organizations. NUR721 - Foundations of Nursing Education This course provides students with underlying content and information essential in the development, implementation, and evaluation of education programs, curricula and courses within academic and healthcare agency settings. The roles and competencies of nurse educators are reviewed and theoretical foundations education, teaching and learning are examined. Learning environments for nursing education are compared specific to achieving learning outcomes. Diversity of student learning needs are discussed and creating an inclusive learning environment is addressed. Legal and ethical issues with respect to both the educator and student implications are identified. Facilitating the teaching/learning process for students with disabilities are identified. The models, principles, and products specific to healthcare financing are examined including associated influences on contemporary healthcare delivery. NUR722 - Curriculum Design in Nursing Education This course provides students with essential knowledge and experiences in designing and developing nursing education curricula and courses. Students will examine forces, trends, issues, and factors affecting curricular decisions. Curricula models applicable to academic and healthcare organizational settings are presented. The integration of interprofessional education and collaborative practice in designing curriculum is discussed. Organizing frameworks and components of curricular design are analyzed with student development of a nursing education curriculum applicable to either an academic or healthcare organization setting. NUR723 - Teaching and Instructional Strategies in Nursing Education This course provides students with essential knowledge and experiences in designing and developing teaching and instructional strategies applicable in the academic and healthcare organization settings. Promotion of the learner as an engaged and active participant in the learning process is threaded throughout the content and creating an inclusive learning environment is emphasized. The roles and application of simulation, digital technology, distance and online learning in choosing and developing instructional strategies is examined. Students will develop instructional strategies from their course development project completed in NUR 722 Curriculum Development. NUR724 - Assessment and Evaluation Methods in Nursing Education This course is designed to provide students with essential knowledge and skills in developing, implementing, and evaluating assessment and evaluation tools commonly utilized in nursing education including interpretation and analysis of results. Students will explore measurement tools for evaluation of learning in the cognitive, affective, and psychomotor domains for both the classroom and clinical learning environments. The use of rubrics in evaluating learning outcomes is emphasized. Clinical evaluation methods are explored including the use of simulation. Issues related to testing and evaluation in nursing education are examined. Students will develop evaluation tool(s) from their course development project from NUR 722 Curriculum Development. NUR725 - Advanced Clinical Practice for Nurse Educators Building on prior education and clinical area of practice, this course will provide students with opportunities to develop advanced clinical knowledge and clinical proficiency within his/her specialty area of clinical practice. By integrating knowledge of pathophysiology to manifestations of disease/illness and pharmacologic management of patients, students will apply clinical inquiry through the processes of clinical judgement and diagnostic reasoning to develop expertise within their nursing practice specialty. Through the use of case studies and clinical practice experiences, students will develop comprehensive health databases, differentiate patient acute/chronic conditions, design evidence-based plans of care, evaluate healthcare outcomes, and plan health teaching for identified health issues. 207 Course Descriptions NUR813 - Nursing Administration Role Practicum This course provides students with the opportunity to synthesize and apply their understanding of nursing administration and leadership within and across complex integrated organizational and institutional boundaries. In this culminating experience, students plan, execute, and evaluate nursing practice within the context of the practice setting(s) or among a specific population of interest within the organization or in communities. Within the practice situation, students enact leadership roles to expand, enhance, and optimize positive outcomes. The learning experience consists of an administrative practicum and online seminars. This culminating experience of the graduate program is designed to provide students with an opportunity to apply the knowledge and competencies acquired throughout the program of study to actual and simulated practicum situations. NUR814 - Nursing Administration Role Practicum This course provides students with the opportunity to synthesize and apply their understanding of nursing administration and leadership within and across complex integrated organizational and institutional boundaries. In this culminating experience, students plan, execute, and evaluate nursing practice within the context of the practice setting(s) or among a specific population of interest within the organization or in communities. Within the practice situation, students enact leadership roles to expand, enhance, and optimize positive outcomes. The learning experience consists of an administrative practicum and online seminars. This culminating experience of the graduate program is designed to provide students with an opportunity to apply the knowledge and competencies acquired throughout the program of study to actual and simulated practicum situations. NUR823 - Nursing Education Role Practicum This course provides students with the opportunity to synthesize and apply the role of a nurse educator within an academic setting or healthcare agency. The course consists of online seminars and a 150-hour education practicum. Under the guidance of course faculty and a designated preceptor, students “immerse” themselves in the nurse educator role which includes planning, implementing, and evaluating an education activity. PCJ-Prof Studies Crim Justice PCJ749 - Seminar in Criminal Justice This course for advanced graduate students allows the opportunity for scholarly research in a specific topic relevant to the justice system. The course is a seminar because it offers students the chance to interact in small groups and meet closely with the instructor. A focused, esoteric examination of a specifically approved research topic is the course's chief purpose. PCJ752 - Forensic Photography, Digital Imaging and the Law This course will improve the student’s knowledge and skill in relation to the use of digital imaging to both document and provide evidence. This will include education of digital imaging and its close relationship to forensic photography as well as familiarization with the operation of associated equipment. The student will examine the role of digital imaging as applied to photography from the crime scene, lab, or otherwise located materials of an evidentiary nature. In addition, the student will study the techniques used in digital imaging to achieve the desired results and in order to better understand how and why it is applied This course will include in depth studies of landmark cases associated with digital imaging to explore not just the theory but also the application of this technology in the legal arena. The student will also study the legal aspects and the process from the crime scene to the courtroom to include the presentation of photos and testimony of the photographer/ technician. PRF-Perf Enhance Injury Prev PRF700 - Orientation to Exercise Science and Health Promotion This course is designed to provide an overview of online learning and the graduate program in Exercise Science and Health Promotion. Discussion will include various exercise science and health promotion models. The course will also introduce the student to various types and styles of learning via online education, and will orient the student to feature used in online courses. PRF701 - Advanced Topics in SAQ and Endurance Training This course will provide students with advanced knowledge regarding the topics of speed, agility, and quickness (SAQ) and endurance training. Students will be prepared for the Speed and Explosion Specialist Certification offered by the National Association of Speed and Explosion (NASE). Advanced topics of training will be explored, 208 Course Descriptions including body mechanics, sports training protocols and program design. Detailed sport performance training programs, focused on SAQ and endurance, will be covered. PRF705 - Industrial, Clinical, and Corporate Wellness This course is designed to develop knowledge and awareness of the major issues in the field of work site health promotion and clinical care. The focus of the course is on planning, administering and evaluating wellness and fitness programs based in clinical, industrial and corporate environments. The cost of unhealthy lifestyle choices for the individual and employer and their relationship to the workplace will be explored. Topics include "The Wellness Revolution," "The Industrial Athlete Model," benchmark programs and outcomes assessment strategies. PRF710 - Performance Enhancement and Physical Activity This course offers a comprehensive discussion of functional anatomy, functional biomechanics and motor learning as they relate to functional rehabilitation and athletic reconditioning. The student will be introduced to integrated, functional rehabilitation techniques, including core stabilization, neuromuscular stabilization, reactive neuromuscular stabilization, integrated flexibility, integrated strength, speed training, foot training and vision training. The student will also be taught a comprehensive kinetic chain assessment to determine myokinematic, arthrokinematic and neuromuscular deficits. After completing this course and Performance Enhancement Program Design, students will be eligible to sit for the National Academy of Sports Medicine (NASM) examination for Performance Enhancement Specialist certification. PRF711 - Integrated Approach to Wellness and Fitness This course will introduce the revolutionary exercise programming strategies of the Optimum Performance Training model. The student will receive detailed insight into designing exercise programs for any personal training client. Students will be shown how this systematic approach to program design uniquely blends the science of acute variables with the concepts of flexibility, core stabilization, balance, reactive training, speed, agility and quickness, and strength training to develop safe and effective exercise programs for all individuals. After completing this course and Program Design in Fitness and Wellness, students will be eligible to sit for the National Academy of Sports Medicine (NASM) examination for Certified Personal Trainer certification. PRF712 - Corrective Exercise in Rehabilitation This course will introduce the student to corrective exercise theory based on the pathokinesiological model. The student will be introduced to a systematic evaluation approach based on the pathokinesiological model. The pathokinesiological model will examine human movement systems in regard to key regions of the human body. These regions will be recognized as potential sites for integrated corrective exercise programs. PRF713 - Special Topics in Sport Psychology This course is designed to cover a diverse range of professional issues related to sport psychology. Various organizations (Division 47 of the American Psychological Association and the Association for the Advancement of Applied Sport Psychology) affiliated with sport psychology and ethical concerns will be addressed. PRF714 - Health and Wellness Coaching Competencies Students will learn to help health and wellness coaching clients develop the mindsets needed to navigate the difficult path of changing lifestyles for good. Students will utilize evidence-based coaching competencies, grounded in the science of positive psychology, to help people make lasting improvements to their health and well-being. PRF715 - Business and Entrepreneurship in the Fitness Industry This course offers a comprehensive discussion of the practical aspects of starting and running a business in performance enhancement and fitness. The course focuses on launching new ventures, as well as business and management practices for individuals who are already in business but want to learn how to improve their operations. Specific topics include management theory, financial management, personnel management, record keeping, risk management and technology issues. 209 Course Descriptions PRF716 - Advanced Techniques in Human Movement and Recovery The purpose of this course is to explore theory and application of assessments, corrective exercise, and physical and physiological recovery strategies in the prevention or reduction of musculoskeletal injuries. Emphasis will be placed on system-based solutions that promote optimal human movement, performance, recovery, and readiness. Scientific evidence supporting design and implementation of musculoskeletal injury prevention programs are discussed. PRF717 - Strength and HIIT Training in Group Fitness Exercise This course will introduce a scientific approach to group exercise, specifically focused on strength and High Intensity Interval Training (HIIT) programs. The student will receive detailed insight into the concepts, principles, and procedures necessary to understand and implement strength and HIIT group exercise classes for all populations. PRF718 - Health Behavior Change in Nutrition Education This course examines health behavior change theories and practices utilized to facilitate healthful behavior change in a variety of nutrition-related settings. The design and evaluation of behavior change counseling and program development will also be explored. PRF719 - Advanced Techniques in Tactical Strength and Conditioning Tactical careers involve extreme challenges that differ from the more controlled setting of sport. This course discusses unique tactical job demands and the strength and conditioning coach’s role in preparing tactical athletes to effectively mitigate them. The student will learn how to operate within a high performance team of professionals to generate holistic training solutions that optimize bio-mechanics and metabolic processes to provide a better physical platform on which to proficiently demonstrate tactical specific skills. This course provides the student with the evidence-based theory that can subsequently be applied during the Program Design for Tactical Strength and Conditioning course. PRF720 - Essentials of Human Movement Science This course will introduce a scientific approach to the essentials of human movement science. The student will receive a detailed insight into the independent and interdependent function of the muscular, articular and nervous systems during human force production, stabilization and force reduction. The course will also introduce the student to various types and styles of learning via web-based technologies, and will orient the student to web based methods of learning. This course is a dually listed course applicable to the Master of Science, Exercise Science and Health Promotion, and to the Doctor of Health Science, Health Science and Exercise Leadership, within the department of Exercise Science and Sport Studies. PRF750 - Performance Enhancement Program Design This course requires the student to integrate knowledge learned from the course Performance Enhancement in Physical Activity with professional experience and prior learning in fitness and rehabilitation. Students will work in teams to prepare performance enhancement program proposals, including program elements, rationale, innovative design and supporting research. Each week, cohort members will professionally analyze and critique new proposals, resulting in high-level discussion and exchange. After completing this course and Performance Enhancement in Physical Activity, students will be eligible to sit for the National Academy of Sports Medicine (NASM) examination for Performance Enhancement Specialist certification. PRF751 - Program Design in Wellness and Fitness This course will introduce the revolutionary exercise programming strategies of the Optimum Performance Training model specifically for the fitness and wellness professional. Students will receive detailed insight into designing exercise programs for any personal training client. They will be shown how this systematic approach to program design uniquely blends the science of acute variables with the concepts of flexibility, core stabilization, balance, reactive training, speed, agility and quickness, and strength training to develop safe and effective exercise programs for all individuals. 210 Course Descriptions PRF752 - Corrective Exercise Program Design This course will introduce corrective exercise strategies based on loss of function. The student will receive detailed insight into the design of corrective exercise programs. The systematic approach of an integrated corrective exercise design uniquely blends the variables of available flexibility, isolated and integrated corrective strengthening, and corrective exercise design to provide the student with the necessary foundation in designing and developing safe corrective exercise programs. PRF753 - Psychological Aspects of Sport Injury and Rehabilitation This course is designed to introduce students to various topics related to the psychological aspects of sport injury. The course focuses on the onset (precursors), experience and treatment of athletic injuries from a biopsychosocial perspective. Course material is based on empirical data and psychophysiology foundation and the role of psychological factors and psychological interventions, which influence rehabilitation and recovery. PRF754 - Health and Wellness Coaching: Facilitating Change Expanding on the concepts from PRF-714, “Health and Wellness Coaching Competencies “, students will identify the health and wellness coaching practices that influence long-lasting behavior change. Combine the tools and processes necessary to prepare to become a Certified Health and Wellness Coach and make an impact on the toughest challenges of our times: the epidemics of obesity, sedentary lifestyles, stress, depression, poor nutrition, and ever-rising healthcare costs. PRF756 - Program Design for Optimizing Human Movement and Recovery The purpose of this course is to provide an in-depth exploration and application of assessment data and analytics to assist practitioners in the design and implementation of programs focused on improving common human movement impairments, reducing injury-risk, optimizing performance, and enhancing physical and physiological recovery. Emphasis will be placed on system- and technology-based solutions that promote optimal human movement, performance, recovery, and readiness. Scientific evidence supporting design and implementation of musculoskeletal injury reduction programs are discussed. PRF757 - Cardiovascular and Flexibility Training in Group Fitness Exercise This course will introduce a scientific approach to group exercise focusing on cardiovascular and flexibility training programs. The student will receive a detailed insight into the concepts, principles, and procedures necessary to understand and implement cardiovascular and flexibility group exercise classes for all populations. PRF758 - Applied Principles of Human Nutrition This course covers the basic concepts physiological components and science of human nutrition. Dietary requirements and recommendations, nutrient composition of foods, assessment of nutritional status, physical activity, and relationship of human nutrition to health and disease prevention will be covered. PRF759 - Program Design for Tactical Strength and Conditioning This course provides a systematic approach to designing effective strength and conditioning programs for the tactical professional. The student will assess and analyze job demands and athlete capabilities from a biomechanical and metabolic perspective. The student will utilize the results of these analyses in conjunction with principles of strength and conditioning to guide the design of a safe and effective training program. The student will scale and adapt idealistic programs to realistic constraints encountered within the tactical training environment. PRF760 - Leadership and Professional Development This course is intended to prepare students for the leadership decisions and actions that are inherent in practice as well as every-day life issues. Professional and personal growth are discussed at great length and principles and applications of personal leadership practices will be explored in depth. Techniques for managing change and empowering others also are included in this course. Topics related to effective leadership are issues of communication, motivation, delegation, team building, and quality improvement. Finally, students will have the opportunity to perform a SWOT analysis on their business or self (whichever is applicable). This culminating activity is designed to strengthen the students’ leadership abilities and skills. 211 Course Descriptions PRF765 - Nutrition for Peak Performance An in-depth examination of contemporary issues such as performance enhancement dietary supplements, dietary lipids and heart disease, dietary fiber and health, influence of lifestyle factors on nutrition. Controversies in nutrition, ergogenic aides, hydration, and eating disorders are also discussed. Energy and nutrient needs for activity with emphasis on particular physical and athletic activities; common myths and fallacies concerning diet and athletic performance; and appropriate dietary approaches for specific activities and active people. This course is a dually listed course applicable to the Master of Science, Exercise Science and Health Promotion, and to the Doctor of Health Science, Health Science and Exercise Leadership, within the department of Exercise Science and Sport Studies. PRF770 - Exercise Physiology: Assessment and Exercise Prescription This course offers a comprehensive discussion of the knowledge, skills, and abilities needed for American College of Sports Medicine certifications and current clinical practices in sports medicine. Emphasis will be placed on the value and application of exercise testing and prescription in persons with and without chronic disease. Special topics to be addressed include, exercise prescription in children, the elderly, pulmonary patients, cardiac patients, and pregnant women. This course is a dually listed course applicable to the Master of Science, Exercise Science and Health Promotion, and to the Doctor of Health Science, Health Science and Exercise Leadership, within the department of Exercise Science and Sport Studies. PRF780 - Current Topics in Performance Enhancement and Injury Prevention The purpose of this course is to increase student understanding of various performance enhancement and injury prevention issues facing America and the world today. This course introduces students to the field of exercise science as a discipline and profession with a specific focus on contemporary topics facing all performance enhancement and injury prevention professionals. PRF781 - Current Topics in Wellness and Fitness The purpose of this course is to increase student understanding of various fitness and wellness issues facing America and the world today. This course introduces students to the field of exercise science as a discipline and profession with a specific focus on contemporary topics facing all fitness and wellness professionals. PRF782 - Current Topics in Rehabilitation The purpose of this course is to increase student understanding of various rehabilitation issues facing America and the world today. This course focuses students toward the ever-changing contemporary issues that impact direct and indirect client care. PRF783 - Psychological Perspectives in Sport Performance Enhancement and Intervention This course is designed to introduce students to various performance enhancement techniques commonly used in sports. Examples of such techniques will be presented. Students will be able to apply the basic features of performance enhancement and intervention to a specific sport or rehabilitation situation. Students will have the opportunity to create their own intervention manuals based on research and course content. PRF784 - Current Topics in Health and Wellness Coaching The purpose of this course is to increase student understanding of various fitness and wellness issues facing America and the world today. This course introduces students to the field of health and wellness coaching as a discipline and profession with a specific focus on contemporary topics facing all fitness and wellness professionals. PRF786 - Current topics in Human Movement and Recovery The purpose of this course is to increase student awareness and understanding of the various musculoskeletal health and performance issues facing America and the world today. This course introduces students to the field of performance healthcare as a discipline and profession with a specific focus on contemporary topics and trends facing professionals who focus on optimizing human movement, human performance, and human recovery. 212 Course Descriptions PRF787 - Key Concepts in Group Fitness Exercise This course will focus on key concepts that will benefit individuals who are group exercise leaders and group fitness instructors. Students will be exposed to topics that impact fitness instruction, including skill development, coaching development, and the development of a healthy lifestyle. Special emphasis will be placed on prechoreographed group fitness classes, effective coaching techniques for today’s group fitness participants, and instructor development. PRF788 - Nutrition Through the Lifecycle This course covers nutrition needs necessary for growth, development and normal functioning throughout the life cycle. Pregnancy, lactation, infancy, childhood, adolescence and aging will be studied. Specific concerns for each life cycle stage will be emphasized. Common chronic diseases during Adult nutrition and their corresponding interventions will be explored in depth. PRF789 - Current Topics in Tactical Strength and Conditioning This course investigates the latest needs and trends of the tactical strength and conditioning field, and empowers students with a system for analyzing challenges and developing solutions that comply with the principles of strength and conditioning. The student will combine research findings with strength and conditioning knowledge to yield informed opinions and decisions regarding the effectiveness of various methods and technologies to solve performance related problems in the unique tactical setting. PRF800 - Research in Fitness and Wellness This course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. Additionally, discuss of selected topics will promote critical thinking and enhance skills for critical review of content. PRF810 - Research in Performance Enhancement and Injury Prevention This course is designed to immerse the student in injury prevention research, focusing on current clinical outcomes research, psychology and physical activity research, and performance enhancement research. Topics include research in resistance training, core stabilization, reactive training, posture, supplementation and sport vision training. Injury prevention research is discussed related to special populations, such as athletes at opposite ends of the performance spectrum. PRF816 - Research in Human Movement and Recovery The purpose of this course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. Additionally, discussion of selected performance health (human movement and recovery science) research topics will promote critical thinking and enhance skills for critical review of content. PRF820 - Research in Rehabilitation This course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. PRF830 - Research in Sport Psychology This course is designed to provide the student with knowledge of research in the sport psychology arena. Students will be introduced to psychometric properties of research and interpretation of results published, enabling them to critically analyze published material specific to the area of sport psychology. PRF840 - Research in Health and Wellness Coaching This wellness coaching course is designed to introduce the student to various research sources, creating skills for investigation of topics of interest in the future. Additionally, discussion of selected wellness coaching research topics will promote critical thinking and enhance skills for critical review of content. 213 Course Descriptions PSA-Prof Sci Applied Math PSA611 - Optimization and Operations Research I A first course of a sequence to the applied field of operations research. The first course starts by giving a general and broad overview of operations research. The course focuses on deterministic models, especially linear programming, integer programming, network optimization and non-linear programming. PSA711 - Optimization and Operations Research II The second course of a sequence to the applied field of operations research. The second course continues the in-depth study of operations research. The course focuses on non-deterministic models, decision analysis and games, probabilistic inventory models, Markov chains, queuing systems, simulation modeling, non-linear programming algorithms, probabilistic dynamic programming and Markovian decision processes. PSA715 - Advanced Time Series and Stochastic Processes This course provides an introduction to stochastic processes. The course covers Poisson processes, renewal theory, Markov chains and continuous-time Markov chains, martingales, random walks, and Brownian motion. PSA723 - Advanced Nonparametric Statistics This course provides an introduction to and in-depth development of nonparametric statistics. It includes the introduction of nonparametric inference testing including the Wilcoxon Test, the Mann-Whitney test, the AnsariBradley test, the Kruskal-Wallis test, the Kendall test and the Theil test along with their associated estimators. Students will also learn how to run analyses within a statistical software program. PSA724 - Advanced Numerical Analysis and Empirical Modeling This course is designed to introduce students to the fundamentals of numerical analysis and empirical modeling. Topics will include methods for systems of linear equations, matrix eigenvalue problems, interpolation, methods for nonlinear systems, initial value problems, and experimental models. PSA725 - Data Mining and Simulation Modeling This course is an introduction to data mining and simulation modeling. The course begins with an introduction to data mining including the preparation of data for mining. Knowledge representations such as tables, models and trees are then discussed before presenting basic algorithms for data mining including simulation modeling. The course concludes with verification of models and advanced mining techniques. Appropriate statistical packages will be presented and used throughout the course to complete analyses. PSC-Prof Sci Cybersecurity PSC600 - Operating Systems This course focuses on fundamental principles in modern operating systems including Windows, Unix/Linux and Mac OS. Students learn about the services provided by operating systems' software, memory management, process scheduling and communication, storage, input/output, and distributed systems. OS security and data protection and the interaction between computers will be also covered. PSC640 - Computer Networking This course covers concepts in the design and implementation of computer communication networks, their protocols, the applications, and advanced principles of computer networks. Security issues in communication networks will be also studied, including secure communication, authentication, firewalls and intrusion detection. PSC745 - Cybersecurity Risk Management and Assessment In business today, risk plays a critical role. Almost every business decision requires executives and managers to balance risk and reward. This course introduces students to the strategic discipline of assessing, prioritizing, monitoring and controlling the impact of uncertainty on organizational objectives. PSC755 - Wireless Networks and Security This course is designed to provide the student with an understanding of the principles and concepts of wireless data network and security. Students will study wireless standards (such as IEEE 802.11 a/b/g/n, ZigBee, 2G/3G/4G/LTE). The course will survey the state of the art in wireless networks and security. Students will also 214 Course Descriptions learn security and privacy issues associated with wireless networks. Various attacks against wireless networks and their defense strategies will be analyzed. PSM- Prof Sci Master Deg Cours PSM760 - Leadership and Professional Development This course is intended to prepare students for the leadership decisions and actions that are inherent in practice as well as every-day life issues. Professional and personal growth are discussed at great length and principles and applications of personal leadership practices will be explored in depth. Techniques for managing change and empowering others also are included in this course. Topics related to effective leadership are issues of communication, motivation, delegation, team building, and quality improvement. Finally, students will have the opportunity to perform a SWOT analysis on their business or self (whichever is applicable). This culminating activity is designed to strengthen the students’ leadership abilities and skills. PSY-Psychology PSY702 - Psychopathology of Childhood Intensive study of the cognitive, emotional and behavioral disorders in children and adolescents. Emphasis is on etiology, early recognition, and approaches to treatment or intervention in schools. PSY710 - Principles of Instruction and Intervention This course is designed for the non-teaching educational specialist to assist them in gaining a fundamental understanding of the basic principles of instruction, with an emphasis on evidence-based practices in inclusive settings. Specific academic and behavioral strategies will be examined, as they relate to reading development and instruction, curriculum based assessments, program evaluation, the development of evaluation reports, and the implementation of intervention strategies for various populations of children at risk for or with exceptionalities in inclusive settings. Students will also examine a variety of theoretical frameworks that focus on the specific components of assessment, instruction and consultation in inclusive settings. PSY712 - Advanced Psychology of Learning This course examines the diverse, intricate process of learning. Behavioral and cognitive views of learning are emphasized with special attention given to the educational implications of learning theory. PSY713 - Psychology of Growth and Development This course explores how people grow and develop from infancy through old age. Physical growth patterns, along with emotional, intellectual and social development, are emphasized. Maturation and learning and their interrelationships are also examined in terms of their implications for the home, school and community. PSY720 - Neuropsychology This course presents the neuropsychological approach to the identification and education of children with learning disorders. The central nervous system and brain regions and their role in learning are studied in depth. Neuropsychological assessment techniques will be introduced to clarify cognitive strengths, weaknesses, processing preference patterns (simultaneous-sequential), and the identification of neuropsychological deficits in children. This course focuses on issues related to children with learning disorders, including: etiological factors, epidemiological studies, gender differences, subtyping, emotional concomitants of learning disorders, diagnostic instruments, and remedial techniques. The intent of this course is to provide the necessary theoretical framework from which more effective remedial programs can be developed for learning disordered children. PSY722 - Individual Psychological Evaluation I with Practicum Emphasizes theory and competence in the administration, scoring and interpretation of the StanfordBinet Intelligence Scale V and the Bender Visual Motor Gestalt Test. Extensive supervised practice in the administration, scoring and interpretation of these tests with subjects age 2 to adult. Theory and experience with other infant and child measures of intelligence such as the Bayley III and the K-ABC II are included. Ethics and cultural diversity in assessment are included. Psychological report writing, working with diverse populations, and generation of research-based and data-driven educational interventions are stressed. 215 Course Descriptions PSY723 - Individual Psychological Evaluation II with Practicum This course emphasizes the theoretical underpinnings of intellectual assessment and the development of competence in the administration, scoring, and interpretation of the Wechsler Scales: WISC-IV, WPPSI-III, and WAIS-III. Attention is directed toward the use of these scales in measuring intellectual levels, identifying cognitive strengths and weakness, and developing research-based interventions. Practicum experiences are an integral component of this course. PSY728 - Practicum in School Psychology This course is a practicum in psychoeducational assessment and intervention planning in which students develop competence in the administration, scoring and interpretation of individually administered achievement tests, as well as response to intervention, progress monitoring and the generation of research-based, data-driven interventions. Under faculty supervision, students conduct comprehensive evaluations of children, including gathering background information, writing reports and consulting with clients in the process of problem-solving in the educational setting. Ethical considerations, as well as the particular problems encountered when working with a diverse population, are included. PSY734 - Assessment of Personality and Behavior I An introduction to the assessment of personality and behavior. Experience is given to the student in the administration, scoring and interpretation of the more widely used personality assessment measures. Particular attention is given to assessment techniques used in planning for remediation and treatment. PSY741 - Theories of Counseling and Psychotherapy This course is designed to introduce students to the most common therapeutic approaches in use today (e.g., person-centered, cognitive, behavioral, family systems and reality therapy). The course also focuses on the types of issues that school psychologists are likely to be called upon to provide therapeutic intervention. Lectures, classroom demonstrations and role-playing are utilized to illustrate these various orientations. Attention is paid to implementation of counseling that is respectful of ethical boundaries/issues, as well as cultural factors that may be involved in the therapeutic process. Student participation is required. A position paper describing the student's own orientation is required. PSY742 - Techniques of Counseling and Psychotherapy with Practicum This course is intended to provide both a didactic and an actual experience in counseling. Graduate students familiarize themselves with the phases, procedures and goals of counseling and therapy through assigned readings, audiotapes and group discussion of case presentations. A major focus involves issues and disorders that school psychologists are frequently called upon to provide therapeutic intervention. This will include consideration of ethical boundaries/issues and cultural factors that are germane to the therapeutic process. Supervision of all cases is provided both in group sessions and on an individual basis. Graduate students are seen outside of regularly scheduled group sessions for individual supervision. PSY752 - Fundamentals of School Psychology This course is an introduction to the profession of school psychology. Topics examined revolve around the roles and functions of school psychologists. A partial list of the topics examined includes: school systems, the law and school psychology, and professional ethics. Field experiences in educational settings are required for students enrolled in the school psychology program. PSY756 - Consultation and Group Processes with Practicum This course is intended to familiarize the student with the variety of group methods and techniques utilized by the school psychologist in a diverse society. This is accomplished, in part through assigned reading and group discussion. The student is also required to observe and then act as a group leader in an ongoing group activity. The student tapes group counseling sessions for the purposes of evaluation and supervision. This course also explores the variety of consultative techniques that may arise in a school system. PSY761 - Statistics and Research Methods in Psychology I: Univariate This course is designed to give students the basic information they need to interpret the univariate research methods and statistics that are used most frequently in psychology. The focus is on acquiring the skills to critically 216 Course Descriptions evaluate a research report, analyze and interpret data, and to write a research paper. This course is designed to provide the background for students in Psy 767. PSY762 - Statistics and Research Methods in Psychology II: Multivariate This course is designed to give students the information they need to interpret the multivariate research methods and statistics that are used most frequently in psychology. The focus is on acquiring the skills to critically evaluate a research report, analyze and interpret data, and to write a research paper. PSY769 - Independent Study This course provides students the opportunity to explore and research topics of interest that are not available as regular course offerings of the school psychology program. PSY773 - Internship in School Psychology The internship requires a minimum of 1,200 hours of practical work experience under direct supervision of a qualified psychologist. A minimum of 800 hours must be completed in a realistic educational setting (i.e., public school system). The remaining 400 hours may be in a related setting (e.g., clinic, hospital, etc.). The intern is expected to demonstrate all of the competencies of the practicing school psychologist. PSY774 - Internship in School Psychology The internship requires a minimum of 1200 hours of practical work experience under direct supervision of a qualified psychologist. A minimum of 800 hours must be completed in a realistic educational setting (i.e., public school system). The remaining 400 hours may be in a related setting (e.g., clinic, hospital, etc.). The intern is expected to demonstrate all of the competencies of the practicing school psychologist. PSY795 - Seminar in Behavior Modification with Practicum This course provides the student with the knowledge and skills needed to design, implement, and evaluate behavioral interventions. Interventions applicable to school settings are emphasized and students are required to conduct a functional behavior assessment and to develop/implement a behavior intervention plan. PSY796 - Seminar in Analysis of Research in School Psychology This course consists of an examination of current research in school psychology. Critical study and evaluation of empirical research findings applicable to selected topics from current editions of Best Practices in School Psychology are undertaken. The student develops skills in using current databases to access empirically based research reports, as well as the abilities to critically analyze and synthesize the content of these reports as it relates to situations and issues faced by the practitioner school psychologist. Students develop an understanding of the importance of using empirical data in making sound educational decisions. PSY798 - Seminar in Professional School Psychology Concepts fundamental to the practice of school psychology are discussed and evaluated in this course. A range of topics are discussed, including the roles and functions of school psychologists, legal and ethical issues, the organization and operation of school systems, student diversity, and community resources. As this course is taken in conjunction with the Internship in School Psychology, discussions tend to be dynamic and framed within the context of actual experiences encountered by interns. PSY849 - Thesis The student conducts an independent, scientific research study in a classroom or other structured educational setting. The thesis is presented as a written document that conforms to American Psychological Association style. RES-Research RES800 - Research Methods This course explores the design and analysis of experimental and quasi-experimental research. It explores both quantitative and qualitative techniques. In addition to being able to design and undertake basic research, an outcome of this course is to develop effective consumers of the research literature. 217 Course Descriptions RES819 - Research Paper A written report on a specific topic of investigation, based on knowledge of the subject, acquaintance with the published literature on the subject and accurate presentation of findings. RES849 - Thesis The thesis consists of a written report of extensive research into a specific area of investigation, demonstration of knowledge of the background of the subject, the published literature of the subject, and high standards of original research and presentation. A thesis is often experimental in nature. RSP-Reading Specialist RSP700 - Foundations of Literacy: Theory and Instruction In this course, students will connect foundational knowledge about teaching reading to research based instruction. The major components of reading development and correlating instructional strategies will be examined. RSP702 - Literacy Assessment and Instruction The purpose of the course is to provide reading specialist candidates the knowledge of literacy assessment to equip them to serve in the various roles of a reading specialist. Formal and informal assessment will be explored. The candidates will implement several informal assessments, interpret data, and develop an instructional plan based upon the results of those assessments. RSP703 - Practicum I: Assessment RSP 703 and RSP 704 are to be taken together. The purpose of RSP 703 is to provide 55 field hours of authentic experience in the role of a reading specialist as a teacher who works with struggling readers. In this course the reading specialist candidate will work with a K-12 student to assess his/her strengths and needs in reading and writing, develop an instructional plan of action to address those needs, and generate a report to parents that informs them of the assessment results and the resulting instructional plan of action. This course will take place at the University and RSP candidates will work with K-12 students from the surrounding communities and school districts. RSP 703 is the first course in this two-course series. RSP704 - Practicum II: Instruction RSP 703 and RSP 704 are taken together. The purpose of RSP 704 is to provide 55 field hours of authentic experience in the role of a reading specialist as a teacher who works with struggling readers. In this course the reading specialist candidate will work with a student to implement the plan of action developed in RSP 703 Action Research I: Assessment. RSP candidates implement the instructional plan of action, provide ongoing progress monitoring to drive ongoing instructional planning, generate a written report to parents/guardians and meet with parents/guardians to report progress and make further instructional recommendations. This course will take place at the University with K-12 students from the surrounding communities and school districts and will immediately follow RSP 703. RSP705 - Psychology of Reading Psychology of Reading explores the psychological, sociological, cultural, and historical foundations underlying the development of literacy proficiency. During this course, participants will reflect on their own understanding of literacy, examine relevant literature, and become critical consumers of research. RSP706 - Literacy Leadership RSP Candidates are professionals whose goal is to improve reading achievement in schools and/or districts. Reading specialists serve as a resource in reading and writing for educational support personnel, administrators, teachers, and the community, provide professional development based on historical and current literature and research. In this course reading specialist candidates will spend 20 hours in a school district of their choice working collaboratively with other professionals in one school to build and implement reading programs that positively impact student learning. RSP707 - Creating and Fostering Literate Environments The purpose of this course is to provide candidates with experience in defining, observing, and making recommendations for a literate environment that fosters reading and writing by integrating foundational 218 Course Descriptions knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. RSP708 - Literacy Development for English Language Learners Candidates will explore theories, pedagogical considerations, and current methodology in the teaching, reading, writing, speaking, listening, metacognition, and visualizing for English language learners. The critical components of reading instruction (phonemic awareness, word recognition and vocabulary, fluency, comprehension, and writing) for language development and acquisition are emphasized. Candidates will identify effective, researchbased best practices, interventions, and strategies for ELLs, methods for school personnel, and resources to support culturally diverse families. RSP734 - Content Area Reading In this course reading specialists candidates are prepared to teach reading in the content areas to students in grades K-12. Reading theory is applied to elementary, middle, and high school across all curriculums. Essential components of reading in the content areas are emphasized: comprehension, vocabulary, reading/ writing connection, study skills, assessment, differentiated and culturally responsive instruction, and integrating technology across the curriculum. SLE-Edu Studies SLE701 - Administrative Theory, Organization and Operation This course offers the participant opportunities to gain competencies in and an understanding of the application of administrative theory relating to the operations of a school district. Through inquiry into the subject of administrative theory, candidates will gain critical and creative attitudes toward humanistic and scientific principles of public school organization and administration. Along with required course activities, each participant will complete a minimum of 15 hours of field experience assignments involving leadership or organization theory and practice. The field experiences will have utility for the participant’s home school district or another school district and will be undertaken and completed in concert with the instructor’s expectations. SLE705 - Curriculum/Instruction and Leadership/Supervision This course offers the participant the opportunity to gain an understanding of and skills related to the district level administration of curriculum, instruction, leadership and supervision. The course emphasis is on current practice in the field, state level requirements and national trends that are shifting theory and practice in their regard. SLE707 - Strategic Planning, Policy Analysis, Board Relations This course is designed for aspiring school superintendents. Specifically, the course addresses strategic planning and thinking, policy development and analysis, and the value of the relationship between the Superintendent and the School Board, specifically the Board President.The focus is reality-based and draws from experienced instructors. The goal is to prepare aspiring superintendents for the duties and responsibilities they will encounter in the above-mentioned areas, mindful of the fact that the key role of the school superintendent is to ensure a quality education for all students of the district. SLE720 - District Leadership for Public Relations and Marketing The objective of the course is to provide students the opportunity to view school public relations and marketing from the point of view of the school superintendent, through practical, real#life experiences. To become an effective school superintendent or assistant superintendent requires that an administrator be an effective communicator and develop positive community relations. It requires networking, knowledge, the ability to market your “product’ and the ability to establish credibility within and outside the school community. One must be able to make decisions, sometimes quickly, and then be accountable for those decisions. This course will enable students to learn the theory and practical application of school and community relations with a focus on fiscal responsibility. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course. SLE730 - District Leadership for Legal Issues in Education American public education operates within a complex framework of law. Federal and state constitutional provisions and statutes, along with administrative regulations and local school board policies, control the daily 219 Course Descriptions operation of our schools. It is imperative that all who are employed by school districts, particularly central office administrators, are conversant with this myriad of legal mandates and constraints so that they can operate effectively and efficiently and avoid time consuming litigation and grievances. The purpose of this course is to familiarize aspiring superintendents with the legal bases for the administration of public schools with a focus on fiscal responsibility. It is hoped that by the conclusion of this course that the students will possess the knowledge base and research skills necessary to make intelligent and informed educational decisions. In this course, emphasis will be placed on Pennsylvania school law. All candidates will be required to complete field work/ experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course. SLE740 - District Leadership for Finances This course provides students with the fundamentals of public school finance. It will review issues that confront superintendents and school districts, and provide insights into resolving finance problems. Students will read, research, problem solve and explore financial issues with a focus on fiscal responsibility. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course. SLE750 - District Leadership for Human Resources This course examines how to manage human resources effectively in the dynamic political, legal, social, and economic environment currently impacting educational institutions. It includes examination of the acquisition, distribution, cultivation and management of human, fiscal, and time resources in public education, and identification and application of skills necessary for harnessing human and financial resources that further the goals of a school and district. All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course. SLE760 - District Leadership Field Project – Fiscal Responsibility In this course, doctoral candidates will engage in problem-solving activities, field experiences and a field project planned cooperatively with university and school district personnel with a focus on fiscal responsibility. This practice-centered approach requires students to apply their knowledge and demonstrate proficiency in those skills that contribute to effective performance as a leader with a focus on fiscal resource management challenges faced by school districts. SPT-Sport Management SPT700 - Research Methods in Sport This course is intended to introduce students to methods and design problems specific to research in sport management. It is designed to promote an understanding of the theory, tools and processes involved in designing sport management research studies. Course emphasis will be placed on differentiating between qualitative and quantitative data, data collection, data analysis, data interpretation, and sources of data specific to the sport industry. SPT710 - Socio-Cultural Aspects of Sport This course will analyze the sport industry as a social institution, using critical thinking skills to solve controversies and issues related to the sport culture. Discussion will center around the social, political and economic significance of sport in society. Emphasis will also be placed on understanding the positive and negative social effects of sport and physical activity on society. SPT720 - Sport Marketing This course will compare and contrast the field of sport marketing with the practices and applications of mainstream marketing. The course will examine the application of marketing principles within the sport industry. Course emphasis will center on linking the marketing plan to an organization’s mission statement and core values. Topics will include SWOT analysis, market segmentation, distribution, packaging, promotion, positioning and pricing. 220 Course Descriptions SPT730 - Public Relations in Sports This course explores theories of communications and public relations management necessary for successfully working with internal and external publics of a sport organization. The course will demonstrate how community relations professionals serve their organizations by meeting social needs and connecting with key publics. Topics will include employee relations, community relations, media relations, customer relations and image enhancement. SPT740 - Legal Aspects of Sport This course will examine the law as it applies to sport organizations. An in-depth analysis will be conducted on the topics of contract law, constitutional law, tort law, administrative/statutory law, antitrust law, and collective bargaining as they apply to sport organizations. SPT750 - Sport Finance This course will be an in-depth study of financial analysis processes utilized in decision making by sport managers. The focus of the course is on basic principles of macro-economic, micro economics, economic impact analysis, business structures of sport organizations, basic tools of financial management, and interpreting financial statements. Topics include principles of budgeting, practical budgeting, sources of revenue, fundraising methods, financial planning, ecommerce, public stadium/arena finance, and basic accounting principles. SPT760 - Sport Ethics This course will focus on the ethical issues impacting sport organization policy formation and practice. Students will recognize and identify moral and ethical problems related to sport in its intrinsic and extrinsic dimensions and develop a personal philosophy regarding social responsibility in the sport management setting. Topics include moral and ethical development theories, models of ethical analysis, code of professional ethics, personal and management values, and situational analysis. SPT770 - Leadership and Management in Sport This course is an analysis of leadership and managerial functions, concepts and practices used to foster interpersonal and small-group relations as found in sport organizations. Further, this course is intended to prepare students for the leadership decisions and actions that are inherent in Sports Management and as well as everyday life issues. Professional and personal growth is discussed at length and principles and applications of personal leadership practices will be explored. Techniques for managing change and empowering others also are included in this course. Topics related to effective leadership are issues of communication, motivation, delegation, team building, and quality improvement. Finally, students will have the opportunity to perform a Personal Leadership Development Plan. This culminating activity is designed to strengthen the students' leadership abilities and skills. SPT780 - Current Trends and Issues in Sport Management This course is designed to identify, analyze, and evaluate current and future sport industry trends and issues that may affect a sport organization’s ability to establish and maintain a competitive advantage. SPT781 - Sport Analytics The class will discuss the theory, development, and application of analytics in sports. Students will learn about the application of analytics in sports for purposes of personnel acquisition and management, marketing, finance, communications, and team management among many other topics. The class will consist of lectures, quizzes, threaded discussions, and practical applications. SPT782 - Economic Analysis in Sport This course presents an application of economics concepts and issues relevant to the sports industry.Topics include: market structures and outcomes; barriers to entry; contraction and expansion; cooperative, competitive, and collusive behavior among participants; professional sports; collegiate and amateur sports: public policy, subsidies for new facilities, institutional rules, and tax policies, discrimination; and labor market imperfections. 221 Course Descriptions SPT783 - Strategic Sport Management This course is designed to introduce the key concepts, tools, and principles of strategy formulation and competitive analysis. It is concerned with managerial decisions and actions that affect the performance and survival of sport industry organizations. It will focus on the theories of strategic management and their applicability to the sport industry, including strategic planning, decision making, implementation and controlling processes, understanding organizational effectiveness, and environmental analysis. SPT790 - Sport Governance This course is designed to provide students with a knowledge and understanding of the power and politics of sport organizations that govern intercollegiate athletics. Students will learn and analyze how people involved in governance set the tone of an entire organization and how individual sport governance bodies fit into the greater industry. Emphasis will be placed upon the student’s development of a working knowledge of what these organizations do and what their true purpose is in the administration of an intercollegiate athletic department. SPT791 - Sport Compliance This course is designed to provide students with a knowledge and understanding of the necessary and mandatory compliance techniques of the major governing bodies of intercollegiate athletics to ensure institutional control. Emphasis will be placed upon an in-depth review and discussion of the various NCAA bylaw manuals, as well as NAIA rules and regulations. SPT792 - Legal Aspects of Equity in Intercollegiate Athletics This course is designed to provide students with a knowledge and understanding of an in-depth of gender equity issues that are prevalent in an intercollegiate athletic setting. This course also covers the many legal issues dealing with equity in intercollegiate athletic. Emphasis is placed upon the development of an overall knowledge of Title IX and the various tests that have been implemented to ensure compliance. SPT793 - Development of Human Resource Strategies in Intercollegiate Athletics This course is designed to provide students with the latest human resource strategies to successfully address everyday problems that may arise with coaches, staff, and personnel of and intercollegiate athletic department. The student will develop a working knowledge of complex organizations and how this may affect the employees that he/she supervises. SWK-Social Work-Grad SWK705 - Human Behavior in the Social Environment Foundation for working with individuals, families, groups, organizations, and communities. Theories and concepts of human development throughout the life cycle are presented and critiqued within the person-in-environment perspective. The framework is multidimensional, considering the impact of ability, age, class, exploitation, ethnicity, gender, oppression, political belief system, race, religion, sexual orientation, and the social environment on human behavior and development. Students learn to identify multiple determinants of human behavior using examples from all levels of social work practice in local, national, and international rural and small town communities. SWK806 - Rural Family/Community Policy Explores the design, function and impact of community and family policies. Historical development of specific policies and the effects of policy on rural family and community institutions and organizations. Skills in analyzing and synthesizing policy are applied to rural situations and change strategies. SWK811 - Practice with Aging In Rural and Small Town Environments Integration of knowledge about aging, rural aging, services for the aging, and the principles of social work and practice in rural environments. SWK812 - Practice in Supervision and Administration Supervision, management, and control in human service organizations. An exploration of theoretical and functional models to assist staff to grow and function competently as professionals. Understanding the elements 222 Course Descriptions of programming, budgeting, staffing, communications, and control within the organization. Identifying formal and informal systems, the impact of human diversity, and how all of this functions in the rural setting. SWK813 - Practice with Health Care and Health Care Planning in Rural and Small Town Environments Examines roles of the social worker and the place of social work values and practice in health care planning, modern medical ethics and professional practice. TED-Technology Education TED565 - Special Problems in Technology Education This course provides the student with opportunities to experience and research various technologies, techniques and teaching methodologies in the discipline areas of technology education. An intense in-depth study will be made in relation to selected topics on an individual basis or as a short-term concentrated study session for a group. TED701 - Issues in Technology Education Curriculum and Instruction The focus of this course is two-fold. First, students will use state and national standards to develop a technology education curriculum by using various curriculum design processes. The second phase of the class is designed to improve the students' ability to use appropriate standards-based instructional methods. These include cooperative learning, problem-based learning, discovery learning, constructivism, reflection, meta-cognition and others those students research and demonstrate to the class. TED702 - Assessment in a Constructivist Classroom Assessment in Technology Education is designed to provide the classroom teacher with a variety of assessment tools that can be used in the classroom. A wide range of assessment techniques, from traditional to authentic, will be analyzed, designed, and evaluated. Finally, students will use basic research techniques to validate the assessments they design and test. TED703 - Strategic Management in Education Strategic Management in Education is designed to enable teachers to analyze their opportunities, environment, resources and constraints to develop a prioritized plan of action to maximize their success educating students within a complex political, social and economic system. Students will experience strategic planning, funding proposal development, and various analytical tools. TED704 - Integrating Math, Science and Technology This course is focused on integrating the content of mathematics, science and technology education for the purposes of teaching in middle and high schools. Curriculum issues and planning related to integrating mathematics, science and technology according to state and national standards are discussed and practiced. Finally, students will have an opportunity to develop instructional units and carry them out in an activity-based laboratory. TED705 - Technology and Sustainable Development This course focuses on the development of understanding of the concepts of development and sustainability and their relationships to technology. Concepts of basic human needs, community development, technology assessment and research into specific technological alternatives will be included. Students will design, produce, test, and assess a relevant technological system. TED715 - Study in Human Creativity The primary purpose of this course is to formally introduce the student to the study of human creativity as an academic endeavor. It is specifically designed to establish each person’s competence as a creative problemsolving facilitator (a teacher, one who is knowledgeable and skilled at applying creative problem-solving methodologies). Individual, managerial and technical types of problem-solving activities will be engaged. Each student will conduct (facilitate) several problem-solving excursions. Each student will study, administer and evaluate several standardized tests that evaluate creative problem-solving skills. Students may evaluate themselves, others or both. This is a learning laboratory, action-oriented course intended to simulate real world creative problem-solving techniques. 223 Course Descriptions TED716 - Sustainable Architecture and Systems This course covers a variety of natural and sustainable construction materials and systems, some revivals of ancient materials and practices, some new and innovative, as the natural building movement gains both momentum and prominence in the construction and architectural arena. Integrated topics such as water conservation systems and energy conservation and alternative generation sources are also included. TED718 - Special Populations in Laboratory-based Programs The focus of this course is to understand the specific needs, populations, processes, adaptations, funding sources and other factors that affect the success of special populations who will be educated in technology education laboratory-based programs. This course will enable students to explore and develop various instructional methodologies and assessments for student learning. Finally, students will be introduced to a variety of classroom management and discipline issues that classroom teachers encounter each day and taught techniques to handle these situations. TED725 - Applied Research Science, Technology, Engineering and Mathematics Education This course is designed to give teachers an opportunity to study real classroom situations and to design a plan of action to improve that situation. Teachers will learn how to conduct a review of the literature and develop an understanding of various research methodologies, especially as they relate to Science, Technology, Engineering and Mathematics (STEM) education. Reflection and analysis of current trends in the STEM disciplines is a key component of action research. TED766 - Special Problems in Technology Education This course provides the student with the opportunities to experience and research various technology, techniques and teaching methodologies in the discipline areas of Technology Education. An intense in-depth study will be made in relation to selected topics on an individual basis or as a short-term concentrated study session of a group. TED775 - Integrating Technology in Elementary/Middle School STEM Curriculum This course provides elementary and middle level teachers an in-depth, research-based examination of technological literacy education within STEM disciplines. Candidates examine relevant technology education academic standards and design curriculum, instruction and assessment to enhance student achievement of proficiency in technological literacy. The course focuses on successful instructional strategies for integrating technology education throughout the existing school curriculum and aligning technology activities to help students achieve academic standards. TED795 - Technology Education Internship Student interns are placed in an educational/technical organization, which most nearly approximates employment goals or enrichment. The intent of the internship is to provide students with practical work experience in an environment in which they will be dealing with real problems requiring real solutions in a relatively short time frame. TED807 - Technology Program Development and Improvement Students will engage in a process to develop or access a district-wide technology standards-based program. They will develop strategies to facilitate and enhance student learning in all areas of their program, including content, curricula, instruction, student assessment, learning environment and professional development. They will examine the current status of a district’s program, establish new goals, determine strategies to meet those goals, develop goals to enhance personnel knowledge and skills, and examine strategies to evaluate their success. THE-Theatre THE502 - Estill Voice Training: Levels 1 and 2 Combined Intensive This course will provide a focused experience for vocal performers to explore and optimize voice production for musical and theatrical performance utilizing the Estill Voice ModelTM. By examining the acoustic, physiologic, and perceptual correlates of voice and by learning to enhance control of the vocal structures that influence vocal quality, the students will acquire tools offered by the Estill Voice Training™system for adding color, strength, clarity and stamina to the performing voice. 224 Course Descriptions TOU-Tourism TOU709 - Statistical Applications for Tourism Analysis TOU 709 Statistical Applications for Tourism Analysis (3 credits). This course will inform students how to use quantitative methods for the assessment of tourism performance and trends. Students will learn statistical methods, procedure, analysis, and interpretation in a tourism context. TOU737 - Tourism Planning TOU 737 Tourism Planning. Students will become familiar with the process of tourism planning as a mechanism to sustainable tourism development. This course will explore the advanced principles, steps, tools and case studies of tourism planning. Tourism policy, law, and administration will also be reviewed. TOU777 - Tourism Field Experience TOU 777 Tourism Field Experience (6-9 credits). Because a student enrolled in the Master of Arts in Tourism, Planning, and Development must engage in a field experience in the period between the successful completion of the first semester until the twenty-fourth month of the program, this course is a required component. For this course, an enrollee acquires practical experiences and applies those experiences according to the student's interest and expertise. The field experience serves as a transition from course work to the Thesis/Master’s TOU899 - Thesis/Masters Degree Project Option TOU 899 Thesis/Master’s Degree Project Option (3-6 credits). Upon completion of the required course work students will complete the Thesis/Master’s Degree Project Option phase. The Thesis/Master’s Degree Project Option will be a piece of original research that contributes to knowledge within the tourism field. Project based work will be evaluated by the MA Tourism Development Program Advisor. A master’s degree project will be valued at three credits and the thesis six. UNI-Co Curricular Activities UNI093 - G0-GR Tentative Schedule Used by Calu GO for tracking purposes. UNI094 - GO-GR Schedule Confirmed Used by Calu GO for tracking purposes. 225 Graduate Catalog Financial Aid Mission Statement The primary mission of the Financial Aid Office at California University of Pennsylvania is to provide financial planning and assistance to students and their families in meeting the costs of education. In fulfilling this mission, each student will be given careful consideration, and the University will determine financial assistance based on federal state and institutional guidelines. Financial aid programs have been established to provide access to higher education with guidelines to ensure fairness in disbursing available funds to qualifying students. The Financial Aid Office strives to ensure that courteous timely and accurate financial aid services are delivered to all students seeking assistance from our office. For current information on the following items, please visit the Financial Aid Web pages at www.calu.edu/financialaid: • • • • • • • • • Eligibility requirements Financial aid application process, including FAFSA Cost of attendance Grants Student employment Scholarships Loans Disbursement of financial aid Financial aid warning, financial aid suspension, financial aid probation Location and Office Hours The Financial Aid Office is located on the first floor of Dixon Hall. The office hours are 8 a.m. to 4 p.m., Monday through Friday. Appointments are encouraged, but a daily on-call counselor is available to assist walk-ins. Students can contact the Financial Aid Office by phone at 724-938-4415 or by fax at 724-938-4551. In addition, general financial aid information may be obtained at www.calu.edu/financial-aid. Specific financial aid and student account information is available 24 hours a day through the Vulcan Information Portal (VIP). 226 Graduate Catalog Military and Veterans Affairs The Office of Military and Veterans Affairs offers comprehensive support for veterans, eligible dependents, service members of the National Guard and Reserve and active-duty service members. We understand the unique demands of service members' and veterans' lives. Whether you are attending classes through Cal U's Global Online programs or are pursuing your education on campus, let us help you achieve your best. Connect with diverse and dynamic veterans who are attending Cal U and share many of the same struggles, excitement, concerns and points of pride. Cal U understands the complex challenges of transitioning from combat or the formal structure of the military to the world of higher education. This new journey requires a great deal of determination, dedication, responsibility, perseverance and support to get through. The Veterans Club is also here to give you that support with regular meetings that build a strong community that will assist you throughout your Cal U experience. Please visit the Office of Veterans Affairs website: calu.edu/veterans. For more information, call California University's Office of Military and Veterans Affairs at 724-938-4076 or email veterans@calu.edu. 227 Office of Human Resources Human Resources The Office of Human Resources supports the University's goal of creating and maintaining a learning environment in which the rights of all are respected. This office encourages the entire University to become personally involved in enriching the campus through support of enhanced equal opportunity and diversity. The Human Resources office reaffirms the University's commitment to equal opportunity and diversity through the promotion of understanding, tolerance and respect for others, and ensures that the University community understands and complies with federal and state laws and California University policies with respect to Equal Opportunity, ADA and Title IX. Services The Human Resources office helps students and employees resolve concerns and complaints regarding harassment, discrimination and disability. It strives to help any student, faculty member or employee who needs information or assistance or has a concern about Equal Opportunity, ADA, Title IX or Sexual Harassment policies. For more information, visit: https://www.calu.edu/inside/faculty-staff/administrative-offices/human-resources/ The Human Resources office's support services are provided in the following areas in compliance with state and federal laws: Equal Opportunity, Diversity, Compliance and Equity The Special Assistant for EEEO (who is also the Title IX Coordinator) strives to enhance diversity in the University community through working with diversity committees/groups, special projects, trainings, etc. Discrimination and Title IX Complaints The responsibility for investigating complaints is vested in the Human Resources office under the direction of the Special Assistant for EEEO (who is also the Title IX Coordinator). The Complaint Intake Form is available at: https://www.calu.edu/inside/faculty-staff/administrative-offices/human-resources/equal-opportunity/complaintform.jsp Complete information regarding policies, procedures, and the informal and formal complaint processes can be found in both the Campus EEO Policy (Policy Statements and Compliance Procedures on Equal Education and Employment Opportunity) and the Gender-Based/Sexual Misconduct (Title IX) Policy, which are both available at: https://www.calu.edu/inside/faculty-staff/administrative-offices/human-resources/equal-opportunity/socialequity-policies.aspx Equal Opportunity: Online Training Programs Pennsylvania’s State System of Higher Education mandates that all universities conduct sexual harassment awareness training with new students. Additionally, the University is committed to providing an environment free from discrimination on the basis of sex. Title IX of the Education Amendments of 1972 protects persons from sex discrimination in educational programs and activities at institutions that receive federal financial assistance. California University of Pennsylvania provides many resources to administration, faculty and staff, as well as students, to address concerns relating to discrimination on the basis of sex, which includes sexual misconduct, stalking and dating/domestic violence. To this end, California University of Pennsylvania also offers through the Human Resources office an online training program(s) regarding Title IX legislation. In addition to the Title IX online training program, the Human Resources office is requiring that all personnel (administration, faculty and staff) and all students complete the required E.O./discrimination prevention training courses annually. Location and Hours Human Resources is located in Dixon Hall, Room 408, 724-938-4427. Office hours are 8 a.m. to 4 p.m. Monday through Friday. Evenings and weekends are by appointment only. Policies The Office Human Resources' policies are available at: https://www.calu.edu/inside/faculty-staff/administrativeoffices/human-resources/ and you can access the complaint form at: https://www.calu.edu/inside/faculty-staff/ administrative-offices/human-resources/equal-opportunity/complaint-form.jsp 228 Office of Human Resources Equal Opportunity Our equal opportunity statement is available at: https://www.calu.edu/inside/faculty-staff/administrative-offices/ human-resources/ The campus EEO policy, Policy Statements and Compliance Procedures on Equal Education and Employment Opportunity and Social Equity, is available at: https://www.calu.edu/inside/policies/_files/social-equity/EEEOPOLICYforweb.pdf. This document also includes California University of Pennsylvania's Anti-Discrimination Policy 2010-700. Sexual Harassment The Gender-Based / Sexual Misconduct (Title IX) Policy is available at: https://www.calu.edu/inside/policies/_files/ social-equity/TitleIX.pdf. ADA/504 Services for students with disabilities are provided through the Office for Students with Disabilities (OSD). For more information, visit the OSD at Carter Hall G-35, or call 724-938-5781, or view online at: https://www.calu.edu/ inside/student-resources/disabilities/. This page includes information on ADA compliance. Contact Information Direct discrimination/sexual harassment, equal opportunity and Title IX inquiries or complaints to the Special Assistant to the President for Equal Employment and Educational Opportunity (EEEO) and Title IX Coordinator, Office of Human Resources, Dixon Hall, Room 408, 724-938-5425. Direct student ADA inquiries regarding services or facilities accessibility to the ADA/504, Compliance Officer, Office of Student Affairs, Carter Hall G-52, 724-938-1603, or a message can be left at the Counseling Center, Carter Hall G-53, 724-938-4056. Direct faculty and staff ADA inquiries regarding services or facilities accessibility to the Director of Human Resources, Office of Human Resources, Dixon Hall, Room 408, 724-938-4427. 229 State Authorization State Authorization Information about current legal authorization for California University of Pennsylvania to offer online education nationwide and the steps that Cal U is taking to achieve necessary authorizations in all 50 states, the District of Columbia and U.S. Territories is located at: https://www.calu.edu/online/state-authorization/index.aspx Questions may be directed to Doug Hoover, Associate Provost, at 724-938-4096 or hoover@calu.edu. Global Online Complaint Process Global Online undergraduate and graduate students who have a grievance, complaint or concern related to Global Online courses (or who have other Global Online concerns unrelated to courses) can follow the steps outlined at: https://www.calu.edu/online/state-authorization/complaint-process.aspx Questions may be directed to Doug Hoover, Associate Provost, at 724-938-4096 or hoover@calu.edu. 230 Student Affairs Student Affairs Student Affairs is a critical component of a student’s learning experience that goes beyond the classroom and provides a safe and healthy living and learning environment. Student Affairs oversees life on campus, including student organizations, activities, wellness, housing, dining, recreational sports and much more. The professionals who work in Student Affairs are committed to helping all students enrich and deepen their lifetime journey of growth and self-exploration. Mission Inherent in the University’s educational mission is a commitment to the total development of all students. The division of Student Affairs, under the direction of the vice president, is administratively responsible for the implementation of this commitment. The central focus of the Student Affairs division, therefore, is the personalization of the university experience, with concern for not only individual intellectual development, but for personal, social and physical development as well. The division is committed to recognizing and assisting in the realization of human potential, which includes promotion of the concepts of safety, freedom, justice, individual dignity and the right of the dissenter and openness of mind. Student Affairs Committees • Senior Staff Management Team sets the vision and priorities for strategic planning and assessment efforts across the Division of Student Affairs in alignment with University goals, trends and best practices. • The Student Affairs Council serves as a recommending body for strategic plan development; coordination of division-wide assessment efforts; and committee oversight. • The Student Affairs Diversity Committee serves as a catalyst for change through awareness and understanding of diversity and inclusion. • The Student Affairs Retention Committee serves to identify opportunities to create and enhance engagement to support student retention and success. • The Targeted Programming Committee identifies trends and hot topics to forecast division-wide programming opportunities. Services Student Affairs works to personalize your Cal U experience and develop your personal and professional skills by providing a full range of University support services and programs, including: • • • • • • • • • • • • • • • Dining, Hospitality and Vending Services Cal Card Services Center for Volunteer Programs and Service Learning Commuter and Non-Traditional Student Services Conference Services and Convocation Center Fraternity and Sorority Life LGBTQA+ Support Services Natali Student Center Office of Diversity, Equity and Inclusion Office for Students with Disabilities Recreational Services • Herron Fitness Center • Indoor and Outdoor Recreation • Intramurals and Group Fitness • Sports Clubs Student Association, Inc./SAI Farm/Clubs and Organizations Student Activities, Programming and Leadership Student Media Services • Multimedia Access Center (Mac Lab) • CUTV • WCAL Radio • Cal Times Newspaper University Housing/Residence Life 231 Student Affairs • Vice President’s Office • Class Excuses • Administrative/Medical Withdrawals • Student Conduct • Student Liaison Services and more • Wellness Center • Alcohol and Other Drug Education • Counseling Center • End Violence Center • Health & Wellness Education • Student Health Center • Student Wellness Support Services • The PARC (Alcohol and Drug Recovery Center) • Women’s Center Accommodations for Students with Disabilities Office for Students with Disabilities California University of Pennsylvania welcomes otherwise qualified students with disabilities. The University recognizes its responsibility to these students and is committed to providing reasonable accommodations to insure equal access and full participation as guided by Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act (ADA/AA). Students with disabilities follow the same admission procedures and standards as required by California University of Pennsylvania's Admissions Office for all students. Accommodations Accommodations for students with disabilities are approved through the Office for Students with Disabilities (OSD). It is the responsibility of the student to adhere to OSD procedures for self-identifying, providing documentation to substantiate requests and requesting reasonable accommodations in a timely manner. Students must meet the academic/technical standards of the classes/programs for which they are applying and/or in which they are enrolled. In those instances where class/program requirements simulate responsibilities of in-service personnel, students must meet the essential functions of the job. Inquiries regarding disability access for students should be directed to: Office for Students with Disabilities Carter Hall, Room G35 Phone: 724-938-5781 Email: osdmail@calu.edu OSD website: www.calu.edu/current-students/student-services/disability/index.htm Parking Parking spaces for persons with disabilities are marked as such on campus. These spaces are solely for the use of persons who have the required state DOT-issued ADA parking credentials displayed. Persons who wish to request a temporary disabled parking permit (six weeks or less) must submit appropriate documentation to the Department of Parking and Transportation (724-938-4677). Persons with disabilities needing to obtain required DOT-issued credentials can make application to the respective state Department of Transportation in which the vehicle is licensed. Additional information regarding parking on campus at www.calu.edu/parking. Contact Us Inquiries regarding disability access for students should be directed to: Office for Students with Disabilities Carter Hall, Room G35 Phone: 724-938-5781 Email: osdmail@calu.edu OSD website: www.calu.edu/current-students/student-services/disability/index.htm 232 Student Affairs (or use the search word "disability" on the Cal U website: www.calu.edu) Center for Volunteer Programs and Service Learning The Center for Volunteer Programs and Service Learning, located in 119 Natali Student Center, serves as a catalyst for students to connect with, build and sustain meaningful service initiatives in partnership with communities surrounding Cal U. Students enhance their learning and leadership development by engaging in educationally purposeful and diverse co-curricular experiences through volunteer opportunities. The Center also operates the Cal U Cupboard, a food pantry for students experiencing food insecurity. Commuter and Nontraditional Student Services Commuter and Nontraditional Student Services assist commuting and nontraditional students with a student affairs staff member as a full time advocate for student needs. Assisting with alternate forms of transportation and parking issues, alerting students of available housing options and helping students connect to campus are just a few of the services offered to our commuting population. Student Affairs recognizes the needs of students seeking a degree after a hiatus from schooling, seeking a second degree, seeking career skills enhancement or taking non-degree or continuing education courses. The office is located in 123 Natali Student Center, near popular commuter lounge areas. Counseling and Psychological Services Counseling Center services are available for students seeking confidential help for personal as well as interpersonal difficulties. Services are free of charge to Cal U enrolled students. The Counseling Center, located in the Wellness Center, provides an array of short-term counseling and psychological services to University students with problems that interfere with their adjustment to campus life, personal development or effective educational performance. The Counseling Center provides the following services to students: • • • • Evaluation Consultation Brief therapy Emergency intervention Students requiring intensive or specialized care will be referred to community mental health providers. All therapists working in the Counseling Center adhere to federal and state ethical and legal standards and laws concerning confidentiality. Enrolled students can make an appointment by calling 724-938-4056. Dining Services The goal of the University dining services is to provide a quality, cost-effective, innovative dining program for students living on and off campus. The University encourages student involvement and awareness to help provide quality, nutritious meals at a reasonable cost. Dining locations provide an important environment for student interaction and socialization. Students living in the residence halls, as well as commuters, may choose from a variety of meal plans. All students who live in lower-campus University residence halls must participate in the meal program. Detailed university dining services information is available on the university website. End Violence Services The End Violence Center works proactively to raise awareness and provide prevention education for the campus community on the issues of sexual violence, intimate partner violence and stalking. In addition, the Center works reactively to offer survivors and secondary victim’s advocacy, crisis intervention, supportive services and outreach. The End Violence Center is located in Room 117 of Natali Student Center or call 724-938-5707. Housing Cal U has some of the best university housing in the nation. No cramped dorm rooms here -- you will feel right at home in our modern housing that's convenient, safe and exceptionally comfortable. 233 Student Affairs Whether you are an out-of-town or local student, you will find our housing fosters academic success and personal growth. Studies show that students who live on campus during their first years outperform students who choose to live off campus. Residence halls provide a living environment that complements classroom learning. Students are encouraged to participate in learning communities with study groups and computer labs readily accessible. Students tell us one of the best things about living in university housing is that you meet so many people and learn so much about yourself and others. Check out our website for housing options: https://www.calu.edu/student-life/living-at-calu/housing-options.aspx Office of Diversity, Equity and Inclusion The Office of Diversity, Equity and Inclusion, formerly known as the Office of Multicultural Affairs and Diversity Education, is committed to transforming the holistic learning experiences of all students. We believe that an inclusive community fosters an understanding of and appreciation for diversity among our students, faculty, staff and administrators. The office provides resources, programs and workshops to support, embrace and empower each member of the campus community. For more information, please contact Sheleta Camarda-Webb at 724-938-5878 or camardawebb@calu.edu. Recreational Services Herron Recreation and Fitness Center is located in Herron Hall and serves the university community. Students are admitted upon presentation of their valid CalCard. Students may purchase memberships for their spouse and/or children (age 16 or older) for a fee. The facility includes a lap pool, steam room, whirlpool, saunas, weight training equipment, fitness classes, cardiovascular equipment, two gymnasiums, climbing wall, indoor walking track and a variety of exercise machines. The facility also coordinates and manages University sports clubs, intramural and extramural sports, and the outdoor recreation program. For additional information, visit: https://www.calu.edu/student-life/living-at-calu/sports-recreation.aspx Student Handbook For additional information, the Student Handbook offers students a quick and easy guide to University programs, activities and services. While not always encyclopedic in its descriptions, it does tell you where to go for information: https://www.calu.edu/inside/policies/_files/general/Student-Handbook.pdf Vice President's Office / Dean of Students Student Affairs can help you get answers, discover resources and explore student life, all of which will enhance your life while at Cal U. The primary goal of the division is to provide essential support services that assist students as they pursue their academic goals. The Office of Student Affairs is located on the third floor of the Natali Student Center and our main phone number is 724-938-4439. Attendance Concerns Except in cases of emergency, it is your responsibility to inform your professors in advance if you expect to be absent from class. If your absence is the result of hospitalization or an emergency family concern, contact the Dean of Students for an attendance memo as soon as possible at 724-938-4439. The Dean of Students will verify documentation related to your absence, contact your instructors regarding the issue and provide support to you during the time of crisis. The Dean of Students may not be able to provide a memo if you do not make contact for support within a reasonable timeframe. Remember, it is still your responsibility as a student to be in contact with your professors when you are able to return. Ultimately, it is up to you and your faculty member to negotiate any course adjustments. Office of Student Conduct The Student Code of Conduct is intended to provide guidance and structure for students in their relations with others, use of University and other's property and development of appropriate decision-making abilities. Students learn from each situation they are involved in to refine decision-making and problem-solving skills and reflect on actions and decisions. In addition, students come to understand how their actions affect others and future career goals. All students should review the Student Code of Conduct and the University's policies on reporting and 234 Student Affairs handling alleged violations. Additional information is found on the university’s website under Office of Student Conduct. Wellness (Health) Center The Wellness Center is available to students: • 24 hours Monday-Friday • 12 hours (7 p.m. - 7 a.m.) Saturday and Sunday A full-time staff of registered nurses is on duty during hours of operation. A University physician conducts regular hours and a Nurse Practitioner is available Monday-Friday. A University health form must be completed by your family doctor and returned. For a copy of the form, visit: https://www.calu.edu/inside/forms/_files/medical/medical-information-form.pdf For additional information, call 724-938-4232. Alcohol and Other Drug (AOD) Services AOD programs are located on the ground floor of Carter Hall in Suite G-45. Intervention, education and prevention comprise the operational components of Cal U’s AOD programs. The BASICS and CASICS programs provide intervention, while education and prevention are provided by the Health and Wellness Education Center and the AOD education specialist. PARC The Prevention Awareness Recovery Center (PARC) is on campus for students who are in recovery from drug and alcohol addiction as well as students who are allies and supporters of those in recovery. PARC is a safe, worry-free lounge area where students are welcome to hang out, meet other students in recovery and hold Cal Clean and Sober groups. The PARC is full of resources and referrals for students in need of support or treatment services. Student Wellness Support Services Student Wellness Support Services offers support and guidance for all University: • Students experiencing an acute crisis or who are in a situation that is greatly impacting their ability to successfully engage in daily activities. • Students who require information or guidance to navigate University and/or community resources. • Faculty and staff who are concerned about a student and would like some additional expertise or guidance. 235 Graduate Catalog Tuition and Fees For the most up-to-date information on graduate tuition, fees, and room and board charges, visit: • https://www.calu.edu/costs-aid/tuition/graduate-tuition.aspx • https://www.calu.edu/costs-aid/tuition/ Payment of Tuition and Fees for Semester Registration All fees will be assessed approximately four weeks prior to the beginning of the each term. Payment in full is expected for each term or enrollment in an online payment plan (with initial payment) by billing due date. Cal U accepts American Express, Discover, MasterCard and Visa along with electronic (ACH) check payment online at calu.edu/paymybill. Paper checks and money orders payable to California University of Pennsylvania payable in U.S. dollars should be mailed to: California University of Pennsylvania Student Accounts Office Box 83 250 University Ave. California, PA 15419 Please include the student's CWID (Campus Wide ID Number) on all correspondence. Billing Information California University of Pennsylvania utilizes online e-billing. Students who take advantage of early/rolling registration should receive a Cal U email announcing that the billing statement is available for viewing online through the VIP approximately four weeks prior to the start of the term. Students who enroll within four weeks of the first day of the term should be prepared to make payment at the time of registration. A paper bill will be sent for the initial term billing for each term and last term billing for past due balances only. Payment Plans Payment plans are available each term. Payment plans enable students to pay their costs on a monthly basis. Enrollment for the payment plan can be completed online via VIP. For the most up-to-date information on tuition, fees, and room and board charges, visit calu.edu/paymybill and calu.edu/current-students/housing/index.htm. Third-Party Billing Some companies and government agencies pay tuition directly to the University. If tuition is to be paid in this manner, authorizing forms or letters must be sent to the Student Accounts Office. This payment must be received by the Student Accounts Office during the semester in which charges originate and cannot be used in lieu of a personal payment for an authorized payment plan. This payment option does not apply to corporate tuition reimbursement policies or when the payment amount is based on grades and received after the term has ended. Refund Policy Tuition and fees are adjusted for class withdrawals during the first week of the fall and spring semesters. After the add/drop period ends, adjustments are made ONLY if a student withdraws from all enrolled classes. Refunds are made to the amount of the charge, not the amount that has been paid to date. The refund policy is available online and in the Student Accounts Office. Financial aid recipients should refer to "refund/repayment policies" on the Cal U website for the financial aid adjustment policy. Housing Application Service Fee An application is required in order to reserve a room for the following academic year. This fee is nonrefundable and is not deducted from room charges. Additional information regarding the housing application process is located on the housing website: www.calu.edu/current-students/housing/index.htm. Late Payment Fee A late payment fee of $50 per month will be assessed when a student fails to pay the required fees by the due date or when a student fails to pay according to an approved payment plan. (The structure of fees is subject to change without prior notice and such changes shall take precedence over existing charges set forth in this catalog.) 236 Graduate Catalog Return Check Charge A $25 fee will be charged for any check (paper or ACH) that is made payable to California University of Pennsylvania and returned by the bank because funds are unavailable for any reason or incorrect bank account information (numbers) were entered by the student. (The structure of fees is subject to change without prior notice and such changes shall take precedence over existing charges set forth in this catalog.) Proxy A completed Proxy Access form is required by University offices to release account information via phone. Proxy Access Management is available through the Vulcan Information Portal - Academic/Banner Self Service/Proxy Access. 237 University Services Institutional Review Board (IRB) For information about California University of Pennsylvania's Institutional Review Board, please visit the IRB website (https://www.calu.edu/inside/faculty-staff/institutional-review/index.aspx). Louis L. Manderino Library LOUIS L. MANDERINO LIBRARY is committed to providing the resources needed to support the research needs of Cal U students. This includes a substantial collection of peer-reviewed journals, books (including ebooks), online research databases and audiovisual materials. In addition to our collections, the library provides both individual and collaborative study areas, including private rooms for group use. To help reduce the stress of studying, the library has vending machines with drinks and snacks, a collection of popular DVDs, a graphic novel collection and a selection of popular reading books. Electronic Resources: Online information retrieval has made library research more thorough and more efficient. Using the library's research databases and online catalog, students can quickly locate and access an impressive collection of scholarly journals, magazines, books, e-books, newspapers and audiovisual materials. All of the library's electronic resources are accessible from on- and off-campus locations, so students can research anywhere they have Internet access. Since the library is constantly working to provide the best resources for our students, please visit the library's website (https://library.calu.edu) for the current list of library resources. Research Services and Library Instruction: With so many research options available, it can be daunting to know how to search effectively. Help with this process is available to students from the research librarians. Students are encouraged to contact the librarians through scheduled personal appointments, in the library or by telephone, email, chat, text or a Zoom online meeting. Cal U librarians are faculty members and work with classroom professors to provide instruction sessions to students regarding the effective use of library resources in their coursework. Shared Library Resources and Interlibrary Loan: Beyond our own collections, Cal U participates in several resource-sharing programs that offer students a wealth of additional resources. When Manderino Library does not have the book a student needs, the online E-ZBorrow system allows students to request books from scores of academic libraries in Pennsylvania, West Virginia, New Jersey and New York. This system is both fast and free. If the book cannot be obtained from an E-ZBorrow library, or if a student needs an article that is not available in the library’s journal resources, these can be requested from other libraries through our Interlibrary Loan Office. University Police The California University Police Department is a fully recognized law enforcement agency as authorized by 71 P.S. 646, the Administrative Code of 1929 as amended and Title 18 of the Pennsylvania Consolidated Status (Crimes and Offenses), and 24 P.S. 20-1006-A (14) 20-10A (5) of the State System of Higher Education Act. The department consists of professionally trained individuals capable of responding to requests for assistance in routine and emergency situations. The department, a diverse group of police officers, communications officers and secretarial staff, provides continuous 24-hour assistance to the University community. The staff includes a director/chief, assistant chief, four lieutenants (three patrol supervisors and one criminal investigator), one specialist/K-9 handler and 11 additional commissioned police officers that have received certification from a MPOETC- approved Act 120 police academy. Two security officers (dispatchers) and an administrative assistant contribute to the operation of the department. Cal U's Police Department has also recently established a K-9 unit that will help track lost persons, recover evidence and engage in drug searches and public relations activities, in addition to day-to-day patrol of campus. Additional services offered to University students, faculty and staff include parking and traffic management, criminal investigations, health, fire and safety surveys, special event planning, accident investigation and crime prevention information and presentations. Pursuant to the Pennsylvania College and University Security Act and the Federal Crime Awareness and Campus Security Act of 1990, postsecondary institutions, including colleges and universities, must annually make available 238 University Services to all applicants, students and employees information with respect to campus crime statistics and the security policies of the institution. The information is compiled by California University and made available through the Office of Admissions, Office of Student Affairs and University Police and on the University website. 239