California University of Pennsylvania
Graduate Catalog
2009–2010
August 2009

California University of Pennsylvania
School of Graduate Studies and Research
250 University Avenue
California, PA 15419-1394
724-938-4187
http://www.cup.edu
California University is a member of the Pennsylvania State System of Higher
Education.
This catalog is neither a contract nor an offer of a contract. The information
it contains was accurate when it was 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 on July 1. Any changes made prior to the annual update may
be found in the Addendum.
California University of Pennsylvania is an academic community dedicated
to the ideals of justice, fairness and equal opportunity for all. In compliance
with federal and state laws, the University is committed to providing equal
educational and employment opportunities for all persons without regard
to race, color, sex, religion, national origin, age, disability, ancestry, sexual
orientation or status as a disabled or Vietnam-era veteran. The University will not
tolerate racial, ethnic or sexual discrimination. Sexual harassment is considered
by law to be a form of sexual discrimination and is, therefore, unacceptable.
Direct equal opportunity and affirmative action inquiries or complaints to the
Special Assistant to the President for EEEO/University Ombudsperson, Office of
Social Equity, South Hall 112, 724-938-4014. Direct inquiries regarding services
or facilities accessibility to the ADA/504 Compliance Officer, Office of Student
Development and Services, Azorsky Hall 105, 724-938-4076. Direct Title IX
inquiries to the Senior Women’s Administrator/Title IX Coordinator, Department
of Athletics, Hamer Hall 248, 724-938-4351.
The core values of California University are Integrity, Civility and Responsibility.

Accreditations
MEMBER of the
American Association of State Colleges and Universities
1307 New York Ave. NW, Fifth Floor
Washington, DC 20005-4701
202-293-7070
Fax 202-296-5819
http://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
http://www.aacte.org
ACCREDITED by the
Commission on Higher Education of the Middle States Association
of Colleges and Secondary Schools
3624 Market St.
Philadelphia, PA 19104
215-662-5606
Fax 215-662-5501
http://www.msache.org
ACCREDITED in Teacher Education by the
National Council for Accreditation of Teacher Education
2010 Massachusetts Ave. NW
Washington, DC 20036-1023
202-466-7496
Fax 202-296-6620
http://www.ncate.org
ncate@ncate.org
ACCREDITED in Athletic Training by the
National Athletic Trainers’ Association
2952 Stemmons Freeway
Dallas, TX 75247
800-879-6282
http://www.nata.org
ebd@nata.org
ACCREDITED in Communication Disorders by the
American Speech-Language-Hearing Association
10801 Rockville Pike
Rockville, MD 20852
800-498-2071
301-897-5700
Fax 301-571-0457
http://www.asha.org

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ACCREDITED in School Psychology by the
National Association of School Psychologists
4340 East West Highway, Suite 402
Bethesda, MD 20814
301-657-0270
http://www.nasponline.org
ACCREDITED in Social Work by the
Council on Social Work Education
1725 Duke St., Suite 500
Alexandria, VA 22314-3457
703-683-8080
Fax 703-683-8099
http://www.cswe.org
ACCREDITED in Counselor Education by the
Council for Accreditation of Counseling and Related Education Programs
5999 Stevenson Ave.
Alexandria, VA 22304
703-823-9800 ext. 301
Fax 703-823-1581
http://www.cacrep.org

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Contents
Accreditations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Message from the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
About California University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Important Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Requesting an Application for Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Application Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Application Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Admission to Certification Programs Beyond the Master’s Degree . . . . . . . . . . . . . . . . 7
Admission – Non-Degree Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Admission Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Canadian Applicants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Campus E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Planning a Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Cohorts – Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Appealing a Grade or Other Academic Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Style Manuals for Preparation of Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Permanent Certification for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Candidacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Withdrawals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Repeating a Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Cheating and Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Academic Probation and Dismissal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Final Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Comprehensive Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Period for Completion of Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Graduate Assistantships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Location and Office Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
About Financial Aid and How to Apply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Financial Aid Application Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Renewal Financial Aid Applicants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Award Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Financial Aid Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Employment/Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Disbursement of Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Special Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Financial Aid Probation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Refund/Repayment Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
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Financial Aid Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Academic Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Administrative Program For Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Master of Education in School Administration
and/or K-12 Principal Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Athletic Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Business Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Communication Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Counselor Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Master of Science Community Agency Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Counselor Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Master of Education School Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Elementary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Early Childhood Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
English as a Second Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
National Board Teacher Certification Preparation (Elementary) . . . . . . . . . . . . . . . . . 65
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Elementary/Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Master of Education Dual Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Exercise Science and Health Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Legal Studies: Criminal Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Master of Science, Criminal Justice Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Legal Studies: Homeland Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Legal Studies: Law and Public Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Master of Science, Law and Public Policy Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Mentally/Physically Handicapped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Mentally/Physically Handicapped
Autism Spectrum Disorders Certificate of Advanced Study . . . . . . . . . . . . . . . . . . . . . 92
Nursing Administration and Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Reading Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Reading Specialist Certification Only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
School Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Master of Arts Teaching: Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Master of Arts: Certification and Master’s Degree . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Master of Arts, Initial Teacher Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Master of Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Sport Management Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
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Master of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Post-Baccalaureate/Post-Master’s Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Sports Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Graduate Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Superintendent Letter of Eligibility Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Master of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Tourism Planning and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Post-Bachelor’s Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Policy and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
ACC – Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
ADP – Administrative Program for Principals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
ATE – Athletic Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
BUS – Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
CED – Counselor Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
CMD – Communication Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
PCJ – Criminal Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
ECE – Early Childhood Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
EAS – Earth Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
ECO – Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
EDE – Elementary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
FIN – Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
GEE – General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
GEO – Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
HPE – Health and Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
AST – Homeland Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
LAW – Legal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
MGT – Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
MKT – Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
MSE – Master of Arts Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
SEC – Master of Arts Teaching (National Board Certification Track) . . . . . . . . . . . 149
NUR – Nursing Administration and Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
GMA – Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
PRF – Performance Enhancement and Injury Prevention . . . . . . . . . . . . . . . . . . . . . 151
EDP – Professional Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
PSY – Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
RES – Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
RSP – Reading Specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
RSU – Reading Supervisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
SPT – Sport Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
SLE – Superintendent Letter of Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
SWK – Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
ESP – Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
TED – Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
TOU – Tourism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
University Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Louis L. Manderino Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
IT Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
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Campus Learning Labs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Career Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Visiting Student Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Counseling and Psychological Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Activities Transcript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
California University Television (CUTV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Dining Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Housing: Living@Cal U . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Intercollegiate Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
International Student Services Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Student Exchange Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Intramurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Judicial Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Multicultural Student Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Website Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
The PEACE Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Recreational Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Social Fraternities and Sororities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Student Activities Board (SAB) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Student Association Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Student Congress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Student Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Student Leadership Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Office for Students with Disabilities (OSD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
University Conference Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Veterans Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
WCAL (California Radio Station) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Multimedia Access Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Women’s Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Office of Social Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Governance and Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Council of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Academic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Administration and Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Development and Alumni Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Information Technology Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Student Development and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
University Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

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Message from the President
Graduate education in the United States is
an ever-evolving enterprise, and California
University of Pennsylvania is on the crest
of that evolution. I am proud of our
curricular offerings, as well as our diverse
modes of delivery. The heart of our School
of Graduate Studies and Research is still in
the traditional face-to-face programs at our
main campus and Southpointe Center;
however, growth in our online programs
has been very strong. Since these programs,
offered under the banner of Cal U Global
Online – CalU GO, are 100 percent online,
many of our students now have the
opportunity to participate in high-quality
master’s programs, when it may have
seemed impossible to do so just a few short
years ago.

California University of Pennsylvania
President Angelo Armenti, Jr.

This University provides master’s degrees
in a variety of fields. As you peruse this catalog, you will see the richness of
the full graduate curriculum. Our faculty members are dedicated to providing
graduate students with challenging and cutting-edge experiences.
A graduate education must help students evolve from being consumers of
knowledge to critical evaluators of knowledge to, finally, producers of new
knowledge. Each academic program offered by our graduate school is designed
to develop the skills necessary to have our students progress in this way. I am
confident that each graduate will obtain the skills necessary to be an effective
lifelong learner and will be prepared to become a leader in his or her chosen
field.
I hope this catalog will provide an effective set of guideposts, helping you
to locate a graduate program that meets your individual needs. We at the
University stand ready to help you reach your educational goals.
Sincerely,

Angelo Armenti, Jr.

1

California University of Pennsylvania
Identity
California University of Pennsylvania, a comprehensive regional institution of
higher education and a member of the Pennsylvania 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
and 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,
and we have the responsibility to ensure the safety and security of others; We
have the right to be treated with respect, and we have the responsibility to
treat others with respect; We have the right to expect the best, and we have the
responsibility to give our best; We have the right to be treated fairly, and we have
the responsibility to treat others fairly.
Mission: Building Character and Careers
To advance its ultimate mission of building the character and careers of students,
the University shall focus its efforts on three goals: student achievement and
success, institutional excellence, and community service. These interrelated
ends will be facilitated by the following means: high-quality faculty, students,
programs and facilities. These means, in turn, will be funded through an
energetic program of resource acquisition and stewardship.
Vision
To be recognized as the best comprehensive public university in America. How is
this accomplished?
• Offer an exceptional, one-of-a-kind character- and career-building experience;
• Focus character building on the University’s three core values and four rights
and responsibilities;
• Define career building broadly to include lifewide (multiple life roles) and
lifelong (legacy) aspects;
• Recruit and retain a distinguished faculty who challenge and mentor students
to attain their fullest potential;
• Recruit and retain a talented, diverse and highly motivated student body;
• Maintain an administrative staff dedicated to the highest professional
standards and service;
• Maintain a learning community known for its academic excellence, intellectual
rigor and civil discourse;
• Instill not just learning, but the love of learning;
• Be widely known as a center for thought, inquiry, dialogue and action in
matters of character and leadership;
• Maintain a campus of natural and architectural beauty featuring state-of-theart facilities and equipment;
• Reflect a special mission in science and technology through programs in
science, technology and applied engineering, as well as through emphasis on
technology and information literacy across the curriculum;
• Be widely known for high-quality undergraduate and selected master’s-level
graduate programs;
• Foster increasingly higher admissions criteria, academic quality and scholarly
expectations;
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• Incorporate continuous improvement into all programs and activities to
ensure competitive excellence;
• Prepare students for the world of work or further education, from multiple
locations, through multiple technologies, in order to meet the ever-changing
needs of the Commonwealth and the world;
• Sustain a reputation for the University’s academic excellence, its daring and
entrepreneurial spirit, and the integrity, success and loyalty of its graduates;
• Instill a culture of philanthropy among students, faculty, staff and alumni;
• Create an ever-larger community of supporters and an endowment that will
perpetuate the work of the University and enable constant innovation and
renewal.
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.

3

About California University
The University lies within the borough of California, Pa., a community of
approximately 6,000 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) on the Pennsylvania Turnpike, and an hour from Pittsburgh
International Airport.
The main campus consists of 32 buildings situated on 92 acres. An additional 98acre recreation complex, George H. Roadman University Park, is located one 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.
Roadman Park is also the site of a new upper-campus student housing complex
(Vulcan Village) that is home to 768 students who live in attractive, furnished
suites — most with individual baths, a living room, dining area, completely
furnished kitchen, including dishwasher and microwave, and a full-size washer
and dryer.
Between 2004 and 2007, the University opened six new residence halls on
campus where students live in suites of two or four students, usually sharing
a bathroom with no more than one other person. All residence halls are airconditioned and have state-of-the-art sprinkler systems.
The geographic location of the University gives the resident student
opportunities to explore and pursue a wide variety of activities. Located on the
Appalachian Plateau, an area of rolling hills, the University is a short drive from
camping, hiking, fishing, hunting, white-water rafting, canoeing and skiing. In
addition to varied cultural activities on campus, the student has easy access to
the Pittsburgh metropolitan area, located only 35 miles north of the campus. This
provides an opportunity to enjoy the Pittsburgh Symphony; 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
In June 2001, the University began a 17-month celebration of its sesquicentennial.
The institution that is now California University of Pennsylvania began as
an academy more than 150 years ago. It has evolved over the years into a
multipurpose university, one of the 14 state-owned institutions that comprise the
Pennsylvania State System of Higher Education.

Important Milestones
1852: A two-story Academy, offering education from kindergarten through
college, was established in the recently founded community of California, Pa.
1865: The Academy obtained a charter as a normal school for its district and
became a teacher-preparatory institution.
1874: The institution was renamed the South-Western Normal School.
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1914: The Commonwealth acquired the institution and renamed it the California
State Normal School. The curriculum became exclusively a two-year preparatory
course for elementary school teachers.
1928: The institution became California State Teachers College, returning to its
previous status as a four-year-degree-granting institution, concentrating on
industrial arts and special education.
1959: Liberal arts curricula were introduced and the College became California
State College.
1962: A graduate program was introduced.
1974: The College developed a special mission in science and technology.
1983: On July 1, 1983, the College became a part of the State System of Higher
Education and changed its name to California University of Pennsylvania.
1983: The College of Science and Technology became fully operational.
1992: Angelo Armenti, Jr. was appointed President of California University.
1996: College of Science and Technology was renamed Eberly College of
Science and Technology in honor of the Eberly Foundation for its philanthropic
generosity.
1997: Cal U Southpointe Center in the Southpointe Technology Center in
Canonsburg, Pa., opened, offering a variety of courses and programs.
1998: The University formally adopted three core values: Integrity, Civility and
Responsibility.
2002: The University Council of Trustees formally adopted a list of Rights and
Responsibilities.
2004: The University responded to the needs of today’s students and completely
redesigned the concept of residence life with three new lower-campus residence
halls and the upper-campus Jefferson@California complex.
2006: Two new residence halls opened on campus, completing a new quad
around the Natali Student Center.
2007: Carter Hall, the sixth and final residence hall, was opened in August 2007.
(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.)

5

Admissions
Requesting an Application for Admission
You may apply online at our website: http://www.cup.edu/graduate. You may
also e-mail our office at gradschool@cup.edu or call the office at 724-938-4187 if
you do not have access to a computer.
If you are anticipating applying for financial aid, the Free Application for Federal
Student Aid (FAFSA) form should be filled out simultaneously and California
University should be designated to receive your information.
You may pay the $25 application fee by credit card when you submit the
application online. Hard copy applications should be forwarded, with the $25
application fee, to:
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
At the same time, the granting institution of your degrees should send official
transcripts of all graduate and undergraduate work to the School of Graduate
Studies and Research. It is not necessary to send a transcript of work completed
at California University.
Application Deadlines
Apply for admission to the School of Graduate Studies and Research as early as
possible. Consult http://www.cup.edu/graduate and/or the graduate school office
(724-938-4187) for the deadline of the semester and specific graduate program
you wish to attend. Many programs have “rolling” admissions (beyond those
deadlines). To be sure your application gets full consideration, it should be
completed by the deadline date.
Some of the graduate programs described in this catalog lead directly to
specialized certification. Other programs may require licensing examinations.
Individual program coordinators should be consulted for in-depth information
regarding certification and licensure.
There are three sources* of additional information about graduate programs that
you can contact by telephone or e-mail to schedule an appointment:
• The chair of the department
• The graduate studies coordinator of the department offering that program
• The assistant director of graduate recruitment and admissions
*Visit http://www.cup.edu/graduate for contact information for these sources.
Application Process
• Complete application and pay application fee following the guidelines listed
above.
• Applicants must present official transcripts of all undergraduate and graduate
work to the School of Graduate Studies and Research. The bachelor’s degree
must be awarded from a college or university that is accredited by the
National Commission on Accreditation or the appropriate regional accrediting
agency.
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• Some departments require additional documents such as recommendations
and other supporting material. Contact the coordinator or see the program
website. Applicants for admission to certain graduate programs may be
required to take specified entrance exams (Praxis, GRE, MAT).
• In some programs, applicants who have less than a 3.00 undergraduate
average may seek conditional admission based on the criteria established by
each program. Visit the program website or contact the program coordinator
for more information.
Note: Admission to a program does not carry with it admission to candidacy for
the degree. See the statement on candidacy requirements in the next section of
this catalog.
Admission to Certification Programs Beyond the Master’s Degree
The University offers certification programs that require additional experience
and credits beyond the master’s degree. Those additional experiences develop
appropriate competencies in specific areas of specialization. They are in the
fields of administration (for the principal K-12 certificate, school psychology and
superintendent’s letter of eligibility). For further information, see the individual
graduate program information in this catalog.
Admission – Non-Degree Students
Although most graduate students at California University are enrolled in degree
programs, there are opportunities to take some graduate classes as a non-degree
student, either for personal or professional growth or for certification, without
becoming an applicant for a University graduate degree.
If you wish to take graduate courses at California University but do not wish to
enroll in a formal certification or degree program, you will nevertheless have
to apply for admission to the University (and pay the normal application fee as
well as send copies of your official transcripts). Your acceptance will be based
on the amount and quality of your preparation as determined by the academic
department in which you will be taking courses.
Upon admission as a non-degree student, you will be permitted to take six
credits. Completion of these courses does not automatically and in itself lead to
admission to a degree or certification program. Applicants interested in further
exploration must reapply (fee waived).
Graduate students from other universities (sometimes known as “visiting
students”) may take courses at California University and must go through the
normal application process. They are responsible for knowing and adhering to
the transfer policies of their home institutions.
Admission Decisions
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.
International Students
California University of Pennsylvania welcomes applications from citizens
from countries other than the United States. Individuals who desire to study on
7

campus must obtain F-1 non-immigrant status prior to enrollment or possess
other legal status that enables them to pursue studies and maintain their status
through the entirety of their studies. All international students who apply for
graduate studies must meet the same entrance requirements as all other students.
• A completed international application and application fee.
• In addition to general admission requirements for degree programs,
international students for whom English is a second language must submit
certified English translation of all official transcripts from post-secondary
schools outside the United States to California University’s School of Graduate
Studies and Research.
International students must also arrange to have photocopies of their postsecondary diploma(s) submitted to one of the following organizations for a
document-by-document evaluation:
Josef Silny & Associates Inc.
International Education Consultants
7101 SW 102 Ave.
Miami, FL 33173
305-273-1616
Fax 305-273-1338
info@jsilny.com
http://www.jsilny.com
World Education Services Inc.
P.O. Box 745
Old Chelsea Station
New York, NY 10113-0745
212-966-6311
Fax 212-966-6395
http://www.wes.org
• An official copy of a teaching certificate (if application is being made to certain
Master of Education programs).
• An official copy of the Test of English as a Foreign Language (TOEFL) score,
sent from the Testing Center. Xerox copies are not acceptable. A minimum
score of 550 on the paper-based test, 213 on the computer-based test or 80 on
the Internet-based test (iBT TOEFL) is required for most programs. An official
copy of an International English Language Testing System (IELTS) with a
minimum score of 6.0 may be substituted for the TOEFL score.
• A statement of financial support.
• Any other necessary forms.
Other requirements:
• Declare any dependents who will accompany them to the United States.
• Provide evidence of sufficient funding for one year of graduate school. The
total amount for a full-time student (full-time required) is $24,656 for 20092010 ($13,141 for tuition and fees; $9,656 for housing and meals; $1,768 for
books and supplies). Additionally, a dependent(s) accompanying the student
must be declared and funding must be sufficient and verified to support each
($6,000 per year for a spouse, $3,000 per year for each child). Costs may be
8

adjusted for a student who provides evidence of a reduced cost for alternative
housing/meals arrangements.
• Provide proof of adequate health insurance coverage in the U.S. Note that the
University health insurance plan is not available to graduate students.
Canadian Applicants
Students holding undergraduate degrees from Canadian colleges or universities
need only submit their official transcripts directly to the School of Graduate
Studies and Research. If they are similar to the materials from the United States
model, they will be evaluated locally. If not, students will be required to comply
with the above international student policy.
Final admission is contingent upon clearance from the education authorities of
the home country and U.S. Citizenship and Immigration Services.
Acceptance into the University Does Not Imply
Receipt of a Graduate Assistantship:
International students should contact the dean of the School of Graduate Studies
and Research regarding graduate assistantships and the Financial Aid Office
regarding other financial options.
All international students must subscribe to the University’s medical insurance
plan.
Registration
Your acceptance letter from California University will contain information
enabling you to access and use Web for Students, the University’s online student
registration system. Graduate students must consult with their academic
advisers before scheduling their courses. You may also schedule for the next
semester by mail or by faxing to 724-938-5712.
If you have been accepted into a program of graduate studies but have not been
recently enrolled at California University, contact the School of Graduate Studies
and Research at 724-938-4187 or gradschool@cup.edu to inquire regarding your
current status.
All questions concerning payment of tuition and fees should be directed to the
Bursar’s Office: 724-938-4431 or http://www.cup.edu/administration/bursar.
Responsibility for Regulations
Responsibility for knowing and complying with all academic rules and
regulations, including the requirements for graduation, rests with the individual
graduate student. Faculty advisers assist graduate students in planning their
academic programs and research requirements, but they are not expected to
relieve graduate students of responsibility in other areas.
Campus E-mail
All students are assigned a campus e-mail address. For the student guide to set
up an e-mail account, see:
http://www.cup.edu/administration/computingservices.
Students are responsible for all official University communications sent to that
e-mail address.

9

ANY OTHER COMMUNICATION SENT TO OR FROM ANY OTHER E-MAIL
ADDRESS WILL NOT BE REGARDED AS VALID OR OFFICIAL.
Planning a Program
Students admitted to a graduate program will be referred to the appropriate
department for academic advising. Graduate students’ programs are planned
in conference with their advisers. Research advisers are assigned to graduate
students by the program coordinator.
Each student should consult with his/her adviser throughout the graduate
program on a regularly scheduled basis. Programs of studies must be approved
by a student’s adviser before registration.
Cohorts – Rights and Responsibilities
Several of California University of Pennsylvania’s graduate programs, both
traditional and online, are offered in a “cohort” format.
The purpose of creating a cohort model of enrollment is to maximize the size
of the enrollment and to better meet the needs of students by providing a clear
scope and sequence for the courses. This enrollment model has benefits for
students, faculty and the University – and also has responsibilities. Those rights
and responsibilities will be spelled out in this document.
The decision on the size of the cohort will be made by the administration at
the time the cohort is scheduled to begin. The administration also identifies the
beginning time for a cohort and, in consultation with the faculty, the scope and
sequence of the courses.
Once a cohort has begun, the number of courses offered and the specific
courses offered in any given semester are at the discretion of the University.
The administration promises to provide instruction opportunities necessary to
meet the needs of the cohort. This does not necessarily mean the opportunities
will be exclusively in the form of formal classes taught by tenure track faculty.
Individualized instruction may be used; adjunct faculty may also be used.
Students must understand that when they become members of a cohort, they
are committing to the published scope and sequence of courses. As long as
they attend the course when offered, they will be able to proceed through the
program. If, for whatever reason, a cohort student fails to enroll in a scheduled
cohort class (i.e., out of sequence), he or she may have to wait a considerable
period of time before it is offered again.
Appealing a Grade or Other Academic Decision
University decisions are based on applicable policies, rational procedures and
sound decision-making principles. Concerning a student’s grade, it must be
understood that it is not the policy of the administration to change a properly
assigned grade (i.e., one based upon recorded grades for quizzes, exams,
assignments, projects and other grade criteria as indicated on the course syllabus
or outline).
When a student alleges violations of sound academic grading procedures,
the University administration and faculty mutually support a student appeal
procedure, which gives both the student and the faculty member a fair process to
substantiate and/or refute those allegations.

10

In appealing a grade, a student should first contact the faculty member who
issued that grade to discuss the reason for the grade. If the student is not satisfied
with the faculty member’s explanation, the student should then contact the
faculty member’s department chair or program coordinator. This contact must
be in writing and must be filed with the chair or program coordinator within
30 working days after the beginning of the fall or spring semester following the
term in which the grade in question was given. The chair or program coordinator
shall notify in writing the student and faculty member of his/her receipt of the
appeal from the student.
If accord is not reached through the chair or program coordinator, the student
may then appeal to the dean of the School of Graduate Studies and Research.
Such appeal must be in writing and must be filed with the dean within 15
working days from the date of the final written determination of the chair or
program coordinator. The dean shall notify in writing the student and faculty
member of his/her findings and decision within 15 working days of his/her
receipt of the appeal from the student. The final source of appeal is the provost.
This final step should be taken only if there is no possibility for resolution at an
earlier stage, and only if the student is convinced that arbitrary and/or capricious
standards were applied. The appeal to the provost must be in writing and must
be filed with the provost within 15 working days from the date of the final
written determination of the dean. The provost shall review the matter and take
action as necessary to provide equity in the situation.
In the case of other academic decisions, the student should follow the same
appeal procedure insofar as possible. In matters relating to student conduct and
discipline, the vice president for student development has authority to review
student appeals. In matters relating to financial aid, see the Financial Aid section
of this catalog; in matters relating to teacher certification, see the relevant section
in this catalog.
Style Manuals for Preparation of Papers
Research studies must conform to a format and style that is recognized by the
principal scholarly journals in the discipline. Students are expected to obtain and
use the style manuals suggested by their respective programs. Most programs in
the School of Graduate Studies and Research require the use of the most recent
edition of the Publication Manual of the American Psychological Association
(APA) or the MLA Handbook for Writers of Research Papers. The student has
the responsibility to find out which style manual is required by the program.
Copies of these manuals and other manuals may be purchased in the University
bookstore or consulted in the Manderino Library. Guidelines for theses and
projects can be accessed through:
http://www.cup.edu/graduate/index.jsp?pageId=1580830010421132410177232.
Permanent Certification for Teachers
If you hold a Pennsylvania Instructional I teaching certificate, you can use the
credits you earn in a graduate program at California University toward the postbaccalaureate requirements for the Instructional II certificate. Some graduate
programs lead to specialized initial teaching certification.
Act 48
Persons holding Pennsylvania teacher certification may also satisfy the
requirements of Act 48 by successfully completing graduate courses. Six
graduate credits satisfy the 180-hour professional development requirements of
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Act 48. If you are interested in these programs, you may contact the School of
Graduate Studies and Research or the College of Education and Human Services
at 734-938-4125. For further information, see the Pennsylvania Department of
Education website: http://www.pde.state.pa.us.
An Act 48 form is available to download at the graduate school website. Once
you have completed a course for Act 48, fill out the form and send it to:
Act 48 Coordinator
Office of Academic Affairs
California University of Pennsylvania
Box 4
California, PA 15419
Course Load
A normal full-time graduate student load is 9-12 credits per semester. Students
wishing to take more than 12 credits in a semester must obtain the support of
their adviser and permission from the dean of the School of Graduate Studies
and Research.
Candidacy
After admission to a graduate program, and in order to complete a program
of study leading to the master’s degree, the graduate student must apply for
and be admitted to the status of candidacy. It is the individual’s responsibility
to apply for candidacy in due time and manner. Application for candidacy
should be made when a graduate student has completed at least 6 but no more
than 12 credits of graduate study at this University. Students failing to meet
this candidacy requirement may be blocked from future registration. Credits
completed in excess of 12 may not be accepted for inclusion in a degree program.
The candidacy application form is available to download on the graduate school
website: http://www.cup.edu/graduate or in the office of the School of Graduate
Studies and Research. Candidacy deadline dates are posted on the website each
semester.
The applicant for candidacy must demonstrate a 3.00 GPA (B average) in
graduate courses. Approval for admission to candidacy is granted by individual
departments or programs, which may have special requirements such as
interviews or tests, and by the dean of the School of Graduate Studies and
Research.
For more precise details, the applicant should consult with the department chair
or graduate coordinator. The University reserves the right to deny the applicant’s
request for admission to candidacy for the master’s degree.
Transfer Credit
Most programs leading to the master’s degree programs at California University
of Pennsylvania vary in the number of credits required. For specific degree
requirements, consult with the program coordinator or the program website. Of
the number of required credits, all but 6 must be taken at California University.
Up to 6 credits transferred from an accredited graduate program may be
transferred to California University. Faculty will review proposed transfer credits
and recommend acceptance to the dean of the School of Graduate Studies and
Research. Only courses with grades of A or B will be considered (a grade of P
[passing] or S [satisfactory] will not be accepted); transfer credits are not figured
into grade point average.
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Withdrawals
Withdrawal from the University:
A student who decides to withdraw from the University during any academic
term, regardless of the reason, must contact the Academic Records Office
immediately. All withdrawals are governed by the following regulations:
• A dismissal is granted to a student who withdraws from the University in the
official manner, has met all financial obligations to the University and has been
properly cleared by the registrar.
• If the student withdraws officially during the first 10 weeks of a semester, a W
grade is recorded for each course scheduled. A W grade carries no academic
penalty and is not counted in the student’s GPA. For an official withdrawal
from a five-week session, W grades will be recorded during the first two
weeks only.
• No student is permitted to withdraw officially from the University during the
last five weeks of a semester or summer term. For a five- or eight-week session,
students must withdraw prior to completion of 80 percent of the course.
• Leaving the University without notifying the graduate school or Academic
Records Office and making an official withdrawal may result in automatic
failure for all courses scheduled. It also makes the student ineligible for refund
of tuition and fees, and may affect academic status and financial aid.
• Students planning to withdraw from the University should consult with the
Financial Aid Office prior to completing the withdrawal process.
Administrative Withdrawals:
The University administration has the authority to withdraw a student from the
University and to revoke that student’s registration at any time for the following
reasons:
• Registration in violation of university regulations (e.g., academic ineligibility
to register).
• Failure to comply with academic requirements (e.g., unsatisfactory class
attendance, violation of the learning contract for students on academic
probation, etc.).
• Disciplinary suspension or dismissal for the remainder of an academic term or
longer.
• Severe psychological or health problems such that the student cannot be
permitted to continue in attendance.
• Other reasons deemed appropriate by the proper administrative officer.
The grade of WX is recorded for administrative withdrawals. The grade of WX
is not computed in the student’s grade point average and therefore involves no
academic penalty. The registrar must authorize the recording of this grade. If a
student registers in violation of the academic eligibility rule, the registration is
declared invalid, the tuition and fees paid by the student are refunded in full,
and no grades are recorded.
In other cases of administrative withdrawal, the date and reason for the
withdrawal are used to determine the grade to be recorded and the amount of
13

tuition and fees to be assessed or cancelled. In most cases, the regular tuition and
fee assessment and refund policies of the University prevail.
For administrative withdrawals during the first six weeks of a semester or
two weeks in a five-week summer session, the grade of WX is recorded for all
courses on a student’s schedule. No other grades, such as incomplete (I), are
assigned. After this period, the date and reason of the administrative withdrawal
are considered. The registrar has the authority to antedate an administrative
withdrawal if circumstances warrant such action.
Disciplinary suspensions or dismissals are initiated by the appropriate authority
in the Office of Student Development and Services and written notification is sent
to the graduate school or Academic Records Office, which cancels the student’s
registration and notifies other administrative offices and faculty members as
necessary.
If faculty members have reason to inquire about a specific case of administrative
withdrawal, they should consult the registrar or the provost. In certain cases,
the student’s right to confidentiality may not permit full disclosure of the
circumstances.
Repeating a Course
Graduate students can repeat a single course for grade improvement only once.
Graduate students are limited to a maximum total of two repeats across the
program. The most recent grade (regardless of whether it is higher or lower) will
be the grade used for GPA calculation. This course repeat policy also applies to
post-baccalaureate students; that is, post-baccalaureate students can repeat a
single course for grade improvement only once with a limit of a maximum of two
repeats during the post-baccalaureate career.
Cheating and Plagiarism
Truth and intellectual honesty are both the subject matter and the necessary
prerequisites for all education. Consequently, students who attempt to improve
their grades or class standing by cheating on examinations or plagiarism on
papers may be penalized by disciplinary action ranging from verbal reprimand
to a failing grade in the course. If the situation appears to merit a more severe
penalty, the professor may refer the matter to the dean of the School of Graduate
Studies and Research or the provost, with a request for more formal disciplinary
action by the University’s Discipline Committee, which may result in suspension
or expulsion from the University. (See Academic Integrity section in the middle of
the catalog.)
Academic Probation and Dismissal
Graduate students must maintain at least a 3.00 grade point average (GPA) in
graduate courses taken in the degree program. A student receiving a GPA below
3.00 will be placed on academic probation. A student on probation is not eligible
for graduate assistantships or the positions of graduate residence hall director,
assistant hall director or community assistant. Students placed on academic
probation will be given one semester to raise the GPA. If the GPA is still below
3.00 after the probationary period, the dean of the of School of Graduate Studies
and Research, after consultation with the department chair and/or program
coordinator, may dismiss the student from the graduate school.
Students receiving a GPA below 2.50 after the probationary period will
automatically be dismissed from the graduate school. Some departments may
14

have additional requirements regarding academic probation and dismissal.
Students should consult with their program adviser for specific requirements.
Graduate students who have been dismissed and wish to be readmitted to
another graduate program must reapply to the School of Graduate Studies and
Research.
STUDENTS WHO HAVE BEEN AWARDED GRADUATE
ASSISTANTSHIPS WITH A SEMESTER GPA BELOW 3.00
WILL LOSE THEIR ASSISTANTSHIPS.
Grades
Faculty are encouraged to utilize the plus/minus grading system; however,
its use is not required. Check your course syllabi for the professors’ grading
systems. A GPA of at least 3.00, equivalent to a B average, is required of all
graduate students in all graduate programs.
Plus/Minus Grading System:
Plus/Minus Grading System Scale
GRADE

QUALITY POINTS

A

4.00

A-

3.67

B+

3.33

B

3.00

B-

2.67

C+

2.33

C

2.00

F

0.00

N

No Grade Reported – Research Work In Progress

The grade point average (GPA) is computed by multiplying the number of
semester hours specified for each course by the quality points attained in that
course, adding the total of these results and dividing this total by the total
number of semester hours attempted.
The temporary grade of I (for incomplete) may be assigned by the professor if
a student has not completed the work of the course, either because of illness or
for other reasons that the professor considers acceptable. (The professor may,
however, submit a course grade on the basis of work that has been completed.)
The student must arrange to complete the work necessary to remove the grade
of I within one calendar year of receiving it. If it is not removed within that
period, the grade of I automatically becomes a grade of I-F, which cannot be
removed from the graduate student’s transcript unless the course is repeated for
credit. The student must register and pay for the repeated course. If the grade of
I is on a student’s record in the semester or summer session when that student
intends to graduate, it becomes an I-F immediately before graduation – possibly
adversely affecting graduation. The department reserves the right not to permit
a student to continue in a sequence of courses if the student has an incomplete
grade in a prerequisite.
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If a graduate student has enrolled for the master’s thesis, research paper or
research project, the grade of N will remain on the transcript until the thesis,
paper or project is completed. A student cannot graduate with an N grade on the
transcript.
The grade of P is awarded in certain courses to indicate the performance of
satisfactory work in situations, such as some kinds of internships, in which
it would not be appropriate to assign letter grades. The grade of P carries no
quality points, and, although the course is credited toward completion of a
program or degree, the credits are not used to compute the GPA. If satisfactory
work is not performed in such a course, the grade of F is awarded, and it is
computed into the GPA. The University does not allow graduate students a
“pass/fail option” in courses in which letter grades are awarded.
Course Numbering
Courses numbered 499 and below are undergraduate courses. Courses
numbered 500 and above are graduate level courses.
Course Numbering System
Number

Course Level

0-99

Remedial Level

100-199

Freshman Level

200-299

Sophomore Level

300-399

Junior Level

400-499

Senior Level

500-899

Graduate Level

Final Examinations
Final examinations are given the last full week of each fall and spring semester.
A final examination schedule is prepared and distributed by the registrar
and indicates the time slots for specific exams. All final examinations will be
administered throughout the week according to this schedule. Exams will not be
given at times other than those specified on the final exam schedule. During the
week prior to final exam week, no examinations will be given in classes, with the
exception of lab courses and to graduating seniors (if necessary). All evening and
Saturday class finals will be held at the time of their regularly scheduled class.
If a student is scheduled for more than three final exams in one day, he/she may
reschedule tests by consulting with the appropriate instructors, department chair
or college dean. If a mutually convenient time cannot be agreed upon, the Friday
time slot should be used as an alternate test date.
Comprehensive Examinations
Most programs require a comprehensive examination. (Consult the program
website for further information.) All graduate students who are candidates for
the master’s degree must pass a comprehensive examination. The nature of the
examination may vary from department to department, but it commonly has a
written component and may have an oral component as well. The purpose of
the examination is to evaluate the graduate student’s ability to demonstrate the
achievement of the objectives and/or competencies prescribed in the student’s
program.
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The comprehensive examinations are administered by the department and are
scheduled approximately halfway through the semester or the summer session.
The date for this comprehensive examination is always announced by the
department. Such examinations normally require three hours. Information about
departmental examinations should be obtained from the faculty adviser or chair.
Applications to register for the comprehensive examination can be obtained in
the office of the School of Graduate Studies and Research in Dixon Hall.
Period for Completion of Degree
Graduate students must complete all requirements for the master’s degree within
six years after the date of initial registration for graduate studies at California
University. After six years, students may be expected to retake classes or take
additional coursework.
Graduation
Graduation Checkout:
The application for graduation is available at http://www.cup.edu/graduate or
in the office of the School of Graduate Studies and Research. This form must be
completed, signed and returned to the School of Graduate Studies and Research
by the graduation application date published on the website.
Students completing requirements for teaching certification must also complete
a certification endorsement form. This form must be signed by the program
coordinator and by the dean of the School of Graduate Studies and Research.
Graduate students applying for certification must also contact the office of the
College of Education and Human Services. Students may not graduate with
a failing grade on their transcripts even if the course is not required for their
degrees or even if their grade point average is above 3.00.
Application for Graduation:
By the date published, degree candidates must complete an application for
graduation form. This form is available at http://www.cup.edu/graduate and
in the office of the School of Graduate Studies and Research. This form will be
reviewed by the graduate school office to assure that the student has completed
all requirements and fulfilled all obligations.
Students seeking teacher certification must complete the certification
endorsement form available in the College of Education and Human Services
office. Questions regarding teacher certification should be directed to the College
of Education and Human Services.
Conferring Degrees:
Degrees are conferred by the University three times each year: May, August
and December. Commencement ceremonies are held in May and December.
Information about commencement is available on the website.
Cap and Gown Fee:
Candidates who have been approved for the master’s degree planning to
participate in commencement are required to purchase or rent a master’s
cap, gown and hood to be worn at the commencement exercises. They can be
obtained from the University bookstore located in the Natali Student Center or
through the bookstore website.
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Master’s Thesis/Master’s Project
The University uses an electronic submission process. Consult the website for
current requirements with regard to formatting of the documents.

18

Graduate Assistantships
A limited number of graduate assistantships are available to qualified students.
To apply for these positions, send a cover letter and resume highlighting work
experience (particularly at a college or university), research experience, etc. to the
following areas:
California University of Pennsylvania
250 University Ave.
California, PA 15419
1. School of Graduate Studies and Research – Box 91
2. Office of the President – Box 95
3. Accounting Office – Box 11
4. Student Development and Services – Box 86
5. University Advancement – Box 62
Facts Related to Graduate Assistantships
• Assistantships/stipend positions are generally available for four semesters.
• Students are only eligible for an assistantship/stipend for one degree.
• If a student is admitted for a second graduate degree, he/she will not be
eligible for an assistantship.
• International students are not eligible for an assistantship/stipend during their
first semester.
• In order to maintain an assistantship/stipend, the student must be in good
academic standing and maintain a minimum GPA of 3.00.
• For a full stipend ($3,950/300 hours), the student must be registered for 9 or
more graduate credits.
• Partial stipends may be granted for less than 9 credits.
• Graduate assistants are required to have a payroll deduction unless otherwise
indicated by the Bursar’s Office.
• The graduate assistant salary is considered taxable income and may affect
future financial aid eligibility.
• To check the availability of assistantships, check with the following offices
at California University: Graduate Studies (724-938-4187), Administration
and Finance (724-938-4432), Student Development and Services (724-9384439), University Advancement (724-938-5938) and Office of the President
(724-938-4400).

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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 insure 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.
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 http://www.cup.edu/financial_aid. Specific financial aid and student account
information is available 24 hours a day through the secure website:
https://sisweb.cup.edu.
About Financial Aid and How to Apply
A college education is one the most important investments a student and family
can make. You and your family will be expected to contribute as much as you can
from your own resources (income, savings and assets) to help meet your college
expenses. The purpose of financial aid is to help graduate (both on-campus and
web-based programs) students meet educational expenses that cannot be met
through their own resources. Financial aid can be either need-based or nonneedbased. The results of the Free Application for Federal Student Aid (FAFSA),
along with the cost-of-education, will determine whether a student has financial
need.
Students enrolled in any graduate program on-campus or through the Office of
Web-Based Programs are eligible to apply and receive financial aid assistance
to assist them in covering their educational costs. As a graduate student in an
eligible program of study, a student may qualify for assistance from the Federal
Stafford Loan Program as well as a wide variety of private loan programs.
A student’s financial aid eligibility will be based on the student’s enrollment
status, a student’s expected family contribution, a student’s cost of attendance
and student’s loan indebtedness (if applicable). In addition, federal financial aid
recipients must meet the following basic eligibility requirements:
• Must complete the FAFSA each year.
• Must comply with California University’s satisfactory academic progress
standards.
• Must not be in default on an educational loan and must not owe a repayment
on an adjusted federal grant.
• Must be enrolled in an eligible degree program.
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• Must be enrolled at least half-time (five credits) as a graduate student.
• If male and age 18-25, must be registered for Selective Service.
• Must be a citizen or eligible non-citizen with a valid Social Security number.
NOTE: According to federal regulations, students cannot receive federal financial
aid at more than one school at a time. Therefore, if you are applying for federal
financial aid at California University of Pennsylvania, you are ineligible for
federal aid at another institution while enrolled in one of our graduate programs.
Failure to inform California University of attendance and/or receipt of federal
financial aid at another college or university while enrolled at California
University will result in an over award situation with the federal government.
If this occurs, you will automatically be suspended from participation in the
federal aid programs at California University until all ineligible funds have been
refunded to the appropriate federal program.
Financial Aid Application Process
Each year, a student must complete a paper or online version of the Free
Application for Federal Student Aid (FAFSA) in order to apply for financial
aid assistance for the upcoming year at California University. The University
recommends that students and parents (if applicable) use the online version of
the FAFSA form called FAFSA on the Web. Both the electronic versions (initial
and renewal) of the 2009-2010 FAFSA are available online now at:
http://www.fafsa.ed.gov.
After completing your 2009-2010 FAFSA, you may sign electronically with a
federal Personal Identification Number (see Personal Identification Number
(PIN) section for additional information). Once you submit your application,
you’ll be taken to a confirmation page that shows your confirmation number and
estimated Expected Family Contribution (EFC). If you provide a valid e-mail
address, you will receive an e-mail with a link to your Student Aid Report (SAR)
information within five days after filing the FAFSA. If you do not provide a
valid e-mail address, you will receive a paper SAR or SAR acknowledgment
in the mail about two weeks after submitting your online FAFSA. Whether
completing the paper or online versions, take the time to read the instructions
before completing your FAFSA. Most questions can be answered through the
instruction information contained on the form or on the FAFSA website. In
addition, our Financial Aid Office homepage contains many helpful topics and
links that may provide you with additional assistance in completing the FAFSA.
Our home page can be found at: http://www.cup.edu/financial_aid. You can also
contact our office by phone at 724-938-4415. Note: California University does
not have an institutional financial aid application.
The benefits of FAFSA on the Web:
• Online FAFSA is free.
• The FAFSA on the Web site provides students/parents with numerous
electronic options, such as checking on the status of your FAFSA form,
requesting a duplicate set of SARs, tips and shortcuts, and requesting a PIN.
• Students can save their application information for up to 45 days so that it can
be completed and transmitted later.
• Online FAFSA does not require software to be installed, so it takes less time
before students can actually use the application.
21

• Students can access the online FAFSA website from anywhere, including
school or home, making it more convenient to complete the application.
• Online FAFSA automatically edits applicant answers before transmitting,
resulting in better information and fewer applications rejected by the central
processing system.
• Online FAFSA uses skip logic, so it will only ask students those questions that
they need to answer.
• Online FAFSA can support an unlimited number of users, allowing thousands
of students to apply at once.
FAFSA on the Web Worksheet
If you complete the electronic version of the FAFSA, it is recommended that you
complete the FAFSA on the Web Worksheet prior to entering your information.
This helpful worksheet is a “line for line” copy of the online FAFSA, thereby
insuring accuracy in completing the FAFSA via the Web. As with FAFSA on
the Web, the worksheet also has helpful instructions throughout the form. The
FAFSA on Web Worksheet can be downloaded directly from the FAFSA on the
Web website at http://www.fafsa.ed.gov.
Personal Identification Number (PIN)
The PIN is similar to the Personal Identification Number you get from your
bank that enables you to access your bank account. Your PIN is confidential
and should not be shared with anyone, even if someone else completes your
FAFSA for you. Students can request a PIN by going to http://www.pin.ed.gov.
Your PIN will be e-mailed to you within one to five days. If you don’t provide
an e-mail address, your PIN will be mailed to your permanent mailing address
within seven to 10 days. All prior year electronic FAFSA applicants will receive a
renewal reminder e-mail explaining the renewal process made possible through
the student PIN. A students who has forgotten a PIN can request a duplicate by
selecting “Request a Duplicate PIN” at the PIN website. Remember, your PIN
is a valuable electronic tool that allows you to electronically complete and sign
your FAFSA or Renewal FAFSA, make electronic corrections to the FAFSA form
and even electronically sign your Federal Stafford Loan Master Promissory Note
(MPN).
Renewal Financial Aid Applicants
Prior year aid recipients will receive a renewal reminder e-mail from the U.S.
Department of Education describing the online renewal process using the federal
PINs. A renewal student who did not provide an e-mail address on their FAFSA
or whose e-mail is returned “undeliverable” will receive a letter in the mail
describing the renewal process. As mentioned above, the PIN serves as your
identifier to let you access your personal information in various U.S. Department
of Education systems, complete and make corrections to your 2009-2010 Renewal
FAFSA and electronically complete and sign a Federal Stafford Loan MPN. The
Renewal FAFSA contains preprinted information that you and your family (if
applicable) reported last year, making it faster and easier for you to complete.
Carefully review and update any preprinted information.
FAFSA Results
The federal government will process your FAFSA and electronically send the
results to the Financial Aid Office provided you listed California University of
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Pennsylvania as one of the schools to receive the results of your FAFSA. You
should receive a paper Student Aid Report (SAR) in the mail approximately two
weeks after the federal processor receives your FAFSA. You should review the
SAR to see if any corrections are necessary. Otherwise, you can keep the SAR for
your records.
When you apply for federal student aid, the information reported on the FAFSA
is used in a formula approved by Congress. This federal formula determines a
student’s Expected Family Contribution (EFC), the amount you are expected to
contribute toward your education. The basic elements included in determining
the EFC are:
• Contribution from the student’s income and assets
• Number of members in the household
• Number of family members enrolled at least half-time in college.
The lower the EFC, the more financial need you will have. The lowest EFC
possible is zero; the highest is 99,999 or above. The Federal Stafford Loan and
Graduate PLUS Loan are the only federal loan programs that graduate students
can qualify for at California University. A student’s EFC is used to determine a
student’s Stafford Loan eligibility according to the following equation:
Cost of Attendance less Expected Family Contribution less Other Aid Received
(graduate assistantships, scholarships, etc.) = Stafford Loan Eligibility
Verification
Some financial aid applicants are selected in a process called verification. During
this verification process, the Financial Aid Office must verify the accuracy of
FAFSA data reported by students. If your FAFSA is selected for verification by
the federal government, we will notify you and tell you exactly what documents
we need from you. Typically, students selected for verification will receive an
award packet; however, these awards are tentative (estimate only) pending the
completion and outcome of verification. Federal Stafford Loans are not certified
until the verification process has been completed.
Award Letters
California University typically starts the awarding process for graduate students
in late May of each year. Award letter packets are mailed once we have received
the results of your FAFSA and we have determined that you are making
satisfactory academic progress for financial aid purposes. Award information
may also be accessed on the Student Self Service website at:
http://sisweb.cup.edu.
For students who have not been accepted and/or their FAFSA has not been
received at the point the awarding process begins, our office will send award
packets throughout the summer as their files become complete (accepted to the
University and receipt of FAFSA record).
Note: Only accepted students receive an award packet.

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Financial Aid Programs
Loans
Federal Stafford Loan Program (Subsidized/Unsubsidized)
The Federal Stafford Loan that you, the student, can borrow in your own name
can be either subsidized or unsubsidized or a combination of both. In order to
qualify for a subsidized loan, you must have financial need. To determine if you
have financial need, your Expected Family Contribution, which is determined
by the results of your FAFSA, is subtracted from the cost-of-education. Also, any
other aid that you are receiving or expected to receive is subtracted from the costof-education to determine if you have any remaining financial need in order to
qualify for a Federal Stafford Subsidized Loan.
If you do qualify for a subsidized loan, the federal government pays the interest
on the loan, i.e., subsidizes the loan, while you are in school, during your sixmonth grace period prior to repayment and during any authorized period of
deferment.
Students without financial need are eligible for the Federal Stafford
Unsubsidized Loan. This means that you will be responsible for the interest on
the loan from the time you receive the funds until the loan is paid in full. You
have the concentration of allowing the interest to accumulate, or accrue, on the
loan while you are in school and during your six-month grace period before
repayment.
You also have the concentration of paying the interest on the loan as it
accumulates. If you decide to delay interest repayment, the interest that
accumulates will be “capitalized”; that is, it will be added to your loan principal
when you begin repayment. This means your total loan principal will increase. It
is better to pay the interest, if you can, because you will save money in the end.
However, not all students can afford to pay the interest while still in school and
that is why you have the concentration of letting the interest accumulate.
Under federal regulations, an eligible graduate student can borrow up to $8,500
from the Federal Stafford Subsidized Loan program and an additional $10,000
from the Federal Stafford Unsubsidized Loan program. However, our students’
maximum loan eligibility cannot exceed the cost of attendance budget for a
student. Because of our relatively low costs, students enrolled in our online
programs will not be eligible for the $18,500 since our cost of attendance budgets
are far below this maximum amount. Listed below are the steps in applying for a
Federal Stafford Loan.
Stafford Loan Application Process (Master Promissory Note)
Step 1: File the electronic or paper version of the FAFSA and check “Yes” to the
question that asks “in addition to grants, are you interested in student loans?”
Step 2: The pre-certification step is the most important step in the loan
process. During this step, the Financial Aid Office will notify you of your
maximum Federal Stafford Loan eligibility and type of loan (subsidized and/or
unsubsidized) based on your financial need and grade level. You will have an
opportunity to either decline and/or reduce your Federal Stafford Loan estimate
by completing a Federal Stafford Loan adjustment form.
Step 3: The Financial Aid Office will certify the loan and transmit your Federal
Stafford Loan information to the Pennsylvania Higher Education Assistance
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Agency (PHEAA). Federal Stafford Loans cannot be certified once the semester
has ended.
Step 4: If you have never completed a Federal Stafford Loan Promissory Note,
you should complete the Master Promissory Note (MPN) online at
http://www.aessuccess.org by clicking on “Apply for Stafford Loan.” If you do
not complete the MPN online, you will receive a pre-printed Federal Stafford
Loan MPN packet from PHEAA, which you must complete and mail back. If you
completed a MPN last year at either California or another four-year college in
Pennsylvania, you will only receive an approval notice (see step 5) from PHEAA.
Note: The MPN only needs to be completed once every 10 years.
Step 5: PHEAA will mail an approval notice that confirms the amount of your
loan that was approved and processed.
Note: You will have an additional opportunity at this point to cancel or reduce
your Federal Stafford Loan(s) by contacting PHEAA.
Step 6: PHEAA will authorize the disbursement of loan proceeds (Electronic
Funds Transfer [EFT] or check) at the appropriate time to California University.
Finally, all first-time Federal Stafford Loan borrowers must complete a loan
counseling session before loan proceeds can be disbursed to the student. This
loan counseling session can be completed via the Internet by visiting PHEAA’s
online entrance counseling at http://www.aessuccess.org.
Graduate PLUS
The Federal Graduate PLUS Loan is a credit-worthy fixed rate loan at 8.5 percent
for graduate students who need additional assistance to cover their educational
costs and have borrowed the maximum amount from the Federal Stafford Loan
program. Graduate students can request up to their cost of education less all
other financial aid received. Repayment normally begins within 60 days after
the first disbursement of the loan. The lender you choose will determine (based
on credit approval) whether or not it will fund this loan. When selecting a PLUS
lender, our office recommends that you choose a lender whose loan benefits meet
your needs. The choice of a lender is your decision. If you wish to use an AES
guaranteed lender, go to http://www.aessuccess.org and under “Student Loans”
click on PLUS Loans, then “Apply Now” and select a lender from the drop down
box. Although our process directs you to select your lender and complete your
MPN online at http://www.aessuccess.org, you are free to select any participating
lender/guarantor that you wish. If you do not wish to use AES as your guarantor
or if you do not find a lender that you want to use on the AES MPN completion
website, simply call our office at 724-938-4415 and we will assist you in
determining the correct process for your lender/guarantor choice.
Graduate PLUS Loan Application Process (Master Promissory Note)
Step 1: Complete the entire pre-approval (credit check) and application process
online at the AES/PHEAA website (http://www.aessuccess.org). Complete the
PLUS MPN electronically by logging on to http://www.aessuccess.org, and click
on the “PLUS Loans” link under the “Find Aid for School” menu tab and the
click “Apply Now.” By using the online PLUS MPN process at AES/PHEAA,
borrowers receive an immediate response. If approved, a borrower can complete
an electronic version of the PLUS application by following the instructions online
or can print a paper copy and mail it to AES/PHEAA. When selecting a PLUS
lender, our office strongly recommends that you choose a lender from our list of
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“preferred PLUS lenders,” which will appear in the drop-down box at the AES/
PHEAA website.
Step 2: California University will electronically certify your PLUS MPN and
determine the amount of your eligibility once we are notified by AES/PHEAA
(AES/PHEAA-approved lenders only).
Step 3: The lender will electronically transmit the Federal Graduate PLUS Loan
funds to California University.
Graduate Loan Borrowing Chart
Stafford Loan Program
Annual Loan Limit:
Subsidized

$8,500

Unsubsidized

$10,000

Total

$18,500 or cost of attendance (less EFC and other aid),
whichever is less

Lifetime Maximums:

$138,500 (subsidized and unsubsidized with
subsidized limited to $65,500; includes any loans
outstanding from undergraduate study)

Graduate PLUS Program
Annual Loan Limit:

Students may borrow up to the cost of attendance
minus any financial aid they receive during the
academic year.

Lifetime Maximums:

There are no lifetime maximums for the Graduate
PLUS Program.

Private Education Funding (Alternative Loans)
In addition to the federal loan programs, there are also private sources of
educational loans. These are typically private, credit-based loans sponsored
by banks and state agencies or private guarantors. Typically, the results of the
FAFSA are not used in determining eligibility for these programs. The following
lending institutions specialize in low-interest alternative educational loans.
• PNC Resource Loan:
Application and information regarding this alternative loan can be obtained
by contacting the Financial Aid Office or PNC Bank at 1-800-762-1001 or by
visiting its website at: http://www.eduloans.pncbank.com.
• Citi Assist:
Application and information regarding this loan can be obtained at:
http://www.studentloan.com.
Employment/Scholarships
Graduate Stipends/Assistantships:
Graduate students may find employment opportunities within the University
through the Graduate Assistantship Program. This program provides full-time
graduate students with opportunities to work in various offices and departments
on campus. Students interested in graduate assistantships should contact
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the School of Graduate Studies and Research for applications and additional
information.
Scholarships/Fellowships:
There are also many other agencies and organizations that provide financial
assistance. These include civic clubs, fraternal organizations, religious groups,
employers, organizations, unions, etc.
Electronic Scholarship Search Engines
The Financial Aid Office staff is frequently asked the following questions:
• ”Which awards made by California University might I qualify to receive?”
• ”Are there other scholarships I should pursue? If so, where can I get a listing
of them and then obtain an application?”
We trust that the links provided below will assist you in your search.
FastWeb: FastWEB (http://www.fastweb.com) is the largest and most complete
scholarship search on the Internet. It provides access to a searchable database
of more than 400,000 private sector scholarships, fellowships, grants and loans
available to students.
MACH 25: MACH 25 (http://www.mach25.com) is a simple and fast scholarship
resource locator. Students develop profiles of themselves to locate scholarships
that best match their qualifications.
Other Scholarship Searches: Other Scholarship Searches (http://www.finaid.org/
scholarships/other.phtml) will take you to other scholarship search engines.
Disbursement of Financial Aid
Crediting to a Student Account:
For initial billing purposes, “estimated” Federal Stafford Loan awards do
appear on the billing statement in order to assist the student in determining the
balance owed, if any, to the University. However, a Federal Stafford Loan Master
Promissory Note (MPN) is not processed until all requested forms are received
and verification is completed. Once the loan has been processed, the lender
will send the loan proceeds via check or Electronic Funds Transfer (EFT) to the
University. These funds will be applied to the student’s account once the student
has met all student eligibility criteria, e.g., enrolled at least half-time in an eligible
program of study.
How Registration Affects Your Financial Aid
Federal regulations and institutional guidelines require students to be registered
before any financial aid monies can be disbursed. In addition, federal and state
financial aid programs specify minimum enrollment requirements in order for
a student to receive any (maximum or partial) assistance from these programs.
These minimum enrollment requirements are broken into four enrollment
classifications: full-time, three-quarter-time, half-time and less-than-half-time.
The chart below indicates the number of credits used to determine a student’s
enrollment status.

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Credits that Determine Enrollment Status
Enrollment Status

Number of Credits Registered

Full-Time

9 credits or more

Three-Quarter-Time

7-8 credits

Half-Time

5-6 credits

Less-Than-Half-Time

Less than 5 credits

In order to qualify for assistance from the Federal Stafford Loan program,
students must be enrolled at least half-time.
Financial Aid Refunds
Financial aid that exceeds the amount the student owes to the University, e.g.,
tuition and fees, dorm and dining expenses, will be disbursed to the student
in the form of a refund check. The Bursar’s Office mails all refund checks to
students. Refunds can be used to cover non-institutional educational costs
such as books and supplies, off-campus housing and transportation expenses.
Typically, these refunds will be available starting with the second week of the
semester if the student has satisfied the eligibility requirements for each award.
Note: Students planning to attend California University of Pennsylvania should
be aware that financial aid refunds are not available until the second week of the
semester for which the funds are intended. Students should plan to come to the
University with enough personal money for early semester purchases (books,
materials, art supplies, etc.) without depending upon financial aid funds.
Maintaining Financial Aid Eligibility
Satisfactory Academic Progress Policy:
Federal regulations require all institutions that administer Title IV student
assistance programs to monitor the academic progress toward a degree of those
students applying for or receiving assistance from those programs. All California
University of Pennsylvania graduate students applying for Federal Stafford
Loans (Subsidized/Unsubsidized) must meet the standards stated in this policy,
regardless of whether or not they previously received aid.
Satisfactory academic progress (SAP) standards include three elements:
1. maximum time frame within which a degree or certificate must be granted
2. minimum credit hours earned per academic year
3. minimum cumulative grade point average (GPA)
Review Period:
The review of a student’s SAP standing occurs annually at the end of the
spring semester. A student’s SAP standing will be based on his/her academic
performance during the academic year (fall and/or spring semesters). Students
who are not making satisfactory academic progress are typically notified in early
summer.
Maximum Time Frame:
Maximum time frame is defined as the required length of time it will take a
student to complete his/her degree. A student will remain eligible for federal
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aid up to 150 percent of total attempted credits. For example: If 45 credits are
required to complete a master’s degree, a student will remain eligible for federal
aid if he/she has attempted less than 68 total credits (including transfer credits)
toward that degree.
Minimum Earned Credit Hours:
In order to monitor a student’s progress toward completing a degree in a
prescribed amount of time, a measure of annual progress has been established.
The minimum earned credit hours component requires student aid applicants
and recipients to successfully earn a minimum number of credit hours per year
based on enrollment status. A student must meet the following earned credit
hour standards based on his/her enrollment status:
Credits that Determine Enrollment Status
Enrollment Status

*Total Earned Credits Per Year

Full-time (9 or more credits)

18 credits

Half-time (5-8 credits)

10 credits

Less than Half-time

(4 credits or less)

Must complete all credits attempted
* Assumes a student’s enrollment status (full-time or half-time) remained constant throughout the academic
year. The minimum earned credit hours standard listed above will differ if the student’s enrollment status
varies throughout the academic year.

Minimum Cumulative Grade Point Average:
Each semester the University reviews the grade point average (GPA) of
each student in order to determine whether the student is maintaining good
academic standing. The University requires that all graduate students maintain
a minimum grade point average of 3.00 in order to achieve good academic
standing.
Students who are academically dismissed are considered ineligible for Title
IV federal aid. A student who is academically dismissed and is approved for
readmission to the University will attend without the benefit of Title IV federal
aid. A student remains ineligible for Title IV federal aid until he/she achieves the
minimum 3.00 GPA or successfully files a satisfactory academic progress (SAP)
appeal (see Appeal Procedures contained in this policy).
Special Grades
I (Incomplete): An incomplete grade does not earn credit or influence the
grade point average in the semester in which the course work was taken. If an
incomplete has been resolved and the student has earned a passing grade, the
credit and grade will be counted toward satisfying the minimum credit hour
standards and grade point average requirements.
W (Withdrawal): No withdrawal categories earn credit(s) toward graduation or
toward satisfying the credit requirements of the SAP policy.
P (Pass): If this grade is awarded, the credits apply toward graduation and
toward satisfying the minimum earned credit hour standards, but will not
impact a student’s grade point average.

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Financial Aid Probation
If a student fails to achieve the SAP standards during the review period as
outlined in this policy, the student will be placed on financial aid probation.
Students who fail to meet progress standards should refer to the Financial Aid
Suspension section listed below. Students will remain on financial aid probation
for the next award year and will be eligible to receive federal Title IV financial aid
assistance during this probationary period. Note: Students will not be granted
financial aid probation for two consecutive academic years.
Financial Aid Suspension
If a student fails to achieve the minimum earned credit hour standard and/
or the minimum grade point average upon the conclusion of the financial aid
probationary period, the student will be placed on financial aid suspension.
Students placed on financial aid suspension (progress) will become ineligible for
future Title IV assistance until the SAP deficiency is resolved.
Eligibility for Reinstatement:
In order to be reinstated, the student must successfully achieve the required
grade point average as mandated by the SAP policy and/or successfully make
up his/her credit hour(s) deficiency at his/her own expense. The student may
use the summer or any semester of the academic year to resolve the deficiency.
Students who make up their deficiency must complete and return the satisfactory
academic progress form, along with all required documents, to the Financial Aid
Office before clearing their deficiency status. Only successfully earned credits,
not grades, are transferable to California University from another approved
institution.
Appeal Procedures:
All Title IV recipients have a right to appeal a financial aid suspension decision
by submitting a SAP appeal form to the Financial Aid Office. Written explanation
of the reason(s) why the student failed to meet the satisfactory academic progress
standards must be attached to the appeal form. Appeal forms are available in
the Financial Aid Office. The deadline date for filing an appeal is the third week
of classes in any semester that the student is applying for financial aid. Students
will be notified of a decision within seven to 10 days after filing the appeal
form. If the appeal is denied, a student may file a final appeal to the director of
financial aid. This appeal must be filed within 10 working days from the date of
the first denial letter.
Refund/Repayment Policy
Refund Policy:
Students who officially withdraw from the University or from specific classes
during the semester may be eligible for a refund of a portion of the tuition, fees,
and room and board paid to California University for that semester. Refunds are
based on the official date of withdrawal as recorded by the Academic Records
Office (for additional information, see Withdrawal from the University listed
in the Academic Policies section of the catalog). Students who do not follow
the official withdrawal procedure but who stop attending classes for all of their
courses will be considered to have withdrawn at the 50 percent point of the
semester unless attendance is documented after that time.

30

Return of Title IV Funds Formula:
Two formulas exist for determining the amount of the refund: California
University’s Refund Policy (for additional information see University Refund
Policy in the Billing Section) and the federal Return of Title IV Aid formula. The
federal formula is applicable to any student receiving federal aid who withdraws
from the University during the first 60 percent of a semester. These students will
have their federal financial aid (Federal Stafford and Plus Loans) adjusted based
on the percent of the semester completed before the withdrawal. In essence,
students will be entitled to retain the same percent of the federal financial aid
received as the percent of the semester completed. This percent is calculated by
dividing the number of days in the semester (excluding breaks of five days or
longer) into the number of days completed prior to the withdrawal (excluding
breaks of five days or longer). There will be no adjustment to federal financial
aid after the completion of at least 60 percent of the semester. If any refund
remains after the required return of Title IV aid, the refund will be used to repay
California University funds, state grant funds and other private sources, and the
student in proportion to the amount paid by each non-federal source, as long as
there was no unpaid balance due at the time of withdrawal. If there is an unpaid
balance, then all aid sources will be repaid before any refund is paid to the
student.
Distribution Policy
Once the amount of the federal funds to be returned has been calculated, the
funds will be returned to the appropriate program(s) in the following priority
order:
• Unsubsidized Stafford Loans
• Subsidized Stafford Loans
• Perkins Loans
• PLUS Loans
• Pell Grants
• Supplemental Educational Opportunity Grants
Repayment of Unearned Financial Aid Assistance
Students who receive a refund of financial aid before withdrawing from the
University may owe a repayment of federal financial aid funds received.
Students will be notified by the Bursar’s Office and will be given 30 days to
repay the funds to the University. Students who fail to return the unearned
portion of federal financial aid funds given to them will have a “hold” placed
on their University records, thereby preventing them from registering for future
semesters until repayment is made in full.
Financial Aid Glossary
1040 Form, 1040A Form, 1040EZ Form: The federal income tax return that is
required to be filed by each person who received income during the previous
year.
Academic Year: The period of time school is in session, consisting of 30 weeks of
instruction.
Appeal: An appeal is a formal request made by the student to have a
financial aid administrator review his or her aid eligibility and possibly use
31

professional judgment to adjust the figures. In the event of the death of a parent,
unemployment or other unusual circumstances, he or she should file an appeal.
Award Letter: An official letter issued by the Financial Aid Office that lists
the financial aid awarded to the student. You are required to either accept or
decline the awards you wish to receive, sign the award letter and return it to the
Financial Aid Office. Award information is also available on our Student Self
Service website at: http://sisweb.cup.edu.
Bursar’s Office: The Bursar’s Office is the University office responsible for the
billing and collection of University charges.
Cost of Attendance: The Cost of Attendance (COA), also known as the cost of
education or “budget,” is the total amount used to calculate a student’s aid
eligibility. This amount includes tuition and fees, room and board, allowances for
books and supplies, transportation, and personal and incidental expenses.
Commuter Student: A student who resides at home with his/her parents and
commutes to school daily.
Dependent Student: A student who is 23 years old or younger and is supported
by his or her parents. A parent refusing to provide support for his or her child’s
education is not sufficient for the child to be declared independent.
Disbursement: Disbursement is the release of loan funds to the school for
delivery to the borrower.
Disclosure Statement: The disclosure statement is a statement from the lending
institution that provides the borrower with information regarding the approval
amount of the loan, interest rate, origination and insurance fees, and any other
finance charges incurred.
Electronic Funds Transfer: Used by some lenders to wire funds for Stafford
Loan proceeds directly to participating schools without requiring a check for the
student to endorse.
Enrollment Status: Indication of total credits scheduled for an enrollment period.
For financial aid purposes, you must be enrolled at least half-time to receive aid.
Expected Family Contribution (EFC): The Expected Family Contribution is
the amount of money that the family is expected to contribute to the student’s
education. Congress bases this on the Federal Methodology need analysis
formula dictated.
Financial Aid Transcript: The Financial Aid Transcript is a record of any federal
aid received by the student at each post-secondary school attended.
Free Application for Federal Student Aid (FAFSA): The FAFSA is used to apply
for all need-based aid.
Financial Aid Package: This includes any aid such as grants, scholarships, loans
and work-study offered to the student to assist in the funding of his or her
education.
Gift Aid: Gift aid is financial aid that is not repaid, such as scholarships and
grants.
Grant: Type of financial aid based on financial need that a student does not
repay.
32

Independent Student: An independent student must meet at least one of the
following criteria:
• Age 24 or older
• Veteran of the U.S. Armed Forces
• Enrolled in a graduate or professional program beyond a bachelor’s degree
• Married
• Orphan or ward of the court or a ward of the court until age 18
• Legal dependents other than spouse for which you are responsible
Loan: A loan is a type of financial aid that must be repaid with interest to a
lending institution of your choice.
Need: The difference between the Cost of Attendance and the Expected Family
Contribution is known as financial need.
Scholarship: A scholarship is gift aid that is not repaid.
Stafford Loan: A Stafford Loan comes in two forms, unsubsidized and
subsidized. Students are required to pay interest on an unsubsidized loan,
whereas the government pays the interest on a subsidized loan while the student
is in school, during the six-month grace period and during any deferment
periods.
Subsidized Loan: A subsidized loan is a loan on which the government pays
the interest while the student is in school, during a six-month grace period and
during any deferment periods. Subsidized loans are based on need, and may not
be used to finance the family contribution.
Unmet Need: Unmet need is the difference between the student’s award and the
full cost of tuition.
Unsubsidized Loan: An unsubsidized loan is a loan that the government
does not pay the interest on. The borrower is responsible for the interest on an
unsubsidized loan from the date the loan is disbursed, even while the student is
still in school.
Untaxed Income: Contribution to IRAs, Keoghs, tax-sheltered annuities and
401(k) plans, as well as worker’s compensation and welfare benefits.
U.S. Department of Education: The U.S. Department of Education administers
several federal student financial aid programs, including the Federal Pell Grant,
the Federal Work-Study Program, the Federal Perkins Loan, the Federal Stafford
Loan and the Federal PLUS Loan.
Verification: Verification is a review process in which the Financial Aid Office
determines the accuracy of the information provided by the student and parents
on their FAFSA. During this process, the student will be required to submit
requested documentation.

Tuition and Fees
Tuition and Fees
For the most up-to-date information on graduate tuition, fees, and room and
board charges, visit http://www.cup.edu/administration/bursar and
http://sai.cup.edu/calhousing.
33

Payment of Tuition and Fees for Semester Registration
All fees will be assessed at the time of registration or four weeks prior to the
beginning of the term. Payment may be made by cash, check or money order
payable to California University of Pennsylvania, or by VISA, MasterCard or
Discover Card. If paying by credit card, payment can be made online. If financial
aid has been awarded, this amount will be deducted from the bill. Payment plans
(with initial payment) may be contracted at this time.
Payment Information
Students who take advantage of early/rolling registration will receive a billing
statement with instructions by mail. Students who enroll within two weeks of
the first day of a semester should be prepared to make payment at the time of
registration.
Payment Plans
Payment plans are available each fall and spring semester. Payment plans
enable students to pay costs on a monthly basis. Payment plan information and
a contract will be included with the initial semester bill and are available on the
Bursar’s Office web page.
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
supplied to the Bursar’s Office. This payment must be made during the semester
in which charges originate. This payment option does not apply to corporate
tuition reimbursement policies or when payment amount is based on grades
received for term.
Refund Policy
Tuition is 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 in the Bursar’s Office. Financial aid recipients should refer to Refund/
Repayment Policy located in the Financial Aid Section of the catalog for the
financial aid adjustment policy.
Room Deposit
An application fee of $235 is required in order to reserve a room for the following
academic year. Request a housing contract packet from the Residence Life Office.
The contract and card must be signed and returned to the Bursar’s Office with
a $235 payment. This fee is non-refundable and is not deducted from room
charges.
Late Registration Fee
Students who register after the add/drop date of the semester will be charged a
$25 late registration fee.
Late Payment Fee
A late payment fee of $25 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.
34

Return Check Charge
A $25 fee will be charged for any check that is made payable to California
University of Pennsylvania and returned by the bank because funds are
unavailable.

35

Academic Programs
Administrative Program For Principals
Master of Education in School Administration
and/or K-12 Principal Certification
Credits: 24-36
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
Cal U’s administrative program for principals (ADP) is the ideal program for
working professionals who want to make a difference in education. The ADP
program is a practice-centered, performance- based program that is designed to
provide a personalized approach in meeting the needs of all students, whether
they are seeking a principal’s certificate, a master’s degree in education or simply
wish to continue to enhance their teaching and leadership skills.
California University of Pennsylvania offers one program with two tracks:
K-12 principal certification only (24 credits) and the Master in Education with
K-12 principal certification (36 credits). At Cal U, K-12 principal certification
can be obtained as an integrated part of the master’s degree or as a separate
certification-only track for people who have previously obtained a master’s
degree. The K-12 principal certification and master’s degree require the same
core courses, but an additional four prescribed courses (12 credits) are required
of those candidates pursuing the master’s degree.
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Copies of all professional certificates
• Letter of endorsement from immediate supervisor or applicant’s principal
• Resume or curriculum vitae
• Statement of career goals and degree objectives
Additional Program Requirements (for those with less than a 2.99 GPA)
• 350 on Miller Analogies Test (MAT) for those with a 2.99 GPA or less
• Some evidence of successful teaching within the last five years
• Any evidence of leadership activities or professional awards
• 300- to 400-word essay describing academic interests and objectives, plans for
graduate study, and career goals
• Two letters of recommendation commenting on applicant’s intellectual and
leadership qualities
36

Curriculum
24-36 credits depending on previously completed coursework.
Sample Course Sequence:
Summer Semester
Course Name

Credits

ADP 641: Educational Leadership

3

ADP 647: Orientation and Assessment

3

Fall Semester
Course Name

Credits

ADP 661: Educational Leadership

3

ADP 621: Curriculum Leadership

3

Spring Semester
Course Name

Credits

ADP 631: School Law and Ethics

3

ADP 670: Internship Part 1

3

Summer Semester First 5-Week Session:
Course Name

Credits

ADP 626: Instructional Strategies

3

ADP 612: Supervised Field Child Growth Theory (M.Ed.
students only)

3

Special Summer 6-Week Session
Course Name

Credits

ADP 670: Internship Part 2 – (Final requirement for certification
only students)

3

Second 5-Week Session
Course Name

Credits

ADP 622: Supervised Field Project/Curriculum/Co-Curriculum
(M.Ed. students only)

3

Fall Semester (M.Ed. students only)
Course Name

Credits

ADP 664: Supervised Field Project/Administration Leadership
(M.Ed. students only)

3

ADP 673: Supervised Field Project/Research and Evaluation
(M.Ed. students only)

3

37

Academic Faculty
Faculty members in the Department of Educational Administration and
Leadership were hired through national searches, and all have earned terminal
degrees in a content or education area in which they teach. Full-time faculty
teaching Administrative Program for Principals courses, identified by ADP
prefixes, have taught in the public school setting and have all served in a
leadership capacity at the building level (principal). In addition, some faculty
also served in the role of district level leadership (superintendent).
Internship (6 credits)
All candidates will be required to complete an internship that will take place
during the school year and summer. A minimum of 180 hours during the school
year will be required. This provides candidates with important leadership
experiences that take place while school is in session and out of session.
The combination of field experiences (course-related and internship-based)
ensures that students gain leadership experiences in diverse settings.)
Program Coordinator
Lizbeth Gillette, Ed.D.
412-467-3038
gillette@cup.edu
Department Website
http://www.cup.edu/go
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Lizbeth Gillette, Ed.D., Department Chair, Program Coordinator, Full-time
Faculty; Educational Administration and Leadership
Brian Barnhart, Ed.D., Adjunct Faculty; Assistant Executive Director, LancasterLebanon Intermediate Unit 13
Silvia Braidic, Ed.D., Associate Professor, Full-time Faculty; Educational
Administration and Leadership
Linda Hippert, Ed.D., Adjunct Faculty; Superintendent, South Fayette School
District
Todd E. Keruskin, Ed.D., Adjunct Faculty; Principal, Baldwin-Whitehall School
District
Thomas Knight, Ed.D., Adjunct Faculty; Superintendent, Bethel Park School
District
Deborah Kolonay, Ed.D., Adjunct Faculty; Superintendent, Penn-Trafford School
District
38

J. Kevin Lordon, Ed.D., Associate Professor, Full-time Faculty; Educational
Administration and Leadership
Helen McCracken, Ed.D., Adjunct Faculty; Superintendent, Canon-McMillan
School District
Anthony F. Merante, Ed.D., Adjunct Faculty; Principal, Peters Township School
District
Christine Patti, Ed.D., Associate Professor, Full-time Faculty; Educational
Administration and Leadership

39

Athletic Training
Master of Science
Credits: 38
Accreditation
National Athletic Trainers’ Association (NATA)
Program Description
The post-professional graduate athletic training education program is nearing its
20th anniversary and is accredited by the National Athletic Trainers’ Association
(NATA) as an advanced degree (post-certification) program in athletic training.
The student entering this program receives a Master of Science degree in
athletic training and can expect to complete the requirements in one calendar
year. Students graduating from the program will be eligible to receive national
certification as a Performance Enhancement Specialist through the National
Academy of Sports Medicine (NASM). Students will learn how to use the same
Optimum Performance Training Model used by the NASM for training Olympic
and professional athletes. In addition, research design and clinical experiences
are an integral component of the program that will enhance the student’s
professional preparation. This program is a post-professional graduate athletic
training education program and the student must have passed the Board of
Certification (BOC) examination or have completed the requirements to take
the certification examination to be eligible for admission. The graduate athletic
training intern can expect to complete the academic coursework in one calendar
year, which starts in June of each year, with the clinical experience occurring
from mid-August to approximately the end of May the following year. Clinical
experiences take place at area high schools, Washington & Jefferson College and
California University of Pennsylvania.
Delivery Mode
Traditional with online and distance education (web-based) offerings
Admissions Criteria
• Solid background in athletic training
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts/baccalaureate degree from an accredited institution
• Resume or curriculum vitae
• Two references (one must be from supervising certified athletic trainer or
equivalent)
• Emergency cardiac care certification prior to start of clinical experiences
• BOC certified or have completed exam requirements (students must sit for the
exam as many times as possible before August camps)
• Minimum overall undergraduate 3.00 GPA

40

Curriculum
Summer 1 — First Five Weeks
Course Name

Credits

ATE 705: Evidence-Based Practice in Athletic Training

3

ATE 800: Methods of Research in the Allied Health Sciences

3

Summer 2 — Second Five Weeks
Course Name

Credits

ATE 700: Gross Anatomy of the Extremities w/Lab

4

Summer — 10 Weeks
Course Name

Credits

EDP 600: Statistical Methods

3

Fall Semester
Course Name

Credits

ATE 725: Pedagogical Studies in Athletic Training

3

ATE 810: Thesis Seminar

3

PRF 710: Performance Enhancement in Physical Activity

3

PRF 753: Psychological Aspects of Sport Injury and Rehabilitation

3

Spring Semester
Course Name

Credits

ATE 745: Contemporary Issues in Athletic Training

3

PRF 750: Performance Enhancement in Program Design

3

PRF 760: Leadership and Professional Development

3

RES 849: Master’s Thesis

4

Assistantships
Graduate assistantships are available and will be appointed based on
qualifications and experience.
Program Coordinator
Thomas West, Ph.D., ATC
724-938-6033
west_t@cup.edu
Department Website
http://www.cup.edu/education/hsss/graduate

41

Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Thomas F. West, Ph.D., ATC, Penn State University; Professor, Program
Coordinator
Bruce D. Barnhart, Ed.D., ATC, West Virginia University; Professor
Carol M. Biddington, Ed.D., West Virginia University; Assistant Professor
William B. Biddington, Ed.D., ATC, West Virginia University; Professor
Shelly Fetchen DiCesaro, Ph.D., ATC, University of Pittsburgh; Instructor
Marc S. Federico, DPT, MPT, Slippery Rock University of Pennsylvania;
Assistant Professor
Rebecca A. Hess, Ph.D., University of Pittsburgh; Associate Professor
Robert H. Kane, Jr., Ed.D., PT, ATC, West Virginia University; Professor
Barry E. McGlumphy, Ed.D., ATC, University of Pittsburgh; Associate Professor
Linda Platt Meyer, Ed.D., ATC, Duquesne University; Associate Professor
Joni L. Roh, Ed.D., ATC, West Virginia University; Professor
Jamie Weary, DPT, ATC, Slippery Rock University of Pennsylvania; Assistant
Professor
Ed Zuchelkowski, Ph.D., West Virginia University; Professor

42

Business Administration
Master of Science
Credits: 36
Program Description
The demand for skilled managers in the business community today far
outweighs the availability of qualified candidates.
The scope of business activities has assumed a level of sophistication where
the more significant opportunities require skills and abilities that exceed the
capabilities possessed by most baccalaureate degree holders.
The Master of Science degree offered in business administration directly
addresses the needs of today’s progressive business enterprise and non-profit
institutions. This rigorous program is designed for the student desirous of
advanced managerial skill development in the areas that significantly affect all
aspects of operations. The use of analytical skills for efficient decision-making
and problem-solving is emphasized.
Successful completion of this curriculum will effectively equip the graduate for
a more challenging role in the business, industry and non-profit sectors of the
economy.
The program is particularly appropriate for those currently employed, as well
as those recent graduates who desire to expand their current level of marketable
skills. With many of the courses being offered at appropriate hours and on the
web for those currently employed, this advanced degree is easily within the
reach of most who are willing to devote the time and effort required, on either a
full- or part-time basis. The program can be completed in 12 months at the main
campus or at the Southpointe Center.
Delivery Mode
Traditional with online and distance education (live video/audio conference)
offerings
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
Curriculum
Foundation Courses* (15 credits)
Course Name

Credits

ACC 200: Financial Accounting

3

ECO 201: Intro Microeconomics

3

ECO 202: Intro Macroeconomics

3

MAT 225/215: Business Statistics/Statistics

3

MKT 300: Principles of Marketing

3

*Foundation courses are waived for students who have successfully completed them.

43

Master’s Degree Curriculum (36 credits)
Core Curriculum
Course Name

Credits

ACC 711: Managerial Accounting

3

BUS 771: Quantitative Methods

3

BUS 799: Strategic Management

3

ECO 716: Applied Economic Analysis

3

FIN 711: Corporate Finance

3

MGT 751: International Business Management

3

MKT 711: Marketing Management

3

Select one of the following (3 credits):
Course Name

Credits

MGT 712: Organizational Behavior

3

MGT 731: Industrial Relations

3

MGT 742: Human Resource Management

3

Electives (12 credits): Any four of the 3-credit graduate courses from the
following areas:
ACC/BUS/ECO/FIN/MGT/MKT (500+/700+ level)
Program Coordinator
Dr. M. Arshad Chawdhry
724-938-5990
chawdhry@cup.edu
Department Website
http://www.cup.edu/eberly/businesseconomics
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
M. Arshad Chawdhry, Ph.D., University of Illinois; Program Coordinator
William F. Blosel, C.P.A., M.B.A., University of Pittsburgh
Burrell A. Brown, J.D., University of Pittsburgh
Ismail Cole, Ph.D., University of Pittsburgh
Mark DeHainaut, M.B.A., Indiana University of Pennsylvania; Ed.D., University
of Pittsburgh
44

Paul L. Hettler, Ph.D., University of Pittsburgh
Richard J. LaRosa, M.B.A., Drexel University; A.B.D., Cleveland State University
Shirley A. Lazorchak, Ph.D., Ohio State University
Edward Mendola, C.P.A., M.S., Robert Morris College
John Michaels, Ph.D., George Washington University; M.B.A., American
University
Nan Li, Ph.D., M.A., City University of New York; M.A., B.A., Zhongshan
University (Guangzhou, China)
Young J. Park, Ph.D., Temple University
Clyde A. Roberts, D.B.A., University of Kentucky
Louise E. Serafin, Ph.D., University of Pittsburgh
Joseph J. Schwerha IV, J.D., University of Pittsburgh

45

Communication Disorders
Master of Science
Credits: 46
Accreditation
The master’s program in speech-language pathology at California University
of Pennsylvania is accredited by the Council of Academic Accreditation in
Audiology and Speech-Language Pathology of the American Speech-LanguageHearing Association, 2200 Research Blvd. #310, Rockville, Md. 20850. 800-4982071 or 301-296-5700.
Program Description
This program provides specialized training in all areas of communication
disorders. Graduates are qualified to provide clinical services to individuals
of all ages in a variety of settings including schools, hospitals, government
agencies, private practice, etc. The University has excellent facilities, including
a large clinic and a Language and Learning Enrichment Center located within
the department, along with a technologically advanced Communication Science
Laboratory. Applicants without a degree in communication disorders will need
to complete a small core number of undergraduate courses prior to beginning
graduate courses. A summer only-cohort program is available for individuals
who are employed in the field of communication disorders during the school
year. This academic program can be completed in five summers. Contact the
department (724-938-4175) for further details on this program.
Delivery Mode
Traditional
Admissions Criteria
Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
(applications due by March 1)
• Official transcripts
• Three letters of recommendation
• GRE scores
• 3-5 page personal essay
• Documented proof of 25 hours of observation in this profession
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 grade point average while in the program. Students who fail to maintain a
3.00 GPA will not be permitted to complete the candidacy interview or register
46

for an externship placement. Failure to reacquire a 3.00 during the single
probationary semester may result in dismissal from the program.
Curriculum
First Term: Fall
Course Name

Credits

CMD 701: Language Disorders in Adults

3

CMD 702: Language Disorders in Children

3

CMD 708: Neurology

3

CMD 711, CMD 713 or CMD 714: Clinical Practicum in Various
Settings

1-3

or
CMD 712: Clinical Practicum in University Clinic

1-2

Second Term: Spring
Course Name

Credits

CMD 705: Voice Disorders

3

CMD 707: Articulation and Phonology

3

CMD 711, CMD 713 or CMD 714: Clinical Practicum in Various
Settings

1-3

CMD 712: Clinical Practicum in University Clinic

1-2

Third Term: Summer
Course Name

Credits

CMD 703: Fluency Disorders

3

CMD 732: Counseling the Communicatively Disabled

3

CMD 785: Seminar

3

CMD 713: Clinical Practicum in Diagnostic Setting

1-2

CMD 712: Clinical Practicum in University Clinic

1-2

CMD 715/716: Clinical Practicum at Externship Site (available to
advanced students only)

1-2

Fourth Term: Fall
Course Name

Credits

CMD 600: Research and Professional Issues

3

CMD 766: Traumatic Brain Injury

3

CMD 772: Augmentative Communication

3

CMD 711, CMD 713 or CMD 714: Clinical Practicum in Various
Settings

1-3

CMD 712: Clinical Practicum in University Clinic

1-2

47

Course Name

Credits

CMD 715/716: Clinical Externship (available to all students in good
standing)

1-2

Fifth Term: Spring
Course Name

Credits

CMD 718: Advanced Audiology for the SLP

3

CMD 764: Instrumentation in SLP

3

CMD 711, CMD 713 or CMD 714: Clinical Practicum in Various
Settings

1-3

CMD 712: Clinical Practicum in University Clinic

1-2

CMD 715/716: Clinical Externship (available to all students in good
standing)

1-2

Practicum/Internships
Students participate in extensive hands-on clinical experiences both at the inhouse clinic and Language and Learning Enrichment Center and at more than 60
off-campus facilities with which the department has contractual relationships.
Program Coordinator
Dr. Ralph Belsterling
724-938-4175
belsterling@cup.edu
Department Website
http://www.cup.edu/education/commdisorders
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Ralph Belsterling, Program Coordinator; Au.D., University of Florida;
specializes in audiometric assessment, aural rehabilitation, amplification and
hearing conservation
Barbara Bonfanti, Ph.D., University of Pittsburgh; specializes in adult and child
neurogenic communication disorders, fluency, dysphagia and research
Nancy Carlino, M.A., Duquesne University; specializes in neurogenics and
articulation, phonology and traumatic brain injury
Nancy Heard Hepting, Ph.D.,University of Pittsburgh; specializes in early
intervention – birth to 3 years and 3 years to 5 years, behavior management and
natural environment-based treatments
48

Denise Joseph, Ph.D., University of Pittsburgh; specializes in pediatric language
disorders, pediatric feeding and swallowing disorders, and communication
disorders in special populations
Robert Skwarecki, Ph.D., University of Pittsburgh; specializes in vocal
pathologies, speech science, assistive technology, anatomy and physiology, and
neurogenesis

49

Counselor Education
Master of Science Community Agency Counseling
Credits: 48
Program Description
The Master of Science prepares students to work as professional counselors in
a variety of behavioral health and social service settings. Courses offered by
the department have been approved by both the National Board for Certified
Counselors and the Pennsylvania Department of Education for certification
and continuing education credits (Act 48). 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 also have the option to take an
additional 12 credits before or after graduation to total 60 credits, also required
to become Licensed Professional Counselors in Pennsylvania (Pennsylvania
Licensure Act 136 of 1998).
Delivery Mode
Traditional with occasional online coursework
Admissions Criteria
Minimum overall undergraduate 3.00 GPA or a score of 403+ on the Miller
Analogies Test (MAT)
• Graduate School Application plus $25 nonrefundable application fee
• Three letters of recommendation
• One-page resume of work and education
• Psychobiography
Accreditation
Council for the Accreditation of Counseling and Related Educational Programs
(CACREP) – California University of Pennsylvania is accredited by the
Commission on Higher Education of the Middle States Association of Colleges
and Schools. The University has been accredited for more than 40 years and was
founded in 1852.
Certifications
State and National
• National Certified Counselor (NCC)
• Students can begin to fulfill exam and credit requirements toward becoming
Licensed Professional Counselors (LPC) in Pennsylvania
Practicum/Field Education
Practicum and field education are taken near the end of the student’s program.
Practicum requires two days per week on-site for a minimum of 150 hours.
Students will be supervised by professionals in their areas of interest. Internship
experiences require a minimum of 600 hours under the supervision of counselors
in the students’ areas of interest. This will be arranged in consultation with the
internship coordinator.
50

Curriculum
Area I: Core Courses Required For Candidacy
Course Name

Credits

CED 702: Counseling Theory

3

CED 710: Counseling Skills and Techniques

3

CED 724: Experiential Group Process

3

CED 789: Introduction to Community Counseling

3

Area II: Advanced Counseling Core
Course Name

Credits

CED 705: Developmental Group Counseling

3

CED 720: Cross-cultural Counseling

3

CED 786: Career Counseling

3

Area III: Field Education
Course Name

Credits

CED 711: Practicum I

3

CED 712: Clinical Field Experience II

3

CED 713: Clinical Field Experience III

3

CED 787: Integration, Collaboration and Consultation

3

Area IV: Psychological Foundations
Course Name

Credits

CED 708: Substance Abuse and Addiction

3

CED 717: Diagnosis and Treatment in Mental Health

3

PSY 713: Psychology of Growth and Development

3

PSY 721: Advanced Tests and Measurements

3

Area V: Research
Course Name

Credits

CED 785: Research Methods in Counseling

3

Co-requisites: Either one course in psychology (graduate or undergraduate) or
approved CED substitution. Must have a minimum “C” (2.00) undergraduate
grade, or 3.00 graduate grade, and may be taken concurrently with other CED
requirements.
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 his/her 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.
51

Program Coordinator
John Patrick, D.Ed.
724-938-4123
patrick@cup.edu
Department Website
http://www.cup.edu/graduate/counsed
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
Graduate Faculty
Jacqueline A. Walsh, Ph.D., NCC, LPC, Associate Professor, Chair
John Patrick, D.Ed., CRC, NCC, LPC, Associate Professor, Program Coordinator
Gloria Cataldo Brusoski, Ph.D., NCC, Professor, Licensed Psychologist
Grafton Eliason, Ed.D., NCC, LPC, Associate Professor, School Counseling
Coordinator
Elizabeth Gruber, Ph.D., NCC, LPC, Professor/Field Site Coordinator
Jeff Samide, Ed.D., NCC, LPC, Associate Professor
Taunya Tinsley, Ph.D., NCC, LPC, Assistant Professor

52

Counselor Education
Master of Education School Counseling
Credits: 48
Accreditation
Council for Accreditation of Counseling and Related Educational Programs
(CACREP)
Program Description
School counseling programs at California University of Pennsylvania are
accredited by the Council for Accreditation of Counseling and Related
Educational Programs (CACREP). Through the University, the Middle States
Association of Colleges and Post-Secondary Schools accredits the Department
of Counselor Education. The National Council for the Accreditation of Teacher
Education (NCATE) accredits the school counseling programs (elementary
and secondary school guidance). Courses offered by the department 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 Counselor Education Department is authorized by the
Commonwealth of Pennsylvania Department of Education to offer certification
programs in elementary and secondary school guidance.
Our Master of Education program 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. Students who hold a master’s degree in
another discipline may decide to seek certification. The department will evaluate
their transcripts to determine which courses are required. Prospective students
are advised to read the CED Student Handbook, which describes the philosophy,
admissions and departmental procedures in detail. This may be downloaded at
http://www.cup.edu/graduate/counsed.
Delivery Mode
Traditional with occasional online course
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA or a score of 604+ on Miller
Analogies Test (MAT) (see handbook for exceptions)
• Graduate School Application plus $25 nonrefundable application fee
• Three letters of recommendation
• One-page resume of work and education
• Psychobiography

53

Curriculum
Area I: Core Courses Required for Candidacy
Course Name

Credit

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
Course Name

Credits

CED 705: Developmental Group Counseling

3

CED 720: Cross-cultural Counseling

3

CED 786: Career Counseling

3

Area III: Field Education
Course Name

Credits

CED 711: Practicum I

3

CED 712: Clinical Field Experience II

3

CED 713: Clinical Field Experience III

3

CED 787: Integration, Collaboration and Consultation 3
Area IV: Psychological Foundations
Course Name

Credits

CED 708: Substance Abuse and Addiction

3

CED 717: Diagnosis and Treatment in Mental Health

3

PSY 713: Psychology of Growth and Development

3

PSY 712: Advanced Tests and Measurements

3

Area V: Research
Course Name

Credits

CED 785: Research Methods in Counseling

3

For initial certification, students must complete the following prior to candidacy:
• 6 credits of college math
• 3 credits of English composition
• 3 credits of English composition II or English/American literature
• Pass the Basic Skills Praxis I exam
School counseling certification also requires passing Praxis II, preferably before
graduation.
54

Co-requisites: Must have a minimum “C” (2.00) undergraduate grade or 3.00
graduate grade, and may be taken concurrently with CED requirements.
Required courses:
• One psychology course – recommendation: Introduction to Psychology,
Psychopathology, Psychology of Learning or CED-approved elective
• Two PDE-required courses or equivalent: graduate or undergraduate
• ESP 613 – Evidence Based Practices in Inclusion
• EDU 650 – Supporting the English Language Learner
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 his/her area
of interest. The clinical field experience requires a minimum of 600 hours under
the supervision of a school counselor in the student’s area of interest. This will be
arranged in consultation with the field site coordinator.
Program Coordinator
Grafton Eliason, Ed.D.
724-938-4123
eliason@cup.edu
Department Website
http://www.cup.edu/graduate/counsed
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Jacqueline A. Walsh, Ph.D., NCC, LPC, Associate Professor; Department Chair;
724-938-5783; walsh@cup.edu
Grafton Eliason, Program Chair; Ed.D., NCC, LPC, Associate Professor; Program
Coordinator; 724-938-4464; eliason@cup.edu
Gloria Cataldo Brusoski, Ph.D., NCC, Professor, Licensed Psychologist; 724-9384123; brusoski@cup.edu
Elizabeth Gruber, M.S., NCC, LPC, Professor/Field Site Coordinator; gruber@
cup.edu
John Patrick, D.Ed., CRC, NCC, LPC, Associate Professor; 724-938-4452; patrick@
cup.edu
Jeff Samide, Ed.D., NCC, LPC, Associate Professor; 724-938-4123; samide@cup.
edu
Taunya Tinsley, Ph.D., NCC, LPC, Assistant Professor; 724-938-5698; tinsley@
cup.edu
55

Elementary Education
Master of Education
Credits: 51+
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
The Master of Education in elementary education degree is available to students
seeking Pennsylvania elementary education (grades K-6) certification and/
or a master’s degree. Candidates for Pennsylvania certification must have
completed undergraduate or graduate studies that include 6 credits of collegelevel mathematics and 3 credits each of biology, physical science, environmental
sciences, U.S. history, English composition, English or American literature,
economics, health/wellness and instructional technology. 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.
Delivery Mode
Traditional and distance education (live video/audio conference or online)
offerings
Admissions Criteria
• Official transcripts
• Minimum overall undergraduate 3.00 GPA or 3.00 GPA in last 48 college
credits taken
• Graduate School Application plus $25 nonrefundable application fee
• Passing scores on Praxis I tests
• Current Act 34, 151 and 114 clearances
Curriculum
Professional Education (21 credits):
Course Name

Credits

PSY 711: Advanced Educational Psychology or
PSY 712: Advanced Psychology of Learning

3

ESP 501: Introduction to Exceptionality

3

EDE 700: Found. and History of American Ed.

3

EDE 701: Develop. and Organ. of the Curriculum

3

EDE 795: Student Teaching Internship*

3

*Students who are Pennsylvania certified teachers in another specialty area are not required to take EDE
795*.
Praxis II 0511 – Fundamental Subjects: Content Knowledge (required for candidacy) 10011 – Elementary
Education: Curriculum Instruction and Assessment (required before student teaching EDE 795)

56

Professional Specialization (27 credits):
Course Name

Credits

EDE 702: Instructional Strategies

3

EDE 703: Field Experience

3

EDE 708: Teaching Reading

3

EDE 715: Teaching Language Arts

3

EDE 716: Teaching Social Science

3

EDE 718: Teaching Mathematics

3

EDE 731: Expressive Arts

3

EDE 737: Literature and Literacy K-12

3

EDE 740: Teaching Science

3

Research (5-7 credits):
Course Name

Credits

RES 800: Methods of Research**

3

RES 829: Project (Optional) or
RES 849: Thesis (Optional)

2
4

**Students seeking certification only are not required to take RES courses.

Program Coordinator
Jane Bonari, M.Ed.
724-938-4569
bonari@cup.edu
Department Website
http://www.cup.edu/go/elemedonline/nationalboard
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Jane Bonari, Program Coordinator; M.Ed., California University of Pennsylvania;
specializes in Mathematics Education
Holly Diehl, Ed.D., West Virginia University; specializes in Reading Education
William Hug, Ph.D. Pennsylvania State University; specializes in science
education and research
Beverly Melenyzer, Ed.D., Indiana University of Pennsylvania; specializes in
Curriculum and Instruction

57

Christine Peterson, Ed.D., West Virginia University; specializes in Technology
Education
John W. Shimkanin, Ph.D., Pennsylvania State University; specializes in Science
Education
John R. Vargo, M.A., West Virginia University; specializes in Reading Education
Richard Wyman, Ed.D., University of Washington; specializes in Social Studies
Education

58

Early Childhood Education
Master of Education
Credits: 33
Accreditation
National Association for the Education of Young Children (NAEYC)
Program Description
This program is a completely online 33-credit graduate program for certified
teachers interested in gaining additional certification in early childhood
education. Graduate students in the early childhood education degree program
will apply knowledge of child development, families and best teaching practices
to a variety of educational settings, including public schools pre-kindergarten to
grade 4 primary programs, preschool programs, Head Start, child care, parenting
and family support programs.
Delivery Mode
100 percent online
Admissions Criteria
• Official transcripts with minimum overall undergraduate 3.00 GPA or 3.00
GPA in last 48 college credits taken
• Graduate School Application plus $25 nonrefundable application fee
• Copies of all professional certificates held (only early, elementary or special
education certifications acceptable)
• Resume or curriculum vitae
Applicants with a GPA of 2.99 or less must also:
• Have a 3.00 or higher in the last 48 credits or
• Submit two letters of recommendation from individuals who know the
applicant well and can comment on the applicant’s intellectual and leadership
abilities.
• Submit evidence of successful teaching or professional educational experience.
Curriculum
Master’s Curriculum (33 credits):
Semester

Course Name

Credits

1

PSY 712: Advanced Psychology of Learning

3

1

EDE 701: Development and Organization of School
Curriculum

3

2

ESP 501: Introduction to Exceptionality

3

2

RES 800: Methods of Research

3

3

ECE 702: Advanced Childhood Development

3

3

ECE 700: Early Childhood Curriculum and Assessment

3

59

Semester

Course Name

Credits

3

ECE 703: Literacy Development

3

4

ECE 704: Special Topics in Early Childhood Education

3

4

ECE 705: Science and Math in ECE

3

5

ECE 707: Leadership and Management in Early
Childhood Settings

3

5

RES 849: Thesis or
EDE 766: Action Research or
EDE 768: Internship (current clearances needed)

3

Certification Only Option (24 credits):
Semester

Course Name

Credits

1

ECE 707: Leadership and Management in Early
Childhood Settings

3

1

RES 800: Methods of Research

3

2

ECE 702: Advanced Childhood Development

3

2

ECE 700: Early Childhood Curriculum and Assessment

3

3

ECE 703: Literacy Development

3

4

ECE 704: Special Topics in Early Childhood Education

3

4

ECE 705: Science and Math in Early Childhood
Education

3

5

RES 849: Thesis or
EDE 766: Action Research or
EDE 768: Internship (current clearances needed)

3

Note: Internship may be taken any semester during the cohort cycle.
Program Coordinator
Dr. Christine Peterson
724-938-4028
peterson@cup.edu
Department Website
http://www.cup.edu/go/elemedonline/earlychildhood/index.jsp
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate

60

Graduate Faculty
Christine Peterson, Program Coordinator; Ed.D., West Virginia University;
specializes in Technology Education
Jane Bonari, M.Ed., California University of Pennsylvania; specializes in
Mathematics Education
Holly Diehl, Ed.D., West Virginia University; specializes in Reading Education
Deborah Farrer, Ed.D., West Virginia University; specializes in Reading
Beverly Melenyzer, Ed.D., Indiana University of Pennsylvania; specializes in
Curriculum and Instruction
John W. Shimkanin, Ph.D., Pennsylvania State University; specializes in Science
Education
John R. Vargo, M.A., West Virginia University; specializes in Reading Education
Richard Wyman, Ed.D., University of Washington; specializes in Social Studies
Education

61

English as a Second Language
Master of Education
Credits: 33
Accreditation:
National Council for Accreditation of Teacher Education (NCATE)
Program Description
California University of Pennsylvania’s advanced studies in teacher education is
a completely online 33-credit graduate program for certified teachers interested
in gaining additional certification in English as a second language (ESL). The
curriculum is aligned with Teachers of English to Speakers of Other Languages
(TESOL) standards. Graduate students in the English as a second language
degree program will apply knowledge in the following domains: language,
culture, instruction, assessment and professionalism. In each of these domains,
educators will be challenged to develop professionalism in language education,
promote individual language rights, provide accessible and high quality
education, develop collaboration in a global community, engage in research
and reflective practice for educational improvement, and cultivate a respect for
diversity and multiculturalism.
Delivery Mode
100 percent online
Admissions Criteria
• Official transcripts with minimum overall undergraduate 3.00 GPA or 3.00
GPA in last 48 college credits taken
• Graduate School Application plus $25 nonrefundable application fee
• Copy of all professional certificates held
• Resume or curriculum vitae
Applicants with a GPA of 2.99 or less must also:
• Have a 3.0 or higher in the last 48 credits or
• Submit two letters of recommendation from individuals who know the
applicant well and can comment on the applicant’s intellectual and leadership
abilities.
• Submit evidence of successful teaching or professional educational experience.
Curriculum
Master’s Curriculum
Semester

Course Name

Credits

1

PSY 712: Advanced Psychology of Learning

3

1

EDE 701: Development and Organization of School
Curriculum

3

2

ESP 501: Introduction to Exceptionality

3

62

Semester

Course Name

Credits

2

RES 800: Methods of Research

3

3

EDE 704: Introduction to Teaching English as a Second
Language

3

3

EDE 709: Developing Cultural Awareness and Sensitivity 3

3

EDE 712: Content Instruction and Assessment PK-12

3

4

EDE 713: Language Acquisition and Development

3

4

EDE 714: Language Proficiency Assessment

3

5

EDE 719: Supporting Second Language Learners,
Families and Community

3

5

EDE 849: Thesis or
EDE 766: Action Research or
EDE 768: Internship (current clearances needed)

3

Note: Internship may be taken any semester during the cohort cycle.
Program Coordinator
Dr. Christine Peterson
724-938-4028
peterson@cup.edu
Department Website
http://www.cup.edu/go/elemedonline/esl/index.jsp
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Christine Peterson, Ed.D., West Virginia University; Program Coordinator;
specializes in Technology Education
Jane Bonari, M.Ed., California University of Pennsylvania; specializes in
Mathematics Education
Holly Diehl, Ed.D., West Virginia University; specializes in Reading Education
Deborah Farrer, Ed.D., West Virginia University; specializes in Reading
Beverly Melenyzer, Ed.D., Indiana University of Pennsylvania; specializes in
Curriculum and Instruction
John W. Shimkanin, Ph.D., Pennsylvania State University; specializes in Science
Education

63

John R. Vargo, M.A., West Virginia University; specializes in Reading Education
Richard Wyman, Ed.D., University of Washington; specializes in Social Studies
Education

64

National Board Teacher Certification Preparation
(Elementary)
Master of Education
Credits: 33
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
This program is a completely online 33-credit graduate program for certified
teachers seeking National Board for Professional Teaching Standards (NBPTS)
teacher certification. The curriculum is aligned with the NBPTS’s Five Core
Propositions and the certification standards that will prepare teachers for
national board teacher certification. The program provides the substance for
meaningful learning experiences that require teachers to demonstrate what they
know and can do while developing knowledge and skills that emphasize content,
pedagogy, inquiry, reflection, leadership and collegiality.
Delivery Mode
100 percent online
Admissions Criteria
• Elementary certification
• Official transcripts with minimum overall undergraduate 3.00 GPA or 3.00
GPA in last 48 college credits taken
• Graduate School Application plus $25 nonrefundable application fee
• Copy of all professional certificates held (only early, elementary or special
education certifications acceptable)
• Resume or curriculum vitae
Applicants with a GPA of 2.99 or less must also:
• Have a 3.00 or higher in the last 48 credits or
• Submit two letters of recommendation from individuals who know the
applicant well and can comment on the applicant’s intellectual and leadership
abilities.
• Submit evidence of successful teaching or professional educational experience.
Curriculum
Master’s Curriculum (33 credits)
Semester

Course Name

Credits

1

PSY 712: Advanced Psychology of Learning

3

1

EDE 701: Develop. and Organ. of the Curriculum

3

2

ESP 501: Introduction to Exceptionality

3

2

RES 800: Methods of Research

3

65

Semester

Course Name

Credits

3

EDE 760: Introduction to National Board Certification

3

3

EDE 761: Family and Community Relations

3

4

EDE 762: Interdisciplinary Inquiry-Based Learning

3

4

EDE 763: Constructivism in Practice

3

4

EDE 764: Teacher Reflection

3

5

EDE 765: Teachers as Leaders

3

5

RES 849: Thesis or
EDE 766: Action Research or
EDE 767: Portfolio Development

3

Program Coordinator
Dr. Christine Peterson
724-938-4028
peterson@cup.edu
Department Website
http://www.cup.edu/go/elemedonline/nationalboard/index.jsp
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Christine Peterson, Program Coordinator; Ed.D., West Virginia University;
specializes in Technology Education
Jane Bonari, M.Ed., California University of Pennsylvania; specializes in
Mathematics Education
Holly Diehl, Ed.D., West Virginia University; specializes in Reading Education
Deborah Farrer, Ed.D., West Virginia University; specializes in Reading
Beverly Melenyzer, Ed.D., Indiana University of Pennsylvania; specializes in
Curriculum and Instruction
John W. Shimkanin, Ph.D., Pennsylvania State University; specializes in Science
Education
John R. Vargo, M.A., West Virginia University; specializes in Reading Education
Richard Wyman, Ed.D., University of Washington; specializes in Social Studies
Education

66

Elementary/Special Education
Master of Education Dual Certification
Credits: 57
Program Description
The master of education in elementary/special education degree is available to
students seeking Pennsylvania elementary education (grade K-6) certification,
Pennsylvania special education certification and a master’s degree. Candidates
for Pennsylvania certification must have completed undergraduate or graduate
studies that include 6 credits each of college-level mathematics and English
and/or literature. They must also complete 3 credits each of biology, physical
science, environmental sciences, U.S. history, economics, health/wellness and
instructional technology. 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.
Delivery Mode
Traditional
Admissions Criteria
• Graduate School Application plus $25 non-refundable application fee
• Official transcripts with a minimum overall undergraduate GPA of 3.00
• Passing scores on the Pre-professional Skills Tests (Praxis I): PPST – Reading,
Writing and Mathematics
• Current Act 34, 114 and 151 clearances
Curriculum
I. Professional Education (27 credits)
Course Name

Credits

ESP 501: Introduction to Exceptionality

3

ESP 502: Life Skills Planning and Instruction

3

ESP 503: Assessment and Prescriptive Teaching

3

ESP 505: Curriculum Methods II

3

ESP 506: Transition

3

ESP 701: Introduction to Behavior Analysis

3

ESP 720: Student Teaching Internship
(1/2 Elementary, 1/2 Special Education)

9

II. Professional Specialization (27 credits)
Course Name

Credits

EDE 702: Instructional Strategies

3

EDE 703 or ESP 739: Field Experience (1/2 and 1/2)

3

EDE 708: Teaching Reading

3
67

Course Name

Credits

EDE 715: Teaching Language Arts

3

ESP 504: Curriculum and Methods I (Reading and Lang. Arts)

3

EDE 716: Teaching Social Studies

3

EDE 718: Teaching Mathematics

3

EDE 731: Expressive Arts

3

EDE 740: Teaching Science

3

III. Research (3 credits)
Course Name

Credits

ESP 800: Seminar in Advanced Behavior Analysis and Research
Design

3

Additional Requirements
Undergraduate/graduate classes needed for certification (see below for
explanation):
All courses, except ESP 800, must be completed before student teaching.
• Mathematics (6 credits)
• English composition I (3 credits) or English/American literature (3 credits)
• Instructional technology
• U.S. history
• English composition II
• Physical science
• Biology
• Environmental/earth science
• Educational psychology
• Economics
Praxis Tests
Praxis Tests and Scores Required for Certification
Test

Scores

Reading
Writing
Math
Fundamental Subject: Content Knowledge
Educ. of Except. Students: Core Content (0353)
Elementary Educ.: Curric., Instruct., Assess. (0011)

68

Date
Passed

Evidence of the following:
• Negative TB test
• $1,000,000 liability insurance policy
• Current Act 34, 151 and 114 (fingerprint) clearances
• Speech and hearing evaluation
Candidacy
Candidates must apply for candidacy upon completing 6 graduate credits.
Applications are available in the School of Graduate Studies and Research.
Candidates who are Pennsylvania certified in another specialty are not required
to take ESP 720; instead they complete ESP 719. Candidates seeking certification
(new or additional) must take and pass all appropriate Praxis tests.
Candidates may be required to take undergraduate courses when graduate
courses are unavailable. These courses will not count toward a master’s degree.
Candidates for Pennsylvania teaching certification must have evidence of
undergraduate or graduate study in the following areas:
• 6 credits of college level mathematics
• 3 credits of general biology
• 3 credits of physical science (physics or chemistry)
• 3 credits of U.S. history
• 3 credits of economics
• 3 credits of environmental/earth or space science
• 6 credits of English
• 3 credits of instructional technology
• 3 credits of educational psychology
Directions for completing graduate endorsement forms for elementary and
special education certification:
The candidate must initiate this process.
The endorsement form is available online at: http://www.cup.edu/education
1. Complete the endorsement form with name and date of program completion.
2. Obtain the application for certification online at:
http://www.teaching.state.pa.us/teaching/cwp/view.asp?A=15&Q=34317.
3. Complete and return to the dean’s office.
Program Coordinators
Dr. Katherine Mitchem
724-938-6039
mitchem_k@cup.edu
Jane Bonari
724-938-4135
bonari@cup.edu
69

Graduate Faculty
Jane Bonari, M.Ed., California University of Pennsylvania, program coordinator;
specializes in Mathematics Education
Katherine Mitchem, Ph.D., Utah State University, program coordinator;
specializes in Applied Behavior Analysis and Autism and Special Education
Technology
James Burton, Ed.D., West Virginia University, specializes in Life Skills,
Transition and Assistive Technology
Holly Diehl, Ed.D., West Virginia University, specializes Reading Education
Deborah Farrer, Ed.D., West Virginia University, specializes in Reading
William Hug, Ph.D., specializes in Science Education and Research
Kalie Kossar, Ed.D., West Virginia University, specializes in Collaboration,
Inclusion, Assessment and Strategy Instruction
Regis Lazor, M.Ed., University of Delaware, specializes in Applied Behavior
Analysis
Beverly Melenyzer, Ed.D., Indiana University of Pennsylvania, specializes in
Curriculum and Instruction
Christine Peterson, Ed.D., West Virginia University, specializes in Technology
Education
Mary Seman, Ed.D., West Virginia University, specializes in Applied Behavior
Analysis, Direct Instruction, Learning Strategies and Content Enhancement
Routines
John W. Shimkanin, Ph.D., Pennsylvania State University, specializes in Science
Education
Sherrill Szalajda, M.Ed., University of Pittsburgh, specializes in Special
Education Pedagogy and Trends
John R. Vargo, M.A., West Virginia University, specializes in Reading Education
Richard Wyman, Ed.D., University of Washington, specializes in Social Studies
Education

70

Exercise Science and Health Promotion
Master of Science
Credits: 30
Program Description
The Master of Science degree in exercise science and health promotion is
designed for working professionals and recent bachelor’s degree graduates in
the health and fitness industry, including certified athletic trainers, physical
therapists, health and physical education teachers, coaches, chiropractors,
personal trainers, business owners, wellness counselors, military personnel,
and other health/fitness professionals. The University has worked closely with
the National Academy of Sports Medicine (NASM) to develop outstanding
course content. NASM was founded in 1987 by physicians, physical therapists
and fitness professionals. Since its inception, the organization has expanded
throughout the United States, Asia and Europe and has always focused on the
development, refinement and implementation of superior educational programs
for fitness, performance and sports medicine professionals.
Four distinct tracks are available, with each also offered as a post-graduate
certificate to those who already have a master’s degree. They are:
1. Wellness and fitness
2. Performance enhancement and injury prevention
3. Rehabilitation science
4. Sport psychology
Detailed information about each track can be found on our website. Each track
involves specific coursework preparing the student for one of three NASM
certification examinations:
1. Certified Personal Trainer (CPT)
2. Performance Enhancement Specialist (PES)
3. Corrective Exercise Specialist (CES)
Program length is 12 consecutive months with a July or January start. Thirty
students per class work, learn, communicate online and function as a group of
interactive peers. This virtual community, or cohort, creates a lively, dynamic
educational experience that enriches the collaborative skills essential in the
contemporary health care and fitness workplace.
Delivery Mode
100 percent online
Admissions Criteria
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts/baccalaureate degree from an accredited institution
• Applicants must be a fitness, health, exercise science or wellness professional,
health educator, coach or military personnel or be certified, licensed or
registered in one of the following: athletic training, physical therapy,
71

occupational therapy, nutrition, physician assistant, nursing, chiropractic or
other similar health care profession.
• Minimum overall undergraduate 2.75 GPA (candidates in the 2.50-2.75 range
will be considered if they submit two professional letters of recommendation)
• Submission of a resume or curriculum vitae listing three references
• Applicants may be contacted for a phone or e-mail interview with the program
coordinator to determine success in a web-based learning environment.
Curriculum
Core Courses (required for all tracks):
Course Name

Credits

PRF 720: Essentials of Human Movement Science

3

PRF 705: Industrial, Clinical and Corporate Wellness

3

PRF 715: Business and Entrepreneurship in the Fitness Industry

3

PRF 760: Leadership and Professional Development

3

PRF 765: Nutrition for Peak Performance

3

PRF 770: Exercise Physiology: Assessment and Exercise Prescription

3

Note: One of the following tracks must be selected. All tracks are also available as
post-graduate certificates for applicants who possess a graduate degree.
Wellness and Fitness Track
Course Name

Credits

PRF 800: Research in Fitness and Wellness

3

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

Performance Enhancement and Injury Prevention Track
Course Name

Credits

PRF 810: Research in Performance Enhancement

3

PRF 710: Performance Enhancement in Physical Activity

3

PRF 750: Performance Enhancement Program Design

3

PRF 780: Current Topics in Performance Enhancement

3

Rehabilitation Science Track
Course Name

Credits

PRF 820: Research in Rehabilitation

3

PRF 712: Corrective Exercise in Rehabilitation

3

PRF 752: Corrective Exercise Program Design

3

PRF 782: Current Topics in Rehabilitation

3

72

Sport Psychology Track
Course Name

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

Program Contact Information
Wellness and Fitness: fitness@cup.edu
Sport Performance Enhancement: sportperform@cup.edu
Rehabilitation Science: rehabscience@cup.edu
Sport Psychology: sportpsych@cup.edu
Or call 1-866-595-6348 or visit http://www.cup.edu/go
Global Online Department Website
http://www.cup.edu/go
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Barry E. McGlumphy, Associate Professor and Program Coordinator; Ed.D.,
ATC (ABD), University of Pittsburgh
William B. Biddington, Professor; Ed.D., M.S., ATC, West Virginia University
Michael A. Clark, Adjunct Professor; DPT, M.S., PES, University of North
Carolina Chapel Hill
Julie Ramsey Emrhein, Assistant Professor; M.Ed., University of Virginia
Marc Federico, Assistant Professor; DPT, Slippery Rock University of
Pennsylvania
Chris T. Harman, Assistant Professor; Ed.D., Oklahoma State University; ATC,
M.S., Indiana University; B.S., University of Vermont
Jeffrey Hatton, Assistant Professor; M.S., OTR, California University of
Pennsylvania
Scott Lucett, Adjunct Professor; M.S., California University of Pennsylvania
Margaret A. Marcinek, Professor; Ed.D., West Virginia University; M.S.N.,
University of Maryland; R.N.
Linda Meyer, Adjunct Professor; Ed.D., ATC, Duquesne University
73

Martin Miller, Adjunct Professor; B.S., Canisius College; M.S., California
University of Pennsylvania; ATC, PES, CES, CSCS
Brian Oddi, Instructor; M.S., California University of Pennsylvania
Benjamin Reuter, Assistant Professor; Ph.D., ATC, Auburn University
Joni L. Roh, Professor; Ed.D., ATC, West Virginia University
Christine Romani-Ruby, Associate Professor; M.P.T., ATC, Slippery Rock
University of Pennsylvania
Alan Russell, Adjunct Professor; M.S., ATC, PES, California University of
Pennsylvania
Jim Thornton, Adjunct Professor; M.S., ATC, University of the Pacific
Ronald W. Wagner, Associate Professor; Ph.D., ATC, University of Arkansas
Ellen West, Associate Professor; M.S., ATC, West Virginia University
Thomas F. West, Associate Professor; Ph.D., ATC, Pennsylvania State University

74

Legal Studies: Criminal Justice
Master of Science, Criminal Justice Track
Credits: 36-37
Program Description
The Master of Science in legal studies: criminal justice track is offered on the
California University Global Online Network in an accelerated cohort. The
program is housed in the Department of Professional Studies within the College
of Science and Technology. Both academics and practitioners whose pedagogy
blends theory with practice instruct in this program. The curricular mission is
to prepare learned and erudite justice practitioners who will assume leadership
positions in the justice sector and make substantial contributions to the
betterment of the legal and justice systems and the community served.
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
Curriculum
Core Courses: 12 Semester Hours
Course Names

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

Option A: Thesis Option
Core Courses: 24-25 Semester Hours
Course Names

Credits

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 751: Executive Protection and the Law

3

PCJ 752: Digital Imaging, Forensic Photography and the Law

3

PCJ 755: Polygraph and Lie Detection

3

AST 700: U.S. Homeland Security

3

AST 740: Terrorism, Threat and Vulnerability Analysis and
Protection

3

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Course Names

Credits

AST 760: Biological, Chemical, Nuclear and WMD Threats in
Homeland Security

3

AST 780: Intelligence Practice in Homeland Security

3

LAW 605: Law and Police Process

3

LAW 606: Law, Punishment and Corrections

3

LAW 607: Law and Criminal Conduct

3

LAW 702: Law, Science and Forensic Applications

3

LAW 730: Independent Study in Law and Public Policy

3

RES 849: Thesis

4

Option B: Non-Thesis Option
Criminal Justice Courses: 24 Semester Hours
Course Names

Credits

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 751: Executive Protection and the Law

3

PCJ 752: Digital Imaging, Forensic Photography and the Law

3

PCJ 755: Polygraph and Lie Detection

3

AST 700: U.S. Homeland Security

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

LAW 605: Law and Police Process

3

LAW 606: Law, Punishment and Corrections

3

LAW 607: Law and Criminal Conduct

3

LAW 702: Law, Science and Forensic Applications

3

LAW 730: Independent Study in Law and Public Policy

3

Program Coordinator
Dr. Charles Nemeth
724-597-7400
Fax 724-597-7402
nemeth@cup.edu
Department Website
http://www.cup.edu/graduate/crj
76

Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
• Charles P. Nemeth, J.D., Ph.D., LL.M., Program Coordinator, specializes
in legal system ethics, appellate legal practice and private sector justice. An
author and legal consultant, he is a recognized scholar on issues involving law
and morality. Dr. Nemeth has been a practicing attorney for nearly 25 years
and is a member of the New York, Pennsylvania and North Carolina bars. He
is an internationally recognized scholar with more than three dozen books in
print.
• Edward Bogats, B.S., M.S., is police chief of Bridgeville, Pa. He holds a
Bachelor of Arts degree from Point Park College and a Master of Science
degree from Carnegie Mellon University.
• Lisa Burkart-Uva, M.A., J.D., was an investigator for the City of Pittsburgh in
the areas of police officer misconduct, citizen complaints and Internal Police
Bureau matters. She previously held positions with the City of Pittsburgh Law
Department and the Allegheny County District Attorney’s Office.
• Michael M. Dawida, B.A., J.D., served in the Pennsylvania House of
Representatives from 1979-89, the Pennsylvania Senate from 1989-96, and on
the Allegheny County Board of Commissioners from 1996-2000.
• Brian Kohlhepp, B.A., M.A., is currently a detective in the Ross Township
(Pa.) Police Department, functioning as the primary investigator in the
Forensic Investigation Unit. Detective Kohlhepp has conducted forensic
investigations and has processed crime scenes ranging from criminal homicide
and sexual assault to burglary and theft. This includes extensive work in
forensic photography, DNA and latent prints, as well as serology, trace
evidence and impression evidence. Detective Kohlhepp has more than 700
hours of specialized training in various policing subjects. His professional
memberships include the International Association of Identification, National
Tactical Officers Association, Pennsylvania Narcotics Association, North Hills
Boroughs and Townships Police Association, and Fraternal Order of Police.
• Jeffrey S. Magers, Ed.D., previously taught in the Southern Police Institute,
Department of Justice Administration at the University of Louisville;
the Criminal Justice Department at Stephen F. Austin State University in
Nacogdoches, Texas; and the State University of New York, College at
Brockport in Rochester, N.Y. Dr. Magers retired as a captain with the Jefferson
County Police Department in Louisville, Ky., where he served in various
positions in the Patrol Division, the Violent Crimes Unit, the Metro Narcotics
Unit, and the Crisis and Hostage Negotiations Unit; he also served as
commander of the Training Academy. He was commanding a patrol division
when he retired. Dr. Magers served in the U.S. Army and Army Reserve,
retiring as a lieutenant colonel.
77

• Professor William “Bill” Morgan, J.D., retired in 2006 after 21 years with the
Connecticut State Capitol Police, where he rose from patrol officer to chief
of police. During his six years as chief, the department achieved national
accreditation twice by the Commission on Accreditation for Law Enforcement
Agencies Inc. He has taught both in the classroom and online since 2007,
developing online courses for both undergraduate and graduate programs in
criminal justice. He graduated from the FBI National Academy in 1999, the
Quinnipiac College School of Law in 1998 and the University of New Haven in
1982. He has received numerous awards from his service to the state.
• Bryan Scyphers, B.S., M.S., has served as an intermittent federal employee
with the National Disaster Medical System/U.S. Department of Health and
Human Services, as a safety officer, planning section chief, operations section
chief, paramedic and training officer, for the NC1 Disaster Medical Assistance
Team (DMAT) and the National Medical Response Team-WMD-East
(NMRT-E). He is a founding member of the U.S. Department of Homeland
Security. The DMAT is deployed to provide medical care to disaster victims
in the U.S. and its territories. The NMRT-E team serves as one of three federal
medical teams deployed to provide medical care with decontamination
services for persons exposed to chemical, biological, nuclear and radiological
materials. Often, the team responds to national special security events and
provides support and force protection for the FBI, U.S. Secret Service and
government officials, in collaboration with the Department of Homeland
Security and the Department of Defense.
• Christina A. Toras, M.A., J.D., served a 15-year term as general counsel for 84
Lumber Company, Nemacolin Woodlands Resort and all Hardy family-owned
companies. She is currently an assistant professor in California University
of Pennsylvania’s Graduate Legal Studies Department and also serves as a
special arbitrator for the Arbitration Division of the Allegheny County Court
of Common Pleas.
• Martin J. Zaworski, M.S., Ph.D., has a range of experience in homeland
security. He was a consulting research scientist in the areas of homeland
security and justice for the Space and Naval Warfare Systems Command
(SPAWAR – Charleston), and performed information sharing research for the
National Institute of Justice. He also developed the technology assessment
model and worked on the team evaluating a vulnerability assessment and
risk-analysis enabling technology deployed by the Department of Homeland
Security, Office for Domestic Preparedness as a prototype in the Port Authority
of New York and New Jersey.

78

Legal Studies: Homeland Security
Master of Science
Credits: 36-37
Program Description
California University of Pennsylvania’s acute understanding of this extraordinary
need in contemporary society has led to the creation of the homeland security
track in legal studies. It presents a neat and clean track that prepares supervisory
personnel to tackle the many challenges inherent in the protection of a nation. It
allows justice professionals, health specialists and legal specialists to concentrate
on the methodology of security in this narrow context. Aside from the recurring
demands of professional justice duty, homeland security delivers another slant
and perspective to harried and often over-tasked public servants.
Program Objectives
• Develop strategies, plans and programs to prevent terrorist attacks within the
United States and reduce America’s vulnerability to terrorism
• Build the organizational arrangements needed to strengthen homeland
security (HS), including local/state/federal, civil-military and interagency
cooperation
• Help government leaders make immediate as well as longer-term
improvements in HS preparedness by having their students conduct policy
development work on “real world,” actionable opportunities for progress
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
Curriculum
Core Curriculum (15 credits):
Course Name

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 700: Law and the International Community

3

Homeland Security Track (12 credits):
Course Name

Credits

AST 700: U.S. Homeland Security

3
79

Course Name

Credits

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

Homeland Security Electives (9-10 credits):
Course Name

Credits

LAW 605: Law and Police Process

3

LAW 606: Law, Punishment and Corrections

3

LAW 607: Law and Criminal Conduct

3

LAW 608: Law and Civil Litigation

3

LAW 609: Law, Culture and Society

3

LAW 610: Law, Justice and the Family

3

LAW 701: Law and Administrations Agencies

3

LAW 702: Law and Forensic Applications

3

LAW 703: Law and the Environment

3

LAW 704: Law, Business and the Workplace

3

RES 849: Thesis

4

LAW 730: Independent Study in Law and Public Policy

3

Program Coordinator
Dr. Charles Nemeth
724-597-7400
Fax 724-597-7402
nemeth@cup.edu
Department Website
http://www.cup.edu/graduate/homeland
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Some of the graduate faculty are as follows:
• Charles P. Nemeth, J.D., Ph.D., LL.M., Program Coordinator, specializes
in legal system ethics, appellate legal practice and private sector justice. An
author and legal consultant, he is an internationally recognized scholar on
80

issues involving law and morality. He has more than three dozen books in
print. Dr. Nemeth has been a practicing attorney for nearly 25 years and is a
member of the New York, Pennsylvania and North Carolina bars.
• Edward Bogats, B.S., M.S., is police chief of Bridgeville, Pa. He holds a
Bachelor of Arts degree from Point Park College and a Master of Science
degree from Carnegie Mellon University.
• Lisa Burkart-Uva, M.A., J.D., was an investigator for the City of Pittsburgh in
the areas of police officer misconduct, citizen complaints and internal police
bureau matters. She previously held positions with the City of Pittsburgh Law
Department and the Allegheny County District Attorney’s Office.
• Michael M. Dawida, B.A., J.D., served in the Pennsylvania House of
Representatives from 1979-89 and the Pennsylvania Senate from 1989-96, and
on the Allegheny County Board of Commissioners from 1996-2000.
• Brian Kohlhepp, B.A., M.A., is currently a detective in the Ross Township
(Pa.) Police Department, functioning as the primary investigator in the
Forensic Investigation Unit. Detective Kohlhepp has conducted forensic
investigations and processed crime scenes ranging from criminal homicide
and sexual assault to burglary and theft. This includes extensive work in
forensic photography, DNA and latent prints, as well as serology, trace
evidence and impression evidence. Detective Kohlhepp has more than 700
hours of specialized training in various policing subjects. His professional
memberships include the International Association of Identification, National
Tactical Officers Association, Pennsylvania Narcotics Association, North Hills
Boroughs and Townships Police Association, and the Fraternal Order of
Police.
• Jeffrey S. Magers, Ed.D., previously taught in the Southern Police Institute,
Department of Justice Administration at the University of Louisville;
the Criminal Justice Department at Stephen F. Austin State University
in Nacogdoches, Texas; and the State University of New York, College
at Brockport in Rochester, N.Y. Dr. Magers retired as a captain with the
Jefferson County Police Department in Louisville, Ky., where he served in
various positions in the Patrol Division, the Violent Crimes Unit, the Metro
Narcotics Unit and the Crisis and Hostage Negotiations Unit; he also served as
commander of the Training Academy. He was commanding a patrol division
when he retired. Dr. Magers served in the U.S. Army and Army Reserve,
retiring as a lieutenant colonel.
• Professor William “Bill” Morgan, J.D., retired in 2006 after 21 years with the
Connecticut State Capitol Police, where he rose from patrol officer to chief
of police. During his six years as chief, the department achieved national
accreditation twice by the Commission on Accreditation for Law Enforcement
Agencies Inc. He has taught both in the classroom and online since 2007,
developing online courses for both undergraduate and graduate programs
in criminal justice. He graduated from the FBI National Academy in 1999,
Quinnipiac College School of Law in 1998 and the University of New Haven in
1982. He has received numerous awards for his service to the state.
• Bryan Scyphers, B.S., M.S., has served as an intermittent federal employee
with the National Disaster Medical System/U.S. Department of Health and
Human Services and as a safety officer, planning section chief, operations
section chief, paramedic and training officer for the NC1 Disaster Medical
81

Assistance Team (DMAT) and the National Medical Response TeamWMD-East (NMRT-E). He is a founding member of the U.S. Department
of Homeland Security. The DMAT is deployed to provide medical care to
disaster victims in the U.S. and its territories. The NMRT-E team serves as
one of three federal medical teams deployed to provide medical care with
decontamination services for people exposed to chemical, biological, nuclear
and radiological materials. Often, the team responds to national special
security events and provides support and force protection for the FBI, U.S.
Secret Service and government officials, in collaboration with the Department
of Homeland Security and the Department of Defense.
• Christina A. Toras, M.A., J.D.,served a 15-year term as general counsel for 84
Lumber Company, Nemacolin Woodlands Resort and all Hardy family-owned
companies. She is currently an assistant professor in California University
of Pennsylvania’s Graduate Legal Studies Department and also serves as a
special arbitrator for the Arbitration Division of the Allegheny County Court
of Common Pleas.
• Martin J. Zaworski, M.S., Ph.D., has a range of experience in homeland
security. He was a consulting research scientist in the areas of homeland
security and justice for the Space and Naval Warfare Systems Command
(SPAWAR – Charleston), and performed information sharing research for the
National Institute of Justice. He also developed the technology assessment
model and worked on the team evaluating a vulnerability assessment and riskanalysis enabling technology deployed by the U.S. Department of Homeland
Security, Office for Domestic Preparedness as a prototype in the Port Authority
of New York and New Jersey.

82

Legal Studies: Law and Public Policy
Master of Science, Law and Public Policy Track
Credits: 36-37
Program Description
The online Master of Science in legal studies: law and public policy track blends
the fields of humanities, business, political science and jurisprudence. This
Internet-based program creates a wide-ranging educational opportunity for both
working professionals and serious students seeking graduate education in the
analysis and application of law in a myriad of settings. Law and public policy
allows seasoned practitioners and scholarly graduate students the opportunity
to address, analyze and critique the law and its implications from a social,
administrative, juridical, operational, philosophical and managerial perspective.
Special emphasis will be given to the ethical considerations inherent in all legal
decision-making, the constitutional parameters of law and its practice, and
practical assessments of how law influences the culture, the community and the
individual.
At the completion of the program students will be able to:
• Interpret and analyze legal materials such as case law and statutory materials;
• Explain the public policy legal materials such as case and statutory materials;
• Frame legal issues for specific legal dilemmas;
• Weigh and evaluate legal arguments, legal remedies in a particular dilemma;
and
• Conduct legal research on diverse topical coverage in law.
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
Curriculum
Core Curriculum (12 credits):
Course Name

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

83

Law and Public Policy Electives (24-25 credits):
Course Name

Credits

LAW 605: Law and Police Process

3

LAW 606: Law, Punishment and Corrections

3

LAW 607: Law and Criminal Conduct

3

LAW 608: Law and Civil Litigation

3

LAW 609: Law, Culture and Society

3

LAW 610: Law, Justice and the Family

3

LAW 700: Law and the International Community

3

LAW 701: Law and Administrations Agencies

3

LAW 702: Law and Forensic Applications

3

LAW 703: Law and the Environment

3

LAW 704: Law, Business and the Workplace

3

RES 849: Thesis

4

LAW 730: Independent Study in Law and Public Policy

3

Program Coordinator
Dr. Charles Nemeth
724-597-7400
Fax 724-597-7402
nemeth@cup.edu
Department Website
http://www.cup.edu/graduate/legal
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Some of the graduate faculty are as follows:
• Charles P. Nemeth, J.D., Ph.D., LL.M., Program Coordinator, specializes
in legal system ethics, appellate legal practice and private sector justice. An
author and legal consultant, he is an internationally recognized scholar on
issues involving law and morality, and has more than three dozen books in
print. Dr. Nemeth has been a practicing attorney for nearly 25 years and is a
member of the New York, Pennsylvania and North Carolina bars.
• Edward Bogats, B.S., M.S., is police chief of Bridgeville, Pa. He holds a
Bachelor of Arts degree from Point Park College and a Master of Science
degree from Carnegie Mellon University.
84

• Lisa Burkart-Uva, M.A., J.D., was an investigator for the City of Pittsburgh in
the areas of police officer misconduct, citizen complaints and Internal Police
Bureau matters. She previously held positions with the City of Pittsburgh Law
Department and the Allegheny County District Attorney’s Office.
• Michael M. Dawida, B.A., J.D., served in the Pennsylvania House of
Representatives from 1979-89 and the Pennsylvania Senate from 1989-96 and
on the Allegheny County Board of Commissioners from 1996-2000.
• Brian Kohlhepp, B.A., M.A., is currently a detective at the Ross Township
(Pa.) Police Department, functioning as the primary investigator in the
Forensic Investigation Unit. Detective Kohlhepp has conducted forensic
investigations and has processed crime scenes ranging from criminal homicide
and sexual assault to burglary and theft. This includes extensive work in
forensic photography, DNA and latent prints, as well as serology, trace
evidence and impression evidence. Detective Kohlhepp has more than 700
hours of specialized training in various policing subjects. His professional
memberships include the International Association of Identification, National
Tactical Officers Association, Pennsylvania Narcotics Association, North Hills
Boroughs and Townships Police Association, and Fraternal Order of Police.
• Jeffrey S. Magers, Ed.D., previously taught in the Southern Police Institute,
Department of Justice Administration at the University of Louisville;
the Criminal Justice Department at Stephen F. Austin State University in
Nacogdoches, Texas; and the State University of New York, College at
Brockport in Rochester, NY. Dr. Magers retired as a captain with the Jefferson
County Police Department in Louisville, Ky., where he served in various
positions in the Patrol Division, Violent Crimes Unit, Metro Narcotics Unit and
Crisis and Hostage Negotiations Unit, and also served as commander of the
Training Academy. He was commanding a patrol division when he retired.
Dr. Magers served in the U.S. Army and Army Reserve, retiring as a lieutenant
colonel.
• William “Bill” Morgan, J.D., retired in 2006 after 21 years with the
Connecticut State Capitol Police, where he rose from patrol officer to chief.
During his six years as chief of police, the department achieved national
accreditation twice by the Commission on Accreditation for Law Enforcement
Agencies Inc. He has taught both in the classroom and online since 2007,
developing online courses for both undergraduate and graduate programs
in criminal justice. He graduated from the FBI National Academy in 1999,
Quinnipiac College School of Law in 1998 and the University of New Haven in
1982. He has received numerous awards for his service to the state.
• Bryan Scyphers, B.S., M.S., has served as an intermittent federal employee
with the National Disaster Medical System/U.S. Department of Health and
Human Services and as a safety officer, planning section chief, operations
section chief, paramedic and training officer for the NC1 Disaster Medical
Assistance Team (DMAT) and the National Medical Response TeamWMD-East (NMRT-E). He is a founding member of the U.S. Department
of Homeland Security. The DMAT is deployed to provide medical care to
disaster victims in the U.S. and its territories. The NMRT-E team serves as
one of three federal medical teams deployed to provide medical care with
decontamination services for people exposed to chemical, biological, nuclear
and radiological materials. Often, the team responds to national special
security events and provides support and force protection for the FBI, U.S.
85

Secret Service and government officials, in collaboration with the Department
of Homeland Security and the Department of Defense.
• Christina A. Toras, M.A., J.D., served a 15-year term as general counsel for 84
Lumber Company, Nemacolin Woodlands Resort and all Hardy family-owned
companies. She is currently an assistant professor in California University
of Pennsylvania’s Graduate Legal Studies Department and also serves as a
special arbitrator for the Arbitration Division of the Allegheny County Court
of Common Pleas.
• Martin J. Zaworski, M.S., Ph.D., has a range of experience in homeland
security. He was a consulting research scientist in the areas of homeland
security and justice for the Space and Naval Warfare Systems Command
(SPAWAR – Charleston), and performed in information sharing research for
the National Institute of Justice. He also developed the technology assessment
model and worked on the team evaluating a vulnerability assessment and riskanalysis enabling technology deployed by the U.S. Department of Homeland
Security, Office for Domestic Preparedness as a prototype in the Port Authority
of New York and New Jersey.

86

Mentally/Physically Handicapped
Master of Education
Credits: 33-51
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
The Master of Education in mentally/physically handicapped consists of four
tracks:
• Track A (33 credits): For those who already hold an instructional/teaching
certificate in any area, but not Pennsylvania certification in special education.
• Track B, Autism Spectrum Disorders/ASD (33 credits): For those who already
hold certification in mentally and/or physically handicapped or any singlecategory area of special education.
• Track C (48 credits): For those without a teaching certificate but who are now
working with, or have worked with, handicapped children or adults in either
a community or an institutional setting. Track C leads to both Pennsylvania
certification and a master’s degree. Graduate students who will student teach
will be required to meet all requirements as are currently in place.
• Track D (51 credits): For those without a teaching certificate who would like
to earn dual certification in elementary and special education. Track D leads to
Pennsylvania certification in elementary education and special education and a
master’s degree. Graduate students who will student teach will be required to
meet all requirements as are currently in place.
Certification
A certification-only program is available for those holding another certification
Delivery Mode
Traditional and online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA (or 3.00 GPA by calculation of last
48 credits earned)
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
• Passing scores on Praxis I exam
• Current Act 34, 151 and 114 (fingerprint) clearances
Curriculum
Track A: (* designates a requirement)
Major Area: 33 credits
Course Name

Credits

*ESP 501: Introduction to Exceptionality

3

87

Course Name

Credits

*ESP 701: Introduction to Behavior Analysis

3

*ESP 739: Field Experience in Special Education

3

*ESP 502: Life Skills Planning and Instruction

3

*ESP 503: Assessment and Prescriptive Teaching

3

*ESP 504: Curriculum and Methods I: Reading and Language Arts

3

*ESP 505: Curriculum and Methods II: Math and other Content
Areas

3

*ESP 506: Transition Planning and Instruction

3

*ESP 712: Seminar on Trends and Issues or Approved Elective

3

*ESP 719: Internship

3

Research:
Course Name

Credits

*ESP 800: Seminar in Advanced Behavior Analysis and Research
Design

3

Track B: (* designates a requirement)
Major Area: 12 credits
Course Name

Credits

*ESP 740: Nature/Characteristics ASD

3

*ESP 741: Communication, Behavior and Instruction: ASD

3

*ESP 742: Life Transitions and Partnerships: ASD

3

*ESP 743: Navigating the Social World: ASD

3

Electives: 18 credits
(Required at the graduate level unless foundational content or certification in
mentally/physically handicapped completed at the undergraduate level)
Course Name

Credits

ESP 701: Introduction to Behavior Analysis

3

ESP 502: Life Skills Planning and Instruction

3

ESP 503: Assessment and Prescriptive Teaching

3

ESP 504: Curriculum and Methods I: Reading and Language Arts

3

ESP 505: Curriculum and Methods II: Mathematics and Other
Content Areas

3

Remaining electives to total 18 credits:
Course Name

Credits

ESP 712: Seminar on Trends and Issues

3

ESP 732: Seminar in Administration and Supervision

3

88

Course Name

Credits

ESP 735: Seminar in Education of the Gifted

3

ESP 737: Seminar on Legislation/Litigation

3

ESP 739: Field Seminar in Special Education

3

ESP 506: Transition Planning and Instruction (if not previously
taken)

3

Research: 3 credits
Course Name

Credits

*ESP 800: Seminar in Adv. Behavior Analysis and Research Design

3

Total of 33 graduate credit hours (36 required if all foundational content is
needed) required for the master’s degree with specialization in ASD.
Track C: (* designates a requirement)
Major Area: 36 credits
Course Name

Credits

*ESP 501: Introduction to Exceptionality

3

*ESP 701: Introduction to Behavior Analysis

3

*ESP 739: Field Experience in Special Education

3

*ESP 502: Life Skills Planning and Instruction

3

*ESP 503: Assessment and Prescriptive Teaching

3

*ESP 504: Curriculum and Methods I: Reading and Language Arts

3

*ESP 505: Curriculum and Methods II: Math and Other Content
Areas

3

*ESP 506: Transition Planning and Instruction

3

*ESP 712: Seminar on Trends and Issues or Approved Elective

3

*ESP 720: Internship/Student Teaching

9

Professional Education: 9 credits of education psychology as approved by
adviser
Course Name

Credits

EDP 605: Philosophy of Education

3

EDP 606: Gen. History of Education

3

EDP 624: Character Education

3

EDP 663: Computer Assisted Instruction

3

GMA 786: Computer Science for Teachers

3

PSY 702: Psychopathology

3

PSY 711: Adv. Ed. Psychology

3

PSY 712: Adv. Psych. of Learning

3
89

Course Name

Credits

PSY 713: Psych. Growth and Develop

3

PSY 720: Neuropsychology

3

PSY 752: Fundamentals of School Psychology

3

Research 3 credits:
Course Name

Credits

*ESP 800: Seminar in Adv. Behavior Analysis and Research Design

3

Note: Track C students must take 9 credits of ESP 720 Student Teaching
Track D:
Professional Education (21 credits):
Course Name

Credits

ESP 501: Introduction to Exceptionality

3

ESP 502: Life Skills Planning and Instruction

3

ESP 503: Assessment and Prescriptive Teaching

3

ESP 701: Introduction to Behavior Analysis

3

ESP 720: Internship/Student Teaching

9

Professional Specialization (27 credits):
Course Name

Credits

EDE 702: Instructional Strategies

3

ESP 739: Field Experience (1/2 and 1/2)

3

EDE 708: Teaching Reading

3

EDE 715: Teaching Language Arts

3

ESP 504: Curriculum and Methods I

3

EDE 716: Teaching Social Studies

3

EDE 718: Teaching Mathematics

3

EDE 731: Expressive Arts

3

EDE 740: Teaching Science

3

Research (3 credits):
Course Name

Credits

ESP 800: Seminar in Adv. Behavior Analysis and Research Design

3

Program Coordinator
Dr. Katherine Mitchem
724-938-6039
Mitchem_k@cup.edu

90

Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
250 University Ave
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Katherine Mitchem, Ph.D., Utah State University; Program Coordinator;
specializes in Applied Behavior Analysis and Autism and Special Education
Technology
James Burton, Ed.D., West Virginia University; specializes in Life Skills,
Transition and Assistive Technology
Kalie Kossar, Ed.D., West Virginia University; specializes in Collaboration,
Inclusion, Assessment and Strategy Instruction
Regis Lazor, M.Ed., University of Delaware; specializes in Applied Behavior
Analysis
Mary Seman, Ed.D., West Virginia University; specializes in Applied Behavior
Analysis, Direct Instruction, Learning Strategies and Content Enhancement
Routines
Sherrill Szalajda, M.Ed., University of Pittsburgh; specializes in Special
Education Pedagogy and Trends

91

Mentally/Physically Handicapped
Autism Spectrum Disorders
Certificate of Advanced Study
Credits: 12
Program Description
The certificate of advanced study in autism spectrum disorders directly
addresses the needs of today’s educators and professionals who are working
with individuals with autism spectrum disorders (ASD) throughout the lifespan.
The proposed certificate provides specialized preparation of teachers in ASD
through an innovative 12 credit hour graduate program endorsement in ASD
that has the provision of socialization opportunities for individuals with ASD
and educational outreach materials and resources for parents and community
members at its core.
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
• Teaching certificate*
• Current Act 34, 151 and 114 (fingerprint) clearances
*Other credentials and/or qualifications for educators and professionals applying
to this program without a teaching certificate will be reviewed on a case-by-case
basis.
Curriculum
Required Courses
Course Name

Credits

ESP 740: Nature/Characteristics of Autism Spectrum Disorders

3

ESP 741: Communication, Behavior and Instruction: ASD

3

ESP 742: Life Transitions and Partnerships: ASD

3

ESP 743: Navigating the Social World: ASD

3

Program Coordinator
Dr. Katherine Mitchem
724-938-6039
Mitchem_k@cup.edu
Department Website
http://www.cup.edu/graduate

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Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Katherine Mitchem, Ph.D., Utah State University; Program Coordinator;
specializes in Applied Behavior Analysis and Autism and Special Education
Technology
James Burton, Ed.D., West Virginia University; specializes in Life Skills,
Transition and Assistive Technology
Kalie Kossar, Ed.D., West Virginia University; specializes in Collaboration,
Inclusion, Assessment and Strategy Instruction
Regis Lazor, M.Ed., University of Delaware; specializes in Applied Behavior
Analysis
Mary Seman, Ed.D., West Virginia University; specializes in Applied Behavior
Analysis, Direct Instruction, Learning Strategies and Content Enhancement
Routines
Sherrill Szalajda, M.Ed., University of Pittsburgh; specializes in Special
Education Pedagogy and Trends

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Nursing Administration and Leadership
Master of Science
Credits: 30
Program Description
The nursing administration and leadership program leads to a Master of Science
in nursing (MSN) degree. It is designed to prepare nurses for administrative
and leadership positions in a variety of health care settings. The courses blend
theory and practice in management, organization, delivery systems of patient
care, human resource management, legal and ethical practice, and health care
finance. The program culminates with a practicum in nursing administration,
and students work with a nurse administrator in their area of interest. The MSN
program was designed using standards developed by the American Association
of Colleges of Nursing (AACN) and built upon Cal U’s undergraduate RNBSN program. Upon completion of the program, graduates will be eligible
academically to take the national certification exam for nurse administration
offered by the American Nurses Credentialing Center (ANCC).
Delivery Mode
The MSN program is a part-time, web-based degree program offering courses
completely online and will include opportunities for live video/audio conference
with faculty and students. Students take two 3-credit courses consecutively in
one term. The 6-credit practicum course is taken in the final summer session.
Accreditation
California University of Pennsylvania is accredited by the Commission on Higher
Education of the Middle States Association of Colleges and Schools. California
University of Pennsylvania has been accredited for more than 40 years and was
founded in 1852.
The MSN program will seek accreditation by the Commission on Collegiate
Nursing Education (CCNE), an autonomous arm of the AACN and devoted
exclusively to the accreditation of baccalaureate and graduate degree nursing
education programs. Cal U’s RN-BSN program is already fully accredited by the
CCNE.
Admissions Criteria
1. Graduate School Application plus $25 nonrefundable application fee
2. Official transcripts
3. BSN from NLNAC or CCNE accredited program
4. Minimum undergraduate 3.00 GPA on all previous coursework or the last 60
credits completed
5. Prerequisites:
——Undergraduate course in nursing leadership (3 credits)
——Undergraduate course in nursing research (3 credits)
——Undergraduate course in statistics (3 credits)

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6. Three professional references – two from employers and one from nursing
faculty who interacted either academically or professionally with the
applicant within the last five years.
7. Current license as a registered nurse
8. Current complete resume with position titles and dates of employment.
9. A personal statement describing interest in advanced nursing education and
career goals related to the program track.
10. A telephone or e-mail interview with the MSN in nursing administration and
leadership program coordinator and completion of the “Is Online Learning
for Me” online test to determine the applicant’s potential for success in the
web-based learning environment.
Curriculum
Course Name

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: Health Promotion/Disease Prevention

3

NUR 714: Legal Aspects of Health Care Administration

3

NUR 715: Financial Management in Non-Profit Health Care
Organizations

3

NUR 711: Nursing Organization and Leadership Theory

3

NUR 712: Nursing Administration and Leadership Role

3

NUR 813: Nursing Administration Role Practicum

6

Program Coordinator
Dr. Mary A. O’Connor
724-938-1652
oconnor@cup.edu
http://www.cup.edu/go
Graduate Faculty
Joan Clites, Ed.D., West Virginia University
Cheryl Hettman, Ph.D., University of Pittsburgh
Mary A. O’Connor, Ph.D., University of Pittsburgh
Linda Pina, Ph.D., Kennedy-Western University
Debra Shelapinsky, M.S.N, CRNP, University of Pittsburgh

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Reading Specialist
Master of Education
Credits vary according to program plan

Reading Specialist Certification Only
Without Master of Education degree
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Pennsylvania Department of Education
Program Description
RSP candidates will study and apply theory and research in literacy acquisition,
instruction and assessment. Candidates apply knowledge and expertise in a
culminating practicum experience in which they work with struggling readers
to assess literacy development to plan and implement appropriate instructional
intervention and support. The mission of the graduate reading specialist
program is to encourage the development of reading specialists who serve
schools and communities with integrity, civility, and responsibility; and who
demonstrate superior knowledge and skills reflected in the International Reading
Association Standards for reading specialists.
The reading specialist program offers Plan A or Plan B, or earn a Master of
Education degree and advanced certification on the Pennsylvania teaching
certificate.
Plan A requires coursework and a research project. In Plan A, candidates choose
between a program of study that involves 40 credits, including a 4-credit master’s
thesis, or a program of study that involves 38 credits, including a 2-credit
research project. Plan A is recommended for students who are interested in
research or administration, or who plan to pursue a doctoral degree in the future.
Plan B requires 36 credits of coursework. Plan B will prepare students for work
in the classroom by strengthening instructional skills and theoretical orientation.
It will also prepare them for the role of a reading specialist who may serve as a
resource person to schools in addition to assessing and planning instruction to
assist children and adults in the development of literacy skills.
The reading specialist program offers Plan C to earn advanced certification on
the Pennsylvania teaching certificate only.
Plan C requires 30 credits of coursework.
All plans require successful completion of a reading specialist comprehensive
examination to be taken during the last semester of coursework.
Reading specialist candidates seeking to have RSP certification added to their
Pennsylvania teaching certificate must pass the Praxis II Reading Specialist test.
Delivery Mode
Traditional courses are offered as well as hybrid courses that include a
combination of tradition and online components
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Admissions Criteria
• Official transcripts
• Minimum overall undergraduate 3.00 GPA or 3.00 GPA in last 48 college
credits taken
• Graduate School Application plus $25 nonrefundable application fee
• Copy of Pennsylvania teaching certificate before completion of first semester
(students who fail to meet this requirement will not be approved for RSP
candidacy)
• Current Act 34, 151 and 114 (fingerprint) clearances
Curriculum
Core Requirements (24 credits):
Course Name

Credits

RSP 700: Foundations of Literacy – Theory and Instruction

3

*RSP 702: Diag. and Treat. of Reading Problems

3

*RSP 703: Practicum: Diagnostic Case Studies

3

*RSP 704: Practicum: Remedial Case Studies

3

RSP 705: Psychology of Reading

3

RSP 734: Content Area Read in Middle/Sec. Schools

3

RSP 706: Adult Literacy

3

EDE 737: Literature and Literacy K-12

3

* Indicates courses with required prerequisites
(RSP 700 must be completed prior to registering for RSP 702)
(RSP 702 must be completed prior to registering for RSP 703 and 704)

Educational Research (3 credits required):
Course Name

Credits

RES 800: Methods of Research

3

Educational Research Electives (choose 3 credits)
Not required for certification only:
Course Name

Credits

EDP 600: Statistical Methods

3

EDE 706: Evaluation and Measurement

3

EDP 656: Computer Oriented Research

3

Research with adviser’s approval:
Course Name

Credits

RES 829: Research Project OR
RES 849: Master’s Thesis

2
4

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Related Courses unless certification only (3 credits required):
Course Name

Credits

EDE 701: Development and Organization of Curriculum

3

Related Course Elective (choose 3 credits)
Not required for certification only:
Course Name

Credit

EDE 700: Foundation and History American Education

3

EDE 715: Teaching of Language Arts

3

PSY 711: Advanced Educational Psychology

3

PSY 712: Advanced Psychology of Learning

3

PSY 713: Psychology of Growth and Development

3

PSY 720: Neuropsychology of Learning Disorders

3

EDP 663: Computer Assisted Instruction

3

ESP 501: Introduction to Exceptionality

3

Program Coordinator
Dr. Connie J. Armitage
724-938-4496
armitage@cup.edu
Department Website
http://www.cup.edu/graduate/readingspecialist
Application Questions
School of Graduate Studies and Research
California University of
Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Dr. Connie J. Armitage, Program Coordinator; Ed.D., University of Pittsburgh;
specializes in Reading
Dr. Holly Diehl, Ed.D., West Virginia University; specializes in Curriculum and
Instruction
Dr. Deborah Farrer, Ed.D., West Virginia University; specializes in Reading
Dr. Diane Nettles, Ph.D., University of South Florida; specializes in Curriculum
and Instruction
Dr. Christine Peterson, Ed.D., West Virginia University; specializes in
Technology Education
John R. Vargo, M.A., West Virginia University; specializes in Reading Education
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School Psychology
Master of Science
Credits: 36+ (31 additional for post-master’s certificate in school psychology)
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
National Association of School Psychologists (NASP) (SLFull, 2006)
Certification
Post-master’s certificate in school psychology
Program Description
The school psychology program offers graduate study leading to a Master of
Science degree and/or a post-master’s certificate in school psychology. The
program is built on a respect for human diversity and does not discriminate
in its practices or polices based on race, color, national origin, gender, sexual
orientation, disability, age, religion or ethnic background. Professional skills
emphasized include psychological assessment, consultation, counseling,
behavioral interventions and research/evaluation. The program operates a School
Psychology Clinic on campus that serves as a training facility for graduate
students.
Delivery Mode
Traditional and distance education (live video/audio conference or online)
offerings
Admissions Criteria
• Two professional letters of recommendation, i.e., from professors or employers
(use recommendation form found at http://www.cup.edu/nu_upload/
LETTER_OF_RECOMMENDATION_form_grad_program.pdf)
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
• Autobiographical essay focusing on student’s motivation to become a school
psychologist
• Miller Analogies Test (MAT) or GRE scores
Admission to the Certification Program
Individuals who have earned a master’s degree in school psychology or a related
area may apply for direct admission to the certification phase of the school
psychology program. Applicants to the certification phase are not required to
submit a Miller Analogies Test score; however, all other admission requirements
listed for the master’s degree program must be met.

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Curriculum
Master of Science Courses (36 credits)
Area I – Psychological and Educational Foundations
Course Name

Credits

PSY 702: Psychopathology of Childhood

3

PSY 713: Psychology of Growth and Development

3

PSY 712: Advanced Psychology of Learning

3

PSY 741: Theories of Counseling and Psychotherapy

3

PSY 720: Neuropsychology

3

Area II – Psychological Methods and Techniques
Course Name

Credits

PSY 721: Advanced Tests and Measurements

3

PSY 795: Seminar in Behavior Modification

3

Area III – School Programs and Organization
Course Name

Credits

PSY 752: Fundamentals of School Psychology

3

PSY 710: Principles of Instructional Design

3

Area IV – Research
Course Name

Credits

PSY 767: Research Methods in Psychology

3

PSY 766: Psychological Statistics

3

PSY 796: Seminar in Analysis of Research in School Psychology OR
PSY 849: Thesis Option (see student manual)

3

Specialist Certificate Courses (31-37 credits)
Area II – Psychological Methods and Techniques
Course Name

Credits

PSY 722: Individual Psychological Evaluation I

3

PSY 723: Individual Psychological Evaluation II

3

PSY 724: Practicum in School Psychology

3

PSY 734: Assessment of Personality and Behavior I

3

PSY 742: Techniques of Counseling and Psychotherapy with
Practicum

3

PSY 756: Consultation and Group Processes

3

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Area V – Professional School Psychology
Course Name

Credits

PSY 773: Internship in School Psychology

10

PSY 798: Seminar in Professional School Psychology

3

For initial certification, students must have:
• 6 credits of college math*
• 3 credits of English composition*
• 3 credits of English/American literature*
*These credits may be graduate or undergraduate credits
Program Coordinator
Dr. Kirk John
724-938-4394
john_k@cup.edu
Department Website
http://www.cup.edu/graduate/schoolpsy/index.jsp
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Kirk John, Program Coordinator; Ed.D., Indiana University of Pennsylvania
Holiday Adair, Ph.D., University of Akron
Angela Bloomquist, Ed.D., Indiana University of Pennsylvania
Richard Cavasina, Ed.D., West Virginia University
Gail Ditkoff, Ph.D., State University of New York at Albany
Sam Lonich, M.S., California University of Pennsylvania
Nickolas Martin, Ed.D., Indiana University of Pennsylvania
Elizabeth Mason, Ph.D., Ball State University
Rebecca Regeth, Ph.D., University of New Hampshire
Carrie Rosengart, Ph.D., University of Georgia
Richard Scott, Ph.D., University of Tennessee
Linda Toth, Ed.D., West Virginia University

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Secondary Education
Master of Arts Teaching: Secondary Education
Credits: 30
Advanced Studies in Secondary Education (Online)
California University of Pennsylvania’s Master of Arts teaching degree in
advanced secondary studies is a completely online (web-based) graduate
program for middle and high school teachers. The 30-credit MAT degree
program is aligned with the National Board for Professional Teaching Standards
(NBPTS) and the national board certification process. In fewer than two years,
you can earn your master’s degree while becoming well informed about
the national board certification process. It is a great way to advance in your
profession. The courses and activities use data from teachers’ own practices
to reflect on their work and the work of their students to develop a deeper
understanding of student learning. At the completion of this program, graduates
will have a jump start if they decide to apply for national board teaching
certification.
Delivery Mode
100 percent online
Advanced Studies in Secondary Education (Online)
The MAT program is based upon NBPTS’s Five Core Propositions:
• Teachers are committed to students and their learning.
• Teachers know the subjects they teach and how to teach those subjects to
students.
• Teachers are responsible for managing and monitoring student learning.
• Teachers think systematically about their practice and learn from experience.
• Teachers are members of learning communities.
Admissions Criteria
• Official transcripts
• Minimum overall undergraduate 3.00 GPA (or 3.00 in last 48 credits)
• Graduate School Application plus $25 nonrefundable application fee
• Current resume
• Three professional reference contacts (name, position, address, phone number,
e-mail)
• Copy of valid teaching certificate
• A minimum score of 388 on the Miller Analogies Test
Curriculum: Advanced Studies in Secondary Education
Semester 1 (Fall)
Course Name

Credits

MSE 740: Advanced Instructional Technology

3

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Course Name

Credits

MSE 755: Constructivists Instructional Strategies

3

Semester 2 (Spring)
Course Name

Credits

MSE 775: Teacher Leadership

3

MSE 750: Online Technologies in Education

3

Semester 3 (Summer)
Course Name

Credits

MSE 745: Advanced Classroom Management

3

MSE 765: Curriculum Design

3

Semester 4 (Fall)
Course Name

Credits

MSE 770: Differentiating Instruction

3

MSE 725: Action Research in Secondary Education

3

Semester 5 (Spring)
Course Name

Credits

MSE 780: Assessment of Learning

3

MSE 760: Reflective Practitioner OR
MSE 790: Research Thesis in Secondary Education

3
3

Program Coordinator
Joseph Zisk, Ed.D.
724-938-4487
zisk@cup.edu
Department Website
http://www.cup.edu/graduate/mat
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate

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Graduate Faculty
Joseph Zisk, Ed.D., Temple University; Program Coordinator
Keith Hepner, Ed.D., University of Pittsburgh
Marcia Hoover, Ed.D., West Virginia University
Connie Monroe, Ph.D., University of Dayton

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Master of Arts: Certification and Master’s Degree
Master of Arts, Initial Teacher Certification
Credits: 36
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
The initial teacher certification track provides teachers initial certification in the
following areas: art K-12, biology 7-12, chemistry 7-12, communications 7-12,
earth science 7-12, English 7-12, foreign language K-12 (French or Spanish),
mathematics 7-12, physics 7-12 and social studies 7-12. It is designed for
individuals with a background in each area or those individuals wishing to make
a career change into secondary teaching.
However, anyone can be admitted regardless of previous degree.
This program is designed for practicing professionals who wish to become
certified teachers in their chosen fields of study, such as a chemist becoming a
chemistry teacher, or a history major becoming a social studies teacher. However,
many of the students enrolled in the program are becoming certified in areas not
related to their undergraduate work. In this program, you may apply for your
Pennsylvania teacher certification at the completion of student teaching. During
the program, you may apply for a Pennsylvania intern certificate if you have
a school district willing to hire you full time. Contact the program director for
more information about the intern certificate.
Delivery Mode
Blended on-campus and online courses
Admissions Criteria
• Official transcripts
• Current resume
• Minimum overall undergraduate 3.00 GPA or 3.00 GPA in last 48 college
credits taken
• Graduate School Application plus $25 nonrefundable application fee
• Current Act 34, 151 and 114 (fingerprint) clearances
• Three reference letters with name, address, phone and e-mail
• Passing scores on Praxis I (Reading, Writing and Mathematics) exam
Applicants will receive free evaluations of their transcripts to determine what,
if any, content courses still need to be completed. This is done on an individual
basis. Each applicant should send in a complete set of transcripts for one free
content requirement evaluation and specify certification area of interest.
Curriculum:
Initial teacher certification track content requirements may vary. For example:
Biology certification requires different undergraduate courses than English. Each
applicant will need to compare their transcripts with required undergraduate
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courses to determine what, if any, undergraduate (or graduate) content courses
still need to be completed. This is done on an individual basis.
Most students will need to take one or more undergraduate courses.
Semester 1 (Fall)
Course Name

Credits

SEC 705: Orientation to Secondary Education

3

SEC 710: Secondary Instructional Strategies

3

Semester 2 (Spring)
Course Name

Credits

SEC 720: Classroom Management

3

SEC 650: Diversity in the Classroom

3

Semester 3 (Summer)
Course Name

Credits

EDF 633: Instructional Technology in Education

3

SEC 740: Research in Secondary Education

3

Semester 4 (Fall)
Course Name

Credits

SEC 750: Content Literacy in Secondary Education

3

Electives
Semester 5 (Spring)
Course Name

Credits

SEC 761: Student Teaching and School Law

9

Any Semester
Course Name

Credits

ESP 501: Introduction to Exceptionality

3

Select one of the courses below (any semester)
Course Name

Credits

PSY 711: Advanced Educational Psychology

3

PSY 712: Advanced Psychology of Learning

3

PSY 713: Psychology of Growth and Development

3

Applicants will receive free evaluations of their transcripts to determine what,
if any, content courses still need to be completed. This is done on an individual
basis. Each applicant should send in a complete set of transcripts for one free
content requirement evaluation to:
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Program Coordinator
Dr. Joseph Zisk
724-938-4487
zisk@cup.edu
Department Website
http://www.cup.edu/graduate/mat
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Joseph Zisk, Ed.D., Temple University; Program Coordinator
Erica Bumpers, Ph.D., Illinois State University
Keith Hepner, Ed.D., University of Pittsburgh
Marcia Hoover, Ed. D., West Virginia University
Connie Monroe, Ph.D., University of Dayton

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Social Work
Master of Social Work
Credits: 44-60*
Accreditation
Council on Social Work Education (CSWE)
Program Description
The MSW program is committed to developing students’ personal and
professional growth, appreciating diversity, using an advanced generalist
perspective to make a difference in rural environments, and preparing graduates
to be highly competent, effective and well regarded social work practitioners.
Our MSW program prepares students to respond professionally and creatively
to the increasingly complex matrix of rural 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. Built on a professional advanced generalist curriculum
model, the program prepares students to work in direct and indirect practice and
develops their leadership capacities to prevent and meet needs that affect people
in southwestern Pennsylvania, including urban environments, and is designed
for students with bachelor’s degrees in psychology, social sciences, sociology,
liberal arts and other disciplines.
*The 60-credit regular MSW program begins in the fall. The full-time, two-year
program requires five semesters (summer included). The part-time regular
track takes three years; students must register for at least six credits in the
fall, spring and summer terms, are required to follow the plan for appropriate
course sequencing, and must complete degree requirements within six years.
The advanced standing program has 44 credits, and is designed for students
with bachelor’s degrees in social work from CSWE-accredited programs. It takes
four semesters of full-time study (fall, spring, fall, spring). Part-time advanced
standing students follow requirements for part-time students and normally
finish in seven terms.
Delivery Mode
Traditional with some online offerings
Admissions Criteria
Regular Program:
• Minimum overall undergraduate 3.00 GPA (last two years of college work)
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts from institutions attended
• Three letters of recommendation
• Personal portfolio materials
• Completion of 30 credits of upper level liberal arts work
Advanced Standing Program:
• Minimum overall undergraduate 3.00 GPA (last two years of college work)
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• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts from institutions attended
• Three letters of recommendation
• Personal portfolio materials
• A social work degree from an accredited BSW program within six years of
application to the MSW program
• Minimum 3.25 GPA in social work major
Transfer Credit
A maximum of 12 credits of prior MSW course work and three credits of related
graduate course work may be submitted for faculty review. Transfer credits must
have been completed within six years of entrance into the program, must have
a grade of B or better and must be the equivalent of any courses they replace.
No credit is given for life experiences, previous work experiences or non-course
credit work.
Curriculum
Regular Program (60 credits):
Course Name

Credits

*SWK 701: Generalist Practice I

3

*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 710: Policy Process and Program Design

3

*SWK 713: Social Work Research Methods

3

*SWK 714: Qualitative and Quantitative Data Analysis

3

SWK 730: First Year Practicum

4

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

5

SWK 830: Advanced Field Practicum II

6

SWK XXX: Advanced Practice Special Topic

3

SWK 840: Special Topic

3

*May be waived through examination

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Advanced Standing Program (44 credits):
Course Name

Credits

SWK 707: Human Diversity

3

SWK 710: Policy Process and Program Design

3

SWK 714: Qualitative and Quantitative Data Analysis

3

SWK 715: Research, Policy and Rural SW 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

5

SWK 830: Advanced Field Practicum II

6

SWK XXX: Advanced Practice Special Topic

3

SWK 840: Special Topic

3

Advanced Practice Special Topics
Course Name

Credits

SWK 811: Practice with Aging

3

SWK 813: Practice in Health Care and Health Planning

3

SWK 814: Practice in MH/MR

3

SWK 816: Practice with Children and Youth

3

Special Topics
Course Name

Credits

SWK 815: Juvenile and Adult Justice System Practice

3

SWK 821: SW with Substance Abuse/Addictions

3

SWK 840: Special Topics (varied)

3

Field Practicum
The program makes extensive use of a wide variety of practicum sites.
Program Coordinator
Norma Thomas, DSW
724-938-1597
thomas@cup.edu
Department Website
http://www.cup.edu/graduate/msw

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Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Norma Thomas, Program Coordinator; B.A., Pennsylvania State University;
M.S.W., Temple University; D.S.W., University of Pennsylvania
Sylvia J. Barksdale, B.A., M.S.W., Ph.D., University of Pittsburgh
Sheri Boyle, Field Coordinator; B.A., University of California Los Angeles;
M.S.W., University of Pennsylvania
Margaret (Peg) Christopher, B.A., Mount St. Mary College; M.S.W., M.Ph., Ph.D.,
University of Pittsburgh
Gwendolyn D. Perry-Burney, B.S.W., M.S.W., Temple University; Ph.D.,
University of Pittsburgh
Rosalie Smiley, M.S.W., L.M.S.M, M.P.H., Ph.D., University of Pittsburgh
Pamela C. Twiss, B.A., Point Park College; M.S.W., Ph.D., University of
Pittsburgh

111

Sport Management Studies
Master of Science
Credits: 36

Post-Baccalaureate/Post-Master’s Certificate
Credits: 12
Program Description
The sport management studies curriculum was created especially for
presentation via the Internet. Sport management theory and principles are
presented with streaming video, narrated PowerPoint presentations and online
forums. Threaded discussion groups, chat rooms and e-mail allow the cohorts to
communicate and interact, adding unique insight into the discussion. Students
have the option of completing the sport management generalist track or the
intercollegiate athletic administration track. Program length is approximately 13
consecutive months, with new cohorts beginning in January and July. Cohorts
of approximately 30 students each learn and communicate online and regularly
function as a group of interactive peers. This virtual community creates a
lively and dynamic educational experience that enriches the collaborative skills
essential for success in the sport industry. A post-baccalaureate/post-master’s
certificate is also available in intercollegiate athletic administration or sports
counseling. Students are eligible for a graduate certificate upon completion of
the 12 credits of either track. Sports counseling is offered through the Counselor
Education department. The intercollegiate athletic administration track has been
developed in consultation with the NCAA.
Delivery Mode
100 percent online
Admissions Criteria
• Bachelor’s degree from an accredited institution in sport management/
administration
• Official transcripts
• Minimum overall undergraduate 3.00 GPA or 3.00 GPA in last 48 college
credits taken*
• Graduate School Application plus $25 nonrefundable application fee
Applicants with sport industry-related experience and a non-sport-related
degree (marketing, finance, business, coaching/physical education, public
relations, etc.) may be considered for admissions.
*Students with a GPA of less than 3.00 may be considered by submitting two
letters of recommendation highlighting sport industry experience.
Applications received by April 1 will receive preference for July admission.
Subsequent applications will be considered until all class openings are filled.
A minimum of two student cohorts per year are accepted with approximately
30-35 students in each cohort. New cohorts begin in January and July. The MS
in sport management studies offers students an option of completing the sport
management track or the intercollegiate athletic administration track. Each track
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requires that students complete 36 credits to meet degree requirements. The
sport management track requires students to complete a 12-credit mentorship,
and the intercollegiate athletic administration track requires students to complete
four courses in addition to the core requirements. The course sequence for each
track is listed below:
Curriculum
Core Curriculum
Course Name

Credits

SPT 700: Research Methods in Sport

3

SPT 710: Socio-Cultural Aspects in 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: Mgmt. and Leadership in Sport

3

Sport Management Track (12 credits)
Course Name

Credits

SPT 799: Sport Mentorship

12

Intercollegiate Athletic Administration Track (12 credits)
Course Name

Credits

SPT 791: Sport Governance

3

SPT 792: Sport Compliance

3

SPT 793: Legal Aspects of Equity in Intercollegiate Athletics

3

SPT 794: Human Resource Strategies in Intercollegiate Athletics

3

Sports Counseling Track
Course Name

Credits

CED 780: Issues and Techniques in Counseling Athletes

3

CED 781: Sports Counseling Programming

3

CED 782: Advanced Issues and Techniques in Counseling Athletes

3

CED 788: Contemporary Topics in Counselor Education

3

Program Coordinator
Dr. Robert Taylor
724-938-4356
sportmgt@cup.edu
Department Website
http://www.cup.edu/go
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Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Course descriptions can be found at:
http://www.cup.edu/education/hsss/mssportsman/index.jsp
Graduate Faculty
Robert G. Taylor, Associate Professor and Program Coordinator; B.S., San Diego
State University; M.Ed., Frostburg State University; Ph.D., University of Southern
Mississippi
Herb Appenzellar, Adjunct Faculty; B.S., M.A., Wake Forest University; Ed.D.,
Duke University
Chris Boyd, Adjunct Faculty; B.S., William Carey College; M.S., Ph.D., University
of Southern Mississippi
Mary Kreis, Associate Professor; B.S., University of Virginia; M.S., University of
Texas – San Antonio; Ph.D., University of Miami
Linda Meyer, Associate Professor; B.S., Lock Haven University; ATC, M.S., West
Virginia University; Ed.D., Duquesne University
Laura Miller, Assistant Professor; B.S., Pennsylvania State University – Behrend
College; M.S., Ph.D., University of Southern Mississippi
Matt Wilson, Adjunct Faculty; B.S., M.Ed., Ed.D., Georgia Southern University
Brian D. Wood (2005), Assistant Professor; B.S., University of Wisconsin –
LaCrosse; M.S., Minnesota State University – Mankato; Ph.D., University of New
Mexico

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Sports Counseling
Graduate Certificate
Credits: 12
Program Description
The graduate certificate in sports counseling is fully delivered online and is
designed for practicing counselors, counselors in training (post-48 credits),
educators and/or other helping professionals’ needs for an advanced or specialty
area of training and development with the athlete population. This program will
provide counselor training competencies in three core areas of study:
1. Foundations of sports counseling;
2. Contextual dimensions of sports counseling; and
3. Knowledge and skills for the practice of sports counseling.
Students will be prepared to work with youth, adolescent, young adult or adult
athletes across a variety of settings.
Accreditation
California University of Pennsylvania is accredited by the Commission on
Higher Education of the Middle States Association of Colleges and Schools. The
University has been accredited for more than 40 years and was founded in 1852.
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts
• Either a master’s or a baccalaureate degree
Program Philosophy
Sports counseling is a process that assists individuals in maximizing their
personal, academic and athletic potential. Sports counseling is accomplished
through a proactive, growth-oriented approach that incorporates the principles
of counseling, career development, movement science, psychology and lifespan
human development. Counselors, educators and other helping professionals
should have specialized awareness, knowledge and skills beyond the basic
counselor preparation as well as the ability to develop effective therapeutic
relationships.
The sports counseling certificate program meets the particular interests and
needs of a significant sub-sector of counselors, educators and other helping
professionals who work with the athlete population in a variety of settings,
including youth sports programs, interscholastic programs, colleges and
universities, community and social agencies, and professional sporting agencies,
as well as recreational settings.
Note: The graduate certificate in sports counseling will not certify you as a
professional counselor. You may want to check your state’s licensure laws for
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more information. However, the courses may be utilized for additional credits
toward licensure or for continuing education credits/units (CEUs).
Curriculum
Courses
Course Name

Credits

CED 780: Issues and Techniques in Counseling Athletes

3

CED 781: Sports Counseling Programming

3

CED 782: Advanced Issues and Techniques in Counseling Athletes

3

CED 788: Special Topics

3

Program Coordinator
Dr. Taunya Tinsley, NCC, LPC
tinsley@cup.edu
724-938-5698
Department Website
http://www.cup.edu/go/sportcounseling
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Jacqueline A. Walsh, Ph.D., NCC, ACS, Chair; Licensed Professional Counselor,
Associate Professor
Taunya Tinsley, Ph.D., NCC, LPC, Program Coordinator; Licensed Professional
Counselor, Assistant Professor
Gloria Cataldo Brusoski, Ph.D., Licensed Psychologist, Professor
Grafton Eliason, Ed.D., LPC, Licensed Professional Counselor, Associate
Professor
Elizabeth Gruber, Ph.D., LPC, NCC, Licensed Professional Counselor, Professor
John Patrick, D.Ed., CRC, NCC, LPC, Licensed Professional Counselor, Associate
Professor
Jeffrey L. Samide, Ed.D., LPC, Licensed Professional Counselor, Associate
Professor

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Superintendent Letter of Eligibility Program
Credits: 15-30
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
The superintendent letter of eligibility (SLE) program provides an opportunity
for a graduate student to obtain certification in the Commonwealth of
Pennsylvania as a superintendent, assistant superintendent, supervisor of
curriculum and instruction, supervisor of pupil personnel services, and
elementary, middle or secondary principal. Although not required for admission
to the program, certification by the state of Pennsylvania requires a minimum
of six years of professional certified service in the basic schools, three years
of which shall have been in administration or supervision. The three years of
administrative or supervision experience must be completed before certification
endorsement will be granted by the University.
Cal U’s professional and knowledgeable faculty is drawn from the ranks of
practicing school superintendents that represent the best of school leadership in
southwestern Pennsylvania. All faculty members have extensive experience as
teachers and administrators in area public schools.
Delivery Mode
100 percent online
Admissions Criteria
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 administration. These three years must
be completed before certification will be granted. These can be obtained before,
after or during participation in the program.
• Minimum overall undergraduate 3.00 GPA
• Official transcripts from every institution attended
• Graduate School Application plus $25 nonrefundable application fee
• Completed applicant data sheet
• Copies of all professional certificates
• Letter of endorsement from the chief school administrator in the school district
of current employment
• Resume or curriculum vitae
• Statement of career goals and degree objectives
Curriculum
15-30 credits depending on previously completed coursework. Program may be
completed in 12 months of part-time study.

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Sample Course Sequence:
Spring Semester:
Course Name

Credits

SLE 701: Administration Theory, Organization and Operation

3

SLE 713: Internship

3

Summer Semester:
Course Name

Credits

SLE 704: Technology and Facilities Development

3

SLE 705: Curriculum/Instruction and Leadership/Supervision

3

Fall Semester:
Course Name

Credits

SLE 707: Strategic Planning/Policy Analysis/Board Relations

3

SLE 716: Internship

3

Note: Completion of an approved certification program is a 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 contact the Pennsylvania Department
of Education before beginning Cal U’s program for further information about
certification requirements in Pennsylvania.
All core courses will be taught by experienced superintendents, members of
the program’s Academy of Superintendents, appointed as adjunct faculty in the
College of Education and Human Services.
Students are required to complete a portfolio that can be used in measuring
many of the outcomes deemed necessary to analyze desired performance levels.
The portfolio review will occur during the student’s last semester of coursework.
Program Coordinator
Lizbeth Gillette, Ph.D.
412-467-3038
gillette@cup.edu
Department Website
http://www.cup.edu/graduate/sleonline
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
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Graduate Faculty
Lizbeth Gillette, Ed.D., Department Chair, Full-time Faculty, Program
Coordinator; Educational Administration and Leadership
Brian Barnhart, Ed.D., Adjunct Faculty; Assistant Executive Director, LancasterLebanon Intermediate Unit 13
Patrick Dworakowski, Ed.D., Adjunct Faculty; Superintendent, Montour School
District
Todd Keruskin, Ed.D., Adjunct Faculty; Assistant Superintendent, Elizabeth
Forward School District
Thomas Knight, Ed.D., Adjunct Faculty; Superintendent, Bethel Park School
District
Deborah Kolonay, Ed.D., Adjunct Faculty; Superintendent, Penn-Trafford School
District
Helen McCracken, Ed.D., Adjunct Faculty; Superintendent, Canon-McMillan
School District

119

Technology Education
Master of Education
Credits: 31
Accreditation
National Council for Accreditation of Teacher Education (NCATE)
Program Description
The mission of this degree is to provide professional development to teachers
and other educators in the field of technology education, providing a broadbased understanding of the field and its direction. Technology education is a vital
aspect of education and promotes the development of technologically literate
citizens by studying the broad spectrum of technology. In contrast, educational
technology focuses on using computer technology to enhance instruction.
This 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 Dr. Stanley A. Komacek at
komacek@cup.edu or visit http://www.cup.edu/go/teched.
Program Objectives
• Develop standards-based curriculum, instruction and assessment materials
• Evaluate and synthesize literature related to the field of mathematics, science
and technology education
• Develop a strategic plan for an educational program
• Research, develop and defend a grant proposal
• Evaluate the impacts and consequences of technology nationally and
internationally and make informed choices
• Design, investigate, implement and evaluate a major culminating research
experience
• Research and evaluate current trends in technology education (e.g.,
engineering education, STEM)
Delivery Mode
100 percent online
Admissions Criteria
• Minimum overall undergraduate 3.00 GPA (candidates with less than a 3.00
GPA may be considered on a provisional basis)
• Graduate School Application plus $25 nonrefundable application fee
• Official transcripts from an accredited institution
• Applicant must read, sign and forward the Verification of Understanding for
the Master’s of Education in Technology Education document to be eligible for
admission. Form can be found at http://www.cup.edu/go/teched.
For program information, call 866-595-6348 or e-mail techedonline@cup.edu.
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Curriculum
This program is offered in a cohort model. In order to complete the program, two
courses per semester are required with program start and finish. This includes
summer semesters.
First Term
Course Name

Credits

TED 701: Curriculum and Instruction in Technology Education

3

TED 807: Technology Program Development and Improvement

3

Second Term
Course Name

Credits

TED 702: Assessment in a Constructivist Classroom

3

TED 703: Strategic Management in Education

3

Third Term
Course Name

Credits

TED 704: Integrating Math, Science and Technology

3

TED 705: Technology and Sustainable Development

3

Fourth Term
Course Name

Credits

TED 725: Applied Research in STEM Education

3

TED 715: Study in Human Creativity

3

Fifth Term
Course Name

Credits

TED 718: Special Populations in Lab-Based Programs

3

TED 850: TED Major Project

4

Program Coordinator
Dr. Glenn Hider
724-938-5861
hider@cup.edu
Department Website
http://www.cup.edu/go/teched
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
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Graduate Faculty
Glenn Hider, Professor and Program Coordinator; A.S., B.S., State University of
New York; M.S., Eastern State University; Ed.D., West Virginia University
Daniel Engstrom, Associate Professor; B.S., Millersville University; M.Ed.,
Bowling Green State University; Ph.D., Duquesne University
Laura Hummell, Assistant Professor; B.S., Pennsylvania State University; M.S.,
Old Dominion University; Ed.D., East Carolina University
Stanley Komacek, Professor; B.S., California University of Pennsylvania; M.Ed.,
Miami University; Ed.D., West Virginia University
Rene Kruse, Professor; B.S., Peru State College; M.S., Ph.D., Texas A&M
University
Peter H. Wright, Professor; B.A., Yale University; M.A., Ed.D., West Virginia
University

122

Tourism Planning and Development
Master of Arts
Credits: 30

Post-Bachelor’s Certificate
Credits: 18
Program Description
The online Master of Arts tourism planning and development program will
prepare students for careers in tourism research, planning and development. The
program will appeal to professionals within the tourism field with a commitment
to lifelong learning and students with undergraduate degrees in tourism or
related disciplines. “Tourism studies embraces virtually all aspects of society”
(Ritchie 2003, p. 10). This field, therefore, has many disciplinary inputs, making it
compatible with a variety of academic and professional experiences.
This program is structured for completion within 16 to 24 months for 30 credits.
The first part of the program involves course work through distance education
and the second part involves the completion of a master’s thesis. Through the
research completed in the thesis component of the master’s program, students
can develop specialized interests and expertise, having an overall knowledge of
advanced principles and practices of the industry.
Post-Bachelor’s Certificate
The online post-bachelor’s certificate in tourism planning and development was
designed with working professionals in mind who are looking to enhance their
education and professional development without completing a full master’s
degree. This program will prepare students for careers in tourism research,
planning and development. The program consists of 18 credits and can be
completed in just 12 months. Upon completion of the certificate program, there is
the option to apply those credits toward the completion of the revised 30-credit
master’s program.
Professional Affiliations
California University of Pennsylvania is affiliated through institutional
memberships with the World Tourism Organization, Destination Marketing
Association International, U.S. Travel Association, Association of Destination
Management Executives, American Planning Association, Pacific Asia Travel
Association, Pennsylvania Tourism and Lodging Association, and International
Council on Hotel, Restaurant and Institutional Education.
The University is an affiliate member of the World Tourism Organization
Education Council, which is composed of worldwide leading tourism education
institutions. Also, the Pennsylvania Association of Convention and Visitors
Bureaus, which represents officially designated destination management
organizations in Pennsylvania, has officially endorsed Cal U’s tourism education
programs and has recognized the University as its exclusive educational partner.

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Accreditation
California University of Pennsylvania is accredited by the Commission on
Higher Education of the Middle States Association of Colleges and Schools. The
University has been accredited for more than 40 years and was founded in 1852.
The University is an affiliate member of the World Tourism Organization
Education Council,which is composed of leading worldwide tourism education
institutions. Also, the Pennsylvania Association of Convention and Visitors
Bureaus, which represents officially designated destination management
organizations in Pennsylvania, has officially endorsed California University’s
tourism education programs and has recognized the University as its exclusive
educational partner.
Delivery Mode
100 percent online
Admissions Criteria
• Graduate School Application plus $25 nonrefundable application fee
• Official undergraduate degree-conferred transcript(s) with a minimum overall
GPA of 3.25
• Current resume
• Three letters of reference from academic or professional sources
If you do not meet the above minimum requirements, contact the program
director at 1-866-595-6348 to explore an alternate means of assessment.
Curriculum
Semester 1:
Course Name

Credits

TOU 701*: Conditions of Tourism

3

TOU 709*: Statistical Applications for Tourism Analysis

3

* Courses required for the post-bachelor’s certificate

Semester 2:
Course Name

Credits

TOU 711*: Tourism Impacts, Sustainability and Ethics

3

TOU 725*: GIS for Geo-Business

3

* Courses required for the post-bachelor’s certificate

Semester 3:
Course Name

Credits

TOU 737*: Tourism Planning

3

TOU 742*: Destination Development, Management and Marketing

3

* Courses required for the post-bachelor’s certificate

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Semester 4:
Course Name

Credits

RES 800: Methods in Research

3

RES 849: Master’s Thesis

9

Program Coordinator
Dr. Susan Ryan
724-938-4531 or
ryan@cup.edu
Department Website
http://www.cup.edu/go/tourism
Application Questions
School of Graduate Studies and Research
California University of Pennsylvania
Dixon Hall
250 University Ave.
California, PA 15419
724-938-4187
http://www.cup.edu/graduate
Graduate Faculty
Susan Ryan, Program Coordinator; Ph.D., University of Calgary
John J. Confer, Ph.D., Pennsylvania State University
Kyle Frederick, Ph.D., University of Buffalo
Swarn S. Gill, Ph.D., University of Wyoming
Chad M. Kauffman, Ph.D., University of Nebraska – Lincoln
Thomas Mueller, Ph.D., University of Illinois
Thomas P. Wickham, Ph.D., Pennsylvania State University

125

Academic Integrity
July 11, 2007

Policy and Procedures
From its beginnings as an academy in 1852 to its present status as a multipurpose university, California University of Pennsylvania has endeavored
to provide quality education, a preparation for life, an intellectual and moral
regimen that has always emphasized responsibility, civility, and integrity.
These core values must guide the university into the 21st century, serving as
the foundation for all learning. As long ago as 1914, when the school became
California State Normal School, it possessed a written honor code incorporating
these values. Such a precedent requires our endorsement and our commitment
to uphold the standards expressed in this hallowed document. Consequently,
these policies and procedures have been developed to preserve academic
integrity. As Leo J. O’Donovan, S.J., of Georgetown University asserts, “Academic
integrity reminds us that the pursuit of intellectual truth has always been basic
to the pursuit of learning, and the pursuit of learning is the raison d’être of the
university.”
California University of Pennsylvania fully embraces academic integrity, and
therefore does not tolerate cheating, academic impersonation, plagiarism,
improper research practices or dishonesty in publication.
Violations of academic integrity will not be ignored and will become part of the
student’s permanent academic record at the university.
I. Types of Academic Integrity Violations
Academic integrity may be violated by any of the following:
A. Cheating: Cheating is the attempt to gain an improper advantage in an
academic evaluation. For example, obtaining a copy of an examination
before it is officially available or learning an examination question before it
is officially available; copying another person’s answer to an examination
question; consulting an unauthorized source during an examination; and
obtaining assistance by means of documentary, electronic or other aids not
approved by the instructor.
B. Academic Impersonation: The impersonation by another of one’s self in
class, during a test or examination, or in connection with any other type of
assignment in a course is a breach of academic honesty. Both the impersonator
and the individual impersonated may be charged.
C. Plagiarism: Plagiarism is the representation of another’s ideas or writing
as one’s own. The most obvious form of this kind of dishonesty is the
presentation of all or part of another’s published work as one’s own.
However, paraphrasing another’s writing without proper acknowledgement
may also be considered plagiarism. Further, to represent another’s artistic or
technical work or creation as one’s own violates academic honesty.
D. Improper research practices: Improper research practices include the
dishonest reporting of investigative results either through fabrication
or falsification; taking or using the research results of others without
permission or due acknowledgement; misrepresentation of research results
or the methods used; and the selective reporting or omission of conflicting
126

information or data to support a particular notion or hypothesis. Furthermore,
all researchers have a responsibility to refrain from practices that may unfairly
inhibit the research of others now or later.
E. Dishonesty in publication: Dishonesty in publication includes the publishing
of information that will knowingly mislead or deceive readers, including
the false fabrication of data or information, as well as failing to credit
collaborators as joint authors or listing as others who have not contributed to
the work. Plagiarism is also considered a form of dishonesty in publication.
(The above definitions have been adapted with permission from the Senate
Policy on Academic Honesty, August 1995, of York University.)
II. Procedures for Dealing with Charges of Violating Academic Integrity
An instructor who believes a student has violated academic integrity has an
obligation to meet with the student to discuss the charge before assigning a
penalty. If the instructor decides the situation warrants no penalty, the matter
is concluded. If after talking with the student the instructor believes academic
integrity has been violated and assigns a penalty to the student, the instructor
must prepare a written record. Charges of violating academic integrity will be
handled in this manner:
A. The instructor will meet with the student to discuss the charge and will
prepare a written record (on the Academic Integrity form) of the meeting to
be read and signed by the student and the instructor. The instructor keeps a
copy, the student keeps a copy, and the instructor sends a copy to Academic
Records (or to the graduate school) to be placed in the student’s permanent
file. (The student’s signature indicates merely that the student has read the
record and has received a copy.)
B. If the meeting with the instructor is unsatisfactory to the student, the student
may appeal to the department chair within 10 working days. The department
chair will then hold a meeting with both the student and the instructor
present and will also prepare a written record (on the Academic Integrity
form) of the meeting to be read and signed by the student, the instructor, and
the chair. Each keeps a copy and the chair sends a copy to Academic Records
(or to the graduate school) to be placed in the student’s permanent file. (The
student’s signature and the instructor’s signature indicate merely that each
has read the record and has received a copy.)
C. If the meeting with the department chair is unsatisfactory to the student,
the student may appeal within 10 working days to the dean of the college in
which the course is taught. The dean will then hold a meeting with both the
student and instructor present. The dean will also prepare a written record
(on the Academic Integrity form) of the meeting to be read and signed by
the student, the instructor, the chair and the dean. (In the case of a graduate
course, the undergraduate dean and the graduate dean will be involved, and
the graduate dean will prepare the written record.) Each keeps a copy, and
the dean sends a copy to Academic Records (or the graduate school) to be
placed in the student’s permanent file. (The signatures of the student, of the
instructor and of the chair indicate merely that each has read the record and
has received a copy.)
1. If the student decides to pursue the Academic Integrity appeals process to
the dean, he/she forfeits the right to drop the course.
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D. If the appeal to the dean is unsatisfactory to the student, the student may
appeal to the Academic Integrity Committee. Forms for this appeal may
be obtained from the dean’s office and must be filed within 30 days of the
meeting with the dean. The dean will forward the form to the chair of the
Academic Integrity Committee, who will arrange a hearing within 21 working
days.
E. When the chair of the committee receives the appeal form from the dean, he/
she will immediately 1) contact the student to arrange for a hearing; 2) contact
Academic Records (or the graduate school) for copies of the records of the
preceding meetings; and 3) send copies of these records to all committee
members.
III. Academic Integrity Committee
A. Purpose and function:
The purpose of the Academic Integrity Committee is to oversee and
implement the academic integrity policy. Specifically, the committee serves as
the final level in the appeal process and will render a recommendation to the
provost regarding such academic integrity matters.
B. Membership and membership selection:
1. The membership will consist of one full-time tenured faculty member from
each undergraduate college and one full-time tenured faculty member
from the graduate school; one full-time student in good standing from
each undergraduate college, and one student in good standing from the
graduate school; and one representative from the Provost’s Office, who
will serve as chair.
a. One alternate for each of the above members will be selected according
to the same criteria. Alternates are expected to attend all hearings.
2. Faculty members (and alternates) will be selected by the dean through the
appropriate College Council. The provost will select his/her representative.
3. Appointment to the committee will be for a period of two years, and
members may be re-appointed. In order to create staggered terms, half of
the initial appointments will be for one year.
4. Members are expected to attend all hearings and to do whatever work
is necessary for a hearing. A member may have two absences in any
semester before being dismissed from the committee and replaced by the
appropriate alternate. No member may participate in a final vote unless
he/she has attended all hearings of the case.
C. Procedures for Hearings:
1. At the beginning of the hearing, the chair will introduce those present and
see that arrangements have been made for keeping an accurate record of
the proceedings.
a. If the student fails to appear and does not submit an acceptable excuse
to the chair within 48 hours of the hearing, the student forfeits the
opportunity for a hearing, and the professor’s initial recommendation
will stand. If the professor fails to appear and does not contact the chair
within 48 hours of the hearing with an acceptable excuse, the professor
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will forfeit the opportunity for a hearing, the case will be dismissed and
the professor’s penalty eliminated.
2. The faculty member will then present his/her case to the committee.
Next, the student presents his/her case. Either party may have witnesses
available. These witnesses will remain outside the hearing room until their
testimony is called for.
3. Committee members may question either party or any witness.
4. When the chair determines that both faculty member and student have
presented their cases fully, and when the committee members have
completed their questioning, the chair will dismiss all those present except
for the committee members who will begin their deliberations.
5. The committee’s decision will be determined by a majority vote of those
present. The standard shall be that of a preponderance of the evidence.
6. Within 10 working days, the chair will submit the committee’s decision
and recommendation to the provost, to the student, and to Academic
Records (or to the graduate school) to be filed in the student’s permanent
record.
7. Within 20 working days, the provost will inform the student and the
committee of his/her decision whether or not to uphold the committee’s
recommendation. The provost is free to exercise his or her discretion. The
provost will also send a copy to Academic Records (or to the graduate
school) to be placed in the student’s permanent record.
8. If the student is found innocent of the charge of violating academic
integrity, the Provost’s Office will see that all paperwork relating to the
charge is removed from the student’s permanent record.
D. If a student is found to have violated academic integrity, sanctions will be
applied. If the professor has clearly indicated penalties for violations on a
syllabus distributed at the beginning of the course, those penalties will apply,
and may include penalties (a) through (d) from the list below. If the professor
has not specified any penalties in the syllabus or in other appropriate
circumstances where required, the provost, upon recommendation of the
Academic Integrity Committee, will determine which sanction to apply from
the list below.
E. List of Sanctions:
Any of the following may be applied:
a. written disciplinary reprimand
b. a make-up assignment or examination
c. lower grade or failure on the assignment or exam
d. failure in the course
e. suspension from the University for a defined period
f. notation on transcript
g. withholding or rescinding a California University of Pennsylvania degree,
diploma or certificate

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h. retroactive failure of the course with a transcript notation of the reason for
the grade change
(The above sanctions are adapted with permission from the “Senate Policy on
Academic Honesty,” August 1995, of York University.)

130

Course Descriptions
ACC – Accounting

ACC 601. SURVEY IN ACCOUNTING. This course covers the following topics: accounting cycle,
accounting for assets, liabilities and owner’s equity, partnership accounting and corporate accounting.
(3 crs.)
ACC 711. 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. (3 crs.)
ACC 721. FINANCIAL ACCOUNTING. Introduction to financial accounting theory, the formulation of
accounting principles and the structure of generally accepted accounting principles. (3 crs.)
ACC 518. TAX PLANNING AND CONCEPTS. This course deals with the broad recognition of the
tax effects of business decisions and a practical approach to tax planning for both individuals and
corporations. (3 crs.)

ADP – Administrative Program for Principals

ADP 612. SUPERVISED FIELD PROJECT/CHILD GROWTH THEORY. Problem-solving activities and
field experiences planned cooperatively with University and school district personnel are designed in the
area of child growth theory. This practice-centered approach requires students to apply their knowledge
and demonstrate proficiency in those skills that contribute to effective performance as an administrator.
(3 crs.)
ADP 621. CURRICULUM LEADERSHIP. Among the many leadership roles and responsibilities for
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 the curriculum
development process, the leadership necessary for the process and the structure needed to provide
appropriate staff development. (3 crs.)
ADP 622. SUPERVISED FIELD PROJECT/CURRICULUM. Problem-solving activities and field
experiences planned cooperatively with University and school district personnel are designed in the area
of curriculum theory. This practice-centered approach requires students to apply their knowledge and
demonstrate proficiency in those skills that contribute to effective performance as an administrator. (3
crs.)
ADP 626. INSTRUCTIONAL STRATEGIES. This course is intended to provide prospective principals
with a practical and theoretical framework to aid them in directing teachers toward more effective
instruction, including standards-based instruction; differentiated instructional strategies; brain-based
learning; Bloom’s Taxonomy of Educational Objectives for the cognitive domain; Gardner’s multiple
intelligences, adapting curriculum and instruction in the inclusion classrooms; and writing across the
curriculum. Students culminate learning activities by designing and implementing models replicating
effective instructional strategies that respond to the needs of a variety of learners. (3 crs.)
ADP 631. SCHOOL OF LAW ETHICS. The general purpose of this course is to assist students in
acquiring a working and practical knowledge of school law. This course provides students with the
primary sources of law to understand the impact of the law on public education. (3 crs.)
ADP 641. SCHOOL COMMUNITY RELATIONS SEMINAR. 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 course will include the information principals and teachers need to understand and maintain
school, family and community partnerships. (3 crs.)
ADP 647. ORIENTATION AND ASSESSMENT SEMINAR. The orientation seminar, required for
all students in the program, provides an introduction to the theory and practice of educational
administration. Included are such topics as ethics and moral leadership, problem analysis, judgment,
stress management, time management, and oral and written communications. (3 crs.)
ADP 661. 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. (3 crs.)
ADP 662. SUPERVISION. The purpose of this course is to develop the student’s understanding of the
supervision process, the impact it has on leadership and the importance of staff supervision. (3 crs.)
ADP 664. SUPERVISED FIELD PROJECT/ADMINISTRATION LEADERSHIP. Problem-solving activities
and field experiences planned cooperatively with University and school district personnel are designed

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in the area of administration leadership. This practice-centered approach requires students to apply their
knowledge and demonstrate proficiency in those skills that contribute to effective performance as an
administrator. (3 crs.)
ADP 670. INTERNSHIP. The internship is designed to be a theory-into-practice experience where
formal course work is applied in a field setting. It provides significant opportunities in the workplace
to synthesize and apply the knowledge, and to practice and develop the skills identified in the program
standards. (Variable crs.)
ADP 671. ELEMENTARY RESEARCH PROJECT. Students will develop a research project that makes
a contribution to the student, either professionally or in an increased mastery of the subject matter. A
project may pertain directly to the graduate student’s own professional work, or it may be a subject
suggested by course work or other pertinent interests. (2 crs.)
ADP 672. SECONDARY RESEARCH PROJECT. Students will develop a research project that makes
a contribution to the student, either professionally or in an increased mastery of the subject matter. A
project may pertain directly to the graduate student’s own professional work, or it may be a subject
suggested by course work or other pertinent interests. (2 crs.)
ADP 673. 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. (3 crs.)

ATE – Athletic Training

ATE 700. GROSS ANATOMY OF THE EXTREMITIES. The study of anatomical structures in the
extremities of the human body, coupled with laboratory dissection of human cadavers. (4 crs.)
ATE 705. EVIDENCE-BASED PRACTICE IN ATHLETIC TRAINING. This course provides students with
an understanding of evidence-based practice as it relates to the practice of athletic training. Students
will examine how practice guidelines are created from systematic reviews of the literature and outcomes
studies. The course will also provide students with an appreciation of the importance of evidence-based
practice in maximizing quality of patient care, seeking out and obtaining reimbursement, and enhancing
clinical competence. (3 crs.)
ATE 715. SPORTS LAW. General legal principles and case law. Specific attention is placed upon the
impact of law and case law on sport and sports medicine practitioners. (3 crs.)
ATE 720. SPORTS THERAPY. Lecture and laboratory exercises that explain the theoretical and practical
implementations of physical therapy modalities in the care of athletic injuries. The use of therapeutic
exercise and testing in the rehabilitation of sports injuries comprises an equal portion of this course. (4
crs.)
ATE 725. PEDAGOGICAL STUDIES IN ATHLETIC TRAINING. This seminar course allows the graduate
student the opportunity to design and develop presentations based on previous knowledge and
experiences in athletic training for the purpose of information delivery in multiple settings. Professordirected peer review and content critique will follow delivery of presentations for guidance prior to
integration into classroom and clinical presentations in athletic training education. (3 crs.)
ATE 745. CONTEMPORARY ISSUES IN ATHLETIC TRAINING. Administrative functions, 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. (3 crs.)
ATE 755. INSTRUCTION AND ADMINISTRATION IN ATHLETIC TRAINING. This course provides the
graduate student with a variety of experiences in teaching and administration. Commonly encountered
administrative problems are examined. The students develop lesson plans, make presentations and
sharpen teaching skills. Other experiences include shadowing of faculty and administrators. (3 crs.)
ATE 800. 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. (3 crs.)
ATE 810. THESIS SEMINAR. This course is designed to assist graduate students in development of the
first three chapters of their thesis. Students will defend their proposals in a mock prospectus meeting. (3
crs.)

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BUS – Business

BUS 741. BUSINESS LAW. The legal aspects of contracts and the results of contractual obligations,
negotiable instruments, agency, partnerships, corporations, real and personal property, and sales. (3 crs.)
BUS 743. BUSINESS, SOCIETY, AND GOVERNMENT. A survey of social control of industry and
business; the course covers government regulation, consumerism and the role of technological change in
society. (3 crs.)
BUS 771. QUANTITATIVE METHODS. Introduces mathematical and statistical techniques that have
applications in management. (3 crs.)
BUS 795. SEMINAR. Seminar in selected theoretical and empirical literature in a functional area (to be
designated) of business. (3 crs.)
BUS 797. RESEARCH STUDIES IN BUSINESS. A special tutorial arrangement between a graduate
student and a faculty member that permits guided reading and research in management. The graduate
student must submit a proposal to the program coordinator containing an outline and a brief discussion
of the planned work and the name of the professor under whom the graduate student wishes to work.
The proposal must be approved by the program coordinator and the department chair before the
graduate student may register for the course. At the end of the term, the supervising professor will
submit the graduate student’s grade and research paper to the program coordinator. (3 crs.)
BUS 799. STRATEGIC MANAGEMENT. An integrated course dealing with corporate-level strategic
planning and policy from the point of view of chief administrative officers and boards of directors. The
case study approach is used. (3 crs.)

CED – Counselor Education

CED 700. 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.
(3 crs.)
CED 702. 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. (3 crs.)
CED 705. DEVELOPMENTAL GROUP COUNSELING. 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. Prerequisite: CED 702. (3 crs.)
CED 708. 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. (3 crs.)
CED 709. INDEPENDENT STUDY. The graduate student will have an opportunity to do independent
study or research in counseling under the guidance of a member of the faculty in Counselor Education.
Prerequisite: permission of the adviser. (Variable crs.)
CED 710. 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. Prerequisites: CED 702
and 724. (3 crs.)
CED 711. PRACTICUM I. 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. Prerequisites: CED 700 or 789, 702, 724, 710, candidacy and departmental approval.
(3 crs.)
CED 712. CLINICAL FIELD EXPERIENCE II. 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. Prerequisites: practicum and departmental approval. (3 crs.)

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CED 713. CLINICAL FIELD EXPERIENCE III. 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 to 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. Prerequisites: practicum and departmental approval. (3 crs.)
CED 715. ADVANCED COUNSELING THEORY. The initial phase of this course reviews the theories and
the roles they play in the counseling process. The second phase deals with building around the various
theoretical approaches to counseling. Counseling approaches that are considered include rationale,
learning theory, analytic, phenomenological and existential. The final aspect of the course involves
graduate students attempting to incorporate a counseling approach into their own personalities and
making an attempt to use this approach through role playing. Prerequisite: instructor approval. (3 crs.)
CED 717. 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. (3 crs.)
CED 720. 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. (3 crs.)
CED 721. DIAGNOSIS AND COUNSELING IN 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. (3 crs.)
CED 724. 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. In order to maintain confidentiality,
an adjunct faculty member teaches this course. Grading is pass/fail. Prerequisite: admission to the
Counselor Education program. (3 crs.)
CED 730 ADVANCED COUNSELING SKILLS AND TECHNIQUES. This course is designed for the
advanced student or post-master’s counseling practitioner. The skills learned in CED 710 are reinforced.
Initial assessment interviews, note-taking, treatment planning and techniques specific to various
theoretical perspectives are introduced. An example of some of the techniques which may be included
are: relaxation training, mediation, genogram, two-chair technique, group psychodrama, dream-work,
play therapy, sand tray, and art therapy techniques. Students will research various techniques, make
classroom presentations and demonstrate these techniques. They will also provide information on
how one gets further training or expertise. Students conduct practice counseling sessions with other
students in class. Videotaping will be used for practice and critique. Students should expect to be active
participants in class. (3 crs.)
CED 735 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. (3 crs.)
CED 777 STUDENT AFFAIRS SERVICES IN HIGHER EDUCATION. This course is a survey of
theoretical and applied information for counselors working in a 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. (3 crs.)
CED 778 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. (3 crs.)
CED 779 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. (3 crs.)

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CED 780. 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. (3 crs.)
CED 781. 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. (3 crs.)
CED 782. ADVANCED ISSUES AND TECHNIQUES IN COUNSELING ATHLETES. This course is
twofold. One, the course is designed to prepare students for 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, adolescent, young adult and adult athlete
populations. Participants have an opportunity to develop and practice strategies to enhance their
effectiveness in counseling this unique cultural group. This course includes field experiences with the
athlete population of the students’ choice. (3 crs.)
CED 785. RESEARCH METHODS IN COUNSELING. The purpose of this course is to give the graduate
student a comprehensive review of the research and current literature in counselor education. Critical
study and evaluation of research findings are emphasized. (3 crs.)
CED 786. 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. (3 crs.)
CED 787. INTEGRATION, COLLABORATION AND CONSULTATION. This course is intended for
students who are near the end of their programs. The purpose is to integrate the materials learned and to
discuss the professional topics and practices of agency and school counselors. This is done by focusing
on the counselor as an ethical practitioner. Prerequisite: concurrently with practicum or Clinical Field
Experience II/III. (3 crs.)
CED 788. CONTEMPORARY TOPICS IN COUNSELOR EDUCATION. 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 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. (1-3 crs.)
CED 789. INTRODUCTION TO COMMUNITY COUNSELING. This course is a survey of theoretical
and applied information for counselors working in community settings. Course content includes an
examination of community counseling as a helpful profession, an overview of the history of community
counseling, the practice of community counseling, and the roles and tasks expected of community
counselors. The community counseling setting, 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 community counseling, are covered. (3 crs.)

CMD – Communication Disorders

CMD 600. 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. (3 crs.)
CMD 701. LANGUAGE DISORDERS IN ADULTS. The purpose of this course is to prepare the student to
provide assessment techniques and therapy to manage the language and speech problems of individuals
who have suffered stroke, head trauma, dementia or other neurological disorders or injuries. (3 crs.)
CMD 702. LANGUAGE DISORDERS IN CHILDREN. The study of language disorders in children is
presented. Students learn to analyze and treat disorders involving language content difficulties, language
form deficits and/or pragmatic disabilities. Students obtain and analyze language samples and plan
appropriate remediation of language disorders in children. (3 crs.)
CMD 703. FLUENCY DISORDERS. This course summarizes the various generations’ theory concerning
why people stutter and what treatment is effective. The student learns to assess the multiple overt and
covert symptoms of stuttering and to plan effective treatment. (3 crs.)
CMD 705. VOICE DISORDERS. This course provides comprehensive academic and clinical training in
the etiological factors, description and management of voice disorders. (3 crs.)

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CMD 707. PHONOLOGY AND ARTICULATION. This course provides the graduate student with
traditional views about articulation and phonology disorders, their assessment and treatment. Current
assessment and management procedures will be practiced in and out of the classroom. (3 crs.)
CMD 708. NEUROLOGY. The graduate student becomes familiar with those structures and functions of
the central and peripheral nervous systems that appear relevant to the comprehension and production
of speech and language. Brain asymmetry in normal and brain-damaged persons, left- and righthemisphere language abilities in split-brain patients, handedness as it relates to speech and language
functioning, gender differences, disruption of language functions after brain injury or disease, the effects
of aging and stress on neurological functioning, and neurologic endowment are all discussed. The central
theme of this course is brain “governance” over all other body systems. (3 crs.)
CMD 711. APPLIED THERAPEUTIC PROCEDURES IN PRESCHOOL SETTING. The student
participates in work in the department’s preschool, where 10 normally developing children and 10
children with speech-language problems are included. Focus is on actual work with children, inclusion
theory, and normal and disordered development. (1-3 crs.)
CMD 712. APPLIED THERAPEUTIC PROCEDURES IN OUT-PATIENT SETTING. The student
participates in hands-on work with clients in the University Speech and Hearing Clinic. Under
supervision, the student will provide therapy for one or more clients presenting with one of the
following disorders: speech or language, stuttering, voice, delayed development, stroke, or others. (1-2
crs.)
CMD 713. APPLIED DIAGNOSTIC PROCEDURES IN SPEECH PATHOLOGY. The student participates
in hands-on diagnostic (testing) work as a member of the diagnostic team. Under supervision, the
student administers communication-based tests to clients from the community presenting with one or
more of a wide variety of communication deficits. (1-3 crs.)
CMD 714. APPLIED AUDIOLOGIC DIAGNOSTIC AND REHABILITATIVE PROCEDURES. The student
participates in audiological assessment as a member of the audiological team. Under the supervision
of a certified audiologist, the student tests the hearing ability of clients from the community who seek
audiological intervention in this clinic. (1-3 crs.)
CMD 715. APPLIED THERAPEUTIC PROCEDURES IN EDUCATIONAL SETTING. Externship in an
educational setting. (1-3 crs.)
CMD 716. APPLIED NEUROGENIC PROCEDURES IN HEALTH CARE FACILITIES. Externship in a
health-care setting. (1-3 crs.)
CMD 718. ADVANCED AUDIOLOGY FOR THE SPEECH-LANGUAGE PATHOLOGIST. The purpose
of this course is to assist the speech-language pathologist in working with hearing-impaired and deaf
patients of all ages. (3 crs.)
CMD 731. EARLY INTERVENTION IN SPEECH LANGUAGE PATHOLOGY. This course offers the
opportunity for comprehensive study of delayed and/or disordered speech-language ability, deficits of
social interaction and development, hearing loss and deafness, and feeding and swallowing difficulties
in children from infancy through preschool age. The student will comprehend processes from referral to
assessment through treatment and transition. (3 crs.)
CMD 732. COUNSELING THE COMMUNICATIVELY DISABLED. This course teaches students to
use evidenced-based counseling techniques during their work with clients. They learn to choose and
use techniques for specific purposes: to change attitudes, help clients accept their disorders, motivate
and change client behaviors, and increase understanding. The graduate student learns to use general
counseling techniques through role play and guided client contact. He/she also investigates the special
counseling issues related to the pathologies commonly treated by the speech-language pathologist. (3
crs.)
CMD 764. INSTRUMENTATION IN SPEECH/LANGUAGE PATHOLOGY. This course is designed to
provide the graduate student with a background in the clinical use of instrumentation. Students will
learn how instrumentation has been and can be used to measure various parameters of the speech signal
and how these measurements can be employed in the assessment and management of individuals with
speech-language disorders. Emphasis is on PC-based instrumentation. (3 crs.)
CMD 765. DYSPHAGIA. This course addresses the evaluation and management of children and adults
with disordered swallowing secondary to neurologic, structural and psychogenic abnormalities. The
relationship of dysphagia to speech disorders is discussed. (3 crs.)
CMD 766. TRAUMATIC BRAIN INJURY. The purpose of this course is to organize and understand
the explosions of information related to the medical, communication and psychosocial aspects of
traumatic brain injury (TBI). When possible and practical, practitioners from rehabilitation agencies will
supplement the instructor’s lectures. (3 crs.)
CMD 772. 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

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individuals with communication disorders to use AAC systems. The various modes of nonvocal
communication are presented. These include, but are not limited to, sign and gestural languages,
computer-assisted communication, etc. Students learn to assess client need and potential, select the
augmentative or alternative method, access resources as needed, and provide intervention. 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. (3 crs.)
CMD 785 SEMINAR IN SPEECH PATHOLOGY. The role of the speech-language pathologist as a
diagnostician and intervention in disciplinary and interdisciplinary investigations, including counseling
procedures, and organization of programs for various pathologies of speech and language are
considered. (3 crs.)

PCJ – Criminal Justice

PCJ 747. FINANCIAL INVESTIGATIONS. This course introduces the student to current perspectives
dominant in the field of financial investigations. Concepts of law and evidence, sources of information,
accounting, methods of tracing funds, banking and financial record keeping, and interviewing tactics
will all be covered. Primary emphasis will be placed on legal principles and applications of financial
investigation techniques, and the pertinent crimes. (3 crs.)
PCJ 748. CRIMINAL JUSTICE ORGANIZATION AND MANAGEMENT. This course is the study of
command-level problems and trends in criminal justice organizations and management. These include
the functional concepts of the administrative process as well as the principles of organizing, controlling,
planning and leadership relating to criminal justice agencies. (3 crs.)
PCJ 749. SEMINAR IN JUSTICE STUDIES. 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. Authorship of a large research paper shared with the class and instructor is required. (3 crs.)
PCJ 750. SEXUAL ASSAULT INVESTIGATIONS. The investigation of sexual offenses requires both the
humanity of the investigator and the technical expertise of those remaining at the crime scene. How
the forensic sciences play out in these forms of investigation is crucial to course purpose and content.
How evidence is collected, identified and processed, as well as its suitability for use in the field, and its
subsequent admissibility into court, are central themes throughout the course. Students are also exposed
to case law and statutory materials dealing with sexual offenses and actual case studies for application
and critique. (3 crs.)
PCJ 751. EXECUTIVE PROTECTION AND THE LAW. This course develops an understanding of the
principles, planning, tactics and techniques used in executive protection (EP). This course will teach
students fundamentals of EP, such as advance site survey development, protective formations and
protective threat assessments. This work provides students with the tools they need to know and
appreciate the profession. Students learn what to expect when they are in positions of confidence and
trust. Students also examine the full implications of being responsible for the safety and lives of others.
The course emphasizes the basic elements of EP and its practical application. (3 crs.)
PCJ 752. DIGITAL IMAGING, FORENSIC PHOTOGRAPHY AND THE LAW. This course concentrates
on the role of digital imaging and forensic photography as protocol for law enforcement professionals.
Students learn the basic theories behind digital imaging, its equipment and functionality requirements,
its methods and processes of development, and the challenges associated with the integrity of said
evidence. More specifically, the course will weigh and evaluate actual case law concerning digital
imagery, provide advice and counsel on how digital may be legally challenged and what the typical
pitfalls of this evidentiary form may suffer from. Case law and case exercises are part of the course’s aim.
(3 crs.)
PCJ 755. POLYGRAPH AND LIE DETECTION. Polygraph testing is used for three main purposes:
event-specific investigations (e.g., after a crime), employee screening and pre-employment screening.
This course explores the different uses involved in the search for different kinds of information. This
exploration includes how the polygraph measures several physiological processes (e.g., heart rate) and
changes in those processes. It also includes examination of the charts of those measures in response to
questions on a polygraph test. This course focuses mainly on validity because a test that is reliable (i.e.,
produces consistent outcomes) has little use unless it is also valid (i.e., measures what it is supposed to
measure). It evaluates available scientific evidence on polygraph test validity coming from studies of
specific-event investigations. (3 crs.)

ECE – Early Childhood Education

ECE 700. 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
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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. (3 crs.)
ECE 702. 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 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). (3 crs.)
ECE 703. 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. (3 crs.)

EAS – Earth Science

EAS 527. TECTONICS. The nature of the earth’s tectonic framework. The following topics are of major
concern: the location of tectonic elements; theories of orogenesis, especially plate tectonics, crustal types
and provinces; magma and plate boundaries; the nature of convergent, divergent and strike-slip margins;
and the Appalachian orogen. (3 crs.)
EAS 538. COMPUTER APPLICATIONS IN WATER RESOURCES. An upper-level course designed to
provide students the opportunity to apply computer and mathematical procedures to the solution of
hydrologic problems. Applications from other areas within the earth sciences may be considered. (3 crs.)
EAS 541. ADVANCED ENVIRONMENTAL GEOLOGY. This course deals with the natural environment,
particularly geologic factors that may impact upon life or way of life of human beings. Emphasis is
placed on an in-depth study of environmental problems and possible alternative solutions to such
problems. Basic engineering principles as applied to geological problems are considered. Laboratory
exercises, problems and written reports are an integral part of the course. (3 crs.)
EAS 542. APPLIED CLIMATOLOGY. This course examines the effect of climate on the physical,
biological and cultural environments and includes both present-day and future relationships. Part of the
course will examine current practices/methodological developments that represent the basic “tools” that
underpin applied climatological research. Significant time will be spent investigating the relationship
between climate and a wide range of human activities and responses. (3 crs.)
EAS 548. WATERSHED EVALUATION. The purpose of this course is to analyze in detail rocks that serve
for the storage and ultimately for the production of petroleum. The characteristics of these rocks will
be studied in hand specimen, in thin section, in cores and on well logs. Laboratory work and problem
solving are emphasized. (3 crs.)
EAS 551. INVERTEBRATE PALEONTOLOGY. This course involves a detailed study of fossil
representatives of the various invertebrate phyla as well as a consideration of the more important of these
as index fossils. Emphasis is on laboratory exercises and problem solving. This course will prove to be of
interest to students in biology as well as those in geology. (3 crs.)
EAS 563. COASTAL GEOMORPHOLOGY AND MARINE RESOURCES. A study of the physical
processes that shape coastal landforms and the pelagic and neritic resources of the oceans. Topics
include longshore transport, wave action, swash zone dynamics, estuarine and deltaic geomorphology,
ferromanganese and petroleum resources, and beach structure. Prerequisite: EAS 163 or permission of
the instructor. (3 crs.)
EAS 713. APPLIED EARTH SCIENCE. Investigation of problems in the earth sciences that cross the
disciplinary boundaries of hydrology, meteorology, geology and climatology. Library research, field
investigations and laboratory work will lead to an extensive research paper. (3 crs.)
EAS 720. HYDROLOGY. A survey course relating to the existence of water on Earth. Topics include the
occurrence and movement of water, physical and chemical characteristics of water, and climatologic and
geologic consideration of water. (3 crs.)
EAS 725. WEATHER ANALYSIS. The course presumes that the student has a background in elementary
principles of meteorology. It is concerned with the measurements and predictions of weather. Students
present findings to the class. (3 crs.)

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EAS 740. SEDIMENTOLOGY. An advanced course that deals with the detailed analysis of sediments
and sedimentary rocks. Both qualitative and quantitative techniques are utilized to derive the
maximum information from rock samples. This information relates to the erosional, transportational
and depositional history of the rocks. To the greatest extent possible, the student works independently
through a complete set of problems. (3 crs.)
EAS 741. STRATIGRAPHY. A study of the basic principles governing the interpretation, correlation,
classification and naming of stratified rock units. The stratigraphy of North America is discussed,
with special emphasis placed on rocks of the Pennsylvanian System. Problem solving and individual
investigations are important elements of the course. (3 crs.)
EAS 742. STRUCTURAL GEOLOGY. This course deals with the origin and analysis of geologic structures
including folds, faults and joints. Brittle and ductile deformation processes are examined in relation to
fractures, faults and folds. Geologic maps and cross-sections are formulated and analyzed. (3 crs.)
EAS 751. OPTICAL MINERALOGY. An in-depth examination of the optical behavior of mineral crystals
in polarized light with emphasis on identification. The optical theories of Snell and Huygens will be
detailed as they relate to the transmission of light through mineral crystals. Microscopic examination of
mineral grain mounts and thin sections is emphasized. (3 crs.)
EAS 755. GEOCHEMISTRY. The basic chemical principles employed in the solution of some geologic
problems are considered. Geologic dating, sedimentary geochemistry, chemical weathering, colloids and
structural aspects of clay minerals and soils are covered. (3 crs.)
EAS 760. FIELD PROBLEMS IN EARTH SCIENCE. This course is devoted to field work and mapping
techniques. It also involves visits to field locations of interest to the earth scientist and to governmental
and private agencies devoted to several of the earth science disciplines. A major written report and oral
presentation are required. (3 crs.)
EAS 762. FIELD PROBLEMS IN HYDROLOGY. Opportunities for the graduate student to do practical
work concerning water and water budgets. Graduate students work with problems concerning storage of
water, stream measurement, evaporation, infiltration and migration, aquifer testing, tracer studies, mine
drainage, and domestic use. (3 crs.)
EAS 764. FIELD COURSE IN EARTH SCIENCE. For the student who wants to learn about his/her
environment in situ. The course will include a number of trips to actual sites of meteorologic, geologic or
oceanographic significance where materials and processes can be studied. A journal of site descriptions
and a report on a specific site or process will be required. (Variable crs.)
EAS 765. FIELD COURSE IN GEOLOGY. For the earth science student who desires to apply his/
her classroom and laboratory experiences at field sites that typify geologic principles. Site selection
will reflect different emphases in geology: mineralogy, petrology, paleontology, geomorphology
or hydrology. Field trips to a minimum of 10 sites of geologic significance will be supplemented by
laboratory exercises, detailed journal entries and a final report that will enable the student to develop
analytical skills. (Variable crs.)
EAS 771. FIELD MAPPING. This is a field course designed for the student to learn various mapping
procedures and the use of mapping instruments. Problems involve the determination of distance,
direction and evaluation. Plane table surveying and map making in the field are emphasized. (3 crs.)
EAS 780. READINGS IN EARTH SCIENCE. The course deals with selected readings in the student’s area
of interest in earth science. It is designed to exemplify a sense of earth science problems and to develop
abilities of critical appraisal. (3 crs.)
EAS 781. RESEARCH IN EARTH SCIENCE. The organization of research in an area selected by the
student with the approval of the instructor. This research is in depth and may be on a micro scale or on a
macro scale. (3 crs.)
EAS 792. SEMINAR IN GEOLOGY. A scientific writing course in which the student pursues a geologic
topic through library or field research. Students learn to define a geologic problem, obtain relevant
literature, gather raw data, and write and present a research paper. (3 crs.)
EAS 795. SEMINAR IN ATMOSPHERIC SCIENCE. The latest developments in the field of meteorology
and climatology. Students are required to complete a research project and present findings to the class.
(3 crs.)
EAS 796. SEMINAR IN OCEANOGRAPHY. Selected topics in geological, biological, physical and
chemical oceanography. Students are required to present a series of 11 short papers and one long paper.
Class periods will involve the students in discussions of oceanographic topics presented. (3 crs.)
EAS 800. METHODS OF RESEARCH IN EARTH SCIENCE. Consideration of purpose, scope and
procedures of earth science research including problem statement, data collection and data analysis. The
course culminates with the development of a problem that demonstrates research ability. (3 crs.)
EAS 829. RESEARCH PROJECT. A written report on a specific topic of investigation, based on knowledge
of the subject, research techniques and accurate presentation of the material. (2 crs.)

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EAS 849. MASTER’S THESIS. A written report of exhaustive research into a specific area of investigation,
demonstrating thorough knowledge of the background of a subject, the published literature on a subject
and high standards of original research and presentation. (4 crs.)

ECO – Economics

ECO 601. SURVEY OF ECONOMICS. A one-semester introduction to the principles of economics and
their applications to the leading economic problems of society. (3 crs.)
ECO 711. MICROECONOMIC ANALYSIS. Analysis of the theories of consumer behavior, resource
allocation, externalities, production and pricing policies of firms. (3 crs.)
ECO 712. MACROECONOMIC ANALYSIS. An analysis of the determination of national income,
employment and price levels, with discussion of consumption, investment, inflation, government fiscal
and monetary policies, and international trade, and their relevance to business and industry. (3 crs.)
ECO 716. APPLIED ECONOMIC ANALYSIS. This course gives students practical skills in the application
of economic principles to a variety of problems confronting business and government. The first half of
the course reviews certain microeconomic principles that are then applied to real situations in which a
private or public official must make a specific decision. This includes a diagnosis of the problem, analysis
of the economic choices and development of a plan of action to help the enterprise or government agency
reach a reasonable strategy or decision. The second section reviews macroeconomic principles that are
used to gain understanding of the forces determining current business conditions, make macroeconomic
forecasts and evaluate the effects on the economic and business environment of various macroeconomic
and regulatory policies. (3 crs.)
ECO 721. MANAGERIAL ECONOMICS. The tools and techniques of economic analysis are used to
analyze and solve business and industrial decision-making problems. (3 crs.)
ECO 731. ECONOMETRIC METHODS. An introduction to statistical estimation in mathematically
formulated economic relationships, including the discussion of auto correlation, heteroskedasticity,
dummy variables, functional forms and distribution lags. Computer use is emphasized. (3 crs.)

EDE – Elementary Education

EDE 700. HISTORICAL BACKGROUND OF THE ELEMENTARY SCHOOL. This course is designed to
provide a historical review of elementary education from the past to the present day. (3 crs.)
EDE 701. DEVELOPMENT AND ORGANIZATION OF THE 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 1 – 12. 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. (3 crs.)
EDE 702. INSTRUCTIONAL STRATEGIES. Topics covered in this course include research on effective
teaching, written behavioral objectives, Bloom’s taxonomy of cognition, questioning and discussing
behaviors, utilization of thinking skills, integration of subject areas, inductive and deductive teaching,
observation and assessment of children, cognitive, psychomotor and affective concerns of children,
content presentation skills, conflict resolution, values and problem solving as classroom management
strategies, portfolio development for children and professionals, use of technology for students and
teachers, and strategies for teaching special learners in the regular classroom. Through class discussions,
practice sessions, role-playing and microteaching, students will learn how to plan for and utilize
strategies and effectively teach elementary and early childhood children. (3 crs.)
EDE 703. FIELD EXPERIENCE. This course is designed to provide students with a field experience in an
elementary classroom for a minimum of 45 hours. Students will function as teacher’s aides and develop
and teach five lesson plans. (3 crs.)
EDE 704. INTRODUCTION TO TEACHING ENGLISH AS A SECOND LANGUAGE. 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 English as a Second Language (ESL) K-12 standards. Teachers will
examine research-based practices in relation to the five domains and identify their role as an ESL teacher.
(3 crs.)
EDE 706. EVALUATION AND MEASUREMENT IN THE ELEMENTARY SCHOOL. Emphasis is placed
on practical methods and techniques for planning, construction and use of oral, performance, essay and
objective tests with an assumption that evaluation’s role in the teaching learning process is both active
and fundamental. (3 crs.)
EDE 708. TEACHING READING. Emphasis is placed on reading trends and various procedures for
teaching reading. Through research findings, current literature and discussions, the student will be able
to organize, administer and evaluate a developmental reading program. (2 crs.)

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EDE 709. DEVELOPING CULTURAL AWARENESS AND SENSITIVITY. 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. A historical exploration of immigration, cultural perspectives and teaching
practices that demonstrate and explicate the interconnectedness of culture and cognition is provided. By
examining the background of English language learners and their cultures, a framework for creating a
culturally responsive classroom environment is developed. (3 crs.)
EDE 712. CONTENT INSTRUCTION AND ASSESSMENT PK-12. 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. (3 crs.)
EDE 713. LANGUAGE ACQUISITION AND DEVELOPMENT. Second language learners of any age
undergo certain processes to be able to learn a new language. In this course, students 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. (3 crs.)
EDE 714. LANGUAGE PROFICIENCY ASSESSMENT. Assessing English language learners can be a
challenge to not only teachers, but also the students themselves. As English as a second language (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. (3 crs.)
EDE 715. TEACHING LANGUAGE ARTS. Teacher candidates will research findings and current
classroom practices in the teaching of language arts. Methods of updating past teaching practices are
considered and evaluated. (3 crs.)
EDE 716. TEACHING SOCIAL STUDIES. The foundations of the social studies are examined.
Instructional strategies and resources for the constructivist social studies classroom are discussed and
demonstrated. Attention is given to current trends and the present status of elementary social studies. (3
crs.)
EDE 718. TEACHING MATHEMATICS. This course focuses on understanding the child’s perceptions
and cognitive development as they relate to mathematics. Activities appropriate to the developmental
and academic levels of elementary school children are explored and practiced. (2 crs.)
EDE 719. SUPPORTING SECOND LANGUAGE LEARNERS, FAMILIES AND 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 English as a
second language (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 community will be addressed. (3 crs.)
EDE 731. EXPRESSIVE ARTS. This course deals with expressive arts during the early childhood and
elementary school years. The course content focuses on developing creativity and the teaching and
integration of art, music, movement and creative dramatics within the curriculum. (3 crs.)
EDE 737. LITERATURE AND LITERACY K-12. This course is designed to present future teachers and inservice teachers with approaches and strategies for using children’s and adolescents’ literature as a basis
for the reading program and as a framework throughout the curriculum. The course uses a hands-on
approach to accomplish its objectives. (3 crs.)
EDE 740. TEACHING SCIENCE. This course is designed to acquaint students with the history of science
curricula, the content of science, the processes of science and science teaching, and researching recent
trends in elementary school science. The instructor will generate enthusiasm for science, encourage
scientific inquiry, demonstrate positive attitudes and model effective science teaching consistent with
the department’s constructivist model and the standards listed under the objectives of the course cited
above. (3 crs.)
EDE 760. INTRODUCTION TO NATIONAL BOARD CERTIFICATION. This course will provide an
overview of the National Board for Professional Teaching Standards (NBPTS) certification process, the
requirements and research support. “Accomplished Teaching” will be thoroughly investigated in the
context of the national board teaching standards. Working in a cooperative online environment, students
will evaluate their professional work and then design and implement a personalized professional
development plan to achieve the status of “Accomplished Teaching.” (3 crs.)

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EDE 761. FAMILY AND COMMUNITY RELATIONS. This course emphasizes the role of parents and
community in the framework of educational planning for young children. The student will demonstrate
skill in planning education workshops. Students will use interview and conferencing techniques to learn
from parents and community people actively involved in programs for children. National Board for
Professional Teaching Standards for family and community involvement will be examined and threaded
into the teaching units. Students will observe, interview and/or discuss best practices with national board
certified teachers. (3 crs.)
EDE 762. INTERDISCIPLINARY INQUIRY-BASED LEARNING. This course will provide candidates
with opportunities to understand how inquiry-based learning assists learners engage in making meaning
through personal and collaborative interactions with the environment. Candidates will engage in
teaching exercises that require implementation of reflective, systematic and thoughtful inquiry and will
experiment with action research strategies in collaborative learning groups. Candidates will use the
National Board for Professional Teaching Standards and the Five Core Propositions as a guide in the
development of interdisciplinary curriculum to support themes, projects and student-centered learning,
and to connect learning to society. (3 crs.)
EDE 763. CONSTRUCTIVISM IN PRACTICE. This course will define and thoroughly investigate
constructivist teaching strategies in connection to the National Board for Professional Teaching Standards
and portfolio requirements. Topics covered will include best teaching practices embedded in the
content areas (social studies, science, math and reading), along with designing a safe, well-managed and
dynamic learning environment. Definitions, purposes, essential elements and implementation plans will
be thoroughly addressed. Authentic assignments and cooperative online work will provide a venue for
students to scaffold their professional work toward “Accomplished Teaching.” (3 crs.)
EDE 764. TEACHER REFLECTION. This course will explore the understanding and practice of
reflection. Reflective practice, as required by the National Board for Professional Teaching Standards,
enables teachers and counselors to identify and understand how they use their knowledge and skills
to effectively impact student learning and monitor their professional growth. Through reflection,
professionals identify and assess the knowledge and skills embedded in their practice and engage in
self-assessment to improve their practice. Students will be exposed to various theories of learning and
knowledge generation and engage in exercises in which they reflect on classroom experiences. (3 crs.)
EDE 765. TEACHERS AS LEADERS. This course prepares teachers to identify a leadership role in
preparation for National Board for Professional Teaching Standards certification. (3 crs.)
EDE 766. ACTION RESEARCH. This course provides experienced teachers with the opportunity to attain
a conceptual understanding of action research methods in elementary and early childhood education
and the skill to use action research methods to transform classrooms and schools through data-driven
decision-making. As the result of this course, students will be able to critically analyze action research
projects; design action research projects; collect student, class and school data; interpret the results of
student, class and school data analysis; and articulate action research principles as teacher leaders in their
teaching contexts. (3 crs.)
EDE 767. PORTFOLIO DEVELOPMENT. This course will assist the teacher practitioner in developing a
National Board for Professional Teaching Standards certification portfolio that will include student work,
videotapes and commentary. (3 crs.)
EDE 768. 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. (3 crs.)
EDE 795. 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. (3 crs.)

FIN – Finance

FIN 531. BANK MANAGEMENT. Banking environment and an analysis of operational decisions faced
by bank managers in the areas of loans, investments, deposit management and capital management. (3
crs.)
FIN 711. 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. (3 crs.)

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FIN 712. ADVANCED CORPORATE FINANCE. Topics include capital markets, common stock, debt and
preferred stock financing, lease financing, warrants and convertibles, reorganization and bankruptcy,
and international business finance. (3 crs.)
FIN 721. 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. (3 crs.)
FIN 731. FINANCIAL MARKETS AND INSTITUTIONS. Survey of financial markets and institutions and
their relationship to the economic process; financial innovations and current topics in financial markets
and institutions. (3 crs.)
FIN 751. INTERNATIONAL FINANCIAL MANAGEMENT. This course provides the conceptual
framework within which the key financial decisions of the multinational firm can be analyzed. Topics
include exchange rates, foreign exchange market, currency futures and options markets, foreign
exchange risk management, multinational working capital management, international banking, and
foreign investment analysis. (3 crs.)

GEE – General Education

GEE 501. CAREER TRANSITION SEMINAR. This course provides knowledge of a practical preparation
for the world of work. Students conduct self-assessment for career planning, learn how to research
particular jobs, careers and employers, develop skills needed for obtaining a job, learn how the
workplace is organized, and explore the options for combining career and life expectations. (1 cr.)
GEE 520. LANGUAGE AND SOCIETY. The course approaches the traditional goals of the study of
language by the methods of modern semantics, i.e., through an understanding of the role of language in
human life and through an understanding of the different uses of language. The course also shows that
the language of each nation is its most distinctive cultural pattern as well as its strongest unifying force.
(2 crs.)
GEE 525. COMMUNITY PROBLEMS OF HEALTH AND SAFETY. The physical, social and emotional
dimensions of the health and safety problems prevalent in our society. These issues are perceived in
terms of our lifestyle and concepts of personal and community health. Epidemiology, prevention,
treatment, rehabilitation, legislation, education and the role of community agencies are presented. The
purpose is to enable counselors within a school or community setting to help clients deal more effectively
with their problems. (3 crs.)
GEE 528. EARLY CHILDHOOD AND THE EXPRESSIVE ARTS. A general experimental course which,
first, provides encounters stimulating the students to discover that the arts can be modes of personal
expression and communication; second, provides experiences to evoke fluency, flexibility and originality;
and, third, is an integrative experience as a holistic approach to learning involving the cognitive, affective
and psychomotor domains. (3 crs.)
GEE 529. DEATH, DYING AND IMMORTALITY. The phenomenon of death and dying in the areas of
anthropology, psychology, philosophy, education, literature, religion and song. (2 crs.)
GEE 536. ARCHAEOLOGY FIELD SCHOOL. Scientific archaeological field and laboratory techniques.
The basic orientation is that of research. It is assumed that students have little or no background in
archaeology or anthropology. (Variable crs.)
GEE 537. COMPUTER SCIENCE. This is a general course in computer science for any graduate student.
Topics include the early history and development of computers and simple programming concepts with
the emphasis on applications in business, industry and education. Emphasis will be placed on using
computers for arithmetic operations, information retrieval, database development, statistical program
packages for research, data communications, e-mail and the Internet. This course combines lecture,
demonstration and hands-on use of the computer in the labs. The content of this course changes as
computer technology changes. This course has no prerequisites and is designed for the student who has
either no or little previous computer background. (3 crs.)
GEE 586. 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 problem-solving 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. (3 crs.)

GEO – Geography

GEO 520. PHYSIOGRAPHY OF THE UNITED STATES. A systematic survey of the major physiographic
provinces in the United States. Emphasis is placed on the relationship of the underlying geology,

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geologic history and climate to the development of today’s landscapes. Laboratory work principally
involves interpretations from air photos and topographic maps. (3 crs.)
GEO 550. ADVANCED GEOGRAPHIC SYSTEMS. This course will include two lecture/discussion hours
and one lab hour. In the lecture/discussion part, students will gain a deeper knowledge of geographic
information systems. They also will be exposed to extension programs to Arc View, including network
analysts, spatial analysts and 3-D analysts. In the lab, students will work on exercises in all three
extensions. (3 crs.)
GEO 711. DEMOGRAPHIC ANALYSIS. An analysis of demographic processes, current situations and
consequences of population trends as they relate to urban and rural distributions. (3 crs.)
GEO 714. URBAN ENVIRONMENT. An investigation and analysis of cities in terms of their location,
distribution, classification by function and internal morphology. Geographic aspects of urban planning
are emphasized. (3 crs.)
GEO 729. REGIONAL ECONOMIC GEOGRAPHY. The study of the overt results of economically
oriented behavior as they appear in the landscape. Various frameworks and models are developed and
applied to the “core” of economic geography, the subsystem of agriculture, manufacturing, tertiary
activities and transportation. (3 crs.)
GEO 733. LAND USE ANALYSIS. An analysis of the structure of urban and rural areas with particular
emphasis on the description, patterns and trends in land use. Methods for defining, representing and
evaluating land use are developed. Explanations of land use patterns are incorporated. (3 crs.)
GEO 734. SITE SELECTION. The effects of physical features and spatial economic organization upon the
selection of locations for industrial and commercial activities. Attention is given both to regional position
and local site. (3 crs.)
GEO 735. MARKETING GEOGRAPHY. The distributive trades of retailing and related wholesaling and
service activities. Spatial patterns of consumer catchment areas and the business centers within which
they are located will be emphasized. (3 crs.)
GEO 737. GEOGRAPHIC INFORMATION SYSTEMS. This course provides an analysis of different
methods and techniques of representing geographic data through the use of various manual and
computer-based technologies. The focus is upon the processes involved in the collection, compilation and
display of geographic data within a database. (3 crs.)
GEO 738. GEOGRAPHY AND PUBLIC POLICY. This course will present a practical overview of the
theory and techniques used in the policy process. Students will be instructed in the complex process
followed in the development, implementation and management of the policy agenda. Policy will be
studied as it pertains to land use, the environment, service delivery, budgeting, social and economic
problems, and politics. (3 crs.)
GEO 739. REGIONAL PLANNING. A systematic development of regionalism as a geographic concept
emphasizing the regional concept as it evolved from area studies to regional science particularly as it
applies to planning. (3 crs.)
GEO 764. REMOTE SENSING: MAP AND AERIAL PHOTO INTERPRETATION. The use of maps and
aerial photographs as sources of quantitative and qualitative information and the interpretation of the
natural and cultural landscapes through identification and measurements. (3 crs.)
GEO 765. FIELD METHODS. Study of techniques used in making geographic observations in the field.
Emphasis is on the study of natural and cultural landscape features at selected localities. (3 crs.)
GEO 766. FIELD PROBLEMS. Application of field methods to the landscape. Micro studies are
conducted. (3 crs.)
GEO 769. COMPUTER CARTOGRAPHY. This laboratory course is designed to further the student’s
cartographic skills through the preparation of a cartographic project. (3 crs.)
GEO 785. READINGS IN GEOGRAPHY. Selected readings in the student’s area of interest in geography,
designed to exemplify a sense of geographic problem and develop abilities of critical appraisal. (3 crs.)
GEO 786. RESEARCH IN GEOGRAPHY. The organization of research in an area selected by the student
with the approval of the instructor. This research is in-depth and may be on a micro or macro scale. (3
crs.)
GEO 789. COMPREHENSIVE PLANNING. This course provides students with insights and experiences
in applying academic skills to the planning functions of local government. A background in the many
factors affecting planning decisions is provided. Emphasis is directed to proposing recommended
courses of action to real and hypothetical community problems. (3 crs.)
GEO 791. SEMINAR IN REGIONAL PLANNING. In-depth analysis of topics of current interest;
primarily research and oral presentation of selected topics. (3 crs.)

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GEO 798. SEMINAR IN GEOGRAPHY. Review of the field of geography culminating with an oral
presentation of written research in the student’s area of interest. (3 crs.)
GEO 800. METHODS OF RESEARCH IN GEOGRAPHY. Consideration of purpose, scope and
procedures of geographic research, including problem statement, data collection and data analysis. The
course culminates with the development of a problem that demonstrates research ability. (3 crs.)
GEO 829. RESEARCH PROJECT. A written report on a specific topic of investigation, based on
knowledge of the subject, research techniques and accurate presentation of the material. (2 crs.)
GEO 849. MASTER’S THESIS. A written report of research into a specific area of investigation,
demonstrating thorough knowledge of the background of the subject, the published literature on the
subject and high standards of original research and presentation. (4 crs.)

HPE – Health and Physical Education

HPE 500. EMERGENCY MEDICAL TECHNICIAN (EMT). This course prepares students to become
certified as Emergency Medical Technicians. Emphasis is placed on the care and treatment of the ill or
injured in a variety of emergency situations. Students are required to devote at least 10 hours to actual
in-hospital observation. Prerequisite: age 16. (4 crs.)

AST – Homeland Security

AST 700. U.S. HOMELAND SECURITY. The goal of this course is to provide students with a thorough
understanding of the strategic, political, legal and organizational challenges associated with the defense
of the U.S. homeland, the efforts that are under way to meet these challenges, and possible policy
options. The course starts by examining the range of potential threats to the U.S. homeland, focusing
on potential terrorist acts. The course then examines strategies and means for addressing these threats,
including both military and non-military options. The course goes on to analyze organizational issues
and impediments to effective policy coordination. Finally, the course addresses the implications of
homeland security challenges and policies for constitutional rights, legal protections and civil liberties.
(3 crs.)
AST 740. TERRORISM, THREAT AND VULNERABILITY: ANALYSIS AND PROTECTION. The course
will help “bound the problem” of homeland security by examining how terrorism has spurred sharp
changes in U.S. strategy, policy and governmental design, and how those changes should continue over
the near and longer term. Elements of threat and vulnerability assessments will be thoroughly discussed,
as well as various procedures for assessments and the method of tailoring the assessment to the facility/
area under study. Manners of protecting the facility/area in question will then be addressed, as well as
evacuation plans and emergency plans. (3 crs.)
AST 760. BIOLOGICAL, CHEMICAL, NUCLEAR AND WMD THREATS IN HOMELAND SECURITY.
This course gives a thorough overview of the different types of biological, chemical and nuclear weapons
and weapons of mass destruction in existence today. The intelligence preparation for vulnerability
analyses from nuclear, biological and chemical weapons employment, including low-level radiation,
depleted uranium and toxic industrial chemical concerns, are addressed. Vulnerability reduction
measures that can be implemented for protection are also discussed. Formats for conducting risk
assessments and vulnerability analyses are covered. (3 crs.)
AST 780. INTELLIGENCE PRACTICE IN HOMELAND SECURITY. This course examines threats,
vulnerabilities, objectives, strategy, instruments of national power, resources and risks associated with
ensuring homeland defense. Students will have the opportunity to fully address and create policy,
and discuss organizational and substantive issues regarding homeland security intelligence support.
An overview of diverse intelligence disciplines and how the intelligence community operates will be
discussed. Course emphasis will be on issues affecting policy, oversight and intelligence support to
homeland security and national decision-making. (3 crs.)

LAW – Legal Studies

LAW 600. LAW AND PUBLIC POLICY. The cornerstone course of the graduate degree composes
this program of study. Exactly how law plays out in a multitude of settings, from political and legal
institutions, to schools and educational entities, to business and free enterprise forms, in social structures
and cultural institutions, should be a perpetual concern for the policymaker. How the law impacts
individuals also receives some needed attention, and course participants will weigh and gauge the
effects of proposed and implemented legislation in a wide array of contexts, including: police and the
citizenry, correctional institutions and the incarcerated, government benefit plans and targeted recipients,
entitlement programs and the public treasury, tax policy and the incentive-based model, and charitable
giving and the law’s role in fostering giving, to name a few. Measuring impacts and effect on individuals
and institutions stands in the forefront of course delivery. (3 crs.)
LAW 601. LAW AND ETHICS. An inquiry into the interplay of law, morality, ethical reasoning and
Western legal tradition. The course exposes the tradition and foundations of the American legal system
with special emphasis on its jurisprudential foundations. Questions of right, justice, equity, law as moral
command and order, natural law reasoning, and the dignity of the human person are central to the

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instruction. The course delivers a critical look at how our legal and justice institutions have come about
and provides a method for dealing and delving into perennial legal and moral problems that plague
cultures. The course also delivers an overview of the major legal theories about the nature of law and
its place in the political system. Among the issues considered is the origin of law, its relationship with
divine law, obligations of obedience and disobedience, and the relationship between political sovereignty
and law. (3 crs.)
LAW 602. LAW, CIVIL LIBERTIES AND THE CONSTITUTION. The place of the Constitution and
Supreme Court in American policy, using both empirical and case materials, is the primary content
of this course. The focus also includes the structure and powers of national government, with special
emphasis on the Supreme Court as a policy-making institution. Civil liberties and corresponding
constitutional protections will be examined in depth, including a close-up of the Bill of Rights and Civil
War Amendments. Issues of jurisdiction, search and seizure, police powers, free speech, privacy and
its penumbras, state action, eminent domain, states rights, and other constitutional issues will be fully
analyzed. Even more attention will be given to questions involving discrimination whether based on
race, disability or gender. (3 crs.)
LAW 603. LAW AND LEGAL METHOD. A review of the American legal system, including the courts
and the legislatures, roles and functions of its personnel, form and substance of law from a procedural
and substantive perspective, and primary and secondary sources of the law. Students will be exposed
to federalism, the function of law making and dispute resolution in the judicial system. The course also
surveys the processes of the judicial, legislative and executive branches and the role of administrative
agencies. Another facet of the course is dedicated to the mastery of legal method and the research tools
essential to that success, including: judicial reports, including federal and state court reports and citation
forms; case finding aids, including federal, state and Supreme Court digests and encyclopedias; citators
such as Shepard’s Citations; digests; annotated law reports; legal periodicals, including periodical
indexes and research procedure; the nature, function and characteristics of treatises; research procedures;
state and federal administrative law; federal, state and local court rules; miscellaneous research aids; and
non-legal research aids. The student will also be exposed to the various types of law, including crimes
and civil, contract and business actions, as well as other typologies of law. Course participants will have
ample opportunity to hone and develop critical legal skills by argument, advocacy, interpretation and
preparation of legal documents. (3 crs.)
LAW 605. LAW AND POLICE PROCESS. A comprehensive examination of the role of police
as gatekeepers in the justice system, with particular attention given to their role, function and
responsibilities inside the legal system, commences the course analysis. How police and law enforcement
carry out their duties in a free society will be the subject of debate and advocacy, as will the perennial
issues surrounding police behavior — police misconduct, police abuse of discretion and police alienation
from communities. An equally important aspect of the course will relate to the legal issues that surround
police practice on a day-to-day basis. Police search and seizure, confessions and witness cooperation,
identification and investigative field practices, and the law of arrest and detention will be assessed from a
professional, statutory and constitutional perspective. Attention will be given to the efficacy of judicially
ordered remedies in the conduct of police and whether other methods of intervention may generate
better results. A comprehensive view of litigation tactics and strategies in police misconduct cases, from
initial investigation to appeals, will receive significant coverage. (3 crs.)
LAW 606. LAW, PUNISHMENT AND CORRECTIONS. Concepts related to correctional law and its
applications are the central theme of the course. Aside from the usual review of correctional law issues
relating to prison modalities and regimen, discipline and due process, and constitutional protections
during incarceration, with special analysis of 8th and 14th Amendment claims, the course expends
considerable time on the role of function of institutional processes and operations in the correctional
sphere — allowing an even-handed discussion of the rights and responsibilities of both the correctional
officers and supervisory personnel and the inmates within their custody. Further treatment includes
emerging questions in the prison environment, including AIDS in the facility, free expression and
political speech, the right to vote, family and conjugal visitation, and matters involving parole and
furlough, as well the theory of rehabilitation, both medical and mental, in prison operations. Lastly, the
course evaluates the diverse schools of thought in the matter of punishment, including its legitimacy
and its condemnation and addresses the more controversial questions in prison practice and therapeutic
activity as punishment. (3 crs.)
LAW 607. LAW AND CRIMINAL CONDUCT. A comprehensive analysis of the law of crimes from a
historical, philosophical, moral and statutory perspective is the chief end of the course. Topics include
criminal responsibility, criminal liability and criminal defenses. Students will be adept at understanding
the roots of criminal conduct and just as capable in the analysis of criminal legislation. Aside from
dissecting the fundamental elements of each crime, the participant will become learned in more than
simple definition and delineation of crimes, but able to pose and advocate defense tactics as well. How
constitutional and social issues interplay with criminal proscription will be central to course delivery.
The course will include a study of criminal litigation process and procedure, with a particular emphasis
on appeal strategy. (3 crs.)
LAW 608. LAW AND CIVIL LITIGATION. A comprehensive review of civil action and remedies that
are part and parcel of the American legal system is the central focus of this course. Civil actions, in the

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law of torts and contracts and in the arena of administrative process, impact the justice system in varied
ways. From litigation to court docketing to enforcement and fines, as well as other legal responses, civil
litigation consumes the resources of the justice model. In the law of torts and damages, the civil system
provides intentional causes of action, from assault to defamation, from invasion of privacy to false
imprisonment, to injured parties. Negligence delivers remedies to those injured by a lack of due caution
and expected behavior from the reasonable person. Covered, too, will be the principles of strict product
and vicarious liability in particular relationships, such as employer/employee, parent/child or product
manufacturer/consumer. Methods and issues of damage awards will be fully critiqued, as well as the
current debate over reform in the law of torts, workers compensation and other no-fault claim processes.
(3 crs.)
LAW 609. LAW, CULTURE AND SOCIETY. An interdisciplinary survey of the functions of law in
society is the prime end of this course. The course not only analyzes law and legal theory and legal and
social institutions, but also evaluates the interplay and interdependence between law and the social
order it resides within. The study delivers special emphasis on issues of justice, fairness and equality.
The relationship between law and the legal system and political/economic institutions and ideologies is
continually emphasized. Law and the legal systems are viewed from a critical perspective, including the
relationship between the law and the individual as to matters of inequality, race, class and gender. Issues
relating to art, free expression, religion and its practice, media, censorships, concepts of pornography and
obscenity, sexual activity, association, and political action will also be analyzed. (3 crs.)
LAW 610. LAW, JUSTICE AND THE FAMILY. A survey of the law of domestic relations from a statutory
and common law perspective is the course’s chief aim. Special emphasis will be given to the diverse
controversies inherent in the law of the family, including annulment, divorce, separation and other
temporary and permanent dissolution agreements. In addition, course coverage weighs and evaluates
the controversies and practical difficulties inherent in the division of property, custodial and equitable
dissolution awards, and the judicial oversight of parent-child relationship. Other topical concerns are
visitation, adoption, proof of paternity, questions of incorrigibility and delinquency, adoption, and the
diverse forms of litigation tactics so often witnessed in the law of domestic relations. Contemporary
dilemmas related to the family will be thoroughly scrutinized and include gay and lesbian adoption,
same-sex marriage, the rights of grandparents, state’s right to intrude in family life in matters of medical
care and worship, and other controversial claims. (3 crs.)
LAW 700. LAW AND THE INTERNATIONAL COMMUNITY. This course examines the major legal
systems of the modern world, commencing with the West and moving to the East and some emerging
Third World republics. In the era of globalization, knowledge of the legal traditions and legal systems of
the world’s major powers is essential. The course scrutinizes and critiques legal systems as systems with
distinctive components, internal relations and functionalities, and includes a review of their respective
history, culture and structure. The purpose of the course is to compare the rules of law in the different
legal systems in an effort to discern the general principles of law and gain insight and understanding
into the emerging globalization of legal principles and ideas. Serious assessment will also be provided
relative to human rights questions, definitions of “political prisoner” and the principles defined by treaty
and agreement as to the protection of individuals in a global context. (3 crs.)
LAW 701. LAW AND ADMINISTRATIVE AGENCIES. This course exposes participants to administrative
law theory and the practical aspects of administrative law practice, both within and outside the
administrative agency. Coverage equips the student with the necessary skills to understand, apply and
research relevant statutory and regulatory provisions at the federal and state level; read, interpret and
draft proposed rules and regulations; and become familiar with the process known as the administrative
law hearing, the concept of administrative discretion and corresponding remedies. Preliminary drafts of
documents, briefs and opinions relative to the appellate stage of an administrative law proceeding will
also be covered. (3 crs.)
LAW 702. LAW, SCIENCE AND FORENSIC APPLICATIONS. An interdisciplinary course covering
law, criminal justice and technology in the evidentiary arena. Coverage in the course provides a
broad-based assessment of expert witnesses, microanalysis, pathological evidence, admissibility and
investigatory practice, ballistics, fingerprints, VASCAR/radar, and photographic techniques. Contrasted
with criminalistics, subject matter of this course is primarily evidentiary. More particularly, the course
will delve into the rules of evidence that guide the admissibility of forensic evidence in a court of
law. Examination includes threshold tests for reliability and admissibility; qualification of witnesses
competent to testify; scientific rigor required for admission; and case law determinations on the use and
abuse of scientific evidence. (3 crs.)
LAW 703. LAW AND THE ENVIRONMENT. This course surveys the major federal statutes and
regulatory schemes relating to environmental quality and analyzes and compares the contrasting
approaches to regulation that have been used in judicial settings. Coverage focuses on the interaction of
law and policy and considers the role of Congress, regulatory agencies and the courts in defining and
implementing environmental mandates. Focused attention is given to air quality and its regulation, water
and pollutants, the control and dissemination of toxic substances, management of hazardous materials,
and the debate around the government’s role as protector of the environment. (3 crs.)
LAW 704. LAW, BUSINESS AND THE WORKPLACE. Course content includes the various business
entities and the steps necessary for creation and operation, including initial and amended articles

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of incorporation, state filing requirements, stock certificates and securities, stock ledgers and books,
resolutions, dividends and stock splits, and employment agreements, as well as introducing other
business forms from partnerships to limited liability corporations. In the employment sector, coverage
will examine constitutional and statutory protection related to employee rights from benefits and
pensions to discrimination remedies. Collective bargaining and other labor questions will be keenly
assessed, as will emerging workplace questions involving maternity and family leave, wages and
compensation, COBRA, free expression, religious rights, and novel forms of disability claims. (3 crs.)
LAW 730. INDEPENDENT STUDY IN LAW AND PUBLIC POLICY. An independent opportunity for
mature and scholarly graduate students to build on and further develop research, writing and analytical
thinking skills by authoring a serious work of scholarship. The student is required to use advanced
research and writing skills in the resolution of a current substantive or procedural legal problem. The
student works directly under the guidance of a graduate faculty member and prepares, executes and
submits for departmental review the proposed course of study. (3 crs.)

MGT – Management

MGT 711. MARKETING MANAGEMENT. An analysis of modern complex organizations, with emphasis
on those areas of individual and group behavior that are directly relevant to all levels of management. (3
crs.)
MGT 712. ORGANIZATIONAL BEHAVIOR. Focuses on behavioral science concepts and research
findings directed toward the understanding and explanation of human behavior within organizations.
Topics covered include individual processes, group processes, organizational processes, work setting and
change processes. (3 crs.)
MGT 721. PRODUCTION MANAGEMENT. Problems, techniques and other topics associated with
the management of production in industry. Topics include forecasting, inventory control, scheduling,
sequencing and design of production facilities. (3 crs.)
MGT 731. INDUSTRIAL RELATIONS. A survey of the legislation regulating employer-employee
relations in the United States today and an examination of the relationships between workers and
their managers. Special emphasis is given to collective bargaining, wage and hour requirements, equal
opportunity regulations, and conflict resolution. (3 crs.)
MGT 742. HUMAN RESOURCE MANAGEMENT. Theory and practice of personnel management
and analysis of personnel problems for managers. Topics include human resource planning, selection,
training and development, performance appraisal, compensation administration, and equal employment
opportunity. (3 crs.)
MGT 751. INTERNATIONAL BUSINESS MANAGEMENT. The problems and policies of international
business enterprise at the management level. Cases in comparative management are utilized. Includes
strategies of the firm in international business, structure of the firm in international business, the
international environment, restraints on international competition, multinational enterprises and national
institutions. (3 crs.)

MKT – Marketing

MKT 501. INTERNATIONAL BUSINESS MARKETING. Upon completion of the course, the student will
be able to evaluate and make recommendations and decisions concerning the strategy and tactics of reallife targeting and marketing mix development for both global and country-specific markets. The course
will also cover selected elements of international marketing research. (3 crs.)
MKT 711. MARKETING MANAGEMENT. Description and analysis of the nature, strategies and
techniques in marketing management. (3 crs.)
MKT 721. RESEARCH METHODS IN MARKETING. Examines the process of acquiring, classifying and
interpreting primary and secondary marketing data required for intelligent marketing decisions. (3 crs.)
MKT 731. MARKETING FOR NON-PROFIT ORGANIZATIONS. A marketing course designed for
MBA students that differentiates between for-profit and not-for-profit organizations, investigates the
competitive environment facing non-profits (e.g., hospitals, churches, charities, colleges and performing
arts groups), and applies research techniques and marketing/management tools (product, policy,
distribution and delivery systems, monetary pricing, and communication strategies) to the non-business
entity. (3 crs.)
MKT 751. ADVERTISING MANAGEMENT. A detailed analysis of the components of the advertising
mix, reviewing the components in order to determine selection techniques for appropriate media vehicles
for various business advertising demands. The graduate student will analyze and develop a media
presentation as a member of an advertising team, which will be presented at the end of the term. This
process includes basic research, campaign development and media selection. (3 crs.)
MKT 761. BUSINESS MARKETING STRATEGY. This course focuses on the expanded contemporary
marketing strategies that are essential for businesses to survive in today’s competitive global
marketplace. Emphasis will be placed on case studies, group presentations and class interaction to equip

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the graduate student with a level of understanding to effectively function with a greater comprehension
of business marketing while serving in business management. Prerequisite: MKT 301. (3 crs.)

MSE – Master of Arts Teaching

MSE 725. ACTION RESEARCH IN SECONDARY EDUCATION. This course provides a broad
understanding of the foundations, purposes and principles of action research in secondary education.
Activities will include developing a research topic along with literature research strategies, methodology,
data collection and analysis, and reporting the findings. Students will develop a working action research
proposal that they will be able to implement in their classroom or school. (3 crs.)
MSE 740. ADVANCED INSTRUCTIONAL TECHNOLOGY. This course provides the learner with
concepts and skills that build a foundation for applying computers, software and web-based activities
in educational settings. The course focuses on computers and the World Wide Web as an object of
instruction, a productivity tool and an adjunct to instruction in the classroom. (3 crs.)
MSE 745. ADVANCED CLASSROOM MANAGEMENT. This course will explore 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 the
classroom. (3 crs.)
MSE 750. ONLINE TECHNOLOGIES IN EDUCATION. This course provides the learner with
concepts and skills that build a foundation for applying computers, software and web-based activities
in educational settings. The course focuses on computers and the World Wide Web as an object of
instruction, a productivity tool and an adjunct to instruction in the classroom. Prerequisite: MSE 740. (3
crs.)
MSE 755. CONSTRUCTIVISTS INSTRUCTIONAL STRATEGIES. This course emphasizes strategies that
engage students in active inquiry, collaboration with peers and acquiring and using tools of learning in
an experiential learning environment. The approach of the course is experiential, inquiry-oriented and
reflective. (3 crs.)
MSE 760. REFLECTIVE PRACTITIONER. This course provides guidelines for the successful teacher to
continually engage in the cycle of review and adjustment for the purpose of professional growth and
improvement of instruction. (3 crs.)
MSE 765. 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.)
MSE 770. DIFFERENTIATING INSTRUCTION. This course in differentiating instruction provides
the learner with the fundamental concepts and skills that will help teachers develop a thorough
understanding of differentiation, understanding the diverse needs of students and various instructional
techniques to maximize student learning. The course focuses on understanding the meaning of
differentiated instruction and planning instruction to meet various learning needs of students.(3 crs.)
MSE 775. TEACHER LEADERSHIP. This course in teacher leadership provides the learner with the
fundamental concepts and skills that will help teachers develop a thorough understanding of what it
means to be a “teacher leader” in today’s schools. The course focuses on understanding the meaning of
teacher leadership, examining what research says about teacher leadership and learning how to lead in
communities of practice. (3 crs.)
MSE 780. ASSESSMENT OF LEARNING. This course in assessment of student learning provides
the learner with the fundamental concepts and skills that will help teachers develop a thorough
understanding of various forms of assessment, designing effective assessments to measure student
learning, analyzing student work to improve learning and instruction, and applying the results of
assessment. (3 crs.)
MSE 790. RESEARCH 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 American Psychological Association Style Manual will be required for this thesis. The thesis
requires at least three members. Prerequisite: MSE 725. (3 crs.)

SEC – Master of Arts Teaching (National Board Certification Track)

SEC 705. ORIENTATION TO SECONDARY 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 of pedagogy in general. (3 crs)
SEC 710. SECONDARY INSTRUCTIONAL STRATEGIES. This course will allow the Master of Arts
teaching, track I major to explore and develop the many types of instructional strategies/methodologies
that are accepted as valid in the teaching of 7-12 students in differing content areas. Students will explore

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the principles underlying the construction of valid and reliable tests, along with simple statistical
measurement with stress on the application to classroom work. (3 crs)
EDF 633. TECHNOLOGY IN EDUCATION. This course in educational technology provides the learner
with fundamental concepts and skills that build a foundation for applying computers, hardware and
software in educational settings. The course focuses on the computer as an object of instruction, a
productivity tool and an adjunct to instruction in the classroom. (3 crs)
SEC 720. CLASSROOM MANAGEMENT. This course will allow the Master of Arts teaching, track I
major to explore 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 the
classroom. (3 crs.)
SEC 650. DIVERSITY IN THE CLASSROOM. This course will explore the many facets confronting public
schools. Schools are part of a multicultural society and this course is designed to develop an awareness,
knowledge, skills and competencies needed to create a positive learning environment. The emphasis is
on developing a multicultural awareness and developing differentiating instruction to meet the diverse
needs of students. (3 crs.)
SEC 750. CONTENT AREA LITERACY IN SECONDARY EDUCATION. The purpose of this course is to
help prospective teachers of the secondary education academic subject areas develop an understanding
of reading skills needed by their students. Methods of establishing awareness of general reading needs,
as well as supporting the special skills unique to their subject area, will be stressed. (3 crs.)
SEC 740. RESEARCH IN SECONDARY EDUCATION. This course provides a broad understanding
of the foundations, purposes and principles of action research in secondary education. Activities will
include developing a research topic, along with literature research strategies, methodology, data
collection and analysis, and reporting the findings. Students will develop action research proposals that
they will be able to implement in their classroom or school. (3 crs.)
SEC 761 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 fulltime in the classroom teaching for a semester of 15 weeks. A university supervisor
observes periodically and a weekly practicum brings student teachers together to discuss common
problems and concerns and those aspects of school law pertinent for classroom teachers. Student
teaching is scheduled during either the fall or spring terms of the senior year. Pass/fail grade. (9 crs.)

NUR – Nursing Administration and Leadership

NUR 601. THEORY AND RESEARCH IN NURSING. This course explores theoretical foundations in
nursing along with the process for critique and utilization of appropriate theories in health care. The
relationships between nursing theory, nursing research and nursing practice are examined. The use of
theory and research in the construction of a scientific knowledge base for nursing practice will also be
examined. Emphasis will be on the importance of research as a process for developing and examining
practice-based questions and 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 care will be conducted.
Students will develop a proposal for an individual or group research project relevant to their area of
interest. Prerequisites: This course builds on the content covered in the student’s undergraduate courses
in statistics and upper division nursing research; graduate status. (3 cr.)
NUR 602. HEALTH POLICY IN NURSING. This course is intended to familiarize graduate nursing
students with current health care policy and the roles and responsibilities, processes and strategies that
create and support policy-based initiatives in health care today, and the impact of policy on health care.
Topics include Medicare and Medicaid and care of the uninsured and the underinsured. Students will
apply the fundamentals gained in this course in advocacy and leadership roles in search of creative
solutions to pervasive issues in health care to an intercultural population. Prerequisite: graduate status.
(3 cr.)
NUR 603. 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.
Prerequisite: graduate status. (3 cr.)
NUR 604. HEALTH PROMOTION/DISEASE PREVENTION. This course addresses the health of
populations from a systems perspective in today’s health care environment. Applying epidemiological
concepts, students investigate the leading causes of illness and injury. Using a multilevel-intervention
model, students plan and evaluate programs that address the leading health problems. Prerequisite:
graduate status. (3 cr.)

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NUR 711. NURSING ORGANIZATION AND MANAGEMENT. This course is designed to assist
graduate nursing students understand the theories of organizational design and management and
decision making of managers and leaders in health care organizations. Emerging trends in health care,
including ethical and legal aspects of management, evidence-based care, quality management, patient
safety and health care services, will serve as a backdrop for this course. Strategic planning process,
including the elements required to successfully develop and implement short- and long-term plans and
marketing health care services, will be incorporated. Prerequisites: This course builds on the content
covered in the student’s undergraduate course in leadership; graduate status. (3 cr.)
NUR 712. NURSING ADMINISTRATION AND LEADERSHIP ROLE. This course is designed to
assist the student in developing problem-solving skills, personal and interpersonal effectiveness, and
appreciation for others’ leadership styles to forge collaborations that are essential to accomplishing
the mission and goals of health care organizations. Theories of leadership, motivation, power,
communication, conflict and change management will also be examined and applied. The course also
focuses on the development of skills necessary for transformational leadership in which to practice in
a management role and produce effective results and in creating a culture of total quality management
and patient safety within health care organizations. Analysis and operations are provided via case study
leaning methods. The student will be challenged to develop a profile of oneself as a leader and create
an action plan for leadership development. A personal inventory will set the foundation for planned
personal and role change. Prerequisites: This course builds on the content covered in the student’s
undergraduate course in leadership and graduate course NUR 711; graduate status. (3 cr.)
NUR 714. LEGAL ASPECTS OF HEALTH CARE ADMINISTRATION. 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. Students will study both specialties
of practice in a blended manner, as the text provides for both to be examined among board-based issues.
Prerequisite: graduate status. (3 cr.)
NUR 715. FINANCIAL MANAGEMENT IN NON-PROFIT HEALTH CARE 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 health care
organizations. Prerequisite: graduate status. (3 cr.)
NUR 813. 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 practicum experience consists of an administrative practicum and an online seminar. 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 clinical situations. Prerequisites: NUR 603, 604, 711, 712, 714 and 715; graduate status. (6 crs.)

GMA – Mathematics

GMA 786. COMPUTER SCIENCE FOR TEACHERS. This course is for the secondary school mathematics
teacher who is interested in an introduction to the elementary concepts of computer programming, the
early history and development of computers, and the uses of the computer in the school and society.
Emphasis is placed on writing computer programs related to topics in secondary school mathematics. (2
crs.)

PRF – Performance Enhancement and Injury Prevention

PRF 705. 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. (3 crs.)
PRF 710. PERFORMANCE ENHANCEMENT IN PHYSICAL ACTIVITY. This course offers a
comprehensive discussion of functional anatomy, functional biomechanics and motor learning as
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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. (3 crs.)
PRF 711. AN INTEGRATED APPROACH TO FITNESS AND WELLNESS. 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. (3 crs.)
PRF 712. 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. (3 crs.)
PRF 713. 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. (3 crs.)
PRF 715. 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. (3 crs.)
PRF 720. ESSENTIALS OF HUMAN MOVEMENT SCIENCE. This course will introduce a scientific
approach to the essentials of human movement science. The student will receive 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. (3 crs.)
PRF 750. 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. (3 crs.)
PRF 751. PROGRAM DESIGN IN FITNESS AND WELLNESS. 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. (3 crs.)
PRF 752. 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. (3 crs.)
PRF 753. 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. (3 crs.)

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PRF 760. LEADERSHIP AND PROFESSIONAL DEVELOPMENT. This course is intended to prepare
students for the leadership decisions and actions that are inherent in performance enhancement
management and fitness practice. Professional and personal growth will be discussed. Principles and
applications of leadership will be explored, including persuasiveness, leading and directing teams,
leading within organizations, and leadership opportunities in shaping fitness policy. Techniques
for managing change and empowering others are included in this course. Topics related to effective
leadership are issues of power, motivation, delegation, team building, persuasion and negotiation, and
total quality improvement. (3 crs.)
PRF 765. 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, and influence of lifestyle factors on nutrition. Controversies in nutrition, ergogenic aides
and cultural aspects of food are also discussed. In addition, the course covers 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. (3 crs.)
PRF 770. 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. (3 crs.)
PRF 780. 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. (3 crs.)
PRF 781. CURRENT TOPICS IN FITNESS AND WELLNESS. 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. (3 crs.)
PRF 782. 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. (3
crs.)
PRF 783. 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. (3 crs.)
PRF 800. RESEARCH IN FITNESS AND WELLNESS. This course is designed to immerse the student in
fitness and 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 and aquatic therapy. Fitness and injury prevention research is discussed
related to special populations, such as athletes at opposite ends of the age spectrum. (3 crs.)
PRF 810. RESEARCH IN PERFORMANCE ENHANCEMENT. 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. (3 crs.)
PRF 820. RESEARCH IN REHABILITATION. This is an introductory class on evidence-based practice.
The intended outcome is to familiarize students with the evidence-based guidelines and prepare them
with a practical strategy to incorporate into their daily practice. (3 crs.)
PRF 830. 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. (3 crs.)

EDP – Professional Education

EDP 600. STATISTICAL METHODS. This course introduces the student to statistical concepts and
techniques that are essential for valid and reliable educational research. Emphasis is placed upon
understanding the logic of various statistical inference procedures, their correct use and proper

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interpretation. Numerous descriptive and inferential statistical methods are covered, including box plots,
stem and leaf displays, scatter diagrams, single sample t test, independent samples t test, related samples
t test, Wilcoxon signed rank test, Mann Whitney U test, confidence intervals, correlations, multiple
regression, one-way and two-way analysis of variance, analysis of variance for repeated measures
designs, analysis of covariance, and multivariate analysis of variance. At the conclusion of the course, the
student is expected to be able to describe and critique the statistical methods used in published research
studies and correctly apply the appropriate statistical methods in his or her own research. The SPSS
software statistical package is extensively referenced throughout the course. (3 crs.)
EDP 605. PHILOSOPHY OF EDUCATION. An introduction to the discipline of philosophy and the
significant contribution that this discipline makes to education. Major schools of traditional and
contemporary philosophy are examined, with particular emphasis on the influence these philosophies
have had on educational theory and practice over the years. (2 crs.)
EDP 606. GENERAL HISTORY OF EDUCATION. The course is designed to develop a historical
awareness, appreciation and understanding of the people and the major cultural and educational events
that have shaped education in Western culture. The significance and relevance of these people and events
for contemporary American culture are stressed. (2 crs.)
EDP 608. COMPARATIVE EDUCATION. This course centers on the province of Quebec. Students
are introduced to basic rules of educational comparison followed by readings aimed at investigating
the traditions, social organization, and political and economic conditions that have determined the
development of Quebec. Source reading is brought into special perspective by a one-week program of
school visitations in Quebec, where students can observe classes and interview education personnel. (3
crs.)
EDP 610. EDUCATIONAL SOCIOLOGY. The role of the school in child socialization, intergroup
education, the integration of school and community, group processes and the teacher, teacher problems
in human relations, and educating for leadership. (2 crs.)
EDP 611. HISTORY OF AMERICAN EDUCATION. The course is designed to develop a historical
awareness, understanding and appreciation of major cultural and educational events and of individuals
that have shaped American education from 1620 to the present. The significance and relevance of these
events and individuals for contemporary American education are stressed. (2 crs.)
EDP 615. TEACHER AWARENESS. A practical approach to the solution of daily problems arising from
action and interaction with students, other faculty members, administrators, school board members,
parents and the community. The course is experience-oriented and focuses on student rights, duties and
responsibilities and the legal rights of teachers, evaluations, classroom procedures, and lesson planning.
(3 crs.)
EDP 619. STUDENT TEACHING SUPERVISION. For teachers who are acting as cooperating teachers
and for those interested in serving in this capacity in the future. A prerequisite for admission to this
workshop is three years’ teaching experience. The course provides an opportunity to strengthen, clarify,
re-think and revitalize one’s approach to student-teaching supervision. (Variable crs.)
EDP 620. CURRICULUM AND METHODS OF TEACHING BIOLOGY IN THE HIGH SCHOOL. The
Biological Sciences Curriculum Study (BSCS) courses of study and how and why they were developed,
along with a critical analysis of each of the three versions in light of various school backgrounds.
Laboratory projects will be pursued that can serve as source material in a teacher’s classroom. Two hours
of lecture and two hours of laboratory. Prerequisite: certification to teach biology. (2 crs.)
EDP 624. CHARACTER EDUCATION. This course will examine how schools contribute to the moral
development of children. Specifically, students will be introduced to the approaches to character
education that have been used in the nation’s schools. Particular attention will be paid to developing
a comprehensive approach to moral development that integrates earlier strategies. This integrative
approach holds that character education must be a way of life for a school, not just a program — that is,
all aspects of a school’s life contribute to moral development. (3 crs.)
EDP 656. COMPUTER-ORIENTED RESEARCH. This course teaches necessary computer skills to master:
(1) the techniques of research, methods of scholarly investigation and search tips/strategies using library
facilities, online library databases, commercial databases and the Internet; (2) writing the research report
as a publishable paper; (3) publishing the research report as series of web pages on the Internet; and (4)
developing and giving an oral presentation of the research results to the University community. This
primarily hands-on course will review computer system concepts; introduce the student to all facets
of computer-oriented research search strategies (online California University of Pennsylvania library
searching, searching using online databases, searching using commercial databases, searching the
Internet, evaluating web resources and evaluating search engines); develop the student’s proficiency
in writing the publishable research paper; develop the student’s proficiency in web page design and
publishing; and develop the student’s proficiency in developing and giving an oral presentation. (3 crs.)
EDP 663. COMPUTER-ASSISTED INSTRUCTION. The development of computer applications in
education provides a significant new resource in teacher education. This course is designed to include
both theory and practice. This course serves to acquaint learners with computers and their uses as

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instructional tools. Laboratory assignments are designed to provide generalizable and transferable
competencies. No previous computer-related knowledge is assumed. (3 crs.)
EDP 685. SEMINAR IN AUDIO-VISUAL TECHNIQUE. This course is designed to bring together the
recent research on teacher behavior with the theories and research of social psychology and group
dynamics. It aims to give the student some understanding of group processes and some personal
experience helpful in developing a repertoire of ideas and behaviors that will be pertinent in supervision
and in the classroom. (2 crs.)
EDP 760. SEMINAR IN THE TEACHING OF MATHEMATICS. A mathematics methods course in the
M.Ed. program designed for secondary school teachers who want to develop or broaden their teaching
skills and knowledge of a particular content area in the secondary mathematics curriculum. The content
area will be one of the following: algebra, geometry, (AP) calculus, trigonometry, probability and
statistics, applied mathematics, or integrated mathematics. Relative to the particular chosen content area
of mathematics, students will study current innovative teaching approaches; review current textbooks,
software and curricula; develop lessons and activities; integrate the National Council of Teachers of
Mathematics (NCTM) standards in instruction; discuss different methods of problem solutions; and
analyze and develop assessment measures. (3 crs.)

PSY – Psychology

PSY 702. 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. (3 crs.)
PSY 710. PRINCIPLES OF INSTRUCTIONAL DESIGN. This course is designed for non-teaching
educational specialists to assist them in gaining a fundamental understanding of Pennsylvania’s
K-12 curriculum standards and the basic principles of instructional design. Students will examine a
variety of theoretical frameworks that focus on the specific components of instructional design. Special
attention is given to exploring response to intervention and curriculum-based assessment, as well as the
development, instruction and assessment of reading within the regular education context. A practicum
component is included. (3 crs.)
PSY 712. 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. (3 crs.)
PSY 713. 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. (3 crs.)
PSY 720. NEUROPSYCHOLOGY. This course examines the biological basis of behavior. The
central nervous system, in particular the brain, is studied in-depth. This course also presents the
neuropsychological approach to the identification and education of children with learning disorders. (3
crs.)
PSY 721. ADVANCED TESTS AND MEASUREMENTS. This course is designed to provide the graduate
student with an understanding of the use of tests for diagnostic studies of children, adolescents and
adults in a diverse society. It explores the ways in which tests are constructed, evaluated, administered
and interpreted. In addition, the course provides a survey of some representative tests of achievement,
aptitude, personality, intelligence and occupational interests. Students also receive practice in
administering, scoring and interpreting such tests through a practicum involving an evaluation of
themselves and at least one other person. (3 crs.)
PSY 722. INDIVIDUAL PSYCHOLOGICAL EVALUATION I WITH PRACTICUM. Emphasizes theory
and competence in the administration, scoring and interpretation of the Stanford-Binet 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. (3 crs.)
PSY 723. 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, WPPSI and WAIS.
Attention is directed toward the use of these scales in measuring intellectual levels and identifying
cognitive strengths and weaknesses. Practical experiences are required and the student must demonstrate
competency in the administration, scoring and interpretation of each scale. Psychological report writing
is also addressed. (3 crs.)
PSY 724. PRACTICUM IN SCHOOL PSYCHOLOGY. This course is a practicum in psychoeducational
assessment and intervention planning in which students develop competence in the administration,
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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. (3 crs.)
PSY 734. 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. (3 crs.)
PSY 741. 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. (3 crs.)
PSY 742. 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. (3 crs.)
PSY 752. 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. (3 crs.)
PSY 756. CONSULTATION AND GROUP PROCESSES WITH PRACTICUM. This course is intended
to familiarize the student with models of consultation used in schools and other relevant settings. The
course is designed to provide the student with various consultation and collaboration techniques with
diverse populations. The course is also intended to familiarize the student with a variety of group
methods and techniques utilized by the school psychologist with a focus on providing opportunities to
observe then act as a group leader. (3 crs.)
PSY 766. PSYCHOLOGICAL STATISTICS. This course is designed to give students the information they
need to interpret the statistics that are used most frequently in research and application in psychology.
It is designed as a continuation of PSY 767. The focus is on understanding and interpreting inferential
statistics, including univariate and multivariate analyses. In addition, it will cover the strengths and
limitations of applied statistical techniques in application and research. SPSS software will be used to
analyze data. The course is intended to prepare students for graduate courses in testing, as well as to
provide them with the statistical skills required to solve problems in an educational setting. It is also
designed to assist those desiring to conduct a master’s-level research thesis. (3 crs.)
PSY 767. RESEARCH METHODS IN PSYCHOLOGY. This course is designed to give students the
necessary background in psychological research design that they need to understand, interpret and
evaluate proposed and published research in the behavioral sciences. It will cover hypothesis testing and
interpretation of basic descriptive and inferential statistics. Nonparametric measures will also be covered.
The focus is on acquiring the skills to critically evaluate a research report, analyze and interpret data, and
write a research paper. This course is designed to provide the background for students in PSY 766 and
those desiring to conduct a master’s-level research thesis. (3 crs.)
PSY 773. 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.
PSY 795. 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
develop a functional behavioral assessment and a positive behavior support plan. (3 crs.)
PSY 796. SEMINAR IN THE 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

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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. (3 crs.)
PSY 798. 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. (3 crs.)

RES – Research

RES 800. METHODS IN RESEARCH. This course explores the design and analysis of experimental
and quasi-experimental research. 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. (3 crs.)
RES 819. 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. (1 cr.)
RES 829. RESEARCH PROJECT. An advanced study or presentation on a topic related to the student’s
academic discipline. The research project is more in depth than a research paper but less thorough than a
master’s thesis. Approval of only the graduate student’s adviser is needed. The Publication Manual of the
American Psychological Association or other generally accepted style for a particular academic discipline
will be used. (3 crs.)
RES 849. MASTER’S THESIS. The thesis will usually be inferential in nature and may involve
intervention and manipulation of some independent variables, employing a statistical analysis or
experimental design. The Publication Manual of the American Psychological Association or other
generally accepted style for a particular academic discipline will be used. The thesis requires a committee
with at least one professor from outside the department. (4 crs.)

RSP – Reading Specialist

RSP 700. FOUNDATIONS OF LITERACY THEORY AND INSTRUCTION. The acquisition of multiple
literacy strategies, discussion and presentation of these strategies, and research implications to match
theory with practice are the foci of this course. Additionally, because of the need for technological
literacy, the use of technology is also required. The goal of this course is to prepare students for the role
of the reading specialist in the inclusion model. (3 crs.)
RSP 702. DIAGNOSIS AND TREATMENT OF READING PROBLEMS. The purpose of this course is to
provide graduate students with the skills needed for diagnosing and remediating reading difficulties
of students in grades K-12 within a transactional, constructivist framework. Factors related to reading
disability and principles of diagnosis will be explored. Informal, holistic, student-centered and processoriented forms of assessment will be taught. Prerequisite: RSP 700. (3 crs)
RSP 703. PRACTICUM: DIAGNOSTIC CASE STUDIES. The purpose of this course is to provide
practical experience with determining, in a holistic manner, a child’s reading needs, and making
recommendations for individualized instruction for those needs in a case study format. This course must
be taken in the same semester as RSP 704. Prerequisites: RSP 700 and 702. (3 crs.)
RSP 704. PRACTICUM: REMEDIAL CASE STUDIES. This course must be taken in the same semester
as RSP 703. The student applies knowledge of materials and methods gained in prerequisite classes to
plan and implement a program of instructional intervention for a remedial reader. The course contains
a seminar component in which the student utilizes modeling and communication skills to discuss and
demonstrate plans for reading instruction with other students as well as with the practicing teacher.
Prerequisites: RSP 700, 702 and 703. (3 crs.)
RSP 705. PSYCHOLOGY OF READING. This course is designed to provide students with an in-depth
knowledge of reading theory as it relates to the psychology of learning. (3 crs.)
RSP 706. ADULT LITERACY. This course will expose students to the point of view that the adult
learner is a complex individual and has diverse needs, most of which have some bearing on any reading
difficulties. Theories of the causes of adult illiteracy will be presented and diagnostic and remedial
techniques will be given. (3 crs.)
RSP 734. CONTENT AREA READING IN MIDDLE AND SECONDARY SCHOOLS. This course is
designed to investigate the problems inherent to reading to learn in the content areas at the secondary
level. Theory-based, practical strategies for content area reading instruction are studied. To help
students construct meaning, the strategies examined range from developing frames of reference during
prereading to constructing and using reading guides and vocabulary activities. The process of writing

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to learn and studying, along with relevant, meaning-based strategies, are also explored. Professional
growth and improved reading instruction through planned and informal staff development programs
are discussed. (3 crs.)

RSU – Reading Supervisor

RSU 680. IMPROVEMENT OF INSTRUCTION THROUGH SUPERVISION. This seminar is intended
to prepare participants for performing the supervisory function in schools. The purpose is to increase
competency in a practical sense by finding ways to help reading specialists and teachers ask questions
about their present and future methods of instruction. In structure, the seminar deals with theory,
research, practice and evolving concepts that have realistic implications for supervision in the school
environment. (2 crs.)

SPT – Sport Management

SPT 700. 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. (3
crs.)
SPT 710. 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. (3 crs.)
SPT 720. 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. (3 crs.)
SPT 730. PUBLIC RELATIONS IN SPORT. 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. (3 crs.)
SPT 740. LEGAL ASPECTS OF SPORT. This course examines 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 law, antitrust law, labor law and collective bargaining as they relate to the sport industry.
(3 crs.)
SPT 750. SPORT FINANCE. This course is 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 micro economics,
business structures in sport organizations, basic tools of financial management, e-commerce, sources of
revenue and stadium finance. (3 crs.)
SPT 760. 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. (3 crs.)
SPT 770. MANAGEMENT AND LEADERSHIP IN SPORT. The course is an analysis of leadership and
managerial functions, concepts, and practices used to foster interpersonal and small-group relationships
as found in sport organizations. Topics include networking, power, communication, motivation,
fostering creativity, group dynamics, total quality management (TQM) and negotiation. (3 crs.)
SPT 791. 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. (3 crs.)
SPT 792. 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. (3 crs.)

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SPT 793. 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 an intercollegiate athletic
department. The student will develop a working knowledge of complex organizations and how this may
affect the employees that he/she supervises. (3 crs.)
SPT 799. SPORT MENTORSHIP. The sport mentorship allows the student to practice sport management
theory in the practical setting while under the direct supervision of a recognized leader in the student’s
chosen area of specialty in the sport industry. Course requirements dictate that students complete a
minimum of 300 contact hours. Students may not enroll in SPT 799 until all other coursework has been
completed. (3 crs.)

SLE – Superintendent Letter of Eligibility

SLE 701. ADMINISTRATION THEORY, ORGANIZATION AND OPERATION. This course offers
the participant opportunities to gain competencies in and an understanding of the applications 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 be able to complete a field experience involving leadership or organizational theory and
practice. (3 crs.)
SLE 702. CONTRACT LAW: SCHOOL DISTRICT LEGAL ISSUES. This course is designed to familiarize
aspiring superintendents with the legal bases for the administration of public schools. In this course,
emphasis will be placed on Pennsylvania school law. Course activities will include lectures, class
discussions, student research, oral and written reports, examinations, and a related field episode. (3 crs.)
SLE 703. SCHOOL FINANCE. The purpose of this course is to familiarize the future school district
superintendent with the political and legal aspects of school finance. Students will analyze local, state
and federal revenue and expenditure plans as they relate to the school district educational plan. The
course includes a field episode individually designed for study and experience in school finance. (3 crs.)
SLE 704. TECHNOLOGY AND FACILITIES DEVELOPMENT. This course will offer the participant an
opportunity to learn and demonstrate competencies in planning, developing and managing technology
and facilities in Pennsylvania school districts. Through classroom activities and on-site visitations, the
participant will deal with challenges that are faced by school superintendents. The course includes a
related field experience. (3 crs.)
SLE 705. CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISION. This course offers
the participant opportunities to gain an understanding of and skills related to the district level
administration of curriculum and instruction, leadership and supervision. The core emphasis is on
current practice in the field, state level requirements and national trends that are shifting theory and
practice in their regard. The required field experience is deeply woven into the course content. (3 crs.)
SLE 706. SCHOOL COMMUNITY PUBLIC RELATIONS/MARKETING. This course will offer the
participant an opportunity to become acquainted with the day-to-day operation of public relations in a
school district. Through hands-on activities, creation of public relations documents, interviewing and
dealing with various publics, participants will become aware of the role of public relations as it relates to
the superintendent of schools. (3 crs.)
SLE 707. STRATEGIC PLANNING, POLICY ANALYSIS, BOARD RELATIONS. Major concepts and
ideas of strategic leadership through strategic planning, policy making, school board relations and
interpersonal relations will be explored in this course through traditional and experimental methods. The
course includes a related field experience. (3 crs.)
SLE 711. UNIVERSITY SEMINAR: ADMINISTRATION THEORY, ORGANIZATION AND OPERATION.
This course is designed to expand and enhance course objectives covered in Administration Theory,
Organization and Operation (SLE 701). (1 cr.)
SLE 712. UNIVERSITY SEMINAR: CONTRACT LAW, SCHOOL DISTRICT LEGAL ISSUES. This
seminar is designed to expand and enhance course activities covered in Contract Law: School District
Legal Issues (SLE 702). (1 cr.)
SLE 713. INTERNSHIP. (3 crs.)
SLE 714. UNIVERSITY SEMINAR: TECHNOLOGY AND FACILITIES DEVELOPMENT. This seminar
is designed to expand and enhance course activities covered in Technology and Facilities Development
(SLE 704). (1 cr.)
SLE 715. UNIVERSITY SEMINAR: CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISION.
This seminar is designed to expand and enhance course activities covered in Curriculum and Instruction,
Leadership/Supervision (SLE 705). (1 cr.)

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SLE 716. UNIVERSITY SEMINAR: SCHOOL COMMUNITY PUBLIC RELATIONS/MARKETING. This
seminar is designed to expand and enhance course activities covered in School Community Public
Relations/Marketing (SLE 706). (1 cr.)
SLE 717. UNIVERSITY SEMINAR: STRATEGIC PLANNING, POLICY ANALYSIS, BOARD RELATIONS.
This seminar is designed to expand and enhance course activities covered in Strategic Planning, Policy
Analysis, Board Relations (SLE 707). (1 cr.)
SLE 731. BUSINESS/INDUSTRY/MANAGEMENT PARTNERSHIP I. This course will offer students
the opportunity to interact with business leaders from the for-profit sector. Students will discover what
practitioners and theorists say about applying leadership attributes from the corporate world to the
school arena. (Profit) (2 crs.)
SLE 741. BUSINESS/INDUSTRY/MANAGEMENT PARTNERSHIP II. This course will offer students the
opportunity to interact with leaders from the non-profit sector and to explore the leadership role of the
superintendent through the lens of the business and general leadership literature. (Non-profit) (2 crs.)

SWK – Social Work

SWK 701. GENERALIST PRACTICE I. Foundation framework for generalist social work practice,
including the problem-solving process, social work values/ethics and social work roles as they apply
to varying size client systems. Develops specific intervention skills, such as interviewing, assessment,
contracting, goal setting and evaluation for diverse client systems with the emphasis on rural and small
communities. Prerequisite: program admission. (3 crs.)
SWK 702. GENERALIST PRACTICE II. Continues foundation for generalist social work practice and
builds on SWK 701, with a focus on the community/rural content of practice. Explores basic intervention/
advocacy, management and evaluation. Provides examples from a variety of practice areas, including
practice with populations throughout the lifespan. Prerequisite: SWK 701. (3 crs.)
SWK 705. HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT. This course provides the
foundation for working with individuals, families, groups and communities. Basic concepts of human
development throughout the life cycle are presented within the person-in-environment perspective.
The framework is multidimensional, considering the impact of ability, age, aging, class, exploitation,
ethnicity, gender, oppression, political belief system, race, religion, sexual orientation and the social
environment on human behavior and development. Examples from social work practice integrating
individual, family, groups, community and organizational assessment and intervention strategies
are taken from local, national and international rural and small communities. Prerequisite: program
admission or program director approval. (3 crs.)
SWK 707. HUMAN DIVERSITY AND THE SOCIAL ENVIRONMENT. This course provides foundation
knowledge about human diversity and an understanding of the emphasis of the social work profession
on culturally competent social work practice. Students develop skills to identify strengths, bicultural
adaptation, patterns of oppression and both change and continuity during the aging process, with
particular emphasis on rural and small town communities. The course assists students in understanding
the impact of oppression on human growth and development and social functioning for the integration
of individual, family, group, community and organization level interventions to promote or enhance
social justice. Prerequisite: program admission or program director approval. (3 crs.)
SWK 709. SOCIAL WELFARE POLICY AND SERVICES. Examination of the history and value base of the
social work profession and U.S. social policy with a framework for policy analysis with special emphasis
on the impact of these policies and related services on small towns, rural communities, the aging and
diverse populations. Prerequisite: program admission. (3 crs.)
SWK 710. POLICY PROCESS AND PROGRAM DESIGN. Examination of the policy process from social
problem to legislation/adoption to actual program development. Focus on development of federal
policies, state policy and legislation and assessing policy impact. Skills developed include policy analysis
for creating, developing and changing programs. Special attention is placed on state policies that affect
small and rural communities. Prerequisite: SWK 709 or advanced standing. (3 crs.)
SWK 713. SOCIAL WORK RESEARCH METHODOLOGY. Examines the logic of scientific inquiry,
the social research process, application of research to social work practice, problem conceptualization,
measurement options, research design and beginning level analysis of data. Prerequisite: program
admission. (3 crs.)
SWK 714. QUANTITATIVE AND QUALITATIVE DATA ANALYSIS. Use of descriptive and inferential
statistics in analyzing research data. Understanding quantitative and qualitative methodologies.
Development of skills for understanding and conducting research, with emphasis on research related to
social work practices and programs serving small towns, rural communities and diverse populations.
Prerequisite: SWK 713 or advanced standing. (3 crs.)
SWK 715. RESEARCH, POLICY AND RURAL PRACTICE. Use of research designs to inform and
evaluate practice and policy in small town and rural contexts. Development of knowledge and skills
for understanding and conducting applied research, with emphasis on research related to social work

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practices and programs serving small towns, rural communities and diverse populations. Prerequisite:
advanced standing. (3 crs.)
SWK 730. FIRST YEAR PRACTICUM. MSW supervised placement in a social agency that provides
opportunities for generalist social work practice with individuals, families and groups of all ages from
rural and small communities, including advocacy skills to enhance social justice. The minimum hours
required in a field agency are 240. Prerequisites: SWK 701 and 705. (4 crs.)
SWK 801. ADVANCED GENERALIST PRACTICE. Builds on the generalist practice skills, knowledge
and values taught in Generalist Practice I and II. Integrates the use of advanced individual, family,
group and organizational skills within the agency and community settings that serve diverse rural and
small town client systems. Addresses practice concerns such as acquiring sanction for work, assessing
needed resources, supervision, certification and evaluation of practice. Prerequisites: SWK 702 and 705 or
advanced standing. (3 crs.)
SWK 803. DIFFERENTIAL ASSESSMENT. Students in this course learn how to work with clients and
client systems to help them identify needs and assess problems as well as strengths. A number of
different assessment methods are explored with particular emphasis on those appropriate for diverse
populations across the lifespan from local, national and international rural and small communities.
Prerequisites: Program admission, SWK 705 and 707 or program director approval. (3 crs.)
SWK 806. RURAL FAMILY AND 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. Prerequisites: SWK 705, 709, 710 and 713 or
advanced standing. (3 crs.)
SWK 808. ADVANCED PRACTICE EVALUATION. Advanced use of research to evaluate social work
practices and programs, particularly those serving small towns, rural communities, aging and diverse
populations. Includes single system design and program evaluation. Skills developed for assessing and
adding to the knowledge base of social work practice. Prerequisite: SWK 714. (3 crs.)
SWK 811. PRACTICE WITH AGING. Integration of knowledge about aging, rural aging, services for
the aging and the principles of social work and practice with various diverse populations in rural
environments. Prerequisite: second year standing or program director approval. (3 crs.)
SWK 812. PRACTICE IN SUPERVISION AND ADMINISTRATION. Supervision, management and
control in human service organizations. Theoretical and functional models to assist staff to grow and
function competently as professionals. Understanding the elements 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. Prerequisite: SWK 701 and
702 or program director approval. (3 crs.)
SWK 813. HEALTH CARE PRACTICE. 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.
Prerequisite: second-year standing or program director approval. (3 crs.)
SWK 814. PRACTICE IN MH/MR. Overview of MH/MR policies and services; issues of rehabilitation,
advocacy and case management; and how treatment approaches (crisis behavioral and chemical) are
related to social work roles and values in the context of community needs. Prerequisite: second-year
standing or program director approval. (3 crs.)
SWK 815. CRIMINAL AND JUVENILE JUSTICE PRACTICE. Overview of the juvenile and adult
criminal justice system in urban and rural communities. Places emphasis on the development of an
understanding of the ever-changing philosophies that undergird the criminal justice system. In addition,
the focus of the course will include an examination of the relationship between human diversity and
aging in the criminal justice system. Prerequisites: SWK 701 and 702 or program director approval. (3
crs.)
SWK 816. PRACTICE WITH CHILDREN AND YOUTH. Examines the major problems and legal and
clinical issues encountered when working with children. Special concern for victimized and at-risk
children in rural settings. Prerequisites: SWK 701 and 702 or program director approval. (3 crs.)
SWK 821. DRUG AND ALCOHOL ABUSE. This course provides students with a substantive knowledge
base and critical skills for planning to work in the addictions fields as well as for those who will
encounter chemical dependency problems in their work with different age groups in the variety of arenas
in which they practice. Prerequisite: second-year standing or program director approval. (3 crs.)
SWK 829. ADVANCED FIELD PRACTICUM I. First semester advanced MSW supervised placement in a
social agency setting for three days a week, requiring advanced generalist practice with varying sizes and
types of client systems, working in rural and small town communities. Students are required to complete
a minimum of 330 hours. Prerequisites: second-year standing and SWK 730. (5 crs.)
SWK 830. ADVANCED FIELD PRACTICUM II. Second of a two-semester advanced MSW supervised
placement in a social agency setting for three days a week, providing an opportunity for advanced

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generalist practice with varying sizes and types of systems for working in rural environments. Students
are required to complete a minimum of 330 hours. Prerequisites: second-year standing and SWK 829. (5
crs.)
SWK 832. RURAL ADVANCED GENERALIST INTEGRATIVE SEMINAR. Integration of advanced
generalist social work theory and practice within the context of professionalism, social work ethics and
ethical dilemmas common to rural and small communities. Prerequisite: concurrent with SWK 830. (1 cr.)
SWK 840. SPECIAL TOPICS. Study of selected topics of significance or current importance and interest to
the social work profession. Prerequisite: instructor permission. (3 crs.)

ESP – Special Education

ESP 501. INTRODUCTION TO EXCEPTIONALITY. This course introduces the student to the physical,
social, emotional and educational characteristics, incidence, prevalence, and educational intervention
for the major categories of exceptionality enrolled in public and private educational facilities in the K-12
grade range. In addition, the course will identify ancillary services and agencies frequently impacting
special populations, including the major professional organizations and those concerned with residential
programming and vocational training. The course will also identify the major litigation and legislation
that have significantly influenced the nature of service to exceptional populations. (3 crs.)
ESP 502. 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
activities. Students are required to design and implement an instructional program with a person who
needs this type and level of support. (3 crs.)
ESP 503. 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. (3 crs.)
ESP 504. CURRICULUM AND METHODS I: READING AND LANGUAGE ARTS. This course is offered
to post-baccalaureate students seeking certification in special education or to graduate students in the
special education program, taken the semester prior to their student teaching or internship experience.
Curriculum and Methods I is a materials and methodology course for preservice special education
teachers. An emphasis is placed on results of reading research and proven methods of instruction for
teaching beginning reading to children with learning difficulties. The course stresses a behavioral, direct
instruction approach to teaching, as well as the development in 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. (3 crs.)
ESP 505. CURRICULUM AND METHODS II: MATH AND OTHER CONTENT AREAS. This course is
offered to special education majors the semester prior to their student teaching experience. Curriculum
and Methods II is a methods course for special education teachers in training that emphasizes the
assessment, instructional skills and materials necessary to teach arithmetic concepts to children with
disabilities. The course stresses: (1) a behavioral diagnosis of arithmetic strengths and weaknesses, (2)
the development and implementation of intervention strategies for various populations of exceptional
children, (3) the selection and/or development of appropriate materials for instruction, and (4) the
procedures and techniques for continuous evaluation for the instructional process. (3 crs.)
ESP 506. 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. (3 crs.)
ESP 701. INTRODUCTION TO BEHAVIOR ANALYSIS. The basic learning principles of operant and
classical conditioning, with the application of these principles to individuals with disabilities. (3 crs.)
ESP 712. SEMINAR ON CONTEMPORARY TRENDS AND ISSUES IN SPECIAL EDUCATION. 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. (3 crs.)
ESP 719. SPECIAL EDUCATION TEACHING INTERNSHIP. The internship is an abbreviated four-week
(120 hours) student teaching for individuals who already have an instructional certificate. Educational
work is done with children or adults with disabilities in a variety of settings, including special public
school classes in residential treatment centers, special schools and hospitals. Opportunities for case
conferences, learning seminars and teaching critiques are offered, as well as numerous field experiences
to observe successful programs. All coursework must be completed and approved prior to enrolling in
ESP 719. (3 crs.)
ESP 720. SPECIAL EDUCATION TEACHING PRACTICUM/INTERNSHIP. The Special Education
Teaching Practicum/Internship is designed to ensure that special education majors are exposed to the

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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. (9 crs.)
ESP 732. SEMINAR IN SPECIAL EDUCATION ADMINISTRATION AND SUPERVISION. For
supervisors and administrators, those seeking alternatives in education, and teachers who wish to
communicate effectively with supervisors and administrators. Sample topics may include such matters
as the role and function of supervisors and administrators, budgeting and financial issues, measures of
teacher effectiveness, accountability, and legal standards. (3 crs.)
ESP 734. SEMINAR IN COUNSELING PARENTS OF EXCEPTIONAL CHILDREN. Designed to improve
the skills of professionals related to their interaction with parents of exceptional children, this course
provides an opportunity to learn the special needs of parents, techniques of communication, processes
by which change can be implemented, legal rights and implications, and resources. Participants are
encouraged to assume the role of a parental consultant. (3 crs.)
ESP 735. SEMINAR IN EDUCATING THE GIFTED. Presentation by class members of selected topics
related to the gifted. State standards and guidelines for programs are discussed, as well as materials for
use in classes for the gifted. Students observe classes for the gifted and talented. (3 crs.)
ESP 737. SEMINAR ON LEGISLATION AND 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. (3 crs.)
ESP 738. SEMINAR ON TEACHER BEHAVIOR AND GROUP DYNAMICS. An advanced course in
methodology and applications, in which the graduate student is given the opportunity to refine many
of the skills and behaviors acquired in previous courses in special education, especially as related to the
skills and methods that contribute to effective classroom instruction and management. (3 crs.)
ESP 739. FIELD EXPERIENCE SEMINAR IN SPECIAL EDUCATION. A means for graduate students
to obtain needed experiences with various groups of handicapped children, in such settings as an
institution, a sheltered workshop, an activity center, a summer camp or a community MH/MR facility, or
by doing a specific piece of research with a particular population of students. Specific requirements for
individual graduate students are developed by those students and the supervising professor. (3 crs.)
ESP 740. NATURE/CHARACTERISTICS ASD. This introductory course provides a foundation in
understanding and addressing the unique and complex challenges individuals on the autism spectrum
face in their learning, development and social experiences. (3 crs.)
ESP 741. COMMUNICATION, BEHAVIOR AND INSTRUCTION: ASD. This course offers preparation
in the design and delivery of communication, behavior and instructional supports for diverse learners
with autism spectrum disorders (ASD) and includes data-based assessment and intervention; Applied
Behavior Analysis (ABA); functional communication; Augmentative Alternative Communication (AAC);
environmental supports; structured teaching; differentiated instruction; and cognitive, developmental
and sensory-based approaches. (3 crs.)
ESP 742. 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. (3 crs.)
ESP 743. NAVIGATING THE SOCIAL WORLD: ASD. This seminar is designed to provide preparation
in methods to enhance socialization, communication and imagination in diverse learners with ASD. The
course merges the theoretical understanding of the “triad of impairments” as defining features of autism
with practical modes of assessment and intervention. (3 crs.)
ESP 800. SEMINAR IN ADVANCED BEHAVIOR ANALYSIS AND RESEARCH DESIGN. This is
the required research course in special education. The course covers the field of research design and
methodology in intrasubject experimentation. Required of all students in the master’s degree program.
(3 crs.)

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TED – Technology Education

TED 565. SPECIAL PROBLEMS IN TECHNOLOGY EDUCATION. Original investigations in the field of
technology education. The nature of the problem will determine the credit-hour load. The student will
provide evidence of the ability to conduct independent study and gain credit by reporting the findings
effectively. (1-3 crs.)
TED 701. CURRICULUM AND INSTRUCTION IN TECHNOLOGY EDUCATION. 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, metacognition and others those students research and demonstrate to the class. (3 crs.)
TED 702. ASSESSMENT IN A CONSTRUCTIVIST CLASSROOM. Assessment is the key to
understanding student learning. In this course, students analyze a variety of assessment techniques
that are both authentic and traditional in nature. Topics such as formative and summative assessment,
portfolios, rubrics, test development and analysis, interviews, simulations and observations will be
discussed. The second phase of the course examines how research techniques can be incorporated into
the assessment process to gain a more robust understanding of student achievement. (3 crs.)
TED 703. STRATEGIC MANAGEMENT IN EDUCATION. This course will enable the student to
systematically analyze the enrollments, student performance and current status of a program in light of
environmental resources, constraints and pressures. From this systematic analysis, an overall strategic
plan can be developed to guide the goals, objectives and priorities for program development and future
success. These skills can be used in many contexts, but will most aid the technology education teacher
in positioning, improving and growing programs. Finally, students will research, develop and defend a
grant proposal that will enhance their program. (3 crs.)
TED 704. 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. (3 crs.)
TED 705. TECHNOLOGY AND SUSTAINABLE DEVELOPMENT. Consideration of international
systems and issues in technology and of technology assessment methodologies will help students
meet new state and national standards. Technology content and activities can be developed with a
broadened international focus and an emphasis on the economic, ecological and social costs and benefits
of technological systems. Activities based on ways in which different people meet basic needs for water,
food, structures, medical care and clothing will be stressed. (3 crs.)
TED 715. 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 problem solving 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. (3 crs.)
TED 718. SPECIAL POPULATIONS IN LAB-BASED PROGRAMS. Understanding the specific needs,
populations, processes, adaptations, funding sources and other factors that affect the success of special
populations who will be educated in laboratory-based programs.
TED 725. APPLIED RESEARCH IN STEM 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. (3 crs.)
TED 795. TECHNOLOGY EDUCATION INTERNSHIP. Internship. (Variable crs.)
TED 807. 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. (3 crs.)
TED 850. TED MAJOR PROJECT. Students will produce a major culminating piece of academic
work that synthesizes contents from the technology education master’s program. This may take the

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form of a research activity of various types: a major curriculum development project, other extensive
individually produced pieces, or work that is approved by the course instructor. All projects must follow
a technological design process. (4 crs.)

TOU – Tourism

TOU 701. CONDITIONS OF TOURISM. This course will provide a foundation in tourism principles,
practice and process for an interdisciplinary, graduate audience in the Master of Arts in tourism planning
and development. After students acquire an overview of foundational concepts, advanced theories and
concepts will be explored. Students will obtain an advanced awareness of the tourism industry, tourism
system and applications in an international context. (3 crs.)
TOU 709. STATISTICAL APPLICATIONS FOR TOURISM ANALYSIS. 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. (3 crs.)
TOU 711. TOURISM IMPACTS, SUSTAINABILITY AND ETHICS. This course will explore concepts of
tourism based on its environmental, socio-cultural and economic impacts. Students will become more
aware of these impacts and learn to understand tourism based on how it influences both host and guest.
In addition to advanced knowledge of the business of tourism, this course will enable skills development
in the larger environmental, socio-cultural and economic contexts of the industry. (3 crs.)
TOU 725. GEOGRAPHIC INFORMATION SYSTEMS FOR GEO-BUSINESS. This course provides an
analysis of different methods and techniques of representing geographic data using various manual and
computer-based technologies. The focus is on the processes involved in the collection, compilation and
display of geographic data within the database for business applications. (3 crs.)
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. (3 crs.)
TOU 742. DESTINATION DEVELOPMENT AND MANAGEMENT AND MARKETING. This course
will explore advanced tourism planning concepts. Economic theory will be related to the principles and
practices of tourism theories and concepts. Principles of management will be applied to the development
of tourism destination development. Advanced product and market development concepts and
organizational behavior will be reviewed. (3 crs.)
TOU 767. TOURISM MARKETING. This course will examine the phenomena of tourism demand.
Students will learn to examine a given tourism location based upon how and why tourists make
destination choices. Advanced strategic marketing systems will also be reviewed. (3 crs.)
TOU 770. TOURISM RESEARCH PROCESS AND METHODS. This course prepares students for the
thesis/master’s degree project option in the Master of Arts in tourism planning and development.
Advanced principles of the thesis/master’s degree project option research process will be discussed.
Qualitative and quantitative data collection methods, analysis, display and presentation are studied.
Strategies for thesis development and presentation are reviewed. (3 crs.)
TOU 777. TOURISM FIELD EXPERIENCE. Because a student enrolled in the Master of Arts in tourism
planning and development program must engage in a field experience in the period between the
successful completion of the first semester and the 24th month of the program, this course is a required
component. For this course, a student acquires practical experiences and applies those experiences
according to his or her interest and expertise. The field experience serves as a transition from course
work to the thesis/master’s degree project. (6-9 crs.)
TOU 899. THESIS/MASTER’S DEGREE PROJECT OPTION. 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 program adviser. A master’s degree project will be valued at
3 credits and the thesis 6.

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University Services
Louis L. Manderino Library
The Louis L. Manderino Library is committed to providing the resources needed
to support the research needs of Cal U students and faculty. This includes
a substantial collection of print and electronic books, audiovisual materials
(videos, DVDs, CDs), print and electronic journals, online research databases,
and U.S. and Pennsylvania government documents.
Electronic Resources
Computerized information retrieval has made library research faster, more
thorough and more efficient. Using the library’s online public access catalog,
students can quickly locate books, audiovisual materials or government
documents in the library’s collection. Cal U students have access to an impressive
collection of more than 39,000 online, full-text periodical titles. We also offer
more than 50,000 online books and reference resources (encyclopedias, literary
resources, etc.).
All of the library’s electronic resources are accessible from on- and off-campus
locations. This allows students to do research from anywhere they have Internet
access: campus, dorm, apartment, home, etc. Since the library seeks to provide
the best resources for our students, visit the library’s website at:
http://www.library.cup.edu to see the most current list and descriptions of our
electronic resources.
Reference Services and Library Instruction
With so many resources and so much content available to students, knowing
how to find appropriate information efficiently can be daunting. Our friendly
reference librarians are available — in the library, by telephone, by e-mail or by
instant messaging — to help guide students in their research. Cal U librarians
are faculty members and work with classroom professors to provide instruction
to students regarding the effective use of library resources in their course work.
Students are also welcome to seek additional help by scheduling individual
sessions with a librarian.
Shared Library Resources and Interlibrary Loan
In addition to our own collections, Cal U participates in two major resource
sharing programs that offer our patrons a wealth of additional resources from
other libraries.
The PALCI E-Z Borrow program allows patrons to search and retrieve materials
from more than 70 Pennsylvania, New Jersey and West Virginia universities
and colleges. Participating libraries include a number of premier academic
institutions (e.g., Carnegie Mellon, Penn State, Temple, University of Pittsburgh,
University of Pennsylvania, West Virginia, Rutgers) as well as the State Library of
Pennsylvania.
The other resource sharing project is UBorrow, which enables users to search
and retrieve materials from the 17 Keystone Library Network libraries. UBorrow
libraries also provide “reciprocal borrowing” privileges. This means that Cal U
patrons can walk into any UBorrow library and check out materials using their
Cal U library card. The item can then be returned to any UBorrow library.
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When needed materials are not available in our library, through E-Z Borrow or
through UBorrow, patrons may place a request through our Interlibrary Loan
office. This service is free, except for some very rare circumstances involving
particularly unusual items.
Other Services
The library offers a number of other services, including public-access computers
connected to the Internet, wireless Internet connectivity on all floors of the
library, wireless laptop computers that students can borrow from the circulation
desk, color printing, photocopiers, a media services center with audiovisual
equipment and materials, and lamination and binding services. In addition,
Manderino Library is an official Federal Government Documents Depository.
The documents librarian is available to provide assistance with the use of these
important resources.

IT Services
University IT Services is located in the basement of Manderino Library. IT
Services consists of two areas: Computing Systems and Networking Systems.
Staff offices are open Monday through Friday from 8 a.m. until 4 p.m. Open
computer labs located on the second floor of Noss Hall are available for student
use. The computer facilities at the University are separated into two distinct
functions. One function deals with providing computer resources to meet the
instructional and research needs of the University, such as student access for
course work and the Manderino Library online catalog. The other function
provides resources to meet the administrative needs of the University.
Computer Accounts
Students who register for classes automatically have a Windows computer
account created for their use during the semester. A VMS account will be created
if the student registers for specific classes. There is no charge for the service or for
the use of the computer network.
Campus Network
The University campus buildings are connected via a high-speed, state-of-the-art
GigE local area network. The network provides GigE connectivity to every floor
on the campus, and each floor has switched Ethernet to every office, classroom,
lab and residence hall room. Southpointe Center is connected via a high-speed
wide-area network (WAN), which extends all computer resources to the remote
sites. The network also provides the capability for distance-learning programs.
The University is connected to the State COPA (Commonwealth of PA) Network
and is a SEGP (Sponsored Educational Group) under Internet2. This statewide
network includes the Commonwealth of Pennsylvania and all of the State System
of Higher Education universities and the Office of the Chancellor.
Instructional Computing Facility
The Instructional Computing Facility (ICF), located on the second floor of
Noss Hall, is the main center for student campus network access and general
use desktop computing. This facility contains personal computer systems
and printers in laboratories and classrooms and provides access to adaptive
technology systems. Generally, the labs are open seven days a week during fall
and spring semesters and five days a week during summer sessions. However,
schedules may change, and the hours are posted each semester in the ICF and
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can be requested by calling 724-938-4335. The labs are closed during holidays
and session breaks.
Distance Education via Interactive TV (ITV)
As a leader in technology instruction, California University of Pennsylvania has
numerous courses that are currently delivered via distance learning. Classes can
originate and be received at the main campus and from off-campus sites, such
as the Southpointe Center. These courses are delivered instantly using state-ofthe-art videoconferencing systems across the University’s data network. Distance
Education equipment allows the transmission of audio and video between two or
more locations for the purpose of delivering instruction, enhancing educational
experiences, conducting meetings, and participating in conferences.
(Distance Education classrooms contain video cameras and sensitive
microphones that can be controlled from a remote site. Always assume what
you are doing and saying is being seen and heard ANYTIME you are in or near
a classroom. Also, be aware that transmission of audio and video can occur
with the monitors off, and conversations in the hall outside of classrooms may
be heard. Private conversations should occur at some other location than the
Distance Education classroom.)
Other Campus Facilities
Many departments have computers for student use; only some of the facilities
are listed here. Additional campus computer laboratories are located in and
operated by various departments on campus, including Applied Engineering and
Technology, Business and Economics, Mathematics and Computer Science, Earth
Science, and English (Word Processing Laboratory). The College of Education
and Human Services maintains a Teacher Education Computer Lab in the
Keystone Education Building. There is also a Student Access Center Computer
Lab located on the first level of the Natali Student Center. The Southpointe
Center provides laboratories for instructional use. Contact your department
for specific information about laboratory facilities available for educational
purposes.

Campus Learning Labs
Math Lab
The following services and resources are offered free in the Math Lab: tutorial
support in math and math-related courses; web-based math courses homework,
tutoring and testing; math anxiety help; and reference books.
Success in a math course is achieved by working on assignments as soon as
possible after class and by making accomplishments each day. Students who
have difficulty with math courses should call 724-938-5893 to schedule an
appointment. They should bring attempted homework with them.
Nationally renowned authors claim that half of all college students are math
anxious and that many math-anxious students exhibit physiological symptoms,
such as headaches or stomachaches. Students with these symptoms only in math
environments should discuss the situation with the Math Lab director.
Reading Clinic
The Reading Clinic offers free one-hour tutoring sessions to all students. The
clinic is staffed by a faculty member and two work-study students who teach
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techniques to improve reading comprehension and vocabulary. Help is also
available in identifying main ideas, making inferences, drawing conclusions,
understanding concepts and facts, and test-taking skills. Emphasis is placed on
transferring these skills to college text reading. In addition, the Reading Clinic
assists students in Reading Praxis preparation and obtaining reading rates.
Students can make appointments to work privately or schedule an independent
lab session that is staff-directed. The Reading Clinic is housed in Noss Hall,
Room 107. The office of the Reading Clinic Director, Patricia Johnson, is located
in Noss Hall, Room 118. For more information, call 724-938-4364 or 724- 938-4469
or e-mail at Johnson_p@cup.edu. The Reading Clinic is open Monday through
Friday.
Writing Center
The Writing Center provides free writing assistance to Cal U students —
undergraduate and graduate — in all academic majors and programs. Trained
writing consultants work one-on-one with students who wish to improve their
writing process, including getting started, developing a first draft and revising
and editing. While writing consultants don’t copy edit or proofread student
papers, they will work closely with students as they learn strategies (including
editing and proofreading) for improving their own writing through revision.
The Writing Center also offers computer access, a writing resource library and
informative handouts about writing.
Located in 110 Noss Hall, the Writing Center is open Monday through Friday.
Hours vary. Walk-ins are welcome, but appointments are encouraged. For more
information or to make an appointment, call 724-938-4336 or e-mail
writingctr@cup.edu.

Career Services
Career Services assists students in gaining a career advantage by guiding
them through the four steps of the Career Advantage Program: DISCOVER,
EXPLORE, EXPERIENCE and IMPLEMENT. Services are available to current
and prospective students as well as alumni via one-on-one appointments and the
Career Services website at http://www.cup.edu/careers.
Students are encouraged to visit Career Services beginning the freshman year to:
• Obtain information and guidance in choosing a major and exploring career
options using the Strong Interest Inventory and eDISCOVER;
• Explore job shadowing and career networking opportunities using the CAL U
Career Network online;
• Find cooperative education opportunities (paid, career-related experience as
early as the summer after the freshman year);
• Learn how to write an effective resume and cover letter;
• Practice interviewing skills by doing a mock interview with a career counselor;
• Learn how to find full-time, part-time, co-op and internship positions on the
College Central Network at http://www.collegecentral.com/cup;
• Learn how to prepare for a job or career fair;
• Sign-up for campus interviews and information sessions; and
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• Learn how to effectively use the Career Services website to explore careers and
conduct a job or graduate school search.
Career Services also conducts workshops and presentations for classes and clubs.
For more information, call 724-938-4413 or visit the website at:
http://www.cup.edu/careers.
Cooperative Education
Co-op is a program provided by the Career Services Department, which enables
students in all majors (undergraduate and graduate) to gain paid, career-related
experience as early as sophomore year.
The program gives students the opportunity to relate classroom theory with a
practical work experience in a field related to their academic or career goals.
Students may be employed part time or full time, and may choose to work
during the fall, spring and/or summer semester. Undergraduates, as well
as graduate students, in all academic majors are encouraged to participate,
provided they meet the eligibility requirements. It is expected that the student’s
cooperative education experience will span two semesters or summers while
enrolled at California.
Co-op Eligibility
• Completion of Career Readiness, a 1-credit course;
• Completion of 30 credits (associate, 15; master’s , 6), and student must have at
least a 2.00 overall grade point average (3.00 for master’s); and
• Agreement to complete two co-op experiences (experiences can be completed
in the summer), one semester for associate or master’s.
Three Ways to Fit Co-op into an Academic Program:
• Work part time while still enrolled full time in classes;
• Work full time with no classes scheduled for the semester; and
• Work full time or part time in the summer.
Where Can I Work?
• Students can work either locally or nationwide;
• Co-op advertises positions throughout the United States and abroad; and
• The Co-op staff also assists students in developing co-op sites in any location.
How Does Co-op Differ from Internships?
• All co-op positions are paid — internship positions can be either paid or
unpaid;
• Co-op is administered through Career Services — internships are coordinated
through the Internship Center in partnership with academic departments; and
• Co-op is a noncredit experience — all internships are for credit. (Students
receive a notation on their transcript for their co-op experience.)

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Cooperative Education positions are advertised on the Career Services job
posting website, http://www.collegecentral.com/cup. Students who enroll in
Cooperative Education are eligible to apply for posted positions. Additional
information and appointments with the Cooperative Education coordinator are
available in the Career Services Department, Eberly Science and Technology
Center.
Internship Center
An internship offers students a for-credit opportunity to acquire college-level
knowledge and skills outside of a traditional academic setting through an
affiliation with community organizations, governmental agencies or private
businesses. More than 2,500 Cal U students participate in internships and other
types of experiential education each year.
Internship Center staff work with faculty, students and community organizations
to create quality internships. Cal U students have interned at hundreds of diverse
local, regional and national organizations. The following are just a few examples:
• “Late Show with David Letterman”
• International Criminal Tribunal for the Former Yugoslavia,
The Hague, Netherlands
• Sands Resorts
• Dallas Cowboys
• KDKA-TV
• Pittsburgh Tissue Engineering Initiative
• U.S. Environmental Protection Agency
• Pittsburgh Steelers
• “America’s Most Wanted”
• Walter Reed Army Medical Center
• U.S. Department of Defense
• Cox Broadcasting
• Department of Justice
• Drug Enforcement Agency
• Pittsburgh Children’s Museum
• Trump National Golf Club
• Urban League of Indianapolis
• Nickelodeon
Frequently Asked Questions
Where do I start if I want to participate in an internship?
Students should always start by meeting with their faculty adviser. A student’s
academic readiness, prerequisites, requirements, number of credits and possible
internship sites will be discussed. Students must also declare their intent to
intern by enrolling in the internship intent section during early registration.
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How do I find an internship?
The Internship Center maintains InternLink, a database of internship resources.
Staff can also assist students in researching related resources, such as industryspecific websites, Labor and Industry information, technology councils, the
Regional Internship Center, and more. Students also locate internships through
their academic department, family and friends, Cal U alumni, job and internship
fairs, and professional organizations. All internships must have the approval of
the academic department. Students can contact the Internship Center to learn
how to effectively search for an internship.
Are internships paid?
Internships can be paid or unpaid. Compensation is defined by the employer.
How many credits does a student receive for an internship?
Credits typically range from 3 to 12. The number of credits for the internship
will be recommended by department faculty and approved by the dean of the
student’s college. In most departments, students work 40 hours per credit for an
internship.
What is the difference between an internship and co-op?
Internship
The Internship Center coordinates internships in partnership with academic
departments. They can be either paid or unpaid. Internships are a for-credit
program and are supervised by faculty members.
Co-op
A co-op is a service provided by the Career Services Department. They are
always paid positions. Students do not receive credit for their work experience.
Go to http://www.cup.edu/careers for more information.
What should I do to prepare for an internship?
• Contact Career Services or go to http://www.cup.edu/careers to develop
your Career Advantage Plan. There you will learn about job shadowing, coops, informational interviewing, preparing a resume and cover letter, mock
interviews, and more.
• Go to http://www.cup.edu/internship, click on Student Orientations, and
review “Making the Most of Your Internship” and “Sexual Harassment”
training. A classroom Safety and Security training is also offered once a
semester.
• Take related courses and hone your computer skills.
• Begin researching internships at least two semesters prior to the semester of
the internship.
• Keep those grades up!

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Where do I get more information?
Students should contact the Internship Center for help in navigating the process,
locating internship sites, or any issues related to internships. Visit the website at
http://www.cup.edu/internship or visit Eberly Science and Technology Center,
Room 230. Phone 724-938-1578 or e-mail primm@cup.edu.
Visiting Student Program
Students at California University may choose to enroll for a period of time at any
of the other 13 institutions in the Pennsylvania State System of Higher Education;
and similarly, students from those 13 institutions may enroll at California. These
institutions are Bloomsburg, Cheyney, Clarion, East Stroudsburg, Edinboro,
Indiana, Kutztown, Lock Haven, Mansfield, Millersville, Shippensburg, Slippery
Rock and West Chester universities.
The purposes of this program are to allow students at one institution to
participate, for a limited period of time, in courses, programs or experiences
not available at their home institution, without loss of institutional residency,
eligibility for honors or athletics or credits toward graduation, and to expand
options available to students in such matters as student teaching, clinical
experiences, internships and international exchange programs.
Further information may be obtained from the Office of the Provost. Links to
online undergraduate college catalogs of participating institutions may be found
on the Manderino Library’s website at http://www.library.cup.edu.
The procedures and standards for the Visiting Student Program apply equally to
students at any of the State System institutions and are as follows:
• The student must have satisfactorily completed at least 27 credits at California,
and be in good academic standing.
• The student must obtain advance approval from California University to
complete specified studies at a sibling university under this program. Each
university specifies the approval procedure for its own students’ participation
and for students from other State System universities.
• The student must present evidence of approval from California University
and evidence of visiting university acceptance at the time of registration at the
sibling university.
• A student may complete up to 18 credits in a single semester and up to 16
credits of summer work as a visiting student.
• All credits and grades accrued at the sibling university will be accepted in full
by California University and thereafter treated as California University credits
and grades.
• The student registers at, and pays tuition and fees to, the State System
university visited. A student wishing to divide a course load between two
institutions during the same term registers and pays appropriate tuition and
fees at both universities.

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Public Safety
The Department of Public Safety and University Police at California University
of Pennsylvania 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 Statutes, (Crime and Offenses) and 24 P.S. 20-1006A(14) 20-2010A (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 is certified with automatic external defibrillators (AED). 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, assistant director, two shift supervisors and 11
additional commissioned police officers that have received training at the
Pennsylvania State Police Academy. Two public safety communications officers
and one departmental secretary contribute to the operation of the department.
Public Safety personnel are certified in CPR, basic first-aid procedures, and the
emergency medical airborne evacuation policy and procedure for transportation
of the seriously ill or critically injured.
Additional services offered to University students, faculty and staff consist of
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, post-secondary
institutions, including colleges and universities, must annually provide 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 Development and Services,
Office of Public Safety, and on the University website at
http://www.cup.edu/public_safety.
Character Education Institute
The California University of Pennsylvania Character Education Institute opened
in January 1995 in response to Emphasis on Values, a report produced by the
Pennsylvania State System of Higher Education urging its universities to give
increased attention to values during the 1990s and beyond.
Goals of the Institute
The Character Education Institute has three broad goals based on the
University’s core values of Integrity, Civility and Responsibility:
• To provide character development training to regional organizations;
• To serve as a resource to the University’s colleges, departments and student
organizations as they contribute to the moral development of California
University students; and
• To provide a resource center to help prepare education majors for their
unavoidable role as character educators, and to provide assistance to
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school districts and local organizations that seek to contribute to the moral
development of the citizens in their communities.
Services
The Character Education Institute provides the following services and resources:
• The institute establishes relationships with regional businesses and
organizations to provide character education and principle-based consulting
services and training. As a result of this training, businesses and organizations
establish endowed scholarships at the University.
• The Character Education Institute provides resources to members of the
University community as they give increased attention to moral reflection and
dialogue. These resources include materials relevant to all education majors
concerning their future role as character educators.
• The institute maintains a resource center that contains character education
curriculum materials, books, journals, newsletters, audio and videotapes, and
a clipping file on special subjects, e.g., values in athletics. These materials are
available to University faculty, staff, administrators, and students; to local civic
groups; and to school directors and staff from local school districts.
To obtain additional information about the California University Character
Education Institute, please contact:
Ron Paul
Executive Director, Character Education Institute
California University of Pennsylvania
250 University Avenue
California, PA 15419
Telephone: 724-938-5491
http://www.cup.edu/education/charactered
University Relations
The Office of University Relations provides a full range of strategic marketing,
communications and public relations services to California University of
Pennsylvania. Formerly known as the Office of University Advancement, this
office serves as an umbrella for the University’s Marketing and Communications
and Public Relations offices, as well as the Web Team. The office produces
print, video and audio pieces for both internal and external audiences, and it
maintains the University’s official website and social media sites. Its work is
designed to raise awareness of the University, its offerings and its impact on the
region; to enhance relationships with the Cal U community, alumni and friends;
to communicate with prospective and current students, faculty, staff and the
general public; and to promote the progress and achievements of the University
and its members. University Relations works with the President’s Office,
University Development and Alumni Relations, Admissions, Academic Affairs,
and other University offices to assist in reaching institutional objectives. The vice
president for university relations serves as the University spokesperson. His/her
office is in Room 114 of Old Main. Phone: 724-938-5938; fax: 724-938-5880.
Marketing
The Office of Marketing identifies opportunities to promote California
University. In conjunction with consultants and members of various University
constituencies, Marketing defines, plans and executes campaigns, producing
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supporting materials that satisfy the stated goals of various University areas. The
office also collects and analyzes data, evaluates results, and communicates its
findings to the appropriate constituency. Phone: 724-938-4195; fax: 724-938-5932.
Communications and Public Relations
The Office of Communications and Public Relations delivers the University’s
message to a variety of audiences, gathering information from the Cal U
community and distributing it regularly to print and electronic media outlets. In
collaboration with Marketing, University administration and internal clients, this
office sets goals and develops strategies for the University’s relationship-building
efforts. The office publishes the Cal U Review, the University’s quarterly alumni
magazine; the California Journal, the University’s official weekly publication; and
the President’s Perspective, a quarterly publication circulated to a targeted on- and
off-campus audience. Phone: 724-938-4195; fax: 724-938-1500.
Web Team
The Web Team communicates the University’s message worldwide via the
Internet. This office produces and administers a variety of online applications,
including the NeRelm NuContent and Hannon Hill Cascade Server content
management systems. The team maintains California University’s official
website, and it uses social media sites, such as Facebook and YouTube, to build
and maintain relationships among prospective, current and former students, as
well as University administration, faculty and staff. The office also produces and
posts podcasts (audio) and vidcasts (video) to raise awareness of the University,
highlight its offerings, showcase student and faculty projects, and promote
campus events.
University Development and Alumni Relations
The Office of Development and Alumni Relations is responsible for the
University’s fundraising and alumni relations efforts. This office promotes
alumni engagement and works with individuals, corporations and foundations
to provide critical financial support for the University and its students. The office
also leads and manages the University’s Capital Campaign. The office of the
associate vice president for Development and Campaign Planning is in Room 111
of Old Main.
Development
The Development staff interacts with major gifts donors, corporations,
foundations and others to support the University’s strategic goals and to provide
funding for student scholarships. In addition to the Capital Campaign, planned
giving, donor relations and institutional research are part of this office’s mission.
Alumni Relations and Annual Giving
The Office of Alumni Relations and Annual Giving is the liaison between the
University and more than 53,000 living alumni. Located on the first floor of
the Michael and Julia Kara Alumni House, this office organizes, coordinates
and/or promotes a wide variety of programs, services and events, including
Homecoming, Alumni Weekend and numerous class, geographic and society
programs both on and off campus. In addition, this office manages the Annual
Fund to enrich educational experiences at Cal U, and it works with the Alumni
Association to conduct various projects. Phone: 724-938-4418; fax: 724-938-4327;
e-mail: alumni@cup.edu.
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Alumni Association
The California University of Pennsylvania Alumni Association serves the
University and its alumni by fostering a wide circle of beneficial relationships
among alumni, students, the University and the greater community. The
University’s alumni have been organized officially since 1939. Today, more than
53,000 graduates are members of the association. The association’s board consists
of 24 directors, elected by the membership. The board works closely with the
President’s Office and the Office of Development and Alumni Relations. Phone:
724-938-4418; fax: 724-938-4327; e-mail: alumni@cup.edu.
Foundation for California University of Pennsylvania
The Foundation for California University of Pennsylvania, with offices on
the second floor of the Michael and Julia Kara Alumni House, receives funds
from foundations, businesses, alumni, staff, faculty and friends to benefit the
University and its programs. The foundation manages endowment funds that
provide support for student scholarships and other University activities. Phone:
724-938-4329; fax: 724-938-4480.
Student Development and Services
Inherent in the University’s educational mission is a commitment to Building
Character, Building Careers as well as supporting the University’s core values
of Integrity, Civility and Responsibility. The central focus of the Student
Development and Services division is the personalization of the University
experience, with concern for individual intellectual, personal, social, leadership
and physical development. The division is committed to recognizing and
assisting in the full realization of student potential. This includes supporting
the University’s Bill of Rights and Responsibilities, incorporating continuous
improvement into all programs and activities, promoting community service and
diversity, and instilling the culture of philanthropy throughout the student body.
In order to foster this holistic development of students, the division designed and
implemented student learning outcomes. The object of Student Development and
Services is to enable students to achieve the seven learning domains listed below
through a variety of programs and services:
• Values, Morals and Ethics;
• Self-Awareness/Intrapersonal Development;
• Interpersonal/Social Development;
• Leadership and Citizenship;
• Preparation for Lifelong Learning;
• Purpose/Vocational Competence; and
• Physical Development.
For additional information and regulations governing student life and conduct
besides those presented here, students should refer to the current edition of The
Student Handbook.
Opportunities for work-study jobs, graduate assistantships, internships and
volunteer work assignments are available for qualified students. Check with the
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Registration at the University assumes the student’s acceptance of responsibility
for compliance with all regulations published in this catalog, as well as
rules found in official publications or officially announced to the University
community. For additional information and regulations governing student life
and conduct, refer to “The Statement of Student Rights and Responsibilities:
Student Code of Conduct” in the current edition of The Student Handbook.
Alcohol and Other Drug Awareness Programs
The University Alcohol and Other Drug Awareness and Education Programs are
located in Carter Hall. Awareness is provided by the Options program, located
in the Wellness Center suite. Education is provided by the CHOICES program,
located in Suite G-35.
Options conducts outreach activities intended to make students aware of the
risks involved with alcohol and other drug use. The Options program is staffed
by University students who are studying in the field of counseling and/or
have demonstrated interest in helping people better understand the potential
consequences of alcohol and other drug use. In this respect, Options’ activities
and sponsorship of programming is largely peer driven. Options recognizes
that there are periods within students’ lives that risks run higher and makes
added efforts to target these specific periods with its awareness efforts. For more
information, call 724-938-4056.
CHOICES provides assessment and intervention designed to assist those whose
behavior may be harmful to themselves and/or others because of alcohol and
other drug use. Participation in CHOICES is open to any University student,
while those who have been cited by the University Judicial Officer for violations
of the Student Code of Conduct involving the use of alcohol and other drugs
are required to participate. CHOICES I, the first level of this program, involves
participants in two individual sessions and eight hours of education. For more
information, call 724-938-5507.
CHOICES II involves participants in more in-depth assessment and intervention
efforts aimed at assisting them in making healthy decisions. This second level
of the program may include referral to a University counselor and/or an outside
counseling agency. For more information, call 724-938-5507.
CalCard — University Identification Card
The CalCard is both a campus identification card and a convenient way to make
purchases and use services on campus. The CalCard is available to all California
University of Pennsylvania students, faculty, staff and eligible guests. The
CalCard comes ready to use and pre-programmed with basic services, and can be
enhanced based on users’ needs.
CalCard Services
AAA — Part of the basic service of each student CalCard is the AAA Roadside
Assistance Program. Under this program, Cal U students can receive two
free, limited roadside assistance calls from AAA per academic year. To use
this feature, simply call the toll-free number on the back of the CalCard. The
AAA Roadside Assistance identification number is the user’s University e-mail
address. For more information, visit the information desk in the Natali Student
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Access — Students who reside on campus use their CalCard to access their
residence halls. Students residing at Vulcan Village use their CalCard to access
the clubhouse.
Banking/Financial Services — On-campus financial services are offered to
students, faculty and staff through the Pennsylvania State Employees Credit
Union (PSECU) in conjunction with the CalCard. Students can elect to have
their CalCard activated for use as an ATM/debit card associated with their
account. The PSECU E-Center is located on the lower level of the Natali Student
Center. ATMs are located at the Natali Student Center and at the Vulcan Village
apartments.
Entertainment — Students who have paid the Student Association fee receive
free admission to most entertainment events sponsored by the Student
Association Inc.
Fitness Center — Students who have paid the Student Association fee receive
unlimited access to the Herron Recreation and Fitness Center. Faculty, staff and
alumni who have purchased a membership use their CalCard to gain admission
to the fitness center.
Manderino Library — The CalCard is used to check out materials and access the
library’s PILOT system.
Tickets — Students who have paid the Student Association fee receive free
admission to all home, regular-season intercollegiate sporting events. Tickets for
other events can be purchased at the Information Center using Shop Dollars.
Transit — Present a valid student CalCard to ride any of the Mid Mon Valley
Transit Authority bus routes free of charge. Schedules are also available on
campus at the Natali Student Center and Public Safety Office or online at:
http://www.mmvta.com.
CalCard Accounts
CalCard accounts work like a debit account; users deposit funds in advance and
their account is debited each time they make a purchase.
Meal — Everyone enrolled in a meal plan will use the CalCard to pay for their
meals. When purchasing a meal, just present the CalCard to the cashier. The
user’s Dine Account will be automatically reduced by one meal. Everyone
enrolled in a meal plan will automatically receive a Dine Account.
Dine — Opening a declining-balance Dine Account is as simple as making a
deposit at the Bursar’s Office. The Dine Account can be used to pay for food at all
food service locations.
Shop — The CalCard Shop Account is the master debit account for on-campus
use. Just make an initial deposit at the CalCard Office by check or credit card,
or by cash at a Value Transfer Station, located in the Natali Student Center or
Manderino Library. Shop Dollars can be used to make purchases at all food
service locations; Cal U Student Bookstore; vending machines; laundry facilities;
Manderino Library for photocopies and overdue book fines; Information Center
for tickets, manuals, stamps and CalCards; and Hamer Hall concession stand.
Shop Dollars are carried over from semester to semester. Shop Dollars can also
be deposited through the web at http://sai.cup.edu/calcard.

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Lost Cards
Report lost CalCards to the CalCard Office. CalCards can also be suspended via
the Web at http://sai.cup.edu/calcard. Those who have selected the option to have
their CalCard activated as an ATM/debit card also need to contact PSECU if their
card is lost or stolen.
Additional Information
For more information, visit the information desk in the Natali Student Center,
call the CalCard Office at 724-938-4300 or e-mail to calcard@cup.edu. Be sure to
check the CalCard website for information at http://sai.cup.edu/calcard.
California Times (California Student Newspaper)
The California Times is the University’s student newspaper, owned and operated
by the Student Association Inc. The Times supports the educational mission of
California University and the Pennsylvania State System of Higher Education
by providing students with co-curricular journalism production experience.
Students are given leadership responsibilities in virtually all aspects of creating
a weekly print and online newspaper publication for the University community.
Areas of specialization are available in news writing, reporting, graphic design,
photography, advertising and editing. For more information, call 724-938-4321 or
e-mail helsel_j@cup.edu.
Cal U Student Bookstore
The Cal U Student Bookstore, located on the first level of the Natali Student
Center, offers varied services to all students, faculty and staff, including a
textbook reservation service that allows students to order books before the first
week of class with its online service at http://www.calupa.bkstr.com. Payments
accepted are Visa, MasterCard, Discover, American Express, cash and checks.
If you would like to charge against excess financial aid during the first week of
class (spring and fall semesters), you can file the authorization form found at
http://sai.cup.edu/book/ with the bookstore prior to beginning of the semester.
The Cal U Student Bookstore offers a variety of other items, including Cal U
clothing and giftware, magazines, study guides, greeting cards and computer
software.
Campus Ministry
Spiritual development is an integral part of the process of education and human
growth. A campus ministry, staffed by professional campus ministers, fosters
the development of spiritual and religious student life. The campus ministry
of California University of Pennsylvania, 724-938-4573, is located in the Natali
Student Center, Room 143. Office hours are 10 a.m. to 4 p.m. on weekdays while
the University is in session.
Clubs and Organizations
A large array of active clubs and student organizations are offered through
academic departments and the Student Association Inc. These groups provide
social, educational, community service and leadership opportunities for students.
A complete list of SAI-funded organizations, their current advisers and phone
numbers may be found in The Student Handbook or at:
http://sai.cup.edu/sai/clubs.

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Commuter Center/Commuting and Nontraditional Student Services
Commuting students, including nontraditional students, comprise
approximately two-thirds of the total student population. The Commuter Center,
located on the first level of the Natali Student Center, offers a host of services,
such as share-a-ride, computer access and opportunities for involvement, to
commuter and nontraditional students. In addition to providing a comfortable
place away from classes, the center is also a place for commuting students to
involve themselves in University life by socializing with their peers, taking
advantage of activities provided for students and their families, and becoming
involved in student leadership as members of the Commuter Council. For more
information, call 724-938-4553.
Commuters and guests of the University who wish to avoid parking on the lower
campus are urged to use the Park and Ride lot across the street from Vulcan
Village. Regular shuttle service is available to the lower campus through the Mid
Mon Valley Transit Authority. The shuttle service is free of charge for California
University of Pennsylvania students with a valid CalCard. There is a nominal fee
for nonstudents to ride the shuttle. For more information, call 724-489-0880.
The Office of Student Development and Services and the Student Association
Inc. jointly support commuting students at Cal U. For more information, visit the
Commuter Center and the Commuter Center Web page at:
http://sai.cup.edu/commuter/.
Counseling and Psychological Services
Counseling Center faculty members provide short-term psychological services to
University students with problems that interfere with their adjustment to campus
life, personal development or effective educational performance. The center
provides the following psychological services to University students: evaluation,
consultation and emergency intervention. Students requiring intensive or
specialized care will be referred to community mental health providers. Services
are confidential in accordance with federal confidentiality rules and state law.
To make an appointment, call 724-938-4056, 8 a.m. to 4 p.m., Monday through
Friday, while school is in session. Evening sessions may be available by special
appointment. After-hours and weekend crisis intervention is facilitated through
the Public Safety department at 724-938-4299.
Activities Transcript
The activities transcript is an official record of the extracurricular activities,
accomplishments and learning experiences of students attending Cal U. Official
copies of the activities transcript may be used to complement a student’s resume
and academic transcript when applying to professional and graduate schools
or prospective employers. The activities transcript is the map for navigating
through a student’s California University experience. By reviewing the transcript
each semester or academic year, students will begin to identify strengths as well
as identify areas they might improve. This information can guide a student’s
choice of activities in the following semester. Students can register and manage
their transcripts online at http://sai.cup.edu/activitiestranscript.
California University Television (CUTV)
California University Television (CUTV) is the University’s cable television
station, which is owned and operated by the Student Association Inc. CUTV is
seen in nearly 100,000 homes, 24 hours a day, on the Atlantic Broadband and
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Armstrong systems, and on the Video on Demand menu in the Comcast cable
system.
The mission of CUTV is to produce and provide programming of regional
community interest while providing valuable hands-on educational experience
for interested students. This applied learning supports the mission and goals
of California University as well as the priorities and imperatives of the State
System of Higher Education. Students can develop skills in television technology
through experience in a variety of technical areas, including camera work,
editing, direction and other production roles, as well as on-air talent positions.
California University Television produces a variety of informational, educational
and entertainment programs. Examples include “CUTV Newscenter,” a live
news show; a variety of local government meetings; a local talk show called
“Valley Views;” and many more. CUTV is heavily involved with University
and area high school sports coverage. Over the past several years, CUTV has
produced all of California University’s football and basketball contests as well
as various volleyball, soccer, baseball and softball events. CUTV also produces a
weekly coach’s show for the sport in season. CUTV also produces “High School
Football Game of the Week,” with several of these contests carried live to a
statewide audience via the Pennsylvania Cable Network (PCN).
CUTV has been recognized by many national organizations. The National
Association of Collegiate Broadcasters (NACB) awarded CUTV Best in the
Nation and Station of the Year honors for its news and sports. The station has
also received more than 25 Telly awards for its sports, news and documentary
coverage. In addition, CUTV has received awards from the Society of
Professional Journalists, Communicator, Videography and Axiem organizations.
Offices and studios are located in the Natali Student Center. CUTV also
maintains a fully loaded production truck, capable of producing multi-camera
field events. The program employs a staff of three professionals and enjoys
a student membership of more than 40. For more information, contact J.R.
Wheeler, Assistant Dean of Student Services/Media, Natali Student Center, 724938-5823, or wheeler@cup.edu
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. A detailed dining service brochure may be
obtained at the information desk in the Natali Student Center.
Housing: Living@Cal U
Living@Cal U offers a variety of options for students, all designed to fit a variety
of lifestyles from the first year of college through graduate school. University
housing was designed with significant input from students, resulting in facilities
and services tailored to students’ changing needs. Suite-style residence halls on
the lower campus house students who are primarily freshmen, but also include
a mix of upper-class students to promote community development and sharing
of campus traditions. Since the first year of college typically involves numerous
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academic, personal and social transitions, the staff’s emphasis is on support and
building community so students feel connected to Cal U, adjust to their new
home and succeed academically. As students mature and want to branch out
on their own to more independent living, the garden-style apartment complex,
Vulcan Village, is available. Fully equipped apartments that house students
just one mile from the lower campus give students the increased freedom and
independence they’re ready for.
Students must purchase a food service plan if they live in the suite-style halls on
the lower campus. Vulcan Village apartments have fully equipped kitchens, so a
meal plan is optional.
Lower-Campus Housing: The Suite Life
Housing on the lower campus is not guaranteed for everyone. A majority
of lower-campus spaces are reserved for incoming first-year students, who
are assigned on a first-come, first-served basis, so it helps to apply as early
as possible. Each year, a percentage of the spaces available is set aside for
upperclassmen, and a lottery is held to determine who can contract for lowercampus housing.
Students not selected in the lottery must fulfill the remainder of their foursemester residency requirement at Vulcan Village, as University policy states that
all first-time freshmen who continue enrollment are required by the University
to reside in University housing (either lower-campus halls or upper-campus
housing (Vulcan Village), for the first four semesters of their college career, with
the following exceptions:
• Students commuting from the residence of their parents or legal guardians;
• Married students; and
• Students who are 21 years of age or older by the date of registration.
The housing contract is binding and includes both the fall and spring
semesters of an academic year.
The University retains the right to assign all students to particular residence
halls, floors and roommates in the best interests of the University. You may
request a room or roommate(s), and we will attempt to honor the request, but
will not be obligated to do so. The University will not guarantee any student a
given room, roommate or residence hall based on class rank, previous occupancy
or any other criteria. The assigned space remains the property of the University
and regulations apply for its use. Failure to abide by set regulations may result
in disciplinary action. If your behavior indicates that you are not suitable for the
residence hall environment, the University has the authority to take possession
of a given room at any time without refunding fees. Contracting for housing on
the lower campus in any academic year does not obligate the University to offer
housing in the same location in future semesters. For more information, contact
the Housing and Residence Life Office at 724-938-4444.
The University has coed residence halls, all of which are completely smoke-free
and consist of suites in various configurations. All suites are single-gender. Fully
air-conditioned and carpeted, the suites provide the most popular amenities
students requested during construction planning. Each residence hall has a
computer lab, community room, TV area with large screen TV, a kitchen and
vending area, recycling area, full CalCard use, and digital video cameras. Each
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floor also has a lounge, study and laundry rooms, while each suite provides free
local telephone service, TV cable and high-speed Internet connection.
The lower-campus residence life program at California University serves
the needs of residential students and is designed to create a stable living
and learning environment based on the University’s core values of Integrity,
Civility and Responsibility. Here, the halls are more than a place to sleep; they
are a learning experience. For many of you, coming to college is your first
opportunity to be away from parents, siblings and lifelong friends. Residential
living encourages you to develop a sense of independence and to build new
relationships with a variety of people, often resulting in long-lasting friendships.
Each semester, the staff works with students to plan activities and programs that
promote learning outside the classroom and help create a sense of community
within the halls. In addition, hall living can also be a cultural learning experience
because you will be living and interacting closely with a variety of students.
This interaction helps to dispel myths and stereotypes about people and their
backgrounds. There are many opportunities for student governance, including
hall council, inter-residence hall council and inter-residence hall judicial board.
Students who take advantage of the full experience offered by residence hall
living will learn about themselves as they gain hands-on experience in applying
what they learn in class, develop communication and leadership skills, and
create lifelong friendships.
A detailed description of the residence life program, facilities and residence hall
rules and regulations is included in The Student Handbook.
Specialty Housing
Residence life offers students the opportunity to live in a community consisting
of students who share interests or concerns for similar issues. Current special
interest housing, offered when there is sufficient demand, includes wellness,
quiet, limited visitation, single gender and the University Honors Program.
Residence Life Staff
Each residence hall is supervised by a professional residence hall director, who
assures that students’ experience with the “suite life” is comfortable, safe and
contributes to their personal development and academic success. This director is
supported by community assistants, undergraduate or graduate student leaders
who live on each floor of the halls.
Safety and Security
While safety requires the cooperation of all members of the residence hall
community, the University uses several strategies to promote a secure living
environment. In addition to the live-in staff that is available through a 24-hour
on-call schedule, residence hall desks are staffed or monitored 24 hours a day.
Hall access is controlled through main doors near the desk, with other doors
alarmed for emergency use only. The residence halls are locked at all times.
Only residents using their CalCards have unrestricted access. Guests must call
from the entrance and be signed in and escorted at all times. A state-of-the-art
sprinkler, fire and smoke detection system ensures prompt response to fire
emergencies. Digital video cameras are positioned at all entrances and exits,
as well as inside the halls on each wing door. All halls have emergency phones
outside the entrances.
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Inter-Residence Hall Council
This body represents the interests of students who live in the residence halls on
the lower campus. The council provides a forum for residence life issues and
sponsors various activities.
Tech Support
California University provides a computer lab with a printer in each residence
hall for residence hall student use. The labs are fully integrated into the
University’s network. You have access to any of the network services on campus,
including Manderino Library, other State Systems libraries, students’ e-mail
and web space, the Internet, and other services. All labs are available 24 hours
a day, seven days a week, during the school term and are accessed by using
your room key. The residence hall labs are for residents and their guests with a
valid ID (residents have priority). Rules posted by staff must be followed. Each
lab has a laser printer, but you must supply your own paper. If you bring your
own computer, all residence hall rooms have Cat-6 connections for hookup to
the network. This service is provided at no additional cost. There is no need
to use a modem or have a contract with an outside Internet provider. You
need an Ethernet cable and 10BaseT Ethernet card installed and working. The
University does not provide or install the Ethernet card or cable. All students
living in the residence halls must have their computer scanned for the proper
antivirus software for service and review the acceptable use policies. For more
information, visit: http://sai.cup.edu/calhousing, or call residence life tech
support at 724-938-1575.
Upper-Campus Housing: Vulcan Village
Vulcan Village is located one mile from the lower campus next to the University’s
sports complex. The property has 10 three-story buildings that primarily house
768 upper-class students in 199 separate apartment units. Vulcan Village offers
a variety of apartment configurations to meet students’ needs, including fourbedroom apartments with a private bath for each resident (4x4), four private
bedrooms and two shared baths (4x2), and two private bedrooms with private
baths (2x2). Residents are responsible for their own individual lease. Vulcan
Village is staffed by five full-time office staffers, including a live-in professional,
10 student community assistants, three full-time maintenance staffers and
a part-time groundskeeper. The staff attends to the needs of the residents,
which include responding to maintenance requests and developing social and
educational opportunities for residents to attend.
Each apartment has a full-size stove, microwave, refrigerator, dishwasher,
garbage disposal, and washer and dryer. High-speed wireless Internet (as well as
hard-wired Ethernet), local telephone service and cable television service are all
included in the rent and available in each bedroom and the common area/living
room. All other utilities, such as water, sewage, electric and garbage, are included
with the rent as well. Each unit is equipped with interconnected smoke detectors
and a sprinkler system. There is a fully equipped fitness center on the property
along with two computer labs. Additionally, the clubhouse includes a recreation
room with a large screen TV, digital cable and two videogame systems. Other
amenities include outdoor volleyball and basketball courts as well as an outdoor
swimming pool. There is also a convenience store, The Mighty Bite, located in
the clubhouse. Parking is available at each building and regular bus service is
provided to the lower campus by the Mid Mon Valley Transit Authority. The
bus service is available at no charge with a valid CalCard. For more information
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about Vulcan Village, call 724-938-8990 or visit website at
http://www.myownapartment.com/vulcanvillage.
Off-Campus Housing
The Office of Off-Campus Housing works with students, landlords and borough
officials to educate and promote the safety and welfare of all students residing
in off-campus facilities. The office also assists students in their search for offcampus housing by providing an off-campus housing list and various resource
and educational materials, such as the Student Educational Guidebook for OffCampus Living. For more information, call 724-938-4444 or visit
http://sai.cup.edu/housing/och.
Disclaimer: The information contained in the off-campus list is provided as a
service to students. The data collected or transcribed may at times be inaccurate.
The University, its employees or students are not responsible for any claims or
damages that may be incurred. The Office of Off-Campus Housing makes no
warranty on the conditions, terms, prices or other information contained therein.
This information is to be used as a guide to help students locate off-campus
housing and is not to be taken as approved or sanctioned off-campus housing.
This does not create an enforceable obligation to any party from California
University of Pennsylvania, the Pennsylvania State System of Higher Education
or the students of California University.
Intercollegiate Athletics
The University sponsors a comprehensive athletic program for both men and
women. The athletic program is regulated by the policies of the athletic forum
and administered by the director of athletics. It is governed by the Office
of Student Development and Services with the vice president as the senior
administrative officer.
Eighteen varsity sports are available to students who desire to participate in
intercollegiate athletics and who meet the academic standards of the University,
the PSAC and the NCAA. For men, California offers baseball, basketball, cross
country, football, golf, soccer, and indoor and outdoor track and field; for women
California offers basketball, cross country, golf, softball, soccer, tennis, indoor
and outdoor track and field, swimming, and volleyball. Freshman students must
apply to the NCAA Clearinghouse to be eligible to compete in intercollegiate
athletics during their freshman year. Specific requirements may be obtained from
the high school counselor, the University athletic director or the Admissions
Office.
Academic progress for athletes is monitored, and a professional staff of athletic
trainers is always available. All student athletes are encouraged to participate
in the athletic CHAMPS leadership development program at some time during
their athletic careers. The program combines student athletes from all sports
to discuss values, communication, career services, resume writing, manners,
etiquette and diversity.
International Student Services Office
California University currently welcomes international students representing
19 countries. International students provide cultural diversity and furnish the
institution and the surrounding community with an expanded and enlightened
perspective. The mission of the International Student Services Office is to meet
the unique needs of the international students enrolled at California University
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and to provide each one with a sense of belonging. In addition, the International
Student Services Office strives to provide opportunities for the international
student to experience not only American culture, but other representative
cultures as well. One such opportunity, open to the entire University community,
is membership in the International Club. The International Club sponsors several
activities, including the annual International Dinner each spring semester. The
International Student Services Office and the All Nations Room, home of the
International Club, are located in Carter Hall, Room G-35. For more information,
call 724-938-5506.
Student Exchange Programs
California University is affiliated with both the National Student Exchange (NSE)
and Cultural Experiences Abroad (CEA) organizations. NSE (http://www.NSE.
org) enables students to exchange domestically to their choice from nearly 200
schools throughout the United States. CEA (http://www.GoWithCEA.com) offers
exchange to multiple locations throughout 15 countries worldwide.
The Student Exchange Program office provides guidance to students on how
to participate, determine available funding and obtain full-time credit while on
exchange. A successful candidate for exchange has a willingness to undertake
exposure to unfamiliar environments and is able to demonstrate academic
integrity.
National Student Exchange (NSE)
Students can exchange to other NSE member campuses located throughout
the United States and its territories without having to pay the high cost for
out-of-state tuition. Since its establishment in 1968, NSE has grown to nearly
200 member campuses. A student may study at the NSE member institution of
their choice for up to a full academic year, undertaking courses approved for
application to their degree program at California University through approval
of their academic adviser. Students have the choice to pay either California
University tuition/fees or in-state tuition/fees at the institution to which they
exchange. For further information, contact the Student Exchange Program
director at 724-938-5505 and visit the NSE website at http://www.nse.org.
Cultural Experiences Abroad (CEA)
CEA provides students the opportunity to experience international education
and cultural exchange through offerings at institutions located in 27 cities in
Argentina, Australia, China, Costa Rica, Czech Republic, England, France,
Germany, Ireland, Italy, Mexico, Poland, Russia, South Africa and Spain. CEA
has been chosen to collaborate with California University in large part due
to their practices of special attention to students in customer service, cultural
immersion, academic services and the well-being of participants. Students
undertake courses approved for application to their degree program at California
University through approval of their academic adviser. CEA offers partial
student scholarships to qualified students. For more information, contact the
coordinator at 724-938-5505 and visit the CEA website at:
http://www.GoWithCEA.com.
Intramurals
The intramural program is designed to provide students with a flexible
yet structured environment in which to participate in sports. Activities are
administered in league format with various divisions serving men’s, women’s
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and open coed recreational teams. Teams and individuals must formally register
for activities. The program is open to all current students, faculty and staff. For
more information, contact Recreational Services at 724-938-5907.
Judicial Affairs
The Office of Student Development and Services is responsible for administering
the conduct system and developing behavioral standards. The Office of Student
Conduct performs pre-hearing interviews with students charged with a violation
of the conduct regulations, which may take place on or off campus; takes
administrative disciplinary action in certain cases; administers student/faculty
conduct board hearings; maintains all University disciplinary records; and serves
as a resource to faculty, staff and students for behavioral problems.
The Statement of Student Rights and Responsibilities: Student Code of
Conduct outlines the behavioral standards students are expected to abide
by in order to create a positive community. The Office of Student Conduct
and designated hearing officers are responsible for resolving any alleged
violations of these behavioral standards through the process described in the
statement, which is available in the Student Planner and on the University’s
website. These behavioral expectations are based on the University’s Rights
and Responsibilities. The University reserves the right to impose sanctions,
such as declining readmission and removal from University housing and/or the
University, following appropriate University conduct procedures. Immediate
actions may be taken on an interim basis for actions deemed to create a danger to
the University community.
Multicultural Student Programs
The Office of Multicultural Student Programs provides programs and activities
that support the ideals of a culturally diverse learning community. It serves as
an advocate for students from diverse backgrounds and offers consultation to
other members of the University community when planning programs and
events. For more information, contact LaMont Coleman at 724-938-5697 or
coleman_lm@cup.edu.
Website Development
The Student Association Inc. Student Web Development team, located in the
Multimedia Access Center, consists of student employees and volunteers who
develop and maintain all the websites of Student Life. They are available to help
clubs and organizations, auxiliary services, student activities, and all areas of
Student Development and Services to design and post their sites. Explore the vast
offerings for Cal U students, beginning with the Student Life home page located
at http://sai.cup.edu.
The PEACE Project
The PEACE Project (Prevention, Education, Advocacy for Change and
Empowerment) raises awareness and educates the campus and community on
sexual assault, stalking and relationship violence. In addition, PEACE offers
survivors and their loved ones advocacy and support on their journey to healing.
The PEACE Project is located in the Women’s Center in Carter Hall, Room G45.
For more information, contact 724-938-5707 or e-mail peace@cup.edu or visit
http://sai.cup.edu/peace_project/index.jsp.

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Recreational Services
The mission of the Department of Recreational Services is to provide recreational
facilities, programs and developmental opportunities for the University
community. Recreational Services provides exposure to a variety of activities
that contribute to individual physical fitness. The department also creates
opportunities for cooperative and competitive play in game form. Seven service
areas fall within the department: extramurals, fitness, informal recreation,
instructional programs, intramural sports, sports clubs and wellness.
Social Fraternities and Sororities
A sorority or a fraternity is an organization whose members have chosen to
establish a close affirmation and friendship with each other. Membership helps
to provide leadership opportunities and career preparation. Every chapter
encourages and expects above average scholarship and participation in various
activities that offer valuable experience. Community service is also encouraged.
For more information, see The Student Handbook or contact the Fraternity and
Sorority Life office at 724-938-4303.
Student Activities Board (SAB)
Many diverse forms of cultural and contemporary entertainment are offered to
students primarily through the Student Activities Board (SAB). This organization
is composed entirely of full-time undergraduate and graduate students
who meet weekly to view and discuss the possibilities of hosting different
entertainment and cultural programs for the entire University community.
The types of programs that SAB sponsors include weekly movies shown
in the Vulcan Theater; spoken word and singer/songwriter performances;
novelty events, such as laser tag and off-campus trips to Pittsburgh sporting
events; performances at the Pittsburgh Public Theater; and opportunities to see
national and local recording artists in concert venues in the Pittsburgh area. The
organization comprises seven committees, including concerts, lectures, weekend
programming, special events, cultural and fine arts, recreation and film.
For more information about SAB, the types of entertainment and programs it
provides, and how to become a member, call 724-938-4303 or visit the office,
located on the third level of the Natali Student Center near the SAI business
office.
Student Association Inc.
The Student Association Inc. (SAI) is a nonprofit corporation financed in part by
Student Association fees. The executive director serves as the liaison between
SAI and the University. Programs provided by the Student Association Inc. are
determined by Student Congress and by the Student Association Inc. board of
directors.
SAI coordinates the co-curricular activities provided by the University, including
Homecoming, concerts, plays, musical productions, movies, outdoor recreation,
intramural sports, dances, picnics, California University Television (CUTV),
WCAL Radio, The California Times (the student newspaper), Monocal (the
yearbook) and special events, and oversees Roadman Park and the Herron
Recreation and Fitness Center. Intercollegiate athletics are partially funded
by SAI. In addition, SAI coordinates the activities of student clubs and
organizations. The Student Handbook provides a complete listing of active
student clubs and organizations.
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George H. Roadman Park, a 98-acre area located one mile from campus on Route
88 South, is owned by SAI. In January 2009, SAI leased the land to the University
for the development and maintenance of the property. Facilities include tennis
courts, baseball, football, soccer, softball, rugby, intramural fields and picnic area.
For more information, visit the website at http://sai.cup.edu/SAI.
Student Congress
Student Congress is the official student governing body. It is composed of the
Student Senate (60 senators); Student House of Representatives (representatives
from each club); and Student Cabinet. Congress represents and serves the entire
student population. It provides for a student forum, establishes channels for the
communication of students’ concerns to the proper administrative and faculty
personnel, implements programs and activities that enrich campus life, and
creates opportunities for students to exercise and develop leadership skills.
Students are encourage to attend a Student Senate meeting, Mondays at 4:15 p.m.
in Rooms 206/207 of the Natali Student Center, to find out how they can become
active in Student Congress. Students may also call 724-938-4303 or visit the
Student Government office on the third floor of the Natali Student Center.
Student Health Services
The Student Health Center is located in the Wellness Center, Carter Hall,
ground floor. The goal of the Student Health Services department is to provide
high quality health care to our students; to direct students to other health care
providers when appropriate; to provide emergency care for all members of the
University community; to address the specific health needs of those members
of the student population with special problems; and to conceive, develop and
implement relevant health education programs for the University community.
All students must complete a pre-entrance health form that is kept on file. All
medical records are strictly confidential.
The Student Health Center is open 24 hours a day, Monday through Saturday
morning. The center opens at 7 a.m. Monday and closes at 7 a.m. Saturday
morning while the University is in session. It is closed on weekends. A staff
of full-time registered nurses is on duty during operating hours. A qualified
physician and certified nurse practitioner are on duty Monday through Friday
during specified hours. The RN/Physician/CRNP may refer students to local
hospitals in emergencies and for treatment beyond the capabilities of the Student
Health Center. The Student Health Center does not assume responsibility for
doctor bills, hospital bills or prescription costs accrued by the students for
treatment beyond the capabilities of the Student Health Center. The final choice
in hospital selection is the student’s decision.
Ambulance Service
The Brownsville Ambulance Service Inc. (BASI) provides services to Cal U
students without direct charge. Through a contract with SAI, BASI will accept
assignment from your health insurance carrier at its reimbursement rate. This
service is available to all University students living within the service area,
provided they have a valid CalCard.
Medical Absences
Students who are unable to attend classes because of illness should contact their
professors, explain their absences, and arrange for completion of any work that
may have been missed. Student Health Services will send a written notification to
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the professors in the following circumstances (provided the student initiates the
request):
• When a student consults a health care professional at Student Health Services
and the health care professional determines that the student has or had
sufficient medical reason not to attend class.
• When a student has consulted a private physician who has determined that
the student has or had sufficient medical reason not to attend class.
• When a student is confined for longer treatment or care at Student Health
Services or requires extended recovery with bed rest.
• Upon notification from Student Health Services or any other health care
professional, the professor may decide whether to consider the notification as
a valid excuse from class or other academic obligations.
Health Education Awareness Resource Team (H.E.A.R.T.)
H.E.A.R.T. is a team of students promoting health and wellness and providing
opportunities for the campus community to learn about healthy lifestyles
through programs and events, and through information available to students in
the Wellness education room, located in Carter Hall (G-82). H.E.A.R.T. students
can provide information on many different subjects, including but not limited to
nutrition, weight management, physical fitness, sexually transmitted diseases,
stress management and the hazards of tobacco products. The H.E.A.R.T.
peer educator group invites Cal U students interested in providing wellness
information to their peers to join the team.
Student Leadership Development
The Student Leadership Development department fosters ethical leadership
development and encourages involvement in leadership opportunities to
enhance a student’s capacities for dealing effectively with complex problems,
real-life leadership situations and cross-cultural issues. Programs are designed
to promote an understanding of leadership theory and research, skills and
competencies that support leadership effectiveness, a more fully developed
code of personal ethics, and an enhanced sense of lifelong commitment to social
responsibility and citizenship. The Emerging Leaders Program equips potential
student leaders with skills, including public speaking, team building, goal setting
and event planning. This program primarily focuses on first-year students and is
offered during the fall and spring semesters. Workshops are offered throughout
the semester and focus on a particular area of leadership development. For more
information, contact Nancy Skobel at 724-938-5857.
Office for Students with Disabilities (OSD)
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).
Students with disabilities follow the same admission procedures and standards
as required by California University of Pennsylvania’s Admissions offices for all
students. Questions regarding admission procedures and/or acceptance status
should be directed to the Undergraduate Admissions office at 724-938-4404 or to
the School of Graduate Studies and Research at 724-938-4187.
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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
instances where class/program requirements simulate responsibilities of inservice personnel, students must meet the essential functions of the job.
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 permit displayed.
Persons who wish to request a temporary disabled parking permit (six weeks
or less) must apply through and submit documentation to the Office of Public
Safety at 724-938-4299. Parking permits for persons with disabilities beyond
those of a temporary status require application to the Pennsylvania Department
of Transportation; the applications are available at the Office of Public Safety.
Inquiries regarding disability access for students should be directed to the Office
for Students with Disabilities, Azorsky Hall, Room 105, or by phone at 724-9385781 or website at http://sai.cup.edu/osd.
University Conference Services
California University is dedicated to providing superior customer service and
excellence in conference and meeting planning. Faculty or staff members who
need assistance planning a camp or conference, or students seeking a summer job
opportunity, should contact the University Conference Services Office. For more
information, contact University Conference Services at 724-938-1573 or visit the
website at http://www.caluconferences.com and take the virtual tour of available
facilities.
Veterans Affairs
The Office of Veteran Affairs, located in Carter Hall, is open from 8 a.m. to 4
p.m. Monday through Friday. Evening hours may be arranged by appointment.
The phone number is 724-938-4076. All matters pertaining to veterans and those
entitled to veterans’ benefits are handled in this office. The staff processes all VA
forms and enrollment certifications for eligible students. All veterans, reservists,
Nation Guard personnel and eligible dependents applying for entrance to the
University should contact the Office of Veterans Affairs at an early date so
that necessary VA paperwork can be processed to assure timely payments of
educational benefits. Undergraduate veterans are also advised to take advantage
of the University’s program to award college credits for military service schools.
Reservists or members of the National Guard must contact the Office of Veterans
Affairs in the event of activation. The OVA director is the University’s designated
point of contact to coordinate withdrawal due to military activation.
The on-campus Veterans Club sponsors the Colonel Arthur L. Bakewell
Veterans’ Scholarship. Two $1,000 scholarships are currently awarded to eligible
undergraduate veterans.
WCAL (California Radio Station)
Owned and operated by the Student Association Inc. (SAI), WCAL is a 24-houra-day, 3300-watt FM station with a coverage radius of 40 miles. WCAL’s typical
audience member is in the 15-45 age bracket, residing in the five-county region
(Washington, Fayette, Greene, Westmoreland and Allegheny), with secondary
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listeners in parts of Maryland and West Virginia. WCAL has a mission of
providing students with hands-on radio experience, while broadcasting to
a regional audience news, sports, public service information and the best
in popular musical entertainment from a variety of genres. Students who
successfully complete a training program are able to become on-air DJs. For more
information, contact J.R. Wheeler at 724-938-5823 or wheeler@cup.edu.
Multimedia Access Center
Located on the first level of the Natali Student Center, the Multimedia Access
Center houses an Apple computer lab with the latest multimedia software
applications, a scanner, digital cameras, podcast/vidcast equipment and color
printers. The computer lab is available for student use during normal business
hours and makes some of its equipment available for borrowing to students with
a valid CalCard. The lab’s office hours are 8:30 a.m. to 4:30 p.m. Monday through
Friday. The Student Association Inc. supports and maintains the computer lab.
Women’s Center
The Women’s Center seeks to provide a central focus for meeting the needs of
women and students. It has five primary objectives: advocacy, empowerment,
educational programming, collaboration with existing groups and leadership.
The Women’s Center is a service provided primarily for female students of the
University, but all students are welcome to participate. The center, open Monday
through Friday, 8 a.m. to 4 p.m., serves as a gathering place, resource center and
meeting space for independent campus organizations. The center is located in
Carter Hall, Room G45. For more information, call 724-938-5857 or visit
http://sai.cup.edu/womenscenter.
Office of Social Equity
The Office of Social Equity 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 diversity and pluralism.
The Office of Social Equity reaffirms the University’s commitment to equity 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 and affirmative action.
Services
The Office of Social Equity helps students resolve concerns and complaints
regarding harassment, discrimination and disability. As ombudsperson, the
director serves as an advocate for students from diverse backgrounds, offering
consultation and support in equity and diversity issues. The Social Equity office
strives to help individuals explore their attitudes and behavior regarding equity
issues and is available to any student who needs information, assistance or has
a concern about justice, fairness and equal opportunity. Support services are
provided in the following areas:
Equal Opportunity, Diversity, Compliance and Equity
This area offers access to a resource library consisting of videos, books,
pamphlets and other information related to equity and diversity issues. In
addition, the special assistant strives to enhance diversity in the University
community through work with the Women’s Consortium, President’s
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Commission the Status of Women, Frederick Douglass Institute, PEACE Project,
SAFE Zone, and the following standing committees of the California University
Forum: Safety and Social Equity Committee and Core Values Committee.
Social Equity Complaints
The responsibility for investigating complaints is vested in the Office of Social
Equity under the direction of the special assistant to the President. Complete
information regarding policies, procedures, and the informal and formal
complaint processes can be found in the policy statement and compliance
procedures on equal employment opportunity and social equity available from
this office.
Ombudsperson
As ombudsperson, the director offers consultation, assistance and support in
equity and diversity issues. All members of the University community have the
right to seek advice and information from the special assistant to the President,
who will maintain such consultation in confidence to the greatest extent possible.
Sexual Harassment Education Sessions
As part of new student orientation, the Office of Social Equity provides an
education session on sexual harassment awareness. The required student
success session is designed to review the California University policy on sexual
harassment, discuss issues regarding sexual harassment, notify students whom
to contact if they should experience sexual harassment, and inform students that
they can seek help and advice without fear of reprisal. In addition to the personal
small group training format, the Office of Social Equity offers online training in
sexual harassment awareness. All members of the University community have
24-hour access to the program at the following web address:
http://www.newmedialearning.com/psh/cup/index.htm
Location and Hours
The Office of Social Equity is located in South Hall, Room 112. Office hours
are 8 a.m. to 4 p.m. Monday through Friday, and evenings and weekends by
appointment. For services or information stop at the office or call 724-938-4014.
The web address is http://www.cup.edu/president/equity.
Policies
I. Equal Opportunity
See our statement on page ii of the catalog. A copy of the policy is available from
the Office of Social Equity and is also available on the website above.
II. Sexual Harassment
Sexual harassment is reprehensible conduct that will not be tolerated at
California University. The University is committed to providing a harassmentfree atmosphere for all members of the university community. The University
is committed to the human rights and dignity of all individuals; therefore, it is
the policy of the University to prevent and eliminate sexual harassment within
the University community. In addition, it is the policy of the University that
any practice or behavior that constitutes sexual harassment is unacceptable and
will not be tolerated. The Office of Social Equity has an established process to
investigate and address any complaints of sexual harassment. A complete copy
of the complaint procedure is available from this office and on the website.
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III. ADA/504
In accordance with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990 (ADA), California University of
Pennsylvania provides reasonable accommodations for otherwise qualified
students to ensure equal access to University programs and activities.
Office for Students with Disabilities (OSD)
Services for students with disabilities are provided through the Office for
Students for Disabilities (OSD). Students must request accommodations through
the Office for Students with Disabilities and should make the request for
accommodations as soon as possible. The decision regarding appropriateness of
the requested accommodations rests with the service provider office and must be
supported by the student’s documentation on file with OSD. The office is located
in Azorsky Hall, Room 105. The website is http://sai.cup.edu/osd and the phone
number is 724-938-5781.
ADA/504 Appeal Process
If a student considers that a requested accommodation has not been granted
or is inappropriate, he or she should immediately discuss the matter with the
OSD director, 724-938-5781. If the student is not satisfied with the result of this
conference, he or she should contact the ADA Compliance Office, 724-938-4056.
This office helps to ensure compliance with Section 504 of Rehabilitation Act
of 1973 and the Americans with Disabilities Act and provides an avenue of
resolution for student problems/concerns regarding accommodations. If the
student does not reach accord at this level, he or she may appeal to the Office of
Social Equity. The Office of Social Equity has an established process to investigate
and address any complaints of discrimination on the basis of a disability.
IV. Affirmative Action Statement
Integrity, Civility and Responsibility are the official core values of California
University of Pennsylvania, an affirmative action/equal opportunity employer.
Women, minorities and the physically challenged are encouraged to apply.
V. Nondiscrimination Statement
California University of Pennsylvania is an academic community dedicated
to the ideals of justice, fairness and equal opportunity for all. In compliance
with federal and state laws, the University is committed to providing equal
educational and employment opportunities for all persons without regard
to race, color, sex, religion, national origin, age, disability, ancestry, sexual
orientation or status as a disabled or Vietnam-era veteran. The University will not
tolerate racial, ethnic or sexual discrimination. Sexual harassment is considered
by law to be a form of sexual discrimination and is, therefore, unacceptable.
Direct equal opportunity and affirmative action inquiries or complaints to the
Special Assistant to the President for EEEO/University Ombudsperson, Office of
Social Equity, South Hall 112, 724-938-4014. Direct inquiries regarding services
or facilities accessibility to the ADA/504 Compliance Officer, Office of Student
Development and Services, Azorsky Hall 105, 724-938-5781. Direct Title IX
inquiries to the Senior Women’s Administrator/Title IX Coordinator, Department
of Athletics, Hamer Hall 248, 724-938-4351.

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Governance and Administration
Pennsylvania State System of Higher Education
Chancellor
John C. Cavanaugh
Board of Governors
Kenneth M. Jarin, Chairman
C.R. “Chuck” Pennoni, Vice Chair
Aaron A. Walton, Vice Chair
Matthew E. Baker
Marie Conley Lammando
Paul S. Dlugolecki
Richard Kneedler
Michael K. Hanna
Vincent J. Hughes
Joseph F. McGinn
Sen. Jeffrey E. Piccola
Guido M. Pichini
Gov. Edward G. Rendell
Harold C. Shields
Thomas M. Sweitzer
Christine J. Toretti
Dr. Gerald L. Zahorchak
California University of Pennsylvania President
Angelo Armenti, Jr.
Council of Trustees
Mr. Leo Krantz, Chair
Mr. Robert J. Irey, Vice Chair
Ms. Ashley Baird, Secretary (student trustee)
Mr. Peter J. Daley, II
Mr. James T. Davis
Mrs. Annette Ganassi
Mr. Lawrence O. Maggi
Mr. Michael Napolitano
Mrs. Gwendolyn Simmons
Mr. Jerry Spangler
Mr. Aaron Walton
The Honorable John C. Cavanaugh, Chancellor, ex-officio
The business address for the Council of Trustees is:
California University of Pennsylvania
250 University Avenue
Campus Box 95
California, PA 15419

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The Honorable John C. Cavanaugh, ex-officio
California University Council of Trustees
c/o Dixon University Center
2986 North Second Street
Harrisburg, PA 17110
California University of Pennsylvania Office of the President
Angelo Armenti, Jr., president
Lisa McBride, special assistant to the president for EEO/social equity officer
Norman G. Hasbrouck, special assistant to the president/director of continuous
improvement
Richard L. Kline, director of institutional research
Dee Stalvey, executive associate to the president
Office of the Executive Vice President
Joyce Hanley, executive vice president
Ron Paul, executive director of the Character Education Institute
Kathy Gavazzi, director of Summer College
Daphne Livingstone, executive staff assistant
Academic Affairs
Geraldine M. Jones, provost and vice president of academic affairs
Bruce D. Barnhart, interim associate provost and vice president for academic
affairs
Don Lawson, director of honors program
Leonard Colelli, dean, Eberly College of Science and Technology
William Edmonds, dean of admissions
Rhonda Gifford, director of career services
Belinda Smith, director of articulation and transfer evaluation
Douglas Hoover, dean of library services
Kevin Koury, acting dean, College of Education and Human Services
John Cencich, interim dean, School of Graduate Studies and Research
Harry M. Langley, associate provost for student retention
Marta McClintock-Comeaux, director of women’s studies
Karen Posa, director of University-wide mentoring
Suzanne Powers, director of graduate recruitment and admissions
Karen Primm, director of internship center
Jodie Rooney, academic events coordinator/Act 48/Governor’s Institute
coordinator
Vacant, associate provost and University registrar
Jenifer Sigado, director of welcome center, student orientation programs and
University ambassadors
Emily M. Sweitzer, special assistant to the provost/vice president of academic
affairs
Charles E. Talbert, associate director of academic records
Michael Hummel, dean, College of Liberal Arts
Mary Kay Dayner, executive staff assistant to the provost
Ellen Nesser, executive director of the Southpointe center
Daniel Engstrom, interim director of student teaching
Heidi Williams, applications developer
Administration and Finance
Allan Golden, vice president for administration and finance
James Ahearn, director of payroll
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Cinthia Arcuri, director of personnel
Diane Biddle, executive staff assistant to the vice president for administration
and finance
Sharon Elkettani, director of environmental health and safety
James Hansen, interim director of public safety
Betty Kroniser, bursar
Eric Larmi, comptroller
Judith Laughlin, director of purchasing
Rosanne Pandrok, director of budget
Thomas Taylor, director of inventory and risk insurance management
Robert Thorn, director of financial aid
Michael Peplinski, director of physical plant
Development and Alumni Relations
John Fisler, associate vice president of development and campaigns
Howard Goldstein, associate vice president for development
Mitch Kozikowski, associate vice president for development
Lynn Baron, director of donor relations, stewardship and special events
Sharon Navoney, senior director of major gifts and planned giving
Gordon Core, director of planned giving
Lindsey Bennett, major gifts officer
Tony Mauro, major gifts officer
Jessica Urbanik, major gifts officer
Christian Caldwell, manager of advancement services
Peter Glasser, manager of research and prospect management
Amy Lombard, director of alumni relations and annual giving
Leslie Fleenor, assistant director of alumni relations and annual giving
Cathy Connelly, manager of the Annual Fund
Barb McMillen, coordinator, gift and pledge processing
Linda Volek, secretary
Marie Spak, secretary
Rebecca Stoka, secretary
Information Technology Services
Chuck Mance, vice president for information technology services
Becky Nichols, director of applications and academic support
Vacant, director of information technology operations
Vacant, director of security, quality and compliance
Student Development and Services
Lenora Angelone, vice president for student development and services
Nancy Pinardi, associate vice president for student development and services/
executive director, S.A.I.
Timothy Susick, associate vice president for student development and services
Lawrence Sebek, dean for student services
Barry Niccolai, dean for residence and off-campus student life
Brenda DePaoli, executive staff assistant, student development and services
Debra Anderson, nurse supervisor
Terri Anderson, nurse
Nicole Arthur, administrative assistant, S.A.I.
Cheryl Bilitski, director, office of students with disabilities (OSD)/assistant
professor
Charles Bohn, director of recreational services, S.A.I.
Megan Burd, resident services manager, Vulcan Village
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Betsy Clark, residence hall director
LaMont Coleman, associate dean for student services/multicultural affairs
Beth Ann Conway, assistant sports information director
Mark Cook, athletic equipment manager
Andrew Diamond, grounds technician, Vulcan Village
Christa Grillo, nurse
Kimberly Cupplo, senior traditional accountant, S.A.I.
Cheryl Danko, coordinator, PEACE Project/advocate
Pam DelVerne, director of new media services/activities transcript coordinator,
S.A.I.
Melissa DiPiazza, secretary, football office
Richard Dulaney, director, University conference services
Travis Eisentrout, athletic business manager
Frances Fayish, nurse practitioner/director, wellness education
Paul Fazio, associate dean for student services/commuter services
Brenda Fetsko, director of Healthy Habits wellness program
Jennifer Gehron, traditional accountant, S.A.I.
Patricia Godla, secretary, office for students with disabilities
Cheryl Golembiewski, student center coordinator, S.A.I.
Lisa Hartley, accounts payable/payroll supervisor, S.A.I.
Scott Helfrich, community manager, Vulcan Village
Jeff Helsel, director of news/video development and publications, S.A.I.
Joy Helsel, director, fraternity and sorority life/special publications, S.A.I
Karen Hjerpe, associate athletic director/senior women’s administrator
Donna Hoak, secretary, women’s center/PEACE Project
Jeremy Hodge, maintenance technician, Vulcan Village
Laura Jeannerette, assistant director, office of students with disabilities (OSD)
Matt Kifer, sports information director
Tonya Kirkland, accounts receivable/office supervisor, S.A.I.
Gene Knight, ID card system technician, S.A.I.
Leigh Ann Lincoln, chief financial officer, S.A.I.
Leslie Loase, associate dean for residence education/learning initiatives/
coordinator of assessment
James Matta, counselor
Christine Matty, nurse
Walter Matuszak, technology support specialist, S.A.I.
Charlene McVay, management technician
Dawn Moeller, clinical psychologist
James Pflugh, assistant dean for student conduct
Robert Prah, director, veterans affairs
Tom Pucci, athletic director
Doug Robinson, maintenance technician
Jamison Roth, director of sport clubs
Mary Ann Salotti, clinical psychologist
Ron Sealy, athletic practice fields foreman, S.A.I.
Autumn Seybert, residence hall director
Jared Shiner, leasing and marketing manager, Vulcan Village
Keith Skirpan, senior housing accountant, S.A.I.
Nancy Skobel, associate dean, director, women’s center/PEACE project director
Doug Smith, assistant director of activities/evening and weekend programming
Gary Smith, director CUTV operations, S.A.I.
Doris Sutch, nurse
199

Carolyn Tardd, administrative assistant, athletics
Diane Tomi, secretary, housing and residence life
Earl Tucker, conference coordinator, S.A.I.
Shawn Urbine, associate dean for residential facilities/conferences
John G. Watkins, assistant dean for student development/international students/
NSE/CHOICES
Sheleta Webb, residence hall director/coordinator University safe zone
Steve Weiss, residence life coordinator, Vulcan Village
J. R. Wheeler, assistant dean for student services/media
Edward Whited, director athletic facilities/recreation services
Terry Wigle, associate dean for student services/CalCard systems/auxiliary
services
Janet Woods, secretary, recreational services, S.A.I.
Thomas Zemany, maintenance manager, Vulcan Village
Launa Zucconi, leasing profession, Vulcan Village
University Relations
Angela Burrows, vice president for University relations
Denise King, executive assistant to the vice president
Craig Butzine, director of marketing
Greg Sofranko, director of creative services
Christine Hudson, assistant director of marketing
Justin Harbaugh, graphic artist
Christine Kindl, director of communications and public relations
Wendy Mackall, assistant director of communications and public relations
Bruce Wald, information writer
Christine Russell, director of web services
John Moore, assistant webmaster
Steve Zidek, assistant webmaster
Greg Buretz, social media coordinator
Doris Wadsworth, secretary

200

Faculty
Faculty (Date of permanent appointment to California University of
Pennsylvania)
Holiday Eve Adair. (1998) Professor, Psychology. B.A., M.A., Ph.D., University of Akron
Amanda M. Allen. (2006) Assistant Professor, Health Science Sport Studies. B.S., Ashland University; ATC, MS,
California University of Pennsylvania; Ph.D., Ohio University
Connie Armitage. (2005) Assistant Professor, Elementary and Early Childhood Education. B.S., M.Ed., California
University of Pennsylvania; Ed.D., University of Pittsburgh
Sylvia J. Barksdale. (1999) Professor, Social Work. B.A., M.S.W., Ph.D., University of Pittsburgh
Bruce D. Barnhart. (1986) Professor, Health Science Sport Studies. B.S., California University of Pennsylvania; ATC,
M.Ed., California University of Pennsylvania; Ed.D., West Virginia University
Ralph J. Belsterling. (2001) Associate Professor, Communication Disorders. B.S., M.Ed., M.S., California University
of Pennsylvania; M.S., Clarion University of Pennsylvania; Au.D., University of Florida
Carol M. Biddington. (2005) Associate Professor, Health Science Sport Studies, B.S., M.S., Ed.D., West Virginia
University
William B. Biddington. (1977) Professor and Chair, Health Science Sport Studies. B.S., M.S., ATC, Ed.D., West
Virginia University
Angela Bloomquist. (2008) Assistant Professor, Department of Psychology. B.S., University of Pittsburgh; M.Ed.,
Ed.S., Pennsylvania School Psychology Certification, Ed.D., Indiana University of Pennsylvania
William F. Blosel. (1976) Associate Professor, Business and Economics. B.S., Pennsylvania State University; M.B.A.,
University of Pittsburgh; C.P.A.
Jane Bonari. (2000) Assistant Professor, Elementary and Early Childhood Education. B.S., M.Ed., California
University of Pennsylvania
Barbara H. Bonfanti. (1994) Professor and Chair, Communication Disorders. B.S., Indiana University of
Pennsylvania; M.S., St. Francis College of Illinois; M.Ed., California University of Pennsylvania; Ph.D., University of
Pittsburgh
Sylvia Braidic. (2004) Associate Professor, Educational Administration and Leadership. B.S., M.S., Duquesne
University; Ed.D., University of Pittsburgh
Burrell A. Brown. (1989) Professor and Chair, Business and Economics. B.S., California University of Pennsylvania;
MBA., J.D., University of Pittsburgh
Edward Brown. (1967) Associate Professor, Social Work. B.S., University of Pittsburgh; M.L.S., Carnegie Mellon
University; M.S.W., University of Pittsburgh
Gloria Cataldo Brusoski. (1997) Professor and Chair, Counselor Education and Services. B.A., Duquesne University;
M.Ed., Gannon University; Ph.D., University of Pittsburgh
James O. Burton. (2007) Assistant Professor, Special Education. B.A., Fairmont State University; M.A., West Virginia
University; Ed.D., West Virginia University
Nancy Carlino. (2000) Assistant Professor, Communication Disorders. B.A., Duquesne University; M.A., University
of Pittsburgh
Richard Cavasina. (1992) Professor, Psychology. B.S., M.S., Duquesne University; Ph.D., West Virginia University
John R. Cencich. (2002) Professor and Interim Dean, Justice, Law and Society. B.S., St. Paul’s College; M.S., Virginia
Commonwealth University; LL.M., Kent Law School, University of Kent at Canterbury; Graduate Forensic Science
and Law Certificate, Duquesne University Law School; J.S.D., University of Notre Dame Law School
M. Arshad Chawdhry. (1976) Professor, Business and Economics. B.S., University of Agriculture (Pakistan); M.S.,
University of Agriculture (Pakistan); M.A., University of Maryland; M.S., Ph.D., University of Illinois
Margaret Christopher. (1995) Associate Professor and Chair, Social Work. B.A., Mount St. Mary College; M.S.W.,
M.Ph., Ph.D., University of Pittsburgh
Debra M. Clingerman. (1984) Associate Professor, Business and Economics. B.A., California University of
Pennsylvania; M.B.A., West Virginia University
Ismail Cole. (1988) Professor, Business and Economics. B.A., Harvard College; M.A., Tufts University; Ph.D.,
University of Pittsburgh
Mark D. DeHainaut. (2002) Associate Professor, Business and Economics. B.S., M.B.A., Indiana University of
Pennsylvania; Ed.D., University of Pittsburgh

201

Holly Diehl. (2005) Assistant Professor, Elementary Education. B.S., West Virginia University; M.Ed., Frostburg State
University; Ed.D., West Virginia University
Gail S. Ditkoff. (1986) Professor, Psychology. B.A., State University of New York at Binghamton-Harpur College;
M.S., Ph.D., State University of New York at Albany; Pennsylvania and New York Certified School Psychologist;
Licensed Psychologist
Grafton Eliason. (2004) Associate Professor, Counselor Education and Services. B.A., Duquesne University; M.Div.,
Princeton Theological Seminary; M.Ed., Shippensburg University; Ed.D., Duquesne University
Daniel E. Engstrom. (2001) Associate Professor, Applied Engineering and Technology. B.S., Millersville University;
M.Ed., Bowling Green State University; Ed.D., Duquesne University
Deborah A. Farrer. (2001) Associate Professor, Elementary and Early Childhood Education. B.S., California
University of Pennsylvania; M.A., Ed.D., West Virginia University
Marc S. Federico. (1999) Associate Professor, Health Science Sport Studies. B.S., University of Pittsburgh; M.P.T.,
D.P.T. Slippery Rock University of Pennsylvania
Jamie Foster. (2006) Assistant Professor, Health Science Sport Studies. B.S., ATC, DPT, Slippery Rock University of
Pennsylvania
Lizbeth A. Gillette. (1986) Professor, Educational Administration and Leadership. B.S., Carnegie Mellon University;
M.Ed., University of Pittsburgh; M.Pub.Mgmt., Carnegie Mellon University; Ed.D., University of Pittsburgh
Elizabeth Gruber. (1990) Professor, Counselor Education and Services. B.S., Bowling Green State University; M.A.,
Youngstown State University
Chris T. Harman. (2005) Associate Professor, Health Science Sport Studies. B.S., University of Vermont; ATC, M.S.,
Indiana University; Ed.D., Oklahoma State University
Jeffrey R. Hatton. (2001) Assistant Professor, Health Science Sport Studies. B.S., Lock Haven University; B.S.,
College of Misericordia; OTR/L, M.S., California University of Pennsylvania
Nancy Hepting. (2009) Associate Professor, Communication Disorders. B.S., Clarion University of Pennsylvania;
M.S., California University of Pennsylvania; Ph.D., University of Pittsburgh
Rebecca A. Hess. (2001) Associate Professor, Health Science Sport Studies. B.S., West Virginia University; M.S., West
Virginia University; Ph.D., University of Pittsburgh
Glenn R. Hider. (1998) Professor, Applied Engineering and Technology. A.S., State University of New York; B.S.,
State University College Oswego; M.S., Eastern Illinois University; Ed.D., West Virginia University
Marcia Hoover. (2007) Assistant Professor, Secondary Education. B.S., M.Ed., California University of Pennsylvania;
Ed.D., West Virginia University
J. William Hug. (2007) Assistant Professor, Elementary Education. B.S., Western Illinois University; M.S., Ph.D.,
Pennsylvania State University
Laura Johnson Hummell. (2008) Assistant Professor, Applied Engineering and Technology. B.S.Ed., Pennsylvania
State University; M.Ed., Old Dominion University; Ed.D., East Carolina University
Kirk R. John. (1990) Professor, Psychology. B.A., California University of Pennsylvania; M.Ed., Ed.D., Indiana
University of Pennsylvania; NCSP; Pennsylvania Certified School Psychologist; Pennsylvania Licensed Psychologist
Denise M. Joseph. (2005) Assistant Professor, Communication Disorders. B.S.Ed., Duquesne University; M.S.,
Syracuse University; Ph.D., University of Pittsburgh
Stanley A. Komacek. (1987) Professor and Chair, Applied Engineering and Technology. B.S., California University of
Pennsylvania; M.Ed., Miami University; Ed.D., West Virginia University
Kalie R. Kossar. (2007) Assistant Professor, Special Education. B.A., University of Pittsburgh; M.Ed., California
University of Pennsylvania; Ed.D., West Virginia University
René L. Kruse. (1989) Professor, Applied Engineering and Technology. B.S., Peru State College; M.S., Ph.D., Texas
A&M University
Mary Kreis. (2004) Associate Professor, Health Science Sport Studies. B.S., University of Virginia; M.S., University
of Texas – San Antonio; Ph.D., University of Miami
Regis Lazor. (1972) Associate Professor, Special Education. B.S., California University of Pennsylvania; M.Ed.,
University of Delaware
Sammy P. Lonich. (1989) Associate Professor and Chair, Psychology. B.S., M.S., California University of
Pennsylvania; Pennsylvania Certified School Psychologist; Licensed Psychologist
Nan Li. (2009) Associate Professor, Business and Economics. M.A., Ph.D., City University of New York; M.A., B.A.,
Zhongshan University

202

J. Kevin Lordon. (2003) Associate Professor, Educational Administration and Leadership. B.S., Edinboro University;
M.Ed., Duquesne University; Ed.D., University of Pittsburgh
Ayanna Lyles. (2006) Assistant Professor, Health Science Sport Studies. B.S., University of Connecticut; ATC, M.S.,
California University of Pennsylvania; Ph.D., University of Carbondale
Jeffrey Magers. (2006) Assistant Professor, Professional Studies. B.S., M.S., Eastern Kentucky University; Ed.D.,
Spalding University
Robert Mancuso. (2005) Assistant Professor, Communication Disorders. B.A., West Liberty State College; M.S., West
Virginia University
Margaret A. Marcinek. (1983) Professor, Health Science Sport Studies. B.S., Pennsylvania State University; M.S.N.,
University of Maryland; Ed.D., West Virginia University; R.N.
Nicholas Martin. (2000) Assistant Professor, Psychology. B.S., M.S.W., University of Pittsburgh; M.S., California
University of Pennsylvania; Ed.D., Indiana University of Pennsylvania; Certified School Psychologist; Licensed
Psychologist
Elizabeth Mason. (1987) Professor, Psychology. B.S., M.Ed., Indiana University of Pennsylvania; Ph.D., Ball State
University; NCSP; Pennsylvania and West Virginia Certified School Psychologist; Licensed Psychologist
Barry E. McGlumphy. (2003) Associate Professor, Health Science Sport Studies. B.S., Lock Haven University; M.S.,
University of Arizona; Ed.D., University of Arizona
Beverly J. Melenyzer. (1991) Professor, Elementary and Early Childhood Education. B.S., M.Ed., California
University of Pennsylvania; Ed.D., Indiana University of Pennsylvania
Linda Meyer. (2006) Associate Professor, Health Science Sport Studies. B.S., Lock Haven University; ATC, M.S.,
West Virginia University; Ed.D., Duquesne University
John E. Michaels. (1999) Associate Professor and Chair, Professional Studies. B.S., M.B.A., American University;
D.B.A., George Washington University
Katherine J. Mitchem. (2005) Associate Professor and Chair, Special Education. B.S., Manchester University; M.Ed.,
Drury University; Ph.D., Utah State University
Connie Monroe. (2006) Assistant Professor, Secondary Education. B.A., Case Western Reserve University; PostBaccalaureate Teaching Certification, University of Texas at San Antonio; M.A., Regis University; Ph.D., University
of Dayton
Thomas R. Mueller. (1999) Associate Professor, Earth Science. B.S., Towson State University; M.A., University of
Connecticut; Ph.D., University of Illinois
Charles P. Nemeth. (2000) Professor and Chair, Professional Studies. B.A., University of Delaware; M.S., Niagara
University; M.A., Ph.D, Duquesne University; J.D., University of Baltimore; LL.M., George Washington University
Diane H. Nettles. (1989) Professor, Elementary and Early Childhood Education. B.A., M.A., University of South
Florida; Ph.D., University of South Florida
Young J. Park. (1977) Professor, Business and Economics. B.P.A., Korea University; M.A., Ph.D., Temple University
Pratul C. Pathak. (1990) Professor, English. B.A., M.A., LL.B., University of Delhi, India; M.A., Ph.D., University of
Wisconsin-Milwaukee
John Patrick. (2001) Associate Professor, Counselor Education and Services. B.A., Bloomsburg University of
Pennsylvania; M.S., University of Scranton; D.Ed., Pennsylvania State University
Christine A. Patti. (2005) Associate Professor, Educational Administration and Leadership. B.S., Duquesne
University; M.Ed., University of Pittsburgh; Ed.D., University of Pittsburgh
Gwendolyn D. Perry-Burney. (2001) Associate Professor, Social Work. B.S.W., M.S.W., Temple University; Ph.D.,
University of Pittsburgh
Christine A. Peterson. (2002) Associate Professor, Elementary Education. B.S., Edinboro University of Pennsylvania;
M.S., Johns Hopkins University; Ed.D., West Virginia University
Rebecca A. Regeth. (2001) Professor, Psychology. B.A., M.S., Western Washington University; Ph.D., University of
New Hampshire
Benjamin Reuter. (2004) Associate Professor, Health Science Sport Studies. B.S., Gettysburg College; M.S., Old
Dominion University; ATC, Ph.D., Auburn University
Joni L. Cramer Roh. (1991) Professor, Health Science Sport Studies. B.S., West Virginia University; ATC, M.A.T.,
University of North Carolina-Chapel Hill; Ed.D., West Virginia University
Christine Romani-Ruby. (2001) Associate Professor, Health Science Sport Studies. B.S., Indiana University of
Pennsylvania; ATC, M.P.T., Slippery Rock University of Pennsylvania

203

Carrie R. Rosengart. (2005) Assistant Professor, Psychology. B.S., Tufts University of Medford; M.A., M.S., Ph.D.,
University of Georgia
Susan D. Ryan. (2002) Associate Professor, Earth Science. B.A., University of Western Ontario; M.A., Bournemouth
University, England; Ph.D., University of Calgary
Jeffrey L. Samide. (2005) Associate Professor, Counselor Education and Services. B.A., Saint Vincent College; M.Ed.,
Ed.D., Indiana University of Pennsylvania
Richard D. Scott. (1971) Professor, Psychology. B.A., Pennsylvania State University; M.S., University of
Massachusetts; Ph.D., University of Tennessee
Louise E. Serafin. (1991) Professor, Business and Economics. B.S., California University of Pennsylvania; E.M.B.A.,
Ph.D., University of Pittsburgh
John W. Shimkanin. (1990) Professor, Elementary and Early Childhood Education. B.S., Moravian College; M.S.,
Clarion University of Pennsylvania; Ph.D., Penn State University
Sylvia E. Sholar. (1995) Associate Professor, Communication Studies. B.A., Georgia Southern University; M.A.,
University of Georgia; Ph.D., Temple University
Robert Skwarecki. (2000) Associate Professor, Communication Disorders. B.S., Duquesne University; M.S., Ph.D.,
University of Pittsburgh
Rosalie Smiley. (1999) Professor, Social Work. M.S.W., L.M.S.M., M.P.H., Ph.D., University of Pittsburgh
Robert G. Taylor. (2001) Associate Professor, Health Science Sport Studies. B.S., San Diego State University; M.Ed.,
Frostburg State University; Ph.D., The University of Southern Mississippi
Norma Thomas. (2007) Assistant Professor, Social Work. B.A., Pennsylvania State University; M.S.W., Temple
University; D.S.W., University of Pennsylvania
Taunya Tinsley. (2007) Assistant Professor, Counselor Education and Services. B.A., Augsburg College; M.A.,
University of Iowa; Ph.D., Duquesne University
Linda Toth. (2000) Associate Professor, Psychology. B.S., California University of Pennsylvania; M.S., Duquesne
University; Ed.D., West Virginia University; Pennsylvania Licensed Psychologist
Pamela C. Twiss. (1999) Associate Professor, Social Work. B.A., Point Park College; M.S.W., Ph.D., University of
Pittsburgh
John R. Vargo. (1970) Associate Professor, Elementary and Early Childhood Education. B.S., California University of
Pennsylvania; M.A., West Virginia University; Reading Specialist
Jacqueline Walsh. (1998) Associate Professor, Counselor Education and Services. B.S., M.S., California University of
Pennsylvania; Ph.D., Kent State University
Ellen West. (2005) Associate Professor, Health Science Sport Studies. B.S., California University of Pennsylvania;
ATC, M.S., West Virginia University
Thomas F. West. (2004), Associate Professor, Health Science Sport Studies. M.S., West Virginia University; B.S.,
ATC, Ph.D., Pennsylvania State University
Brian D. Wood. (2005) Assistant Professor, Health Science Sport Studies. B.S., University of Wisconsin-LaCrosse;
M.S., Minnesota State University – Mankato; Ph.D., University of New Mexico
Peter H. Wright. (2000) Professor, Applied Engineering and Technology. B.A., Yale University; M.A., Ed.D., West
Virginia University
Richard M. Wyman. (1992) Professor, Elementary and Early Childhood Education. B.A., Franklin and Marshall
College; M.Ed., Tufts University; Ed.D., University of Washington
Joseph Zisk. (2000) Assistant Professor, Secondary Education. B.S., M.Ed., California University of Pennsylvania;
M.S., Drexel University; Ed.D., Temple University

204

Index

California Times (California Student
Newspaper) 180
California University of Pennsylvania
About California University 4
Identity 2
Legacy 3
Mission 2
Vision 2
California University Television
(CUTV) 181
Cal U Student Bookstore 180
Campus Ministry 180
Campus Network 167
Candidacy 12
Cap and Gown Fee 17
Career Services 169
Certification for Teachers, Permanent
11
Character Education Institute 174
Cheating and Plagiarism 14
Cohorts 10
Communication Disorders, Master of
Science 46
Comprehensive Examinations 16
Computer Accounts 167
Conference Services 192
Cooperative Education 170
Council of Trustees 196
Counseling and Psychological
Services 181
Counselor Education, Master of
Education School Counseling 53
Counselor Education, Master of
Science Community Agency
Counseling 50
Course
Numbering 16
Repeating a 14
Course Descriptions 131
Accounting 131
Administrative Program for
Principals 131
Athletic Training 132
Business 133
Communication Disorders 135
Counselor Education 133
Criminal Justice 137
Early Childhood Education 137
Earth Science 138

A
Academic Affairs 36, 197
Academic Integrity 126
Committee 128
Dealing with Charges of Violating
Academic Integrity 127
Policy and Procedures 126
Academic Probation and Dismissal
14
Accreditations i
Act 48 11
Activities Transcript 181
Administration and Finance 197
Administrative Program For
Principals 36
Admissions 6
Application Deadlines 6
Application Process 6
Canadian Applicants 9
Certification Programs Beyond the
Master’s Degree 7
International Students 7
Non-Degree Students 7
Registration 9
Requesting an application 6
Alcohol and Other Drug Awareness
Programs 178
Alumni Association 177
Ambulance Service 190
Appealing a Grade or Other
Academic Decision 10
Athletic Training, Master of Science
40

B
Bookstore 180
Business Administration, Master of
Science 43

C
CalCard/University Identification
Card
Accounts 179
Services 178
205

Economics 140
Elementary Education 140
Finance 142
General Education 143
Geography 143
Health and Physical Education
145
Homeland Security 145
Legal Studies 145
Management 148
Marketing 148
Master of Arts Teaching 149
Master of Arts Teaching (National
Board Certification Track) 149
Mathematics 151
Nursing Administration and
Leadership 150
Performance Enhancement and
Injury Prevention 151
Professional Education 153
Psychology 155
Reading Specialist 157
Reading Supervisor 158
Research 157
Social Work 160
Special Education 162
Sport Management 158
Superintendent Letter of Eligibility
159
Technology Education 164
Tourism 165
Course Load 12
Credit, Transfer 12
Cultural Experiences Abroad (CEA)
187

of Education Dual Certification 67
Employment/Scholarships 26
English as a Second Language, Master
of Education 62
Examinations
Comprehensive 16
Final 16
Exercise Science and Health
Promotion, Master of Science 71

F
Faculty 201
FAFSA 21
Results 22
Verification 23
Fees 33
Cap and Gown 17
Fellowships 27
Final Examinations 16
Financial Aid 19
Application Process 21
Award Letters 23
Crediting to a Student Account 27
Disbursement 27
Employment/Scholarships 26
Fellowships 27
Free Application for Federal
Student Aid (FAFSA) 21
How to Apply 20
Maintaining Eligibility 28
Office Location and Hours 20
PLUS Loan 25
Probation 30
Programs 24
Refund/Repayment Policy 30
Refunds 28
Renewal 22
Stafford Loan Program 24
Suspension 30
Verification 23
Fraternities 189
Free Application for Federal Student
Aid (FAFSA) 21

D
Degrees
Conferring of 17
Period for Completion of 17
Dining Services 182
Dismissal 14
Distance Education 168

E

G

Early Childhood Education, Master of
Education 59
Elementary Education, Master of
Education 56
Elementary/Special Education, Master

Governance and Administration 196
Academic Affairs 197
Administration and Finance 197
Council of Trustees 196
206

Development and Alumni
Relations 198
Information Technology Services
198
Office of the Executive Vice
President 197
Office of the President 197
Student Development and Services
198
University Relations 200
Grade Point Average
Minimum Cumulative 29
Grades 15
Appealing 10
Special 29
Graduate Assistantships 19
Graduation 17
Application for 17
Checkout 17
Conferring Degrees 17

Homeland Security, Master of
Science 79
Law and Public Policy, Master of
Science 83
Library, Louis L. Manderino 166

M
Master’s Thesis/Project 18
Math Lab 168
Mentally/Physically Handicapped
Autism Spectrum Disorders,
Certificate of Advanced Study 92
Mentally/Physically Handicapped,
Master of Education 87
Minimum Cumulative Grade Point
Average 29
Multicultural Student Programs 188
Multimedia Access Center 193

N

H

National Board Teacher Certification
Preparation (Elementary), Master of
Education 65
National Student Exchange (NSE)
187
Nursing Administration and
Leadership, Master of Science 94

Health Services, Student 190
Ambulance Service 190
Housing 182

I
Instructional Computing Facility 167
Intercollegiate Athletics 186
International Student Services Office
186
Internship Center 171
Inter-Residence Hall Council 185
Intramurals 187
IT Services 167

O
Office for Students with Disabilities
(OSD) 191
Office of Social Equity 193
Office of the Executive Vice President
197
Office of the President 197

J

P

Judicial Affairs 188

Payment Plans 34
PEACE Project, The 188
Period for Completion of Degree 17
Permanent Certification for Teachers
11
Plagiarism 14
Preparation of Papers, Style Manuals
for 11
Probation

L
Learning Labs 168
Math Lab 168
Reading Clinic 168
Writing Center 169
Legal Studies
Criminal Justice, Master of Science
75
207

Academic 14
Financial Aid 30
Psychological and Counseling
Services 181
Public Safety 174

Suspension, Financial Aid 30

T
Teacher Certification, Permanent 11
Technology Education, Master of
Education 120
Tech Support 185
Tourism Planning and Development
Master of Arts 123
Post-Bachelor’s Certificate 123
Transfer Credit 12
Tuition and Fees 33
Payment of 34
Payment Plans 34
Third Party Billing 34

R
Reading Clinic 168
Reading Specialist
Certification Only 96
Master of Education 96
Recreational Services 189
Refund/Repayment Policy 30
Registration 9
Repeating a Course 14
Residence Life Staff 184

U

S

University
Conference Services 192
IT Services
167
Relations, Office of 175, 200
Communications and Public
Relations 176
Marketing 175
University Development and
Alumni Relations 176
Web Team 176

Scholarships 26
School Psychology, Master of Science
99
Secondary Education, Master of Arts
102
Social Fraternities and Sororities 189
Social Work, Master of Social Work
108
Sororities 189
Sport Management Studies
Master of Science 112
Post-Baccalaureate/Post-Masters
Certificate 112
Sports Counseling, Graduate
Certificate 115
Stafford Loan Program 24
Student
Activities Board 189
Association Inc. 189
Congress 190
Development and Services 177,
198
Exchange Programs 187
Health Services 190
Leadership Development 191
Multicultural Programs 188
Style Manuals for Preparation of
Papers 11
Superintendent Letter of Eligibility
Program 117

V
Veterans Affairs 192
Visiting Student Program 173

W
WCAL (California Radio Station) 192
Website Development 188
Withdrawals 13
Women’s Center 193
Writing Center 169

208