Graduate Catalog
California University of Pennsylvania Graduate Catalog
This catalog is edited by the Academic Affairs Office.
California University of Pennsylvania
250 University Avenue
California PA 15419-1394
724-938-4404
www.calu.edu
The core values of California University of Pennsylvania (Cal U) are integrity, civility and responsibility.
Cal U is a member of Pennsylvania's State System of Higher Education.
Pennsylvania's State System of Higher Education
2986 North Second Street
Harrisburg PA 17110
717-720-4000
www.passhe.edu

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Table of Contents
Table of Contents
California University of Pennsylvania Graduate Catalog. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Disclaimer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
From the President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
About California University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Academic Organization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Identity and Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Governance and Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Academic Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
AMS DataStreme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Certificate: AMS DataStreme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Certificate in Arabic Language and Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
M.A. in Arabic Language and Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Business and Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Certificate in Applied Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Certificate in Business Analytics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
M.Acc. in Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
MBA in Business Administration: Accounting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
MBA in Business Administration: Applied Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
MBA in Business Administration: Business Analytics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
MBA in Business Administration: Healthcare Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
MBA in Business Administration: Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
MBA in Business Administration: Nursing Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
MBA in Business Administration: Social Work Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Communication Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
M.S. in Communication Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Computer Science and Information Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Certificate in Cybersecurity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
PSM in Cybersecurity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Counselor Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Certificate in Addictive Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Certificate in Spiritual, Ethical and Religious Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Certificate in Sports Counseling and Student Athlete Mental Wellness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Certificate in Student Affairs Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Certification Only in School Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Counselor Education - Post-Master's Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
M.Ed. in School Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
M.S. in Clinical Mental Health Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Certificate in Applied Criminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Certificate in Behavioral Crime Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Certificate in Corporate Diplomacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Doctor of Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Dual Degree: Applied Criminology and Tactical Strength and Conditioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Dual Major: Applied Criminology and Conflict Resolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Dual Major: Forensic Linguistics and Arabic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Dual Major: Forensic Linguistics and Conflict Resolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
M.A. in Conflict Resolution Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
M.A. in Criminal Justice Studies: Applied Criminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
M.A. in Criminal Justice Studies: Forensic Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Exercise Science and Sport Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Certificate in Group Fitness Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Certificate in Intercollegiate Athletic Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
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Table of Contents
Certificate in Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Certificate in Performance Enhancement and Injury Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Certificate in Rehabilitation Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Certificate in Sport Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Certificate in Wellness Coaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Certificate in Wellness and Fitness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Doctorate of Health Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
M.S. in Exercise Science and Health Promotion: Applied Sport Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
M.S. in Exercise Science and Health Promotion: Group Fitness Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
M.S. in Exercise Science and Health Promotion: Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
M.S. in Exercise Science and Health Promotion: Performance Enhancement and Injury Prevention. . . . . . . 66
M.S. in Exercise Science and Health Promotion: Rehabilitation Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
M.S. in Exercise Science and Health Promotion: Sport Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
M.S. in Exercise Science and Health Promotion: Tactical Strength and Conditioning. . . . . . . . . . . . . . . . . . . . . . . . 69
M.S. in Exercise Science and Health Promotion: Wellness Coaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
M.S. in Exercise Science and Health Promotion: Wellness and Fitness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
M.S. in Sport Management Studies (Generalist Track). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
M.S. in Sport Management Studies: Intercollegiate Athletic Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
M.S. in Sport Management Studies: Strategic Sport Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Legal Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Certificate in Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Certificate in Homeland Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Certificate in Law and Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Certificate in Police Executive Law and Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Certificate in Sexual Assault Investigation and Victimization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
M.S. in Legal Studies: Criminal Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
M.S. in Legal Studies: Homeland Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
M.S. in Legal Studies: Law and Public Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Certificate in Data Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
PSM in Applied Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Certificate in Nursing Administration and Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
MSN in Nursing Administration and Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Certificate in Threat Assessment and Management in Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
M.S. in School Psychology plus Certificate Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Social Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Master of Social Work: Advanced Standing Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Master of Social Work: Regular Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Teacher Education, Administration and Leadership Graduate Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Certificate: Gifted Education Endorsement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Certificate: Reading Specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
M.Ed. in Reading Specialist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
M.Ed. in Teacher Education: Early Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
M.Ed. in Teacher Education: PreK-4 (with certification). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
STEM Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Certificate: Integrative STEM Education K-12 Endorsement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
M.Ed. in Teacher Education: Integrative STEM Education K-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Secondary Education and Administrative Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Certificate: English as a Second Language (ESL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Certificate: Online Teaching Endorsement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Certificate: Superintendent Letter of Eligibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Certification: Administrative Program for Principals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
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Ed.D. in Education Administration and Leadership (only). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Ed.D. in Education Administration and Leadership + SLE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
M.A.T. in Teacher Certification: Art Education K-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
M.A.T. in Teacher Certification: Biology Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
M.A.T. in Teacher Certification: Chemistry Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
M.A.T. in Teacher Certification: Communications Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
M.A.T. in Teacher Certification: Earth Space Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
M.A.T. in Teacher Certification: English Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
M.A.T. in Teacher Certification: Math Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
M.A.T. in Teacher Certification: Physics Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
M.A.T. in Teacher Certification: Social Studies Education 7-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
M.A.T. in Teacher Certification: Spanish Education K-12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
M.Ed. in Educational Leadership: Administrative Program for Principals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
M.Ed. in Educational Leadership: Advanced Studies in Secondary Education and Teacher
Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
M.Ed. in Educational Leadership: Educational Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
M.Ed. in Educational Leadership: Weather and Climatology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
M.Ed. in Teacher Education: English as a Second Language (ESL). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
M.Ed. in Teacher Education: English as a Second Language (ESL) with Certificate. . . . . . . . . . . . . . . . . . . . . 135
Special Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Certificate in Autism Spectrum Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Certificate: Applied Behavior Analysis: Board-Certified Behavior Analyst Preparation. . . . . . . . . . . . . . . . . . . 138
Endorsement in Autism Spectrum Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
M.Ed. in Special Education: 7-12 Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
M.Ed. in Special Education: Applied Behavior Analysis - Autism Track. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
M.Ed. in Special Education: Applied Behavior Analysis - General Track. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
M.Ed. in Special Education: Autism Spectrum Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
M.Ed. in Special Education: Dual PreK-4/PreK-8 Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
M.Ed. in Special Education: PreK-8 Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Technology Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Certificate in STEM Secondary Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
M.Ed. in Technology Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Accreditations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Financial Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Military and Veterans Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Human Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
State Authorization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Global Online Complaint Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Student Affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Accommodations for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Center for Volunteer Programs and Service Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Commuter and Nontraditional Student Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Counseling and Psychological Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Dining Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
End Violence Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Housing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Office of Diversity, Equity and Inclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Recreational Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Student Handbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Vice President's Office / Dean of Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Wellness (Health) Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Tuition and Fees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
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Institutional Review Board (IRB). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Louis L. Manderino Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
University Police. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

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Graduate Catalog
Disclaimer
This catalog is neither a contract nor an offer of a contract. The information it contains was accurate when it
was printed and/or placed on the Internet. Fees, deadlines, academic requirements, courses, degree programs,
academic policies and other matters described in this catalog may change without notice. Not all courses are
offered each academic year, and faculty assignments may change. This catalog is updated annually.

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Graduate Catalog
From the President

California University of Pennsylvania has been a place of opportunity for more than 165 years. Since the
institution was founded in 1852, students have come to California to build a strong academic foundation, fulfill
their personal potential and prepare for successful careers.
Today, Cal U offers a high-quality academic experience, whether students are on campus or online.
Undergraduates choose from among more than 100 programs of study, while graduate-level degree, certificate
and professional certification programs offer opportunities for advanced study and professional growth.
Cal U faculty members are experts in their fields. Although many professors are involved in research or other
scholarly pursuits, their passion is teaching. Working side by side with a team of student support professionals,
our faculty members are committed to empowering students to become confident, successful learners.
Many academic programs include hands-on components, and students are encouraged to extend their learning
beyond the classroom. Through practical, applied learning activities, Cal U students engage with and serve the
community, putting their education to work as they address real-world issues. Both the Career and Professional
Development Center and the Internship Center give our students a competitive advantage as they prepare to
enter the workplace.
Cal U is a student-centered university, and we understand the importance of a vibrant and inclusive campus
environment. University housing is second to none. Students may choose to live in one of the secure, comfortable
residence halls on our main campus, or enjoy apartment-style living in Vulcan Village, just over a mile away on
our upper campus.
More than 100 student clubs and organizations offer leadership opportunities and a broad range of activities. The
Herron Recreation and Fitness Center is open daily for individual workouts, group fitness classes and intramural
sports. On the upper campus, Roadman Park and the Student Association's SAI Farm host athletic contests and
outdoor recreation, as well as academic projects and fieldwork. Renowned speakers, performers and entertainers
visit our campus regularly, creating an atmosphere rich in culture and creativity.
Cal U is proud to be a diverse, caring and scholarly learning community, dedicated to academic excellence. We
strive to support each student and to graduate knowledgeable, confident, career-ready professionals. Inspired by
our core values of integrity, civility and responsibility, we give our students the tools and teaching they need to rise
up and achieve.
As University President and a proud alumna of this great University, I invite you to build your future at Cal U.
Sincerely,
Geraldine M. Jones

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Graduate Catalog
About California University
California University of Pennsylvania lies within the borough of California, a community of approximately 6,800
residents located on the banks of the Monongahela River, less than an hour's drive south of Pittsburgh. It is
accessible via Interstate 70 Exits 15 (PA 43), 16 (Speers) or 17 (PA 88, Charleroi) or via U.S. 40 (PA 43 or 88).
The Mon Valley Fayette Expressway (PA 43) links California to the federal Interstate Highway System. The
University is approximately 30 minutes from Exit 8 (New Stanton) of the Pennsylvania Turnpike, and an hour from
Pittsburgh International Airport.
The main campus consists of 98 acres, including the Phillipsburg annex. The 98-acre recreation complex, George
H. Roadman University Park, is located just over a mile from campus. This complex includes a football stadium,
an all-weather track, tennis courts, a baseball diamond, a softball diamond, soccer and rugby fields, a cross
country course, areas for intramural sports and picnic facilities.
Adjoining Roadman Park is the 94-acre SAI Farm, purchased in 2010. The parcel includes a cross country
course, recreation space and a farmhouse that has been renovated for student meetings. Together, Roadman
Park and the SAI Farm comprise the University's upper campus.
In the University’s award-winning residence halls, students enjoy the comfort and convenience of on-campus
living, usually sharing a bathroom with no more than one other person. All residence halls are air-conditioned and
have state-of-the-art sprinkler and security systems.
Roadman Park is the site of an upper-campus University housing complex, Vulcan Village, whose residents live
in attractive, furnished garden-style apartments. Most have individual baths, living room, dining area, completely
furnished kitchen (including dishwasher and microwave) and full-size washer and dryer. Vulcan Flyer shuttles
make it easy for Vulcan Village residents to ride to and from the main campus.
The geographic location of the University gives the resident student opportunities to explore and pursue a wide
variety of activities. The University is a short drive from scenic locations for camping, hiking, fishing, hunting,
white-water rafting, canoeing and skiing. In addition to varied cultural activities on campus, students have
easy access to the Pittsburgh metropolitan area, located only 35 miles north of the campus. This provides an
opportunity to enjoy the Pittsburgh Symphony Orchestra; the Pittsburgh Ballet; the Civic Light Opera; the David
L. Lawrence Convention Center; the Pittsburgh Steelers, Penguins and Pirates; various museums; and all of the
excitement and attractions of a major metropolitan area.
History
The institution that is now California University of Pennsylvania began as an academy in 1852. It has evolved over
the years into a comprehensive university, one of the 14 state-owned institutions that comprise Pennsylvania's
State System of Higher Education.
1852: A two-story academy, offering education from kindergarten through college, is established in the recently
founded community of California, Pa.
1865: The academy obtains a charter as a normal school for its district and becomes a teacher-preparatory
institution.
1874: The institution is renamed the South-Western Normal School.
1914: The commonwealth acquires the institution and renames it the California State Normal School. The
curriculum becomes exclusively a two-year preparatory course for elementary school teachers.
1928: The institution becomes California State Teachers College, returning to its previous status as a four-yeardegree-granting institution, concentrating on industrial arts and special education.
1959: Liberal arts curricula are introduced and the college becomes California State College.
1962: A graduate program is introduced.
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Graduate Catalog
1974: The college develops a special mission in science and technology.
1983: On July 1, 1983, the college becomes part of the Pennsylvania State System of Higher Education and
changes its name to California University of Pennsylvania.
1983: The College of Science and Technology becomes fully operational.
1996: The College of Science and Technology is renamed the Eberly College of Science and Technology,
honoring the Eberly Foundation for its philanthropic generosity.
1998: The University formally adopts three core values: integrity, civility and responsibility.
2002: The University Council of Trustees formally adopts a list of rights and responsibilities.
2004-2007: The University responds to student needs and completely redesigns the concept of residence life. Six
suite-style residence halls are constructed on the main campus, and an apartment complex now known as Vulcan
Village is constructed on the upper campus.
2009: After a major renovation and expansion project, Herron Recreation and Fitness Center is re-dedicated.
2010: The Student Association Inc. purchases SAI Farm and begins developing the location as a site for student
recreation, learning and meetings.
2011: The Phillipsburg Soccer Facility is dedicated.
2012: Geraldine M. Jones is named acting President of the University; she is named interim President the
following year.
2013: In May, the former Residence Hall A is renamed the G. Ralph Smith II Honors Hall in recognition of a
former English professor whose bequest to the University is the largest in its modern history. In October, the
former Residence Hall C is renamed Ivan '41 and Adelaide Ivill '38 Guesman Hall in honor of the philanthropic
alumni couple.
2015: Natali Student Center is re-dedicated after a two-year renovation and expansion project.
2016: Geraldine M. Jones is inaugurated as California’s seventh President.
2018: The largest gift in the institution’s history establishes the Rutledge Institute for Early Childhood Education,
named for donors Karen and Tom ’77 Rutledge.
2019: Coover Hall, which houses applied engineering and technology programs, plus courses in art and graphic
design, is rededicated, following a two-year renovation.
(Additional information about the University and its history may be found in the book California University of
Pennsylvania: The People's College in the Monongahela Valley, by Regis J. Serinko, published in 1992.)

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Graduate Catalog
Academic Organization
Under the direction of the provost, two undergraduate colleges and the School of Graduate Studies and Research
administer the academic affairs of the University. Each of these divisions is administered by a dean who is
responsible for the operation of the college or school.
• College of Education and Liberal Arts
• Eberly College of Science and Technology
• School of Graduate Studies and Research

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Graduate Catalog
Identity and Mission
Identity
California University of Pennsylvania, a comprehensive regional institution of higher education and a
member of Pennsylvania's State System of Higher Education, is a diverse, caring and scholarly learning
community dedicated to excellence in the liberal arts, science and technology, and professional studies that
is devoted to building character and careers, broadly defined. The University is inspired by its core values
of Integrity, Civility and Responsibility and is guided by its Bill of Rights and Responsibilities:
•
•
•
•
•
•
•
•

We have the right to safety and security;
We have the responsibility to ensure the safety and security of others;
We have the right to be treated with respect;
We have the responsibility to treat others with respect;
We have the right to expect the best;
We have the responsibility to give our best;
We have the right to be treated fairly;
We have the responsibility to treat others fairly.

Vision
Supporting the vision of Pennsylvania's State System of Higher Education, California University of Pennsylvania
will exemplify academic excellence, innovation, service, personal growth and social justice for all.
Mission
The mission of California University of Pennsylvania is to provide a high-quality, student-centered education that
prepares an increasingly diverse community of lifelong learners to contribute responsibly and creatively to the
regional, national and global society, while serving as a resource to advance the region's cultural, social and
economic development. Accordingly, the Cal U Strategic Plan 2015-2020 looks to our mission for inspiration and
guidance.
This strategic plan is designed to empower the University to serve as a resource in the region and the
Commonwealth. The strategic plan consists of five goals, with 17 objectives (strategies) that are designed to
enable the strategic plan to be a "living document" that will lead California University of Pennsylvania into the
future.
The strategic plan focuses the University on three key initiatives to assure the success of the University in the
coming years. Those initiatives are:
• Enhancing the academic excellence and experience of our students.
• Operating with sound and efficient fiscal and governance practices.
• Achieving optimal enrollment in these challenging times.
Legacy
Founded in 1852, and now in its second 150 years of service, the University is committed above all to academic
excellence and intellectual rigor in the context of personal and institutional Integrity, Civility and Responsibility.
Adopted by the Council of Trustees of California University of Pennsylvania on June 4, 2003.

12

Graduate Catalog
Governance and Administration
Pennsylvania State System of Higher Education
Chancellor
Daniel Greenstein
Board of Governors
Cynthia D. Shapira, Chair
David M. Maser, Vice Chair; Chair, Student Success Committee
Samuel H. Smith, Vice Chair; Chair, Audit and Compliance Committee
Aven Bittinger
Rep. Tim Briggs
Audrey F. Bronson
Nicole Dunlop
Alex Fefolt
Donald E. Houser, Jr., Chair, Governance and Leadership Committee
Sen. Scott Martin, Governance and Leadership Committee
Marian D. Moskowitz, Vice Chair, Student Success Committee
Thomas S. Muller, Chair, University Success Committee
Noe Ortega, Designee for Secretary Pedro A. Rivera Secretary of Education Pedro A. Rivera
Rep. Brad Roae
Sen. Judith L. Schwank
Meg Snead, Designee for Gov. Tom Wolfe
Neil R. Weaver, Vice Chair, University Success Committee Governor Tom Wolf
Janet L. Yeomans
California University of Pennsylvania
President
Geraldine M. Jones
Council of Trustees
James T. Davis '73, chair
Anthony H. Amadio '73
Robin M. Betza
Stephen M. DeFrank '92
Maria Dovshek, student trustee
Sandra Guthrie '01
James W. Harris '80
Sean T. Logue
Larry Maggi '79
Barry Niccolai '93
Justin Nwokeji '05
Daniel Greenstein, chancellor, ex-officio
California University of Pennsylvania Office of the President
Kelly Moran, chief of staff to the president
Joy Folmar, administrative assistant II
Kelsey Meyers, administrative assistant I
Academic Affairs
Daniel E. Engstrom, interim provost
Mark Aune, director of honors program
Lanie Bilitski, administrative assistant, academic affairs
Jodie Bonidie, academic events coordinator/Act 48
Leonard Colelli, associate provost/associate vice president of academic affairs
Brenda Fredette, dean, Eberly College of Science and Technology
Kathy Gavazzi, associate registrar/director of summer college/winter session
13

Graduate Catalog
Shayne Gervais, University registrar
Rhonda Gifford, director of career and professional development center
Yugo Ikach, dean, School of Graduate Studies and Research
Douglas Hoover, dean/associate provost/associate vice president for academic affairs/library services and
undergraduate research
Daphne Livingstone, executive staff assistant to the provost
Kristen Majocha, dean, College of Education and Liberal Arts
Marta McClintock-Comeaux, director of women's studies
Stephen H. Whitehead, associate provost and associate vice president for academic affairs
Administration and Finance
Robert J. Thorn, vice president for administration and finance
James Ahearn, director of payroll
Paul Allison, associate vice president for information technology
Keith Curran, comptroller
Eric Guiser, director of human resources
Christopher Johnston, director of parking and transportation
Michael Kanalis, director of facilities management
Edward McSheffery, chief of University police
Fawn Petrosky, associate vice president for administration and finance
Jack Rogers, acting director of student accounts
Anna Stewart, executive staff assistant
Thomas Taylor, director of administrative services
Melissa Walker, interim director of purchasing
Ben Wise, fire safety specialist for environmental health and safety
Enrollment Management
T. David Garcia, vice president for enrollment management
Meaghan Clister, director of internship center
Jeffrey DeRubbo, director of financial aid
Daniel E. Engstrom, associate vice president for academic success
Jill Loop, director of academic success initiatives
Jenifer L. Sigado, director of academic success events and support services
Tracey Sheetz, dean of undergraduate admissions
Jacqueline Thorn, CRM manager
Student Affairs
Nancy Pinardi, vice president for student affairs/dean of students
Debra Anderson, nurse supervisor
Rebecca Barnhart, residence hall director
Dawn Bellotti, RN
Jayna Bonfini, assistant professor counseling services
Sheleta Camarda-Webb, associate director of on-campus living/director of multicultural affairs and diversity
education
Terry Carnathan, coordinator of informal recreation and wellness
Tammy Clark, administrative assistant for Student Affairs/CalCard services/recreational services/student center
Debra Custer, management technician for Office for Students with Disabilities
Cathie Czernecki, RN
Cody Deitz, residence hall director
Brenda DePaoli, executive staff assistant for Office of Student Affairs
Melissa Dunn, director of student activities and leadership
Paul Fazio, assistant director of student center
Donna George, PASSHE alcohol and other drug coalition coordinator
Quiana Golphin, assistant professor counseling services
Christa Grillo, RN
14

Graduate Catalog
Diane Hasbrouck, director center for volunteer programs and service learning/commuter and non-traditional
student services
Thomas Hasbrouck, assistant director of recreational services
Donna Hoak, secretary, Women's Center/EndV Center/student activities-leadership/volunteer programs/commuter
services
Cheryl Lotti, RN
John Massella, director, associate professor for Office for Students with Disabilities
Becky McMillen, executive director, conference services
Rachel Michaels, director of student wellness support services
Gloria Minutello, conference director of facilities presentation
Dawn Moeller, clinical psychologist/professor, Wellness Center
Lindsay Mongell, director of events, conference services
James Pflugh, associate dean for student conduct
Tina Pierce, certified registered nurse practitioner
Micah Reed, residence hall director
Jamison Roth, director of recreational services
Lawrence Sebek, associate vice president for student affairs
Rendie Settles, management technician for conference services
Nancy Skobel, associate dean for student affairs/director, Women's Center/victim advocate
Anthony Steve, student affairs systems administrator
Timothy Susick, associate vice president for student affairs/University judicial officer
Janie Tennant, RN
Diane Tomi, administrative assistant, Wellness Center
Doris Wadsworth, secretary of housing and residence life
Terry Wigle, associate dean for student services/auxiliary services
Student Association Inc./Vulcan Village
Nicole Arthur, administrative assistant, Student Association Inc. (SAI)
Kimberly Cupplo, senior traditional accountant, SAI
Pam DelVerne, director of student media/technology services, SAI
Cheryl Golembiewski, student center coordinator, SAI
Lisa Hartley, accounts payable/payroll supervisor, SAI
Jeff Helsel, director of news, video development and publications, SAI
Joy Helsel, director of fraternity and sorority life/special publications, SAI
Leigh Ann Lincoln, chief financial officer, SAI
Adam Martin, maintenance technician, Vulcan Village
Richard Morris, maintenance technician, Vulcan Village
Justin Schiefelbein, community manager, Vulcan Village
Ron Sealy, athletic facilities foreman, SAI
Jared Shiner, leasing and marketing manager, Vulcan Village
Keith Skirpan, senior housing accountant, SAI
Gary Smith, director of CUTV operations, SAI
Thomas Zemany, maintenance manager, Vulcan Village
Office of Communication and Marketing
Christine Kindl, vice president for communications and marketing
Erin Angotti, SEO coordinator
Laurie Bartolotta, marketing content specialist
Jeff Bender, director of digital communications
Emily Boarts, creative project manager
Zach Frailey, photo manager/editor
Phil Haragos, artist/illustrator
Keli Henderson, director of marketing
Ruth Kinder, clerk typist
Denise King, marketing assistant
15

Graduate Catalog
Wendy Mackall, director of communications and public relations
John Miller, website/CMS coordinator
Greg Sofranko, director of creative services
Tony Sonita, social media specialist
Bruce Wald, information writer
University Development and Alumni Relations
Anthony Mauro, vice president for University Development and Alumni Relations
Ryan Barnhart, director, Alumni Relations
Christian Caldwell, manager, development & alumni resources & support services
Cathy Connelly, senior director of development
Mariah Peoples, development assistant
Marisa Novak, executive staff assistant to vice president for University Development and Alumni Relations
Justin James, development associate
Randi Minerva, manager of annual giving programs
Staci Tedrow, administrative assistant for alumni relations

16

Graduate Catalog
Academic Policies
Please visit https://www.calu.edu/inside/policies/ to view the most current academic policies.

17

Academic Programs
Academic Programs
California University of Pennsylvania (Cal U) offers a variety of post-baccalaureate certificate, master's, postmaster's certification and doctorate programs of study related to:
•
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AMS DataStreme
Arabic
Business and Economics
Communication Disorders
Computer Science and Information Systems
Counselor Education
Criminal Justice
Exercise Science and Sport Studies
Legal Studies
Mathematics
Nursing
Psychology
Social Work
Teacher Education, Administration and Leadership

18

AMS DataStreme Certificate Program
AMS DataStreme
Program
Cal U offers a collaborative AMS (American Meteorological Society) post-baccalaureate DataStreme certificate
geared toward active K-12 teachers nationwide.
Note: The University also offers master's degrees in:
• Educational Studies: Weather and Climatology concentration of the M.Ed. in Educational
Leadership
• Earth Science: Secondary Education with Initial Certification (MAT)
• Teacher Education: Integrative STEM Ed K-12 (M.Ed.)
Certificate: AMS DataStreme
Program Description
The post-baccalaureate DataStreme certificate program at Cal U is part of a unique partnership with the American
Meteorological Society (AMS). The certificate program is designed to help K-12 teachers enhance their
knowledge of Earth's atmosphere, ocean and climate systems.
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

Select 9 credits from the following:
EAS 511 DataStreme Atmospheric Studies

3

EAS 512 DataStreme Ocean Studies

3

EAS 513 DataStreme Climate Studies

3

EAS 514 Selected Topics in Atmospheric Studies

3

EAS 515 Selected Topics in Ocean Science Studies

3

Total

9

Program Webpage
http://calu.edu/ams

19

Arabic Graduate Programs
Arabic
Faculty
Dr. Abdullah Alsaffar | Dr. Razak Surrey
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Arabic graduate programs in:
• Arabic Language and Linguistics (M.A.)
• Arabic Language and Linguistics Certificate
Certificate in Arabic Language and Linguistics
Program Description
The Certificate in Arabic Language and Linguistics is designed for students interested in increasing their expertise
in Arabic language and linguistics beyond a bachelor's level.
Program Coordinator
Dr. Razak Surrey
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

ARB 610 Arabic Linguistics

3

ARB 620 Arabic-English Translation

3

ARB 630 Arabic Literature & Social Cultural Aspects

3

ARB 640 Arabic Dialect Acquisition & Variation

3

ARB 810 Special Topics in Arabic

3

Total

15

M.A. in Arabic Language and Linguistics
Program Description
The Master of Arts in Arabic Language and Linguistics is designed for students interested in gaining advanced
expertise in Arabic language and linguistics. Such knowledge and skills can be used in professions such as:
educator, linguist, translator or interpreter.
Program Coordinator
Dr. Razak Surrey
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

Required Core Courses
ARB 610 Arabic Linguistics

3
20

Arabic Graduate Programs
Course

Credits

ARB 620 Arabic-English Translation

3

ARB 630 Arabic Literature and Social Culture Aspects 3
ARB 640 Arabic Dialect Acquisition and Variation

3

ARB 650 Images of Islam

3

ARB 660 Advanced Arabic Composition

3

ARB 670 Methods of Teaching and Learning Arabic

3

ARB 810 Special Topics in Arabic

3

Select 6 credits from the following:
GRA 800 Graduate Internship

3 to 6

GRA 820 Graduate Studies Abroad

3 to 6

RES 849 Thesis

3 to 6

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/arabic/index.aspx

21

Business and Economics Graduate Programs
Business and Economics
Faculty
Dr. Stephanie Adam | Dr. Ahmet Akgun | Dr. Jacob Bethem | Dr. Adnan Chawdhry | Dr. Joshua Chicarelli | Dr.
Paul Hettler | Dr. Elizabeth Jones | Dr. Sarah Judge | Dr. Richard LaRosa | Dr. Mark Lennon | Dr. Nan Li | Dr.
Edmund Matecki | Dr. Christian Ola
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Business and Economics graduate programs in:
Master's Degrees
• Accounting (M.Acc.)
• Business Administration (MBA), with concentrations in:
• Accounting
• Applied Economics
• Business Analytics
• Healthcare Management
• Management
• Nursing Administration
• Social Work Administration
Note: An overview of the MBA programs can be found at: https://www.calu.edu/academics/graduate/masters/mba/
index.aspx
Certificates
• Applied Economics
• Business Analytics
• Corporate Diplomacy (see the Criminal Justice section of this academic catalog)
Certificate in Applied Economics
Program Description
The post-baccalaureate certificate in Applied Economics is designed to provide students with specialized
knowledge in economics, laying a foundation of microeconomic and macroeconomic theory along with data
analysis skills.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
100% Online
Curriculum
Course

Credits

Core Courses
MBA 710 Quantitative Reasoning and Analysis

3

ECO 710 Advanced Microeconomics

3

ECO 720 Advanced Macroeconomics

3

ECO 730 Applied Econometric Analysis

3

BUS 740 Forecasting and Predictive Modeling

3
22

Business and Economics Graduate Programs
Course

Credits

Elective (select one)
MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS, MKT or PSA)

3

Total

18

Pre-Requisites
Three credits of calculus (equivalent of BUS 281 or MAT 273 or 281) are required as a pre-requisite to ECO 710
and 720.
Certificate in Business Analytics
Program Description
The post-baccalaureate certificate in Business Analytics is designed to help students develop skills related to data
mining and analysis.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
100% Online
Curriculum
Course

Credits

Required Courses
BUS 710 Applied Data Analysis for Business

3

BUS 740 Forecasting and Predictive Modeling

3

MBA 710 Quantitative Reasoning and Analysis

3

MIS 720 Business Analytics for Big Data

3

MIS 730 Decision Support Systems

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS, MKT or PSA)

3

Total

18

Additional Requirements
Students who have not completed 3 credits of undergraduate statistics with a B grade or better are required to
complete MAT 215 or 225 or MBA 700 as a co-requisite to MBA 710.

23

Business and Economics Graduate Programs
Program Webpage
https://www.calu.edu/academics/graduate/certificates/business-analytics/index.aspx
M.Acc. in Accounting
Program Description
The specialized Master of Accountancy (M.Acc.) degree program expands knowledge of accounting principles
and practices. Students build the technical, research and communication skills required to remain relevant in this
rapidly evolving profession. Courses required to earn the M.Acc. degree also help students obtain the 150 credit
hours required to become a certified public accountant, or CPA.
Program Coordinator
Dr. Joshua Chicarelli
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

Required Courses

27

ACC 710 Financial Accounting

3

ACC 715 Advanced Tax

3

ACC 720 Advanced Financial Accounting

3

ACC 725 Controllership

3

ACC 730 Advanced Auditing

3

ACC 735 Emerging Issues in Accounting

3

BUS 771 Quantitative Methods

3

BUS 782 Forecasting and Predictive Modeling

3

FIN 711 Corporate Finance

3

Specialized Courses (select one)

3

MGT 783 Business Analytics for Big Data

3

MGT 784 Decision Support Systems

3

Total

30

Program Requirements
Foundation Courses: Applicants who do not possess an undergraduate degree with an accounting major may
also be required to take one or more of the three foundation courses:
• ACC 200 Financial Accounting (3 credits)
• ACC 301 Intermediate Accounting I (3 credits)
• ACC 302 Intermediate Accounting II (3 credits)
Program Notes
• ACC 200 (Financial Accounting) is a prerequisite for Intermediate Accounting I.
24

Business and Economics Graduate Programs
• ACC 301 (Intermediate Accounting) is a prerequisite for Intermediate Accounting II.
Program Webpage
https://www.calu.edu/academics/graduate/masters/macc-degree/index.aspx
MBA in Business Administration: Accounting
Program Description
The Accounting concentration of the MBA program expands students' knowledge of accounting principles and
practices. It builds technical, research and communication skills and is suitable for students with little to no
accounting background who are interested in the role that accounting plays in business operations.
Students in this concentration:
• Learn how to use relevant professional accounting technology.
• Apply fundamental concepts of accounting to various business scenarios.
• Explore how national and international policy changes affect the accounting profession.
Note: It is recommended that students seeking to become certified public accountants pursue Cal U's M.Acc.
degree. For just 48 credits, students are able to earn both the M.Acc. and the MBA: Accounting degrees.
Program Coordinator
Dr. Stephanie Adam
(Additional Contact: Joshua Chicarelli)
Delivery Mode
Blended or 100% Online
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
ACC 710 Financial Accounting

3

ACC 715 Advanced Federal Income Tax

3
25

Business and Economics Graduate Programs
Course

Credits

ACC 720 Advanced Financial Accounting

3

ACC 730 Advanced Auditing

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/accounting.aspx
MBA in Business Administration: Applied Economics
Program Description
The Applied Economics concentration of the MBA program provides a solid foundation in microeconomic and
macroeconomic theory and cultivates data analysis skills. Students are able to apply the knowledge they gain to a
variety of problems in business, public policy and behavioral analysis.
Students in this concentration:
• Identify and describe economic problems in a variety of business, government and nonprofit
settings.
• Apply microeconomic, macroeconomic, quantitative and econometric tools to find solutions to
economic problems.
• Learn how to communicate findings clearly and coherently to a variety of audiences.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
Blended or 100% Online
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

26

Business and Economics Graduate Programs
Course

Credits

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
ECO 710 Advanced Microeconomics

3

ECO 720 Advanced Macroeconomics

3

ECO 730 Applied Econometric Analysis

3

BUS 740 Forecasting and Predictive Modeling

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/applied-economics.aspx
MBA in Business Administration: Business Analytics
Program Description
The Business Analytics concentration of the MBA program explores ways to analyze and interpret big data to
make better business decisions and manage businesses more effectively and efficiently.
Students in this concentration:
• Use tools such as modeling, data mining and information systems to support data-driven business
decisions.
• Apply predictive modeling and statistical forecasting to evaluate scenarios.
• Examine current and emerging trends and practices related to big data and database systems.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
Blended or 100% Online
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3
27

Business and Economics Graduate Programs
Course

Credits

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
BUS 710 Applied Data Analysis for Business

3

MIS 720 Business Analytics for Big Data

3

MIS 730 Decision Support Systems

3

BUS 740 Forecasting and Predictive Modeling

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/analytics.aspx
MBA in Business Administration: Healthcare Management
Program Description
The Healthcare Management concentration of the MBA program focuses on business management skills that are
relevant to professionals in medical and healthcare organizations.
Students in this concentration:
• Analyze healthcare markets and evaluate health policies using economic principles.
• Explore continuous process improvement tools and strategies as well as healthcare quality
management.
• Learn how to use healthcare information systems to deliver cost-effective, high-quality healthcare.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
Blended or 100% Online
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.

28

Business and Economics Graduate Programs
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
ECO 765 Health Economics and Policy

3

MGT 761 U.S. Health Care Policy

3

MGT 763 Health Systems Management

3

MIS 766 Healthcare Informatics

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/healthcare-management.aspx
MBA in Business Administration: Management
Program Description
The Management concentration of the MBA program delves deeper into competencies related to leadership,
management and administration. It refines organizational problem-solving skills, exploring how to ethically lead —
and follow.
Students in this concentration:
• Identify examples of good and bad leadership behavior and develop personal development goals.
• Use research to support decision-making and problem-solving processes.
• Learn how to effectively use project management tools to meet goals on time and within budget.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
Blended or 100% Online

29

Business and Economics Graduate Programs
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
MGT 710 Leadership Dynamics

3

MGT 720 Leveraging Diversity

3

MGT 730 Organizational Problem Solving

3

MGT 740 Managing Projects

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/management.aspx
MBA in Business Administration: Nursing Administration
Program Description
The Nursing Administration concentration of the MBA program is designed to give nurse leaders a deeper
understanding of business issues in medical settings. Students in this program are required to have earned -- or
be working toward -- their MSN degree.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
Blended or 100% Online

30

Business and Economics Graduate Programs
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
NUR 602 Health Policy in Nursing

3

NUR 603 Information Systems for Nurses in Health
Care Organizations

3

NUR 714 Legal Aspects of Health Care Administration 3
NUR 715 Financial Management in Non-profit Health
Care Organizations

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

MSN Students
Students working to concurrently earn both the MSN in Nursing Leadership and Administration and the MBA in
Business Administration: Nursing Administration can complete the requirements for both programs with 54 credits:
Course

Credits

MBA Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3
31

Business and Economics Graduate Programs
Course

Credits

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

MSN/MBA Shared Courses
NUR 602 Health Policy in Nursing

3

NUR 603 Information Systems for Nurses in Health
Care Organizations

3

NUR 714 Legal Aspects of Health Care Administration 3
NUR 715 Financial Management in Non-profit Health
Care Organizations

3

MSN Courses
NUR 601 Theory and Research in Nursing

3

NUR 604 Population Health Promotion and Disease
Prevention

3

NUR 711 Nursing Organization and Leadership
Theory

3

NUR 712 Nursing Administration and Leadership Role 3
NUR 813 Nursing Administration Role Practicum

6

Total

54

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/nursing-administration.aspx
MBA in Business Administration: Social Work Administration
Program Description
The Social Work Administration concentration of the MBA program is designed to help social work practitioners
build leadership competencies and business knowledge. Students in this program are required to have earned -or be working toward -- the MSW degree at Cal U.
Program Coordinator
Dr. Stephanie Adam
Delivery Mode
Blended

32

Business and Economics Graduate Programs
Accreditation
Programs in the Department of Business and Economics are accredited by the Accreditation Council for Business
Schools and Programs (ACBSP), a leading specialized accreditation body for business education supporting,
celebrating and rewarding teaching excellence. The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn.
Curriculum
Course

Credits

Core Courses
MBA 700 Business Foundations

3

MBA 710 Quantitative Reasoning and Analysis

3

MBA 720 Leading the Enterprise

3

MBA 730 Managerial Decision Making

3

MBA 740 Business, Government and Society

3

MBA 750 MBA Capstone

3

Course Options (Specialized Courses)
SWK 705 Human Behavior and Social Environment

3

SWK 707 Human Diversity

3

SWK 709 Social Welfare Policy and Services

3

SWK 812 Practice in Social Work Supervision and
Administration

3

Business Electives (500-level or higher ACC, BUS,
ECO, ENP, FIN, HRM, MGT, MIS or MKT)

6

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/mba/mba-msw.aspx

33

Communication Disorders Graduate Programs
Communication Disorders
Faculty
Dr. Ralph Belsterling | Nancy Carlino | Dr. Joseph Constantine | Patricia Falk | Dr. Denise Joseph | Dr. Robert
Skwarecki | April Wright
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers a Master of Science degree in Communication Disorders.
Facilities
The University has excellent facilities, including a large clinic and a Learning and Language Center located within
the department, along with a technologically advanced Communication Science Laboratory.
M.S. in Communication Disorders
Program Description
The Master of Science in Communication Disorders provides specialized training in all areas of communication
disorders.
Program Coordinator
Dr. Ralph Belsterling
Delivery Mode
Traditional (face-to-face delivery with some online/distance elements)
Accreditation
The master's program in communication disorders (speech-language pathology) at Cal U is accredited by:
Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American
Speech-Language-Hearing Association
2200 Research Blvd.
Rockville, MD 20850-3289
Phone: 800-498-2071
Fax: 301-296-8580
www.asha.org
Curriculum
Course

Credits

Area I: Core Courses Required

36

CMD 600 Research and Professional Practice in SLP

3

CMD 701 Language Disorders in Adults

3

CMD 702 Language Disorders in Children

3

CMD 703 Fluency Disorders

3

CMD 705 Voice Disorders

3

CMD 707 Phonology and Articulation

3

CMD 708 Neurology

3

CMD 718 Advanced Audiology for the SLP

3

CMD 765 Dysphagia

3
34

Communication Disorders Graduate Programs
Course

Credits

CMD 766 Traumatic Brain Injury

3

CMD 772 Augmentative and Alternative
Communication

3

CMD 785 Seminar in Medical Speech-Language
Pathology

3

Area II: Clinical Experiences Required

15

CMD 711 Applied Therapeutic Procedures in
Preschool Setting

1 to 3

CMD 712 Applied Therapeutic Procedures in
Outpatient Setting

1 to 5

CMD 713 Applied Diagnostic Procedures in Speech
Pathology

1 to 3

CMD 714 Applied Audiologic Diagnostics and Rehab
Procedures

1 to 3

CMD 715 Applied Therapeutic Procedures in
Educational Setting

1 to 3

CMD 716 Applied Neurogenic Procedures in
Healthcare Facilities

1 to 3

Area III: Rotating Elective Courses

3

CMD 731 Early Intervention in Speech-Language
Pathology

3

CMD 732 Counseling in Speech-Language Pathology

3

CMD 763 Communication Problems of Special
Groups

3

CMD 764 Instrumentation in Speech Language
Pathology

3

CMD 773 Communication and Diversity

3

Area IV: Research Course Required

2 (min.)

RES 829 Research Project

2

RES 849 Master's Thesis

3 to 6

Total

56

Program Requirements
35

Communication Disorders Graduate Programs
•
•
•
•

25 clinical observation hours
375 supervised clinical hours
Successful completion of candidacy
Praxis 5331 passing score

Note: All academic coursework and clinical practicum must be completed before beginning the CF experience.
If any coursework or practicum is incomplete, which includes all prerequisites (i.e., basic biology, chemistry or
physics, etc.) and core coursework, the hours completed toward your CF experience will not count toward your
minimum 1,260 hours. (Retrieved from https://www.asha.org/certification/slpcertification/)
Criteria for Continuing in the Program
Students move through the program as a cohort. Each cohort completes an identical core of required courses
that are critical to successful functioning as a speech-language pathologist (SLP). In addition to those courses,
each cohort completes a unique combination of additional courses, guaranteeing that there are SLPs throughout
the nation to provide the many areas of specialized service needed by very diverse patient populations. Students
must maintain a minimum 3.00 GPA while in the program. Students who fail to maintain a 3.00 GPA will not be
permitted to complete the candidacy interview or register for an externship placement. Failure to reacquire a 3.00
during the single probationary semester may result in dismissal from the program.
Program Webpage
https://www.calu.edu/academics/graduate/masters/communication-disorders/index.aspx

36

Computer Science Graduate Programs
Computer Science and Information Systems
Faculty
Dr. Gina Boff | Dr. Weifeng Chen | Dr. Leandro Junes | Dr. Lisa Kovalchick
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Computer Science and Information Systems graduate programs in:
• PSM in Cybersecurity
• Certificate in Cybersecurity
Certificate in Cybersecurity
Program Description
The Cybersecurity certificate program is designed for professionals interested in network security, biometrics,
cryptography and related areas. It is also part of the Professional Science Master's in Cybersecurity degree
program.
Program Coordinator
Dr. Weifeng Chen
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online with field experiences and internships taking place at the student's site.
Curriculum
Course

Credits

PSC 640 Computer and Networking

3

PSM 645 Applied Cryptography

3

PSC 755 Wireless Network and Security

3

PSC 735 Biometrics OR PSC 745 Cybersecurity
Risk Management & Assessment

3

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/cybersecurity/index.aspx
PSM in Cybersecurity
Program Description
The Professional Science Master's in Cybersecurity provides professionals with specialized knowledge in
cybersecurity and related skillsets to meet the demands and challenges of economic and infrastructure security
in a high-technology society. The curriculum emphasizes both fundamental knowledge in current cybersecurity
practices and management/leadership abilities.
Program Coordinator
Dr. Weifeng Chen
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online with field experiences and internships taking place at the student's site.

37

Computer Science Graduate Programs
Curriculum
Course

Credits

PSC 600 Operating Systems

3

PSC 640 Computer and Networking

3

PSM 645 Applied Cryptography

3

PSM 675 Project Management

3

PSM 760 Leadership and Professional Development

3

PSC 755 Wireless Network and Security

3

PSM 799 Capstone Course

6

Electives (2)

6

Total

30

Program Website
https://www.calu.edu/academics/graduate/masters/cybersecurity/index.aspx

38

Counselor Education Graduate Programs
Counselor Education
Faculty
Dr. Grafton Eliason | Dr. Elizabeth Gruber | Robert Mehalik | Dr. Jeff L. Samide | Dr. Jacqueline A. Walsh
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Counselor Education graduate programs in:
Master's Degrees
• Clinical Mental Health Counseling (M.S.)
• School Counseling (M.Ed.)
Certification Only
• School Counseling (post-master's)
Post-Master's Program
• Counselor Education
Certificates
• Addictive Disorders
• Spiritual, Ethical and Religious Counseling
• Sports Counseling and Student Athlete Mental Wellness
• Student Affairs Practice
Certificate in Addictive Disorders
Program Description
The Addictive Disorders certificate is appropriate for anyone interested in learning more about addiction. It
is beneficial to individuals in education, mental and behavioral health, criminal justice, medical professions,
employee assistance programs and other fields that work with individuals affected by addiction.
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

Select three courses from the following:
CED 760 Gambling Addiction

3

CED 761 Addiction and the Family

3

CED 762 Assessment and Evaluation of Substance
Use Disorders and Advanced Group Skills

3

CED 788 Contemporary Topics in Counselor
Education (must be in area of addiction)

3

Total

9

Program Webpage
https://www.calu.edu/academics/graduate/certificates/addictive-disorders-counseling/index.aspx

39

Counselor Education Graduate Programs
Certificate in Spiritual, Ethical and Religious Counseling
Program Description
The Spiritual, Ethical and Religious Counseling certificate program prepares students and practitioners to
better serve populations in a variety of counseling and ministry settings, including hospitals, private practice,
community agencies, churches, rescue missions, shelters or faith-based counseling centers. This program
provides competencies in four core areas of study:
1. Self-awareness and knowledge of applied theory to practical contextual settings of spiritual,
ethical and religious counseling;
2. Ethics in spiritual and religious counseling;
3. Grief and loss counseling and care, and/or contemporary spiritual, ethical and religious
perspectives in counseling; and
4. The integration and application of spiritual, ethical and religious counseling skills into the
counseling and ministry process.
Program Coordinator
Dr. Grafton Eliason
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

CED 770 Spiritual, Ethical and Religious Values in
Counseling

3

CED 771 Applied Spiritual, Ethical and Religious
Counseling Theory

3

CED 772 Grief and Loss Counseling OR CED 788
Contemporary Topics in Counselor Education

3

Total

9

Program Webpage
https://www.calu.edu/academics/graduate/certificates/spiritual-ethical-religious-counseling/index.aspx
Certificate in Sports Counseling and Student Athlete Mental Wellness
Program Description
The Sports Counseling and Student Athlete Mental Wellness certificate program meets the particular interests
and needs of counselors, educators and other helping professionals who work with the athlete population in
youth sports programs, interscholastic programs, colleges and universities, community and social agencies,
professional sporting agencies, recreational settings, etc.
Note: This graduate certificate will not certify you as a professional counselor. However, it may be possible for the
courses to be used for additional credits toward licensure or for continuing education credits. Check your state's
licensure laws for more information.
Program Coordinator
Robert Mehalik
Delivery Mode
Global Online (100% online)

40

Counselor Education Graduate Programs
Curriculum
Course

Credits

CED 780 Issues and Techniques in Counseling
Athletes

3

CED 781 Sports Counseling Programming

3

CED 783 Counseling and Advising Athletes with
Death, Loss and Grief OR CED 788 Contemporary
Topics in Counselor Education (approved related to
sports counseling)

3

CED 784 Student Athlete Mental Wellness

3

Total

12

Program Webpage
www.calu.edu/academics/online-programs/sports-counseling/index.htm
Certificate in Student Affairs Practice
Program Description
The Student Affairs certificate program prepares students and practitioners to better serve populations in higher
education and college counseling centers. Students learn the unique needs of traditional and nontraditional
college students.
Program Coordinator
Robert Mehalik
Delivery Mode
Global Online (100% online)
Curriculum
Course

Credits

CED 777 Student Affairs Services in Higher Education 3
CED 778 The College Student and Higher Education
Environment

3

CED 779 Administration of Student Services in Higher
Education

3

Total

9

Program Webpage
https://www.calu.edu/academics/undergraduate/certificate/student-affairs/index.aspx
Certification Only in School Counseling
Program Description
The non-degree School Counseling certification-only program is designed to help students complete the course
requirements for certification as a PreK-12 counselor.
Program Coordinator
Dr. Elizabeth Gruber

41

Counselor Education Graduate Programs
Delivery Mode
Traditional (on-ground, face-to-face delivery with some online/distance elements)
Accreditation
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
Approved by the Pennsylvania Department of Education
School counseling programs at Cal U are accredited by the Council for Accreditation of Counseling and Related
Educational Programs (CACREP). Through the University, the Middle States Association of Colleges and PostSecondary Schools accredits the Department of Counselor Education. The Council for the Accreditation of
Educator Preparation (CAEP) accredits the school counseling programs (elementary and secondary school
guidance). Courses offered by the Department of Counselor Education have been approved by both the National
Board for Certified Counselors and by the Pennsylvania Department of Education for certification and continuing
education credits (Act 48). The department is authorized by the Commonwealth of Pennsylvania Department of
Education to offer certification programs in PK-12 School Counseling.
Curriculum
Course

Credits

Area I: Core Courses Required for Candidacy
CED 700 Foundations of School Counseling

3

CED 702 Counseling Theory

3

CED 710 Counseling Skills and Techniques

3

CED 724 Experiential Group Process

3

Area II: Advanced Counseling Core
CED 705 Developmental Group Counseling

3

CED 720 Cross-cultural Counseling

3

CED 786 Career Counseling

3

Area III: Field Education Course
CED 711 Practicum in Counselor Education

3

CED 712 Clinical Field Experience in Counselor
Education

6

CED 787 Integration, Collaboration and Consultation

3

Area IV: Counseling and Education Courses
CED 732 Current Issues in School Counseling:
Evidence Based Practices and Inclusion

3

Area V: Psychological Foundations
42

Counselor Education Graduate Programs
Course

Credits

CED 721 Diagnosis and Counseling Children and
Adolescents

3

CED 722 Assessment Procedures for Counselors

3

CED 755 Counseling Across the Life Span:
Prevention and Treatment in Schools and the
Community

3

Area VI: Research
CED 785 Research Methods in Counseling

3

Total

48

If you have not taken the following courses or their equivalent as either an undergraduate or graduate, they
are required by the Pennsylvania Department of Education (PDE) and must be taken in order to receive school
counseling certification:
• ESP 610 Special Ed: Foundations and Collaboration (3 credits)
• EDU 650 Supporting English Language Learners (3 credits)
Practicum/Field Education
Practicum and clinical field experience are taken near the end of the student's program. Practicum requires a
minimum of 150 hours on-site. The student will be supervised by a professional in their area of interest. The
clinical field experience requires a minimum of 600 hours under the supervision of a professional in the student's
area of interest. This will be arranged in consultation with the field coordinator.
Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/school-counseling/
Counselor Education - Post-Master's Program
Program Description
The Counselor Education post-master's program is planned for individuals to take courses for professional
development or licensure. There is not a set curriculum; students design their own post-master's curriculum.
This non-degree Counselor Education post-master's program is designed to provide the opportunity for students
to complete courses after their master's degree to total 60 credits, as required to become an LPC in Pennsylvania
(Pennsylvania Licensure Act 136 of 1998). Two or more additional years of supervised work experience after
graduation is also required to complete the LPC. Students should contact their licensure board to verify their
eligibility and requirements for licensure.
Program Coordinator
Dr. Elizabeth Gruber
Delivery Mode
Traditional (on-ground, face-to-face delivery with some online/distance elements)
Accreditation
Council for the Accreditation of Counseling and Related Educational Programs (CACREP)

43

Counselor Education Graduate Programs
Curriculum
Course
The curriculum for this program varies by student. Courses taken will assist students in fulfilling the
requirements necessary to maintain or become a Licensed Professional Counselor (LPC).
The department will evaluate student transcripts and advise which courses are required.
Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/counselor-education/
M.Ed. in School Counseling
Program Description
The Master of Education in School Counseling fulfills the degree requirements needed for the National Counselor
Examination (NCE), required to become a National Certified Counselor (NCC) and Licensed Professional
Counselor (LPC). Students also have the option of taking an additional 12 credits before or after graduation to
total 60 credits, also required to become an LPC in Pennsylvania (Pennsylvania Licensure Act 136 of 1998).
Students will need two or more additional years of supervised work experience after graduation to complete the
requirements for LPC.
Program Coordinator
Dr. Elizabeth Gruber
Delivery Mode
Traditional (on-ground, face-to-face delivery with some online/distance elements)
Accreditation
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
Approved by the Pennsylvania Department of Education
School counseling programs at Cal U are accredited by the Council for Accreditation of Counseling and Related
Educational Programs (CACREP). Through the University, the Middle States Association of Colleges and PostSecondary Schools accredits the Department of Counselor Education. The Council for the Accreditation of
Educator Preparation (CAEP) accredits the school counseling programs (elementary and secondary school
guidance). Courses offered by the Department of Counselor Education have been approved by both the National
Board for Certified Counselors and by the Pennsylvania Department of Education for certification and continuing
education credits (Act 48). The department is authorized by the Commonwealth of Pennsylvania Department of
Education to offer certification programs in PK-12 School Counseling.
Curriculum
Course

Credits

Area I: Core Courses Required for Candidacy
CED 700 Foundations of School Counseling

3

CED 702 Counseling Theory

3

CED 710 Counseling Skills and Techniques

3

CED 724 Experiential Group Process

3

Area II: Advanced Counseling Core
CED 705 Developmental Group Counseling

3
44

Counselor Education Graduate Programs
Course

Credits

CED 720 Cross-cultural Counseling

3

CED 786 Career Counseling

3

Area III: Field Education Course
CED 732 Current Issues in School Counseling:
Evidence Based Practices and Inclusion

3

Area IV: Counseling and Education Courses
CED 721 Diagnosis and Counseling Children and
Adolescents

3

CED 722 Assessment Procedures for Counselors

3

CED 755 Counseling Across the Life Span:
Prevention and Treatment in Schools and the
Community

3

CED 785 Research Methods in Counseling

3

Area V: Psychological Foundations
CED 711 Clinical Field Experience (Practicum)

3

CED 712 Clinical Field Experience

6

CED 787 Ethics, Integration, Collaboration and
Consultation

3

Total

48

If you have not taken the following courses or their equivalent as either an undergraduate or graduate, they
are required by the Pennsylvania Department of Education (PDE) and must be taken in order to receive school
counseling certification:
• ESP 610 Special Ed: Foundations and Collaboration (3 credits)
• EDU 650 Supporting English Language Learners (3 credits)
Practicum/Field Education
Practicum and clinical field experience are taken near the end of the student's program. Practicum requires a
minimum of 150 hours on-site. The student will be supervised by a professional in their area of interest. The
clinical field experience requires a minimum of 600 hours under the supervision of a professional in the student's
area of interest. This will be arranged in consultation with the field coordinator.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/school-counseling/index.aspx

45

Counselor Education Graduate Programs
M.S. in Clinical Mental Health Counseling
Program Description
The Master of Science in Clinical Mental Health Counseling prepares students to work as professional counselors
in a variety of behavioral health and social service settings. The program fulfills the degree requirements
necessary to become a National Certified Counselor (NCC) and a Licensed Professional Counselor (LPC), as
well as being able to take the National Counselor Examination (NCE). Students completing the 60-credit master's
degree program will meet the educational requirements required to become Licensed Professional Counselors
in Pennsylvania (Pennsylvania Licensure Act 136 of 1998). Students will need two or more additional years of
supervised work experience after graduation to complete the requirements for LPC.
Program Coordinator
Dr. Grafton Eliason
Delivery Mode
Traditional (on-ground, face-to-face delivery with some online/distance elements)
Accreditation
Council for the Accreditation of Counseling and Related Educational Programs (CACREP)
This program fulfills the master's degree requirements for:
• National Certified Counselor (NCC)
• Licensed Professional Counselor (LPC) in Pennsylvania
Curriculum
Course

Credits

Area I: Core Courses Required for Candidacy
CED 702 Counseling Theory

3

CED 710 Counseling Skills and Techniques

3

CED 724 Experiential Group Process

3

CED 789 Introduction to Clinical Mental Health
Counseling

3

Area II: Advanced Counseling Core
CED 705 Developmental Group Counseling

3

CED 720 Cross-cultural Counseling

3

CED 786 Career Counseling

3

Area III: Psychological Foundations
CED 717 Diagnosis and Treatment in Mental Health

3

CED 722 Assessment and Procedures for Counselors

3

CED 755 Counseling Across the Life Span:
Prevention and Treatment in Schools and the
Community

3

46

Counselor Education Graduate Programs
Course

Credits

CED 785 Research Methods in Counseling

3

Area IV: Clinical Core
CED 708 Substance Abuse and Addiction

3

CED 735 Introduction to Family Therapy

3

CED 791 Crisis Counseling and Disaster
Preparedness

3

Electives* (2)

6

Area V: Field Education Core
CED 711 Clinical Field Experience (Practicum)

3

CED 712 Clinical Field Experience

6

CED 787 Ethics, Integration, Collaboration and
Consultation

3

Total

60

* Electives can be chosen from any CED course or certification in conjunction with your adviser.
Practicum/Clinical Field Experience
Practicum and clinical field experience are taken near the end of the student's program. Practicum requires
a minimum of 150 hours on-site. The student will be supervised by a professional in their area of interest. The
clinical field experience requires a minimum of 600 hours under the supervision of a professional in the student's
area of interest. This will be arranged in consultation with the field site coordinator.
Program Webpage
https://www.calu.edu/academics/graduate/masters/clinical-mental-health-counseling/index.aspx

47

Criminal Justice Graduate Programs
Criminal Justice
Faculty
Applied Criminology, Conflict Resolution and D.C.J.: Dr. Aref M. Alkhattar | Dr. Robert Ambosini | Carl Benoit,
J.D. | Dr. John Cencich | Dr. Raymond J. Hsieh | Dr. Michael Hummel | Dr. Philip Reichel | Dr. Nikolas Roberts |
Dr. Beverly Ross | Dr. Mathilda Spencer | Julie Warnick, J.D. | Dr. Christopher Wydra
Forensic Linguistics: Dr. John Cencich | James R. Fitzgerald | Brent Laing | Dr. Grace Sullivan Buker | Natalia
Vaughan
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Criminal Justice graduate programs in:
Master's Degrees
• Conflict Resolution Studies (M.A.)
• Criminal Justice Studies (M.A.) concentrations in:
• Applied Criminology
• Forensic Linguistics
Dual master's programs are also available:
• M.A. in Criminal Justice: Applied Criminology / M.A. in Conflict Resolution
• M.A. in Criminal Justice: Applied Criminology / M.S. in Exercise Science and Health Promotion:
Tactical Strength and Conditioning
• M.A. in Criminal Justice: Forensic Linguistics / M.A. in Arabic Language and Linguistics
• M.A. in Criminal Justice: Forensic Linguistics / M.A. in Conflict Resolution
Doctorate Degrees
• Criminal Justice (D.C.J.)
Certificates
• Applied Criminology
• Behavioral Crime Analysis
• Corporate Diplomacy
Certificate in Applied Criminology
Program Description
The Applied Criminology certificate focuses on ethical and legal aspects of criminology, advanced criminological
theories, research methods in criminology and applied research in criminology.
Program Coordinator
Dr. John Cencich
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

CRM 700 Advanced Criminological Theories

3

CRM 720 Research Methods in Criminology

3

CRM 810 Violent Crime Analysis

3

CRM 820 Ethical and Legal Aspects of Criminology

3
48

Criminal Justice Graduate Programs
Course

Credits

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/applied-criminology/index.aspx
Certificate in Behavioral Crime Analysis
Program Description
The Behavioral Crime Analysis certificate is designed to give criminal justice professionals a deeper
understanding of criminal behavior and equip them with new tools and strategies for contemporary and
sophisticated criminal investigations and analysis.
Program Coordinator
Dr. John Cencich
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

CRM 710 Advanced Behavioral Crime Analysis
Theory

3

CRM 830 Criminal Investigative Analysis

3

CRM 840 Equivocal Death Analysis

3

CRM 850 Environmental Criminology

3

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/behavioral-crime-analysis/
Certificate in Corporate Diplomacy
Curriculum
Course

Credits

Required Courses

9

MBA 700 Business Foundations

3

MBA 720 Leading the Enterprise

3

MGT 710 Leadership Dynamics

3

Electives (select three)

9

CRS 700 Conflict Resolution Theory and Practice

3

CRS 710 Special Topics in Conflict Resolution

3

49

Criminal Justice Graduate Programs
Course

Credits

CRS 735 De-escalation and Community Conflict
Management

3

CRS 740 Legal Aspects of Conflict Resolution

3

CRS 750 Dialogue, Persuasion and Negotiation

3

CRS 780 Principles of Mediation Practice

3

Total

18

Doctor of Criminal Justice
Program Description
The Doctor of Criminal Justice (D.C.J.) program focuses on professional development and practical approaches
to major criminal justice issues.
Delivery Mode
Global Online (100% online delivery of coursework, with a one-week campus residency)
Curriculum
Course

Credits

CRJ 800 Leading Criminal Justice Agencies

3

CRJ 805 Using Theory to Improve CJ Practice

3

CRJ 810 Improving the Administration of Juvenile
Justice

3

CRJ 820 21st Century Policing

3

CRJ 830 Corrections: Crisis and Management

3

CRJ 840 Advanced Criminal Law and Procedure for
CJ Leaders

3

CRJ 850 Contemporary Forensic Science and
Technology for Criminal Justice Leaders

3

CRJ 860 Criminal Justice Training: Needs, Problems,
Solutions

3

CRJ 870 Civil Liability for Criminal Justice
Professionals

3

CRJ 880 Achieving Justice More Often

3

CRJ 890 Applied Criminal Justice Research Methods
for CJ Leaders

3

CRJ 895 Legal Research Methods for Criminal
Justice Practitioners

3

CRJ 920 Doctoral Research Portfolio

6

Total

42
50

Criminal Justice Graduate Programs
Additional Requirements
A comprehensive exam is administered during the winter term preceding the final spring semester.
Successful completion classifies students as doctoral candidates.
Program Webpage
https://www.calu.edu/academics/graduate/doctoral/criminal-justice/index.aspx
Dual Degree: Applied Criminology and Tactical Strength and Conditioning
Program Description
Through this dual degree program, students earn a M.A. in Criminal Justice: Applied Criminology and a M.S. in
Exercise Science and Health Promotion: Tactical Strength and Conditioning.
Curriculum
Course

Credits

Exercise Science and Health Promotion Courses

24

PRF 700 Orientation to Exercise Science and Health
Promotion

3

PRF 719 Advanced Techniques in Tactical Strength
and Conditioning

3

PRF 720 Essentials of Human Movement Science

3

PRF 759 Tactical Strength and Conditioning Program
Design

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 789 Current Topics in Tactical Strength and
Conditioning

3

PRF 810 Research in Performance Enhancement

3

Applied Criminology Courses

24

CRM 700 Advanced Criminological Theories

3

CRM 710 Advanced Behavioral Crime Analysis
Theory

3

CRM 810 Violent Crime Analysis

3

CRM 820 Ethical and Legal Aspects of Criminology

3

CRM 830 Criminal Investigative Analysis

3

CRM 840 Equivocal Death Analysis

3

CRM 850 Environmental Criminology

3

CRM 870 Special Topics in Criminology

3

51

Criminal Justice Graduate Programs
Course

Credits

Total

48

Dual Major: Applied Criminology and Conflict Resolution
Program Description
Through this dual major program, students earn a M.A. in Criminal Justice: Applied Criminology and a M.A. in
Conflict Resolution.
Curriculum
Course

Credits

Conflict Resolution Courses

21

CRS 700 Conflict Resolution Theory and Practice

3

CRS 725 Restorative Justice and VOM

3

CRS 735 De-escalation and Community Conflict
Management

3

CRS 740 Legal Aspects of Conflict Resolution

3

CRS 770 International and Intercultural Conflict
Resolution

3

CRS 780 Principles of Mediation Practice

3

CRS 810 Conflict Resolution Graduate Internship
OR CRS 819 Conflict Resolution Applied Research
Project

3

Applied Criminology Courses

21

CRM 700 Advanced Criminological Theories

3

CRM 710 Advanced Behavioral Crime Analysis
Theory

3

CRM 810 Violent Crime Analysis

3

CRM 820 Ethical and Legal Aspects of Criminology

3

CRM 830 Criminal Investigative Analysis

3

CRM 840 Equivocal Death Analysis

3

CRM 850 Environmental Criminology

3

Total

42

Dual Major: Forensic Linguistics and Arabic
Program Description
Through this dual major program, students earn a M.A. in Criminal Justice: Forensic Linguistics and a M.A. in
Arabic Language and Linguistics.
52

Criminal Justice Graduate Programs
Curriculum
Course

Credits

Arabic Courses

24

ARB 610 Arabic Linguistics

3

ARB 620 Arabic-English Translation

3

ARB 630 Arabic Literature and Social Cultural
Aspects

3

ARB 640 Arabic Dialect Acquisition and Variation

3

ARB 650 Images of Islam

3

ARB 660 Advanced Arabic Composition

3

ARB 670 Methods of Teaching & Learning Arabic

3

ARB 810 Special Topics in Arabic

3

Forensic Linguistics Courses

24

CRM 600 Seminar in Forensic Linguistics

3

CRM 610 Forensic Sociolinguistics

3

CRM 620 Forensic Language Structure I

3

CRM 640 Forensic Language Structure II

3

CRM 650 Author Profiling and Threat Assessment

3

CRM 670 Authorial Attribution and Speaker
Identification

3

CRM 690 Legal and Ethical Issues in Forensic
Linguistics

3

CRM 700 Advanced Criminological Theories

3

Total

48

Note: Students in CRM 690 will be required to undertake a project, which serves as a culminating experience that
is applicable to Arabic language and culture and forensic linguistics.
Dual Major: Forensic Linguistics and Conflict Resolution
Program Description
Through this dual major program, students earn a M.A. in Criminal Justice: Forensic Linguistics and a M.A. in
Conflict Resolution.
Curriculum
Course

Credits

Conflict Resolution Courses

24
53

Criminal Justice Graduate Programs
Course

Credits

CRS 700 Conflict Resolution Theory and Practice

3

CRS 725 Restorative Justice and VOM

3

CRS 735 De-escalation and Community Conflict
Management

3

CRS 740 Legal Aspects of Conflict Resolution

3

CRS 750 Dialogue, Negotiation, and Persuasion

3

CRS 770 International and Intercultural Conflict
Resolution

3

CRS 780 Principles of Mediation Practice

3

CRS 810 Conflict Resolution Graduate Internship
OR CRS 819 Conflict Resolution Applied Research
Project

3

Forensic Linguistics Courses

24

CRM 600 Seminar in Forensic Linguistics

3

CRM 610 Forensic Sociolinguistics

3

CRM 620 Forensic Language Structure I

3

CRM 640 Forensic Language Structure II

3

CRM 650 Author Profiling and Threat Assessment

3

CRM 670 Authorial Attribution and Speaker
Identification

3

CRM 690 Legal and Ethical Issues in Forensic
Linguistics

3

CRM 700 Advanced Criminological Theories

3

Total

48

M.A. in Conflict Resolution Studies
Program Description
The Master of Arts in Conflict Resolution Studies is designed to help develop skills in alternative dispute resolution
(ADR), arbitration and mediation for a variety of occupations in education, human resources, labor relations, law
enforcement, counseling, government, law, social work, military and court systems.
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online with field experiences and internships taking place at the student's site.
Curriculum
54

Criminal Justice Graduate Programs
Course

Credits

Required Courses
CRS 700 Conflict Resolution Theory and Practice

3

CRS 710 Special Topics in Conflict Resolution

3

CRS 725 Restorative Justice and Victim Offender
Mediation

3

CRS 735 De-escalation and Community Conflict
Management

3

CRS 740 Legal Aspects of Conflict Resolution

3

CRS 750 Dialogue, Persuasion, and Negotiation

3

CRS 765 Family Meditation Theory and Practice

3

CRS 770 International and Intercultural Conflict
Resolution

3

CRS 780 Principles of Mediation Practice

3

CRS 790 Neuroscience and Conflict Resolution

3

CRS 800 Research Methods in Conflict Resolution

3

Capstone Experience (choose one)
CRS 810 Conflict Resolution Internship

3

CRS 819 Applied Research Project

3

Total

36

Program Webpage
www.calu.edu/academics/online-programs/conflict-resolution/index.htm
M.A. in Criminal Justice Studies: Applied Criminology
Program Description
The Applied Criminology concentration of the Master of Arts in Criminal Justice Studies presents advanced
criminological theories and examines the behavioral manifestations of violent offenders. By combining the best
of criminal justice and applied criminology study, the program enables students to build a strong foundation of
theoretical and research knowledge and skills. This provides students with the sophisticated techniques needed
to apply this analytical framework to real-world situations. Students also learn to apply this theoretical framework
to real-world situations involving criminal investigative analysis, equivocal death analysis and geographical crime
analysis.
Program Coordinator
Dr. Christopher Wydra
Delivery Mode
Global Online (100% online delivery)
55

Criminal Justice Graduate Programs
Curriculum
Course

Credits

CRM 700 Advanced Criminological Theories

3

CRM 710 Advanced Behavioral Crime Analysis
Theory

3

CRM 720 Research Methods in Criminology

3

CRM 810 Violent Crime Analysis

3

CRM 820 Ethical and Legal Aspects of Criminology

3

CRM 830 Criminal Investigative Analysis

3

CRM 840 Equivocal Death Analysis

3

CRM 850 Environmental Criminology

3

Select one of the following:
CRM 880 Criminology Thesis*

6

CRM 885 Criminology Internship

6

CRM 890 Criminology Studies Abroad*

6

GRA 662 Prior Learning Assessment (FBI Academy,
FLETC, CFE Certification and similar academies and
programs)

6

Credits from the Tactical Strength and Conditioning
Program

6

Total

30

* Depending on availability.
Program Webpage
www.calu.edu/academics/online-programs/applied-criminology/index.htm
M.A. in Criminal Justice Studies: Forensic Linguistics
Program Description
The Forensic Linguistics concentration of the Master of Arts in Criminal Justice Studies builds knowledge, skills
and abilities in the field of forensic linguistics. Professionals in this field work as practitioners or consultants,
bringing their expertise to criminal and civil investigations, corporate and national security matters, legal
proceedings, and analysis of evidence such as emergency phone calls, suicide notes, ransom demands and
fraudulent documents.
Program Coordinator
Dr. John Cencich
Delivery Mode
Global Online (100% online delivery)

56

Criminal Justice Graduate Programs
Curriculum
Course

Credits

Required Core Courses

6

CRM 700 Advanced Criminological Theories

3

CRM 720 Research Methods in Criminology

3

Concentration Courses

24

CRM 600 Seminar in Forensic Linguistics

3

CRM 610 Forensic Sociolinguistics

3

CRM 620 Forensic Language Structure I

3

CRM 640 Forensic Language Structure II

3

CRM 650 Author Profiling and Threat Assessment

3

CRM 670 Authorial Attribution and Speaker
Identification

3

CRM 690 Legal and Ethical Issues in Forensic
Linguistics

3

CRM 855 Applied Research in Criminology

3

Capstone Experience (select one)

6

CRM 880 Criminology Thesis*

6

CRM 885 Criminology Internship

6

CRM 890 Criminology Studies Abroad*

6

GRA 662 Prior Learning Assessment (FBI Academy,
FLETC, CFE Certification and similar academies and
programs)

6

Total

36

*Depending upon availability.
Program Webpage
https://www.calu.edu/academics/graduate/masters/forensic-linguistics/index.aspx

57

Exercise Science and Sport Studies
Exercise Science and Sport Studies
Faculty
Exercise Science and Health Promotion: Dr. Carol M. Biddington | Dr. Marc S. Federico | Dr. Jeffrey R. Hatton |
Dr. Barry E. McGlumphy | Dr. Linda P. Meyer | Dr. Laura L. Miller | Dr. Ben Reuter | Dr. Joni Lee Cramer Roh | Dr.
Christine Romani-Ruby | Dr. Ronald W. Wagner | Dr. Ellen J. West | Dr. Tom West
Health Science and Exercise Leadership: Dr. Carol M. Biddington | Dr. Marc S. Federico | Dr. Jeffrey R. Hatton
| Dr. Rebecca Hess | Dr. Barry E. McGlumphy | Dr. Linda P. Meyer | Dr. Brian Oddi | Dr. Ellen J. West | Dr. Tom
West
Sport Management Studies: Dr. Carol M. Biddington | Dr. Mary Kreis | Dr. Robert G. Taylor | Dr. Linda P. Meyer
| Dr. Laura L. Miller | Dr. Brian Wood
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Exercise Science and Sport Studies programs in:
Master's Degrees
• Exercise Science and Health Promotion (M.S.), with concentrations in:
• Applied Sport Science
• Group Fitness Leadership
• Nutrition
• Performance Enhancement and Injury Prevention
• Rehabilitation Sciences
• Sport Psychology
• Tactical Strength and Conditioning
• Wellness and Fitness
• Wellness Coaching
• Sport Management Studies (M.S.), with concentrations in:
• Intercollegiate Athletic Administration
• Sport Management
• Strategic Sport Analysis
Note: The Exercise Science and Health Promotion concentrations can be combined to create dual concentration
options. When pursuing a dual concentration, students are required to fulfill all of the course requirements for both
programs; however, because there is overlap in the courses needed, it generally takes just 48 credits to complete
a dual concentration. The exception is any dual concentration that includes Applied Sport Science; in such cases,
54 credits are required.
Doctorate Degrees
• Health Science and Exercise Leadership (D.H.Sc.)
Certificates
• Group Fitness Leadership
• Intercollegiate Athletic Administration
• Nutrition
• Performance Enhancement and Injury Prevention
• Rehabilitation Sciences
• Sport Psychology
• Wellness and Fitness
• Wellness Coaching
General Program Webpages
Overviews of the programs can be found at:
58

Exercise Science and Sport Studies
• Exercise Science and Health Promotion: https://www.calu.edu/academics/graduate/masters/
exercise-science/index.aspx
• Health Science and Exercise Leadership: https://www.calu.edu/academics/graduate/doctoral/
health-science/index.aspx
• Sport Management Studies: https://www.calu.edu/academics/graduate/masters/sportmanagement/index.aspx
Certificate in Group Fitness Leadership
Program Description
The Group Fitness Leadership certificate program is composed of four concentration courses from the M.S. in
Exercise Science and Health Promotion: Group Fitness Leadership program.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 717 Strength and HIIT in Group Fitness
Exercise

3

PRF 757 Cardiovascular and Flexibility Training in
Group Fitness Exercise

3

PRF 787 Key Concepts in Group Fitness Exercise

3

PRF 800 Research in Fitness and Wellness

3

Total

12

Certificate in Intercollegiate Athletic Administration
Program Description
The Intercollegiate Athletic Administration certificate program is composed of the four concentration-specific
courses from the M.S. in Sport Management Studies: Intercollegiate Athletic Administration program.
Program Coordinator
Dr. Robert G. Taylor
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

SPT 790 Sport Governance

3

SPT 791 Sport Compliance

3

SPT 792 Legal Aspects of Equity in Intercollegiate
Athletics

3

SPT 793 Human Resource Strategies in
Intercollegiate Athletics

3

59

Exercise Science and Sport Studies
Course

Credits

Total

12

Certificate in Nutrition
Program Description
The Nutrition certificate program is composed of four concentration courses from the M.S. in Exercise Science
and Health Promotion: Nutrition program.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 718 Health Behavior Change in Nutrition
Education

3

PRF 758 Applied Principles of Human Nutrition

3

PRF 788 Nutrition Through the Lifecycle

3

PRF 800 Research in Fitness and Wellness

3

Total

12

Certificate in Performance Enhancement and Injury Prevention
Program Description
The Performance Enhancement and Injury Prevention certificate program is composed of four concentration
courses from the M.S. in Exercise Science and Health Promotion: Performance Enhancement and Injury
Prevention program.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 710 Performance Enhancement in Physical
Activity

3

PRF 750 Performance Enhancement Program
Design

3

PRF 780 Current Topics in Performance
Enhancement

3

PRF 810 Research in Performance Enhancement

3

Total

12
60

Exercise Science and Sport Studies
Certificate in Rehabilitation Sciences
Program Description
The Rehabilitation Sciences certificate program is composed of four concentration courses from the M.S. in
Exercise Science and Health Promotion: Rehabilitation Sciences program.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 712 Corrective Exercise in Rehabilitation

3

PRF 752 Corrective Exercise Program Design

3

PRF 782 Current Topics in Rehabilitation

3

PRF 820 Research in Rehabilitation

3

Total

12

Certificate in Sport Psychology
Program Description
The Sport Psychology certificate program is composed of four concentration courses from the M.S. in Exercise
Science and Health Promotion: Sport Psychology program.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 713 Special Topics in Sport Psychology

3

PRF 753 Psychological Aspects of Sport Injury and
Rehabilitation

3

PRF 783 Psychological Perspectives in Sport
Performance Enhancement and Intervention

3

PRF 830 Research in Sport Psychology

3

Total

12

Certificate in Wellness Coaching
Program Description
The Wellness Coaching certificate program is composed of four concentration courses from the M.S. in Exercise
Science and Health Promotion: Wellness Coaching program.
Program Coordinator
Dr. Barry E. McGlumphy
61

Exercise Science and Sport Studies
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 714 Health and Wellness Coaching
Competencies

3

PRF 754 Health and Wellness Coaching - Facilitating
Change

3

PRF 784 Current Topics in Wellness Coaching

3

PRF 840 Research in Health and Wellness Coaching

3

Total

12

Certificate in Wellness and Fitness
Program Description
The Wellness and Fitness certificate program is composed of four concentration courses from the M.S. in
Exercise Science and Health Promotion: Wellness and Fitness program.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 711 An Integrated Approach to Fitness and
Wellness

3

PRF 751 Program Design in Fitness and Wellness

3

PRF 781 Current Topics in Fitness and Wellness

3

PRF 800 Research in Fitness and Wellness

3

Total

12

Doctorate of Health Science
Program Description
The Doctor of Health Science (D.H.Sc.) degree in Health Science and Exercise Leadership is designed for
individuals working in clinical, educational, professional, managerial and research roles within healthcare-related
fields who wish to pursue an advanced professional degree that will provide opportunities for career enhancement
or advancement.
Program Coordinator
Dr. Marc S. Federico
Delivery Mode
Global Online (100% online delivery)

62

Exercise Science and Sport Studies
Doctoral candidates are required to be on campus to present and defend their evidence-based professional
portfolio and/or optional dissertation research as part of the Department of Exercise Science and Sport Studies
Graduation Workshop. The workshop is held annually on the Friday of (and prior to) the December graduation
ceremonies.
Curriculum
Course

Credits

DHS 804 Evidence-Based Practice Theory

3

DHS 805 Health Promotion and Wellness for the
Individual

3

DHS 806 Community and Corporate Wellness

3

DHS 825 Research Methods in Exercise Science I

3

DHS 826 Research Methods in Exercise Science II

3

DHS 830 Leadership in Wellness Education and
Professional Practice

3

DHS 835 Values, Ethics, and the Promotion of Health
and Wellness

3

DHS 845 Advanced Delivery Techniques and
Technology

3

DHS 850 Theories and Foundations of Adult
Learning

3

DHS 851 Learning Concepts for the Adult Learner

3

DHS 852 Curriculum and Course Design

3

DHS 899 Evidence-based Project Seminar

3

DHS 915 Evidence-based Professional Portfolio I

3

DHS 925 Evidence-based Professional Portfolio II

3

DHS 950 Evidence-based Professional Portfolio III

3

PRF Elective Course*

3

Total

48

+ Dissertation
Course

Credits

DHS 900 Dissertation

5

DHS 901 (Taken only as needed if Dissertation is not
completed by end of Fall III for full-time students and
of Fall IV for part-time students)

1 to 3

Total

53

63

Exercise Science and Sport Studies
* Cal U Exercise Science and Health Promotion M.S. graduates will select a PRF elective outside of the single or
dual concentration of their master's program. Students who do not hold a M.S. in Exercise Science and Health
Promotion from Cal U are strongly advised to enroll in PR 760 Leadership and Professional Development.
Note: August graduates of the D.H.Sc. program are required to present their research at the annual Future of
Exercise and Health Science Showcase held the Friday morning of the Fall semester graduation ceremonies in
December.
Program Webpage
www.calu.edu/academics/online-programs/doctorate-health-sciences/index.htm
M.S. in Exercise Science and Health Promotion: Applied Sport Science
Program Description
The Applied Sport Science concentration of the Master of Science in Exercise Science and Health Promotion
connects students with new ways to help their clients achieve peak physical performance. This concentration was
created in partnership with Fusionetics®.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

GRA 800 Graduate Internship

6

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 716 Advanced Techniques in Movement and
Recovery

3

PRF 720 Essentials of Human Movement Science

3

PRF 756 Program Design for Optimizing Human
Movement and Recovery

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 786 Current Topics in Movement and Recovery
Science

3

64

Exercise Science and Sport Studies
Course

Credits

PRF 816 Research in Movement and Recovery
Science

3

Total

42

Program Website
https://www.calu.edu/academics/graduate/masters/exercise-science/applied-sport-science/index.aspx
M.S. in Exercise Science and Health Promotion: Group Fitness Leadership
Program Description
The Group Fitness Leadership concentration of the Master of Science in Exercise Science and Health Promotion
was designed in partnership with Les Mills™. The program teaches students how to apply advanced strategies in
fitness leadership.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 717 Strength and HIIT in Group Fitness Exercise

3

PRF 720 Essentials of Human Movement Science

3

PRF 757 Cardiovascular and Flexibility Training in
Group Fitness Exercise

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 781 Current Topics in Fitness and Wellness

3

PRF 800 Research in Fitness and Wellness

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/group-fitness-leadership/
65

Exercise Science and Sport Studies
M.S. in Exercise Science and Health Promotion: Nutrition
Program Description
The Nutrition concentration of the Master of Science in Exercise Science and Health Promotion connects students
with advanced nutritional concepts, preparing them to create successful nutrition plans and offer coaching that
leads to improved athletic performance and overall health and wellness.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 718 Health Behavior Change in Nutrition
Education

3

PRF 720 Essentials of Human Movement Science

3

PRF 758 Applied Principles of Human Nutrition

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 781 Current Topics in Fitness and Wellness

3

PRF 788 Nutrition Through the Lifecycle

3

PRF 800 Research in Wellness and Fitness

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/nutrition/
M.S. in Exercise Science and Health Promotion: Performance Enhancement and Injury Prevention
Program Description
The Performance Enhancement and Injury Prevention concentration of the Master of Science in Exercise Science
and Health Promotion prepares students for the National Academy of Sports Medicine exam for Performance
Enhancement Specialist (PES) certification.
Program Coordinator
Dr. Barry E. McGlumphy

66

Exercise Science and Sport Studies
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 710 Performance Enhancement in Physical
Activity

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 720 Essentials of Human Movement Science

3

PRF 750 Performance Enhancement Program Design

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 780 Current Topics in Performance
Enhancement

3

PRF 810 Research in Performance Enhancement

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/performance-enhancement-injury-preventionconcentration/index.aspx
M.S. in Exercise Science and Health Promotion: Rehabilitation Science
Program Description
The Rehabilitation Science concentration of the Master of Science in Exercise Science and Health
Promotion prepares students for the National Academy of Sports Medicine (NASM) exam to become a Certified
Exercise Specialist (CES).
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)

67

Exercise Science and Sport Studies
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 712 Corrective Exercise in Rehabilitation

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 720 Essentials of Human Movement Science

3

PRF 752 Corrective Exercise Program Design

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 782 Current Topics in Rehabilitation

3

PRF 820 Research in Rehabilitation

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/rehabilitation-science/index.aspx
M.S. in Exercise Science and Health Promotion: Sport Psychology
Program Description
The Sport Psychology concentration of the Master of Science in Exercise Science and Health Promotion is
designed for students interested in better understanding the psychological effects of sport injuries, rehabilitation
and recovery and the mental skills needed for peak athletic performance and competition.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3
68

Exercise Science and Sport Studies
Course

Credits

PRF 713 Special Topics in Sport Psychology

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 720 Essentials of Human Movement Science

3

PRF 753 Psychological Aspects of Sport Injury and
Rehabilitation

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 783 Psychological Perspectives in Sport
Performance Enhancement

3

PRF 830 Research in Sport Psychology

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/sport-psychology/index.aspx
M.S. in Exercise Science and Health Promotion: Tactical Strength and Conditioning
Program Description
The Tactical Strength and Conditioning concentration of the Master of Science in Exercise Science and Health
Promotion focuses on fitness and strength training concepts specific to military personnel, law enforcement, fire
fighters and other first responders.
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 719 Advanced Techniques in Tactical Strength
and Conditioning

3

69

Exercise Science and Sport Studies
Course

Credits

PRF 720 Essentials of Human Movement Science

3

PRF 759 Tactical Strength and Conditioning Program
Design

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 789 Current Topics in Tactical Strength and
Conditioning

3

PRF 810 Research in Performance Enhancement

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/tactical-strength-conditioning/index.aspx
M.S. in Exercise Science and Health Promotion: Wellness Coaching
Program Description
The Wellness Coaching concentration of the Master of Science in Exercise Science and Health Promotion was
developed in partnership with Wellcoaches®. The program prepares students to earn the Health and Wellness
Coach certification, endorsed by the American College of Sports Medicine (ACSM).
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 714 Health and Wellness Coaching
Competencies

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 720 Essentials of Human Movement Science

3

PRF 754 Health and Wellness Coaching – Facilitating
Change

3

70

Exercise Science and Sport Studies
Course

Credits

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

PRF 784 Current Topics in Wellness Coaching

3

PRF 840 Leadership and Professional Development

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/wellness-coaching/
M.S. in Exercise Science and Health Promotion: Wellness and Fitness
Program Description
The Wellness and Fitness concentration of the Master of Science in Exercise Science and Health Promotion
prepares students to design fitness training and wellness programs using NASM's Optimum Performance
Training (OPT™) model and to take the NASM exam to earn accredited certification as a Certified Personal
Trainer (CPT).
Program Coordinator
Dr. Barry E. McGlumphy
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

PRF 700 Orientation to Exercise Science and
Wellness

3

PRF 701 Advanced Topics in SAQ and Endurance
Training

3

PRF 705 Industrial, Clinical, and Corporate Wellness

3

PRF 711 An Integrated Approach to Fitness and
Wellness

3

PRF 715 Business and Entrepreneurship in the
Fitness Industry

3

PRF 720 Essentials of Human Movement Science

3

PRF 751 Program Design in Wellness and Fitness

3

PRF 760 Leadership and Professional Development

3

PRF 765 Nutrition for Peak Performance

3

PRF 770 Exercise Physiology: Assessment and
Exercise Prescription

3

71

Exercise Science and Sport Studies
Course

Credits

PRF 781 Current Topics in Fitness and Wellness

3

PRF 800 Research in Wellness and Fitness

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/exercise-science/wellness-fitness/index.aspx
M.S. in Sport Management Studies (Generalist Track)
Program Description
The Sport Management generalist concentration of the Master of Science in Sport Management Studies is
designed for students seeking to develop sport management knowledge and skills. Concentration coursework
places heavy emphasis on supervised hands-on experience.
Program Coordinator
Dr. Robert G. Taylor
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

SPT 700 Research Methods in Sport

3

SPT 710 Socio-cultural Aspects of Sport

3

SPT 720 Sport Marketing

3

SPT 730 Public Relations in Sport

3

SPT 740 Legal Aspects in Sport

3

SPT 750 Sport Finance

3

SPT 760 Sport Ethics

3

SPT 770 Leadership and Management in Sport

3

SPT 799 Mentorship*

12

Total

36

* Students may not enroll in SPT 799 until all core coursework has been successfully completed with a minimum
overall GPA of 3.0.
Program Webpage
https://www.calu.edu/academics/online-programs/sport-management/curriculum/index.htm
M.S. in Sport Management Studies: Intercollegiate Athletic Administration
Program Description
The Intercollegiate Athletic Administration concentration of the Master of Science in Sport Management Studies
was developed in consultation with the NCAA. The program explores important concepts related to administration
of intercollegiate athletic departments.
72

Exercise Science and Sport Studies
Program Coordinator
Dr. Robert G. Taylor
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

SPT 700 Research Methods in Sport

3

SPT 710 Socio-cultural Aspects of Sport

3

SPT 720 Sport Marketing

3

SPT 730 Public Relations in Sport

3

SPT 740 Legal Aspects in Sport

3

SPT 750 Sport Finance

3

SPT 760 Sport Ethics

3

SPT 770 Leadership and Management in Sport

3

SPT 790 Sport Governance

3

SPT 791 Sport Compliance

3

SPT 792 Legal Aspects of Equity in Intercollegiate
Athletics

3

SPT 793 Development of Human Resource Strategies 3
in Intercollegiate Athletics
Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/intercollegiate-athletic-administration/index.aspx
M.S. in Sport Management Studies: Strategic Sport Analysis
Program Description
The Strategic Sport Analysis concentration of the M.S. in Sport Management Studies covers skills needed for
using data to make savvy business decisions within the sports, fitness and athletic industries.
Program Coordinator
Dr. Robert G. Taylor
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

SPT 700 Research Methods in Sport

3

SPT 710 Socio-cultural Aspects of Sport

3

73

Exercise Science and Sport Studies
Course

Credits

SPT 720 Sport Marketing

3

SPT 730 Public Relations in Sport

3

SPT 740 Legal Aspects in Sport

3

SPT 750 Sport Finance

3

SPT 760 Sport Ethics

3

SPT 770 Leadership and Management in Sport

3

SPT 780 Current Trends and Issues in Sport
Management

3

SPT 781 Sports Analytics

3

SPT 782 Economic Analysis in Sport

3

SPT 783 Strategic Sport Management

3

Total

36

Program Webpage
https://www.calu.edu/academics/graduate/masters/strategic-sport-analysis/index.aspx

74

Legal Studies Graduate Programs
Legal Studies
Faculty
Larry Bassi | Jeffrey Davidson | Kevin Govern, J.D. | Brian Kohlhepp | William Morgan, J.D. | David Smith, J.D. |
Christina A. Toras, J.D. | Michael Vennum, J.D. | Karl Williams, M.D.
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Legal Studies graduate programs in:
Master's Degrees
• Legal Studies (M.S.), with concentrations in:
• Criminal Justice
• Homeland Security
• Law and Public Policy
Note: An overview of the Legal Studies master's programs can be found at: https://www.calu.edu/academics/
graduate/masters/legal-studies/index.aspx
Certificates
• Criminal Justice
• Homeland Security
• Law and Public Policy
• Police Executive Law and Policy
• Sexual Assault Investigation and Victimization
Certificate in Criminal Justice
Program Description
The Criminal Justice certificate program is designed for students who are seeking an academic credential
related to federal, state and local criminal justice agencies or in corporate security in the private sector. Aspects
of criminal justice related to critical facets of investigations and structural/operational dynamics of criminal
justice organizations are explored. The curriculum focuses heavily on the day-to-day work of the criminal justice
professional.
This post-baccalaureate certificate program includes graduate courses from the M.S. in Legal Studies: Criminal
Justice concentration program.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

LAW 605 Law and Police Process

3

PCJ 747 Financial Investigations

3

PCJ 748 Criminal Justice Organization and
Management

3

PCJ 749 Seminar in Justice Studies

3

PCJ 750 Sexual Assault Investigations

3
75

Legal Studies Graduate Programs
Course

Credits

Total

15

Program Webpage
https://www.calu.edu/academics/graduate/certificates/criminal-justice/index.aspx
Certificate in Homeland Security
Program Description
The Homeland Security certificate program is designed for students who are seeking an academic credential
related to federal, state or local homeland security and emergency management agencies, or in corporate security
in the private sector. This increasingly important course of study takes an all-hazards approach while examining
impact, prevention and sustainability from both the public and private sectors.
This post-baccalaureate certificate program includes graduate courses from the M.S. in Legal Studies: Homeland
Security concentration program.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

AST 700 U.S. Homeland Security

3

AST 720 Domestic Extremism in the United States

3

AST 740 Terrorism, Threat and Vulnerability Analysis
and Protection

3

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

3

AST 780 Intelligence Practice in Homeland Security

3

Total

15

Program Webpage
https://www.calu.edu/academics/graduate/certificates/homeland-security/index.aspx
Certificate in Law and Public Policy
Program Description
The Law and Public Policy certificate program is designed for students seeking graduate-level education in the
analysis and application of law in a multitude of contexts. Students address, analyze and critique the law and its
public policy implications from social, administrative, juridical, ethical, operational and managerial perspectives.
Special emphasis is given to the practical ramifications of how law and policy intersect, influencing the culture, the
community and the individual.
This post-baccalaureate certificate program includes courses from the M.S. in Legal Studies: Law and Public
concentration program.
Program Coordinator
Dr. Christina A. Toras
76

Legal Studies Graduate Programs
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

LAW 600 Law and Public Policy

3

LAW 602 Law, Civil Liberties and the Constitution

3

LAW 603 Law and Legal Method

3

LAW 608 Law and Civil Litigation

3

LAW 701 Law and Administrative Agencies

3

Total

15

Program Website
https://www.calu.edu/academics/graduate/certificates/law-public-policy/index.aspx
Certificate in Police Executive Law and Policy
Program Description
The Police Executive Law and Policy certificate program emphasizes necessary skills for current or future
executive-level police leaders, specifically related to inter-connected issues of law and policy. Students who are
currently in leadership or seeking a career in upper-level executive leadership will be provided with an essential
understanding of the risk management issues required to effectively design organizational policy in a police
organization.
This post-baccalaureate certificate program combines graduate courses from the Criminal Justice and Law and
Public Policy concentrations of the M.S. in Legal Studies.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

LAW 605 Law and Police Process

3

LAW 607 Law and Criminal Conduct

3

LAW 701 Law and Administrative Agencies

3

LAW 704 Law, Business and the Workplace

3

PCJ 748 Criminal Justice Organization and
Management

3

Total

15

Program Webpage
https://www.calu.edu/academics/graduate/certificates/police-executive/index.aspx

77

Legal Studies Graduate Programs
Certificate in Sexual Assault Investigation and Victimization
Program Description
The Sexual Assault Investigation and Victimization certificate program recognizes the multifaceted arena
of investigating, prosecuting and working with victims of sexual-based crimes. Skills taught in this program
are necessary for investigations in accordance with the demands of high-profile prosecutions. The program
focuses on the legal issues related to victims of sex crimes, so investigators can meet the legal standards for
prosecutions, while maintaining a level of compassion for victims.
This post-baccalaureate certificate program combines graduate courses from the Criminal Justice and Law and
Public Policy concentrations of the M.S. in Legal Studies program.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

LAW 702 Law, Science and Forensic Applications

3

LAW 730 Independent Study in Law and Public Policy

3

PCJ 750 Sexual Assault Investigations

3

PCJ 752 Digital Imaging, Forensic Photography and
the Law

3

PCJ 755 Polygraph and Lie Detection

3

Total

15

Program Webpage
https://www.calu.edu/academics/graduate/certificates/sexual-assault/index.aspx
M.S. in Legal Studies: Criminal Justice
Program Description
The Criminal Justice concentration of the Master of Science in Legal Studies program explores aspects of
criminal justice related to critical facets of investigations and structural/operation dynamics of criminal justice
organizations. This includes critical issues of policy, criminal justice accountability and civil liability. The curriculum
focuses heavily on the day-to-day work of the criminal justice professional or executive.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Partnerships
Cal U's legal studies program is an Academic Alliance partner with the FBI National Academy Associates (FBI
NAA). FBI National Academy graduates who have completed graduate-level courses while attending the academy
may transfer up to 9 credit hours to the M.S. in Legal Studies if they have not already been applied toward the
requirements of another graduate degree.

78

Legal Studies Graduate Programs
The program also partners with the FBI Law Enforcement Executive Development Association (FBI-LEEDA Inc.)
to award three graduate credits for completion of all three leadership courses required for the Trilogy Award. The
three credits can be applied toward completion of the M.S. in Legal Studies.
Curriculum
Course

Credits

LAW 600 Law and Public Policy

3

LAW 601 Law and Ethics

3

LAW 602 Law, Civil Liberties and the Constitution

3

LAW 603 Law and Legal Method

3

LAW 605 Law and Police Process

3

PCJ 747 Financial Investigations

3

PCJ 748 Criminal Justice Organization and
Management

3

PCJ 749 Seminar in Justice Studies

3

PCJ 750 Sexual Assault Investigations

3

PCJ 752 Digital Imaging, Forensic Photography and
the Law

3

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/criminal-justice/index.aspx
M.S. in Legal Studies: Homeland Security
Program Description
The Homeland Security concentration of the Master of Science in Legal Studies program provides
a comprehensive study of various aspects of homeland security and national security of the United States. This
increasingly important course of study takes an all-hazards approach while examining impact, prevention
and sustainability from both the public and private sectors. Law and policy issues for the homeland security
professional are emphasized and examined.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Partnerships
Cal U's legal studies program is an Academic Alliance partner with the FBI National Academy Associates (FBI
NAA). FBI National Academy graduates who have completed graduate-level courses while attending the academy
may transfer up to 9 credit hours to the M.S. in Legal Studies if they have not already been applied toward the
requirements of another graduate degree.
The program also partners with the FBI Law Enforcement Executive Development Association (FBI-LEEDA Inc.)
to award three graduate credits for completion of all three leadership courses required for the Trilogy Award. The
three credits can be applied toward completion of the M.S. in Legal Studies.
79

Legal Studies Graduate Programs
Curriculum
Course

Credits

LAW 600 Law and Public Policy

3

LAW 601 Law and Ethics

3

LAW 602 Law, Civil Liberties and the Constitution

3

LAW 603 Law and Legal Method

3

AST 700 U.S. Homeland Security

3

AST 710 Emergency Management Principles, Law
and Policy

3

AST 720 Domestic Extremism in the United States

3

AST 740 Terrorism, Threat and Vulnerability Analysis
and Protection

3

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

3

AST 780 Intelligence Practice in Homeland Security

3

Total

30

Program Website
https://www.calu.edu/academics/graduate/masters/homeland-security/index.aspx
M.S. in Legal Studies: Law and Public Policy
Program Description
The Law and Public Policy concentration of the Master of Science in Legal Studies program is designed for
students seeking graduate education in the analysis and application of law in a multitude of contexts. Students
address, analyze and critique the law and its public policy implications from social, administrative, juridical, ethical,
operational and managerial perspectives. Special emphasis is given to the practical ramifications of how law and
public policy intersect, influencing the culture, the community and the individual.
Program Coordinator
Dr. Christina A. Toras
Delivery Mode
Global Online (100% online delivery)
Partnerships
Cal U's legal studies program is an Academic Alliance partner with the FBI National Academy Associates (FBI
NAA). FBI National Academy graduates who have completed graduate-level courses while attending the academy
may transfer up to 9 credit hours to the M.S. in Legal Studies if they have not already been applied toward the
requirements of another graduate degree.
The program also partners with the FBI Law Enforcement Executive Development Association (FBI-LEEDA Inc.)
to award three graduate credits for completion of all three leadership courses required for the Trilogy Award. The
three credits can be applied toward completion of the M.S. in Legal Studies.

80

Legal Studies Graduate Programs
Curriculum
Course

Credits

LAW 600 Law and Public Policy

3

LAW 601 Law and Ethics

3

LAW 602 Law, Civil Liberties and the Constitution

3

LAW 603 Law and Legal Method

3

LAW 607 Law and Criminal Conduct

3

LAW 608 Law and Civil Litigation

3

LAW 610 Law, Justice and the Family

3

LAW 700 Law and the International Community

3

LAW 701 Law and Administrative Agencies

3

LAW 704 Law, Business and the Workplace

3

Total

30

Program Website
https://www.calu.edu/academics/graduate/masters/law-public-policy/index.aspx

81

Mathematics Graduate Programs
Mathematics
Faculty
Dr. Mohamed Benbourenane | Dr. Kaddour Boukaabar | Dr. Olaniyi Iyiola | Dr. Leandro Junes | Dr. Bismark Oduro
| Dr. Melissa Sovak
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Mathematics graduate programs in:
• PSM in Applied Mathematics
• Certificate in Data Science
Certificate in Data Science
Program Description
The Data Science certificate program is designed to provide students with hands-on training in managing big
data.
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

MAT 601 Data Preparation and Cleaning

3

MAT 602 Data Visualization

3

MAT 603 Big Data Tools

3

MAT 604 Big Data Analytics

3

MAT 605 Data Analytics Capstone Project

3

Total

15

Program Webpage
https://www.calu.edu/academics/graduate/certificates/sas-data-science/index.aspx
PSM in Applied Mathematics
Program Description
The Professional Science Master's in Applied Mathematics is designed to help develop skills in big data
analysis and mathematics for a variety of STEM-related occupations for business, government and commercial
applications.
Program Coordinators
Dr. Olaniyi Iyiola and Dr. Bismark Oduro
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online with field experiences and internships taking place at the student's site.
Curriculum
Course

Credits

PSA 611 Optimization and Operations Research I

3
82

Mathematics Graduate Programs
Course

Credits

PSA 671 Advanced Multivariate Statistics

3

PSM 645 Applied Cryptography

3

PSM 675 Project Management

3

PSM 760 Leadership and Professional Development

3

PSM 799 PSM Capstone Course

6

Electives

9

Total

30

Experiential Component
In the capstone course experience, students in the PSM in Applied Mathematics program apply what they have
learned in the classroom to real-world situations, gaining experience and confidence in the workplace. Students
will effectively manage a project, design a solution and effectively communicate results to business partners and
to faculty.
Program Webpage
https://www.calu.edu/academics/graduate/masters/applied-mathematics/index.aspx

83

Nursing Graduate Programs
Nursing
Faculty
Dr. Donna Caruthers | Dr. Nicole Evanick | Dr. Kathleen Morouse | Dr. Linda Pina | Dr. Robin Weaver
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Nursing graduate programs in:
• MSN in Nursing Administration and Leadership
• Nursing Administration and Leadership Certificate
Note: Cal U also offers a MBA in Business Administration: Nursing Administration concentration for students
who have earned, or are working toward, their MSN in Nursing Administration and Leadership. The MBA shares
four required courses with the MSN in Nursing Administration and Leadership program, and students are able to
complete the requirements for both programs with a total of 54 credits.
An overview of Cal U's MSN programs and MBA nursing concentration can be found at: https://www.calu.edu/
academics/graduate/masters/msn/
Certificate in Nursing Administration and Leadership
Program Description
The Nursing Administration and Leadership certificate program is composed of 21 credits that are part of the
requirements of the MSN in Nursing Administration and Leadership program. The certificate program is designed
to provide an extra credential focused on administration and leadership skills for those who have earned a
baccalaureate or higher degree in nursing.
Program Coordinator
Dr. Nicole Evanick
Delivery Mode
Global Online (100% online delivery)
Accreditation

The baccalaureate degree program in nursing and master's degree program in nursing at California
University of Pennsylvania are accredited by the Commission on Collegiate Nursing Education (http://
www.ccneaccreditation.org).

84

Nursing Graduate Programs
Curriculum
Course

Credits

NUR 603 Information Systems for Nurses in Health
Care Organizations

3

NUR 711 Nursing Organization and Leadership
Theory

3

NUR 712 Nursing Administration and Leadership Role 3
NUR 714 Legal Aspects of Health Care Administration 3
NUR 715 Financial Management in Non-profit Health
Care Organizations

3

NUR 813 Nursing Administration Role Practicum

6

Total

21

Program Webpage
https://www.calu.edu/academics/graduate/certificates/nursing-administration/index.aspx
MSN in Nursing Administration and Leadership
Program Description
The Master of Science in Nursing (MSN degree) in Nursing Administration and Leadership is designed for those
who have already obtained a baccalaureate degree in nursing. The MSN program is intended for nurses who:
1. Currently hold administrative or leadership positions and wish to complement their experience
through advancing their education formally, and
2. Wish to gain knowledge and skills needed to expand their career options in the area of nursing
administration and leadership in a variety of healthcare settings.
Upon completion of the MSN in Nursing Administration and Leadership program, graduates will be eligible
academically to take one of the national certification exams for nurse administration offered by the American
Organization of Nurse Executives (AONE) or the American Nurses Credentialing Center (ANCC).
Program Coordinator
Dr. Nicole Evanick
Delivery Mode
Global Online (100% online delivery)

85

Nursing Graduate Programs
Accreditation

The baccalaureate degree program in nursing and master's degree program in nursing at California
University of Pennsylvania are accredited by the Commission on Collegiate Nursing Education (http://
www.ccneaccreditation.org).
Curriculum
Course

Credits

NUR 601 Theory and Research in Nursing

3

NUR 602 Health Policy in Nursing

3

NUR 603 Information Systems for Nurses in Health
Care Organizations

3

NUR 604 Population Health Promotion and Disease
Prevention

3

NUR 711 Nursing Organization and Leadership
Theory

3

NUR 712 Nursing Administration and Leadership Role 3
NUR 714 Legal Aspects of Health Care Administration 3
NUR 715 Financial Management in Non-profit Health
Care Organizations

3

NUR 813 Nursing Administration Role Practicum

6

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/msn/nursing.aspx

86

Psychology Graduate Programs
Psychology
Faculty
Dr. Angela Bloomquist | Dr. Holiday Adair | Dr. Reuben Brock | Dr. Justin D. Hackett | Dr. Dana Keener | Dr.
Tamare Piersaint | Dr. Rebecca Regeth | Dr. Carrie Rosengart | Dr. Kristen Schaffner | Dr. Darla Timbo
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Psychology graduate programs in:
• M.S. in School Psychology plus Certificate
• Threat Assessment and Management in Schools Certificate
Certificate in Threat Assessment and Management in Schools
Program Description
The Threat Assessment and Management in Schools certificate program combines psychology and criminal
justice courses to create a professional development credential designed for higher education personnel and K-12
educators. The program helps education professionals learn to identify threatening situations in school settings
and respond appropriately.
Curriculum
Course

Credits

CRM 870 Special Topics: Threat Assessment in the
Schools

3

PSY 741 Theories of Counseling and Psychotherapy

3

PSY 756 Consultation and Group Process

3

Total

9

Program Webpage
https://www.calu.edu/academics/graduate/certificates/threat-assessment-management/index.aspx
M.S. in School Psychology plus Certificate Program
Program Description
The Master of Science in School Psychology plus certificate program is designed for individuals interested in
becoming school psychologists in settings such as public or private schools, mental health centers, hospitals,
state education agencies, private practice and universities. School psychology brings together the knowledge
base of several disciplines, including child psychology, human development and education with an emphasis on
special education.
In order to practice as a school psychologist, candidates must earn a master's degree (36 credits) plus state
certification (33 additional credits of certification preparation coursework) in school psychology.
Program Coordinator
Dr. Angela Bloomquist
Delivery Mode
Traditional (on-campus, face-to-face delivery with some online/distance elements)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
National Association of School Psychologists (NASP) (SLFull, 2006)
87

Psychology Graduate Programs
Curriculum - Master of Science: School Psychology
Course

Credits

PSY 702* Psychopathology of Childhood

3

PSY 710* Principles of Instruction and Intervention

3

PSY 712 Advanced Psychology of Learning

3

PSY 713 Psychology of Growth and Development

3

PSY 721 Advanced Tests and Measurements

3

PSY 722 Individual Psychological Evaluation I

3

PSY 741 Theories of Counseling and Psychotherapy

3

PSY 752 Fundamentals of School Psychology

3

PSY 756 Consultation and Group Processes with
Practicum

3

PSY 761 Statistics and Research Methods in
Psychology I: Univariate

3

PSY 795* Seminar in Behavior Modification

3

PSY 796 Seminar in Analysis of Research in School
Psych (non-thesis option) OR PSY 849 Thesis
Option (see student manual)

3

Total

36

*These courses meet the Pennsylvania Department of Education's Chapter 49 requirements of 9 credits
addressing accommodations and adaptations for diverse learners in inclusive settings (PSY 702, PSY 710 and
PSY 795) and 3 credits of meeting the needs of English language learners (EDU 650).
Curriculum - Post-Master's Certificate: School Psychology
Course

Credits

EDU 650 Supporting English Language Learners

3

PSY 720 Neuropsychology

3

PSY 723 Individual Psychological Evaluation II

3

PSY 728 Practicum in School Psychology

3

PSY 734 Assessment of Personality and Behavior

3

PSY 742 Techniques of Counseling and
Psychotherapy with Practicum

3

PSY 762 Statistics and Research Methods in
Psychology: Multivariate

3

PSY 773 Internship in School Psychology

6

PSY 774 Internship in School Psychology

3
88

Psychology Graduate Programs
Course

Credits

PSY 798 Seminar in Professional School Psychology

3

Total

33

Additional Requirements
• Minimum of 350 clock hours of practicum, typically obtained within the first two years of
coursework via course assignments.
• Minimum of 1,200 clock hours of internship, typically completed in the third year of study, in a
public school setting and in our on-site school psychology clinic.
Full-time school psychology candidates typically complete the master's plus certification program in three years.
The first year begins by taking three courses in the summer. At the end of the second summer, successful
candidates are awarded a Master of Science in School Psychology. Candidates interested in pursuing certification
in school psychology continue with full-time coursework through the following summer, then complete a 1,200
clock hour internship in the third year of study. Once the internship requirements have been fulfilled, candidates
may then apply for state certification in school psychology.
Program Webpages
• Master of Science: https://www.calu.edu/academics/graduate/masters/education-campus/schoolpsychology/index.aspx
• Post-Master's Certificate: https://www.calu.edu/academics/graduate/certificates/education/
school-psychology/

89

Social Work Graduate Programs
Social Work
Faculty
Ann B. Bergamasco | Dr. Sheri Boyle | Dr. Janice McCall | Dr. Gwendolyn D. Perry-Burney | Dr. T. Thao Pham
| Dr. Rosalie Smiley | Dr. Pamela C. Twiss
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers regular and advanced standing Master of Social Work programs.
Note: A 36-credit MBA: Social Work Administration concentration is also available for social workers who have
already earned, or are working toward, their Master of Social Work (MSW) at Cal U.
Accreditation
The MSW program is accredited by the Council on Social Work Education (CSWE).
Master of Social Work: Advanced Standing Program
Program Description
The advanced standing Master of Social Work (MSW) program is designed for students with bachelor's degrees
in social work from Council on Social Work Education accredited programs. It prepares students to respond
professionally and creatively to the increasingly complex matrix of human needs and strengths in a changing
society. Built on a professional advanced generalist curriculum model, the program prepares students to work in
direct and indirect practice and develops students' leadership capacities.
Delivery Mode
Several courses are 100% online. The remainder follow a blended course format, with face-to-face classes held
once every three weeks. Students complete other assignments and readings online in between the face-to-face
classes.
Accreditation
Council on Social Work Education (CSWE)
Curriculum
Course

Credits

SWK 705 Human Behavior and the Social
Environment

3

SWK 715 Research, Policy and Rural Social Work
Practice

3

SWK 801 Advanced Generalist Practice

3

SWK 803 Differential Assessment

3

SWK 806 Rural Family and Community Policy

3

SWK 808 Advanced Practice Evaluation

3

SWK 812 Practice in Supervision and Administration

3

SWK 829 Advanced Field Practicum I

6

SWK 830 Advanced Field Practicum II

6

SWK Practice Electives* (2)

6

Total

39
90

Social Work Graduate Programs
Course

Credits

*Practice Electives
SWK 811 Practice with Aging in Rural and Small
Town Environments

3

SWK 813 Practice in Health Care and Health
Planning in Rural and Small Town Environments

3

SWK 814 Practice in Mental Health/Mental
Retardation in Rural and Small Town Environments

3

SWK 815 Juvenile and Adult Justice System Practice
in Rural and Small Town Environments

3

SWK 816 Practice with Children and Youth in Rural
and Small Town Environments

3

SWK 821 Social Work with Substance Abuse/
Addictions in Rural and Small Town Environments

3

SWK 840 Electives (varied)

3

Additional Requirements
Students must register for at least 6 credits each semester, are required to follow the plan for appropriate course
sequencing and must complete degree requirements within six years.
Program Webpage
https://www.calu.edu/academics/graduate/masters/social-work/index.aspx
Master of Social Work: Regular Program
Program Description
The regular Master of Social Work program is designed for students with bachelor's degrees in psychology, social
sciences, sociology, liberal arts and other disciplines. It prepares students to respond professionally and creatively
to the increasingly complex matrix of human needs and strengths in a changing society. It also provides students
with a theoretical and professional practice focused curriculum in social work that promotes an understanding and
appreciation of cultural diversity and its importance to competent advanced generalist practice. The program also
prepares students to work in direct and indirect practice and develops students' leadership capacities.
Program Coordinator
Dr. Sheri Boyle
Delivery Mode
Several courses are 100% online. The remainder follow a blended course format, with face-to-face classes held
once every three weeks. Students complete other assignments and readings online in between the face-to-face
classes.
Accreditation
Council on Social Work Education (CSWE)
Curriculum
Course

Credits

SWK 701 Generalist Practice I

3
91

Social Work Graduate Programs
Course

Credits

SWK 702 Generalist Practice II

3

SWK 705 Human Behavior and the Social
Environment

3

SWK 707 Human Diversity

3

SWK 709 Social Welfare Policy and Services

3

SWK 716 Social Work Research Methodology and
Data Analysis

3

SWK 730 First Year Field Practicum

6

SWK 801 Advanced Generalist Practice

3

SWK 803 Differential Assessment

3

SWK 806 Rural Family and Community Policy

3

SWK 808 Advanced Practice Evaluation

3

SWK 812 Practice in Supervision and Administration

3

SWK 829 Advanced Field Practicum I

6

SWK 830 Advanced Field Practicum II

6

SWK Practice Electives* (2)

6

Total

57

*Practice Electives
SWK 811 Practice with Aging in Rural and Small
Town Environments

3

SWK 813 Practice in Health Care and Health
Planning in Rural and Small Town Environments

3

SWK 814 Practice in Mental Health/Mental
Retardation in Rural and Small Town Environments

3

SWK 815 Juvenile and Adult Justice System Practice
in Rural and Small Town Environments

3

SWK 816 Practice with Children and Youth in Rural
and Small Town Environments

3

SWK 821 Social Work with Substance Abuse/
Addictions in Rural and Small Town Environments

3

SWK 840 Electives (varied)

3

Additional Requirements
Students must register for at least 6 credits each semester, are required to follow the plan for appropriate course
sequencing and must complete degree requirements within six years.
92

Social Work Graduate Programs
Program Webpage
https://www.calu.edu/academics/graduate/masters/social-work/index.aspx

93

Teacher Education, Administration and Leadership
Teacher Education, Administration and Leadership Graduate Programs
Programs
Cal U offers a variety of education programs that prepare educators for the classroom or leadership positions. Our
graduate-level education and administration programs fall under the following categories:
•
•
•
•
•

Childhood Education
Secondary Education and Administrative Leadership
Special Education
STEM Education
Technology Education

Pennsylvania Teacher Certification
Individuals who possess a Pennsylvania Instructional I teaching certification may be able to use the credits
earned in a graduate program at Cal U toward the post-baccalaureate requirements for the Instructional II
certification.
Instructional I Certification
Some of our graduate programs lead to specialized initial teaching certification. Review the program requirements
in this catalog.
Act 48 Continuing Education
Cal U is a Pennsylvania Department of Education-approved provider for Act 48 continuing professional education.
All of California University's graduate education programs may be applied to Act 48 continuing education.
For more information on Pennsylvania Instructional II certification teaching certifications and
professional education requirements, please visit the Pennsylvania Department of Education website
at www.education.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237.

94

Childhood Education Graduate Programs
Childhood Education
Faculty
Dr. Peter Cormas | Dr. Holly Diehl | Dr. Diane Fine | Dr. J. William Hug | Dr. Rebecca Maddas | Dr. Christine
Peterson | Dr. Michelle Torregano | Dr. Clover Wright
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Childhood Education graduate programs in:
Master's Degrees
• Reading Specialist (M.Ed. with certification)
• Teacher Education: Early Childhood Education (M.Ed. only)
• Teacher Education: PreK-4 (M.Ed. with certification)
Certificates
• Gifted Education Endorsement
• Reading Specialist
Certificate: Gifted Education Endorsement
Program Description
This PDE-approved Gifted Education Endorsement certificate program is designed to prepare certified instructors
in the content, pedagogy and dispositions necessary for teaching gifted learners. It is intended to improve a
teacher's skills in dealing with complex classroom settings and is added to existing Level I or Level II certificates
(but is not required to perform service in these areas).
Program Adviser
Dr. Diane Nettles
Delivery Mode
Global Online (100% online delivery)
Clearances
Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents)
are required for field-based course registration but not admission. Applicants may be admitted to the program but
will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
Curriculum
Course

Credits

EDU 701 Foundations of Gifted Education

3

EDU 702 Instructional Design and Strategies for
Gifted Education

3

EDU 703 Assessment and Identification of Gifted
Students

3

EDU 705 Program Models for Gifted Education:
Service Delivery Options

3

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/gifted-endorsement/index.aspx

95

Childhood Education Graduate Programs
Certificate: Reading Specialist
Program Description
The Reading Specialist certificate program prepares competent literacy leaders by developing and enhancing the
knowledge, professional practices and professionalism of certified classroom teachers and educators for work in
all educational settings.
This program is appropriate for students who are only interested in seeking Reading Specialist certification
through the Pennsylvania Department of Education (PDE). At the completion of this program, Cal U awards a
certificate of completion; candidates must apply to PDE for teacher certification, which requires a passing score
on the associated Reading Specialist Praxis exam.
Program Adviser
Dr. Diane Fine
Delivery Mode
All courses are delivered online, except for the clinical practicum experience, which takes place on campus during
a five-and-a-half week summer reading practicum.
Accreditation
The Reading Specialist program is accredited by the Council for the Accreditation of Educator Preparation (CAEP,
formerly NCATE) and approved by the Pennsylvania Department of Education; the Reading Specialist program is
nationally recognized by the International Literacy Association (ILA).
Curriculum
Course

Credits

RSP 700 Foundations of Literacy: Theory and
Instruction

3

RSP 702 Literacy Assessment and Instruction

3

RSP 703 Practicum I: Assessment

3

RSP 704 Practicum II: Instruction

3

RSP 705 Psychology of Reading

3

RSP 706 Literacy Leadership

3

RSP 707 Creating and Fostering Literate
Environments

3

RSP 734 Content Area Reading

3

Total

24

Additional Requirements
The Pennsylvania Department of Education requires all reading specialists to have 9 credits of special education
and 3 credits of English as a second language. Therefore, if a student entering the reading specialist program
does not have those courses in their undergraduate transcript, those credits must be earned prior to applying for
the reading specialist certification through the Pennsylvania Department of Education.
To graduate from the program, candidates must successfully complete a PracticumFolio during the reading
practicum experience.

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Childhood Education Graduate Programs
To have the reading specialist certification added to a Pennsylvania teaching certificate, candidates must pass the
Reading Specialist Praxis test. Candidates interested in certification outside Pennsylvania are required to secure
and follow regulations from the other states or entities.
Clearances
Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania
residents) are required for field-based course registration but not admission. Applicants may be admitted to the
program but will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/reading-specialist/index.aspx
M.Ed. in Reading Specialist
Program Description
The Reading Specialist Master of Education program at Cal U prepares competent literacy leaders by developing
and enhancing the knowledge, professional practices and professionalism of certified classroom teachers and
educators for work in all educational settings. It is designed for students who want to earn a Master of Education
degree and reading specialist certification on their Pennsylvania teaching certificate.
Program Adviser
Dr. Diane Fine
Delivery Mode
All courses are delivered online, except for the clinical practicum experience, which takes place on campus during
a five-and-a-half week summer reading practicum.
Accreditation
The Reading Specialist program is accredited by the Council for the Accreditation of Educator Preparation (CAEP,
formerly NCATE) and approved by the Pennsylvania Department of Education; the Reading Specialist program is
nationally recognized by the International Literacy Association (ILA).
Curriculum
Course

Credits

RES 800 Methods of Research

3

RSP 700 Foundations of Literacy: Theory and
Instruction

3

RSP 702 Literacy Assessment and Instruction

3

RSP 703 Practicum I: Assessment

3

RSP 704 Practicum II: Instruction

3

RSP 705 Psychology of Reading

3

RSP 706 Literacy Leadership

3

RSP 707 Creating and Fostering Literate
Environments

3

RSP 708 Literacy Development for English Language
Learners

3

RSP 734 Content Area Reading

3

Total

30
97

Childhood Education Graduate Programs
Additional Requirements
The Pennsylvania Department of Education requires all reading specialists to have 9 credits of special education
and 3 credits of English as a second language. Therefore, if a student entering the reading specialist program
does not have those courses in their undergraduate transcript, those credits must be earned prior to applying for
the reading specialist certification through the Pennsylvania Department of Education.
To graduate from the program, candidates must successfully complete a PracticumFolio during the reading
practicum experience.
To have the reading specialist certification added to a Pennsylvania teaching certificate, candidates must pass the
Reading Specialist Praxis test. Candidates interested in certification outside Pennsylvania are required to secure
and follow regulations from the other states or entities.
Clearances
Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents)
are required for field-based course registration but not admission. Applicants may be admitted to the program but
will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/reading-specialist/index.aspx
M.Ed. in Teacher Education: Early Childhood Education
Program Description
The Master of Education in Early Childhood Education program is for teachers who are certified in elementary,
early childhood or special education and are interested in pursuing a Master of Education without certification.
Graduate students in the early childhood education program apply knowledge of child development, families and
best teaching practices to a variety of educational settings, including public schools' Pre-K to grade 4 primary
programs, preschool programs, Head Start, child care, and parenting and family support programs. This program
is open to students with a bachelor's, master's or doctorate degree from an accredited program and teaching
certification in N-3, K-6 and/or special education Pre-K-12.
Program Adviser
Dr. Michelle Torregano
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Clearances
Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents)
are required for field-based course registration but not admission. Applicants may be admitted to the program but
will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
Curriculum
Course

Credits

ECE 700 Early Childhood Curriculum and
Assessment

3

ECE 702 Advanced Childhood Development

3

ECE 703 Literacy Development

3
98

Childhood Education Graduate Programs
Course

Credits

ECE 704 Special Topics in Early Childhood Education

3

ECE 705 Science and Math in Early Childhood

3

ECE 707 Leadership and Management in Early
Childhood Settings

3

EDE 701 Standards Aligned Curriculum, Instruction
and Assessments

3

ESP 610 Special Ed Foundations Collab

3

PSY 712 Advanced Psychology of Learning

3

RES 800 Methods of Research

3

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/childhood-education/index.aspx
M.Ed. in Teacher Education: PreK-4 (with certification)
Program Description
The Master of Education in Teacher Education: PreK-4 with certification program is designed for students who
have a baccalaureate degree and are seeking a master's degree and Pennsylvania elementary education
certification (grades PreK-4).
Program Adviser
Dr. Michelle Torregano
Delivery Mode
Traditional (on-ground, face-to-face delivery with some online/distance elements)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Curriculum
Course

Credits

ECE 703 Literacy Development

3

EDE 701 Standards Aligned Curriculum, Instruction
and Assessment

3

ELE 621 Instructional Strategies

3

ELE 701 Teaching and Assessment in Language Arts

3

ELE 702 Teaching and Assessment in Reading

3

ELE 703 Field Experience

3

ELE 711 Teaching and Assessment in Mathematics

3

ELE 721 Teaching and Assessment in Science

3

ELE 731 Teaching and Assessment in Social Studies

3
99

Childhood Education Graduate Programs
Course

Credits

ELE 741 Diverse Arts and Culture in Education

3

ELE 795 Student Teaching

9

ESP 610 Special Education Foundations and
Collaboration

3

ESP 612 Evidence-based Practices for Pre-K-8
Inclusion

3

ESP 701 Introduction to Behavior Analysis

3

PSY 712 Advanced Psychology of Learning

3

RES 800 Methods of Research

3

Total

54

Additional Requirements
Students who are not certified in Pennsylvania must pass the PECT test. It is possible to earn the master's degree
and PreK-4 certification in the same program.
Candidates for Pennsylvania certification must have completed undergraduate or graduate coursework that
includes the following:
•
•
•
•
•
•
•
•
•
•

College-level mathematics (6 credits)
English composition and American/British literature (3 credits/3 credits)
Health and wellness (3 credits)
Citizen: Geography, political or economy (3 credits)
English language learners (3 credits)
Instructional technology (3 credits)
U.S. history (3 credits)
Physical science (3 credits)
Environmental/earth science (3 credits)
Biology (3 credits)

The courses listed above apply only to the Master of Education with certification program. Students entering the
program without all, or part, of the undergraduate requirements may meet them with additional coursework or by
competency tests while they are taking the graduate classes.
Clearances
Pennsylvania Act 24, 34, 114, 131 and 151 clearances (or appropriate clearances for non-Pennsylvania residents)
are required for field-based course registration but not admission. Applicants may be admitted to the program but
will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/elementary-education/certification.aspx

100

STEM Education Graduate Programs
STEM Education
Faculty
Dr. Diane Fine | Dr. J. William Hug | Dr. Peter Cormas
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers STEM education graduate programs in:
• Teacher Education: Integrative STEM Education K-12 (M.Ed.)
• Integrative STEM Education K-12 Endorsement Certificate
Certificate: Integrative STEM Education K-12 Endorsement
Program Description
The Integrative STEM Education K-12 Endorsement certificate program is designed for certified teachers and
other educators who are seeking to gain valuable skills in STEM education. This is a stand-alone credential. Upon
completion of this program, candidates who hold a Pennsylvania Level I or II teaching certificate can apply to add
the STEM Education PreK-12 Endorsement to their existing teaching certificate.
Program Adviser
Dr. Diane Fine
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

EDE 750 Foundations of Integrative STEM Education
K-12

3

EDE 753 Integrative STEM Pedagogy and
Instructional Design

3

EDE 754 Creating Innovative Measures of Learning
for Integrative STEM Learning Communities

3

EDE 769 Integrative Project in STEM Education

3

Total

12

Clearances
Pennsylvania Act 24, 31, 34, 114 and 151 clearances (or appropriate clearances for non-Pennsylvania residents)
are required for field-based course registration but not admission. Applicants may be admitted to the program but
will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
Program Webpage
www.calu.edu/academics/online-programs/stem-teacher-education/index.htm

101

STEM Education Graduate Programs
M.Ed. in Teacher Education: Integrative STEM Education K-12
Program Description
The Master of Education in Teacher Education: Integrative STEM Education K-12 is designed for certified
teachers and other educators interested in learning how to develop rigorous, relevant, innovative and engaging
integrative practices for incorporating STEM principles across disciplines while ensuring that learners are able
to apply STEM content, concepts and skills in both academic and real-world contexts. Upon completion of
this program, candidates who hold a Pennsylvania Level I or II teaching certificate can apply to add the STEM
Education PreK-12 Endorsement to their existing teaching certificate.
Program Adviser
Dr. Diane Fine
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

EDE 701 Standards Aligned Curriculum, Assessment,
and Instruction

3

EDE 750* Foundations of Integrative STEM Education 3
K-12
EDE 751 Building Scientific Literacy and
Understanding Through Inquiry

3

EDE 752 Mathematics as Problem Solving

3

EDE 753 Integrative STEM Pedagogy and
Instructional Design

3

EDE 754 Creating Innovative Measures of Learning
for Integrative STEM Learning Communities

3

EDE 755 STEM Teachers as Leaders

3

EDE 769 Integrative Project in STEM Education

3

RES 800 Methods of Research

3

TED 775 Integrating Technology in Elementary/Middle
School STEM Curriculum

3

Total

30

* EDE 750 must be taken during the student's first semester.
Clearances
Pennsylvania Act 24, 31, 34, 114 and 151 clearances (or appropriate clearances for non-Pennsylvania residents)
are required for field-based course registration but not admission. Applicants may be admitted to the program but
will not be able to register for field-based courses until all of the up-to-date clearances are submitted.
102

STEM Education Graduate Programs
Program Webpage
www.calu.edu/academics/online-programs/stem-teacher-education/index.htm

103

Secondary Education and Administrative Leadership
Secondary Education and Administrative Leadership
Faculty
Secondary Education: Dr. Keith Hepner | Dr. Marcia Hoover | Dr. Chad Kauffman | Dr. Mario Majcen | Dr. Connie
Monroe | Dr. Susan Morris-Rutledge | Dr. Michael Perrotti
Administrative Leadership: Dr. Mark Abbondanza | Dr. Pete Aiken | Dr. Brian Barnhart | Dr. Silvia Braidic | Dr.
David Foley | Dr. Robert Freil | Dr. Michael Ghilani | Dr. Todd E. Keruskin | Dr. J. Kevin Lordon | Dr. Randal Lutz |
Dr. George Spalaris | Dr. Dave Schreiber | Dr. Gregory Taranto | Dr. Jeff Taylor | Dr. Brian Toth | Dr. Mary Wolf
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Secondary Education and Administrative Leadership programs in:
Master's Degrees
• Educational Leadership (M.Ed.) with concentrations in:
• Administrative Program for Principals
• Advanced Studies in Secondary Education and Teacher Leadership
• Educational Studies
• Educational Studies: Weather and Climatology
• Teacher Certification (M.A.T.) with concentrations in:
• Art Education K-12
• Biology Education 7-12
• Chemistry Education 7-12
• Communications Education 7-12
• Earth Space Education 7-12
• English Education 7-12
• Math Education 7-12
• Physics Education 7-12
• Social Studies Education 7-12
• Spanish Education K-12
• Teacher Education (M.Ed.), with a concentration in:
• English as a Second Language (M.Ed. only)
• English as a Second Language (M.Ed. with certification)
Doctorate Degrees
• Education Administration and Leadership (Ed.D.)
• Education Administration and Leadership (Ed.D + SLE cert)
Certification
• Administrative Program for Principals (post-master's)
Certificates
• English as a Second Language
• Online Teaching Endorsement
• Superintendent Letter of Eligibility (post-master's)
Certificate: English as a Second Language (ESL)
Program Description
The English as a Second Language (ESL) certificate program is designed for certified teachers. It builds skills
related to language, culture, instruction, assessment and professionalism that are relevant when working with
English language learners. The curriculum is aligned with the Pennsylvania Department of Education ESL
Program Specialist Standards and Teachers of English to Speakers of Other Languages (TESOL) Standards.
Program Coordinator
Dr. Susan Morris-Rutledge
104

Secondary Education and Administrative Leadership
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

EDU 704 Foundations of ESL Education

3

EDU 709 Sociolinguistics

3

EDU 712 Content-Based ESL Instruction

3

EDU 713 Language Acquisition and Development

3

EDU 714 Language Assessment

3

EDU 719 Supporting Second Language Learners,
Families and Community

3

Total

18

Program Notes
• ESL courses require field experiences.
• This is not an initial teaching licensure program. Pennsylvania requires initial licensure before the
ESL program specialist certificate can be added on.
Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/esl/index.aspx
Certificate: Online Teaching Endorsement
Program Description
The Online Teaching Endorsement certificate program is designed for teachers seeking to expand skills related to
instructional design and technology, teaching strategies and assessment in an online environment.
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

MSE 740 Advanced Instructional Technology

3

MSE 750 Strategies in Teaching Online

3

MSE 761 Assessment

3

MSE 766 Instructional Design

3

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/online-teaching-endorsement/index.aspx

105

Secondary Education and Administrative Leadership
Certificate: Superintendent Letter of Eligibility
Program Description
The Superintendent Letter of Eligibility certificate program provides an opportunity for a graduate student to obtain
certification in the Commonwealth of Pennsylvania as a superintendent.
Program Coordinator
Dr. Silvia Braidic
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online, with field experiences and internships taking place at the student's site.
Accreditation
Approved by the Pennsylvania Department of Education, the Superintendent Letter of Eligibility
certification program meets state educational requirements for certification as a superintendent. The program
complies with Educational Leadership Constituent Council Standards (ELCC), and may be used to meet
certification and professional development requirements in other states. The coursework has also been approved
by the Pennsylvania Inspired Leadership Program (PIL).
Curriculum
Course

Credits

SLE 701 Administration Theory, Organization and
Operation (PIL approved)

3

SLE 704 Technology and Facilities Development (PIL
approved)

3

SLE 705 Curriculum/Instruction and Leadership/
Supervision (PIL approved)

3

SLE 707 Strategic Planning/Policy Analysis/Board
Relations (PIL approved)

3

SLE 708 Internship Part 1

3

SLE 708 Internship Part 2

3

Total

18

Additional Requirements
Completion of an approved certification program is one requirement for certification in Pennsylvania. In the
certification process, the University informs the state that a student has completed the University's state-approved
program. The state then reviews the student's credentials and determines eligibility for certification. We encourage
all students to review the Pennsylvania Department of Education certification requirements before beginning Cal
U's program. The endorsement for certification process must be initiated by the student once they have met all
state requirements.
Students seeking certification in a state other than Pennsylvania must check their respective state Department of
Education requirements and whether completing the superintendent letter of eligibility at Cal U will be accepted.
Out-of-state students seeking Pennsylvania certification are required to notify the department of that intent
in order to meet the Pennsylvania certification expectations. Additional information related to Pennsylvania
certification can be found on the Pennsylvania Department of Education website: www.education.state.pa.us/
portal/server.pt/community/pennsylvania_department_of_education/7237.

106

Secondary Education and Administrative Leadership
Special Program Requirements
Although not required for admission, certification by the state of Pennsylvania requires a minimum of six years of
professional certified service in the basic schools, three of which shall have been in supervisory/administrative
position as defined by PDE. These three years must be completed before certification endorsement will be
granted by the University.
Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/superintendent-letter-of-eligibility/index.aspx
Certification: Administrative Program for Principals
Program Description
The Administrative Program for Principals certification program is a certification-only track for those who have
previously obtained a master's degree and are seeking principal's certification.
Program Coordinator
Dr. Silvia Braidic
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online, with field experiences and internships taking place at the student's school site.
Program Accreditation
Approved by the Pennsylvania Department of Education, this online program meets state educational
requirements for certification as a principal. The program complies with Educational Leadership Constituent
Council (ELCC) standards, and may be used to meet certification and professional development requirements in
other states.
Curriculum
Course

Credits

ADP 621 Curriculum Leadership Using a Standards
Aligned System

3

ADP 626 Instructional Leadership and Strategies for
Inclusive Classrooms

3

ADP 631 School Law and Ethics

3

ADP 641 School Community Relations Seminar

3

ADP 647 Orientation and Assessment

3

ADP 661 Educational Leadership

3

ADP 670 Internship Part 1

3

ADP 670 Internship Part 2

3

Total

24

Additional Requirements
Completion of an approved certification program is one requirement for certification in Pennsylvania. In the
certification process, the University informs the state that a student has completed the University's state-approved
program. The state then reviews the student's credentials and determines eligibility for certification. We encourage
all students to review the Pennsylvania Department of Education certification requirements before beginning Cal

107

Secondary Education and Administrative Leadership
U's program. The endorsement for certification process must be initiated by the student once they have met all
state requirements.
Students seeking certification in a state other than Pennsylvania must check their respective state Department
of Education requirements and whether completing the principal program at Cal U will be accepted. Out-of-state
students seeking Pennsylvania certification are required to notify the department of that intent in order to meet the
Pennsylvania certification expectations. Additional information related to Pennsylvania certification can be found
on the Pennsylvania Department of Education website: www.education.state.pa.us/portal/server.pt/community/
pennsylvania_department_of_education/7237.
Program Webpage
www.calu.edu/academics/online-programs/principals-program-certificate/curriculum/index.htm
Ed.D. in Education Administration and Leadership (only)
Program Description
The Doctor of Education in Education Administration and Leadership (Ed.D. only) option is designed for
individuals already holding their Superintendent Letter of Eligibility (SLE) certification.
Program Coordinator
Dr. Silvia Braidic
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online with field experiences and field projects taking place at the student's site.
Curriculum
Course

Credits

Core - Leadership and Research

12

EAL 701 Leadership I

3

EAL 702 Leadership II

3

EAL 703 Qualitative Research in Educational
Leadership

3

EAL 704 Quantitative Research in Educational
Leadership

3

Concentration Courses

15

SLE 720 District Leadership for Public Relations and
Marketing

3

SLE 730 District Leadership for Legal Issues in
Education

3

SLE 740 District Leadership for Finances

3

SLE 750 District Leadership for Human Resources

3

SLE 760 District Leadership Field Project - Fiscal
Responsibility

3

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Secondary Education and Administrative Leadership
Course

Credits

Capstone

12

EAL 705 Introduction to Capstone Research

3

EAL 706 Capstone 1 – Research Question/Review of
Literature

3

EAL 707 Capstone 2 – Methods/Data Collection

3

EAL 708 Capstone 3 – Data Analysis/Results/
Recommendations

3

Total

39

Program Webpage
https://www.calu.edu/academics/graduate/doctoral/education-administration-leadership/index.aspx
Ed.D. in Education Administration and Leadership + SLE
Program Description
The Doctor of Education in Education Administration and Leadership with Superintendent Letter of Eligibility
certification (Ed.D. + SLE) option is designed for individuals seeking their Superintendent Letter of Eligibility
certification and doctorate. The program provides education administrators with the knowledge and applied skills
required to manage a school district or other academic enterprise.
Program Coordinator
Dr. Silvia Braidic
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online, with field experiences and internships taking place at the school district site.
Accreditation
Approved by the Pennsylvania Department of Education, the Superintendent Letter of Eligibility
certification program meets state educational requirements for certification as a superintendent. The program
complies with Educational Leadership Constituent Council Standards (ELCC), and may be used to meet
certification and professional development requirements in other states. The certification coursework for the
superintendent letter has also been approved by the Pennsylvania Inspired Leadership Program (PIL).
Curriculum
Course

Credits

Core - Leadership and Research

12

EAL 701 Leadership I

3

EAL 702 Leadership II

3

EAL 703 Qualitative Research in Educational
Leadership

3

EAL 704 Quantitative Research in Educational
Leadership

3

109

Secondary Education and Administrative Leadership
Course

Credits

Concentration Courses

33

SLE 701 Administration Theory, Organization, and
Operation

3

SLE 704 Technology and Facilities Development

3

SLE 705 Curriculum/Instruction and Leadership/
Supervision

3

SLE 707 Strategic Planning/Policy Analysis/Board
Relations

3

SLE 708 Internship I

3

SLE 708 Internship II

3

SLE 720 District Leadership for Public Relations and
Marketing

3

SLE 730 District Leadership for Legal Issues in
Education

3

SLE 740 District Leadership for Finances

3

SLE 750 District Leadership for Human Resources

3

SLE 760 District Leadership Field Project - Fiscal
Responsibility

3

Capstone

12

EAL 705 Introduction to Capstone Research

3

EAL 706 Capstone 1 – Research Question/Review of
Literature

3

EAL 707 Capstone 2 – Methods/Data Collection

3

EAL 708 Capstone 3 – Data Analysis/Results/
Recommendations

3

Total

57

Additional Requirements
Completion of an approved certification program is one requirement for certification in Pennsylvania. In the
certification process, the University informs the state that a student has completed the University's state-approved
program. The state then reviews the student's credentials and determines eligibility for certification. We encourage
all students to review the Pennsylvania Department of Education certification requirements before beginning Cal
U's program. The endorsement for certification process must be initiated by the student once they have met all
state requirements.
Students seeking certification in a state other than Pennsylvania must check their respective state Department of
Education requirements and whether completing the superintendent letter of eligibility at Cal U will be accepted.
110

Secondary Education and Administrative Leadership
Out-of-state students seeking Pennsylvania certification are required to notify the department of that intent
in order to meet the Pennsylvania certification expectations. Additional information related to Pennsylvania
certification can be found on the Pennsylvania Department of Education website: www.education.state.pa.us/
portal/server.pt/community/pennsylvania_department_of_education/7237.
Special Program Requirements
Although not required for admission, certification by the state of Pennsylvania requires a minimum of six years of
professional certified service in the basic schools, three of which shall have been in supervisory/administrative
position as defined by PDE. These three years must be completed before certification endorsement will be
granted by the University.
Program Webpage
https://www.calu.edu/academics/graduate/doctoral/education-administration-leadership/index.aspx
M.A.T. in Teacher Certification: Art Education K-12
Program Description
The Art Education K-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program
prepares individuals with a background in art to apply for initial teacher certification in that area. Students may
apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may
apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 655 Methods of Art Teaching K-12

3

MSE 661 Student Teaching

9
111

Secondary Education and Administrative Leadership
Course

Credits

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•
•
•
•

Drawing
2D design
3D design
Western art history
Non-western art history
Art history or art theory
At least five art studio courses in at least four different media, such as printmaking, ceramics,
jewelry, metals, painting, sculpture, photography or graphic arts

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.

112

Secondary Education and Administrative Leadership
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/art.aspx
M.A.T. in Teacher Certification: Biology Education 7-12
Program Description
The Biology Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in biology to apply for initial teacher certification in
that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During
the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them
full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 653 Methods of Science Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33
113

Secondary Education and Administrative Leadership
Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•
•
•
•
•
•
•

Chemistry with lab
Physics with lab
Genetics
Anatomy
Physiology
Ecology
Zoology
Botany
Cellular or molecular
Biology lab experiences

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
114

Secondary Education and Administrative Leadership
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/biology.aspx
M.A.T. in Teacher Certification: Chemistry Education 7-12
Program Description
The Chemistry Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in chemistry to apply for initial teacher certification in
that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During
the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them
full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 653 Methods of Science Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
• Chemistry 1 with lab
115

Secondary Education and Administrative Leadership
•
•
•
•
•
•
•
•
•

Chemistry 2 with lab
Organic chemistry with lab
Inorganic chemistry
Biochemistry or physical chemistry
Chemistry lab
Analytical chemistry
Chemistry elective
Calculus
Physics

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/chemistry.aspx

116

Secondary Education and Administrative Leadership
M.A.T. in Teacher Certification: Communications Education 7-12
Program Description
The Communications Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in communications to apply for initial teacher
certification in that area. Students may apply for Pennsylvania teacher certification at the completion of student
teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school district
willing to hire them full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 651 Methods of English Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•

English composition
Writing theory
Language (e.g., grammar, linguistics)
Literature
117

Secondary Education and Administrative Leadership
•
•
•
•
•
•
•
•
•

Drama in literature
Communication theory
Oral communication
Video or media messaging
Argument or debate
Acting
Directing
Theatrical design
Theater elective

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/communication.aspx

118

Secondary Education and Administrative Leadership
M.A.T. in Teacher Certification: Earth Space Education 7-12
Program Description
The Earth Space Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in Earth and space science to apply for initial
teacher certification in that area. Students may apply for Pennsylvania teacher certification at the completion of
student teaching. During the program, they may apply for a Pennsylvania intern certificate if they have a school
district willing to hire them full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 653 Methods of Science Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•

Astronomy
Geology
Oceanography
Hydrology
119

Secondary Education and Administrative Leadership
•
•
•
•
•
•
•
•

Meteorology
Climatology
Historical geography
Geomorphography or tectonics
Earth science elective
Chemistry
Physics
Evidence of lab experiences

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/earth-science.aspx

120

Secondary Education and Administrative Leadership
M.A.T. in Teacher Certification: English Education 7-12
Program Description
The English Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification
program prepares individuals with a background in English to apply for initial teacher certification in that area.
Students may apply for Pennsylvania teacher certification at the completion of student teaching. During the
program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them full
time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 651 Methods of English Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•

English composition I
English composition II
American literature
British literature
121

Secondary Education and Administrative Leadership
•
•
•
•
•
•
•

World literature
Early western literature
Writing theory
Research for writing or journalism
English or communication elective
English or reading elective
Two language courses (grammar, linguistics, history of the language)

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/english.aspx
M.A.T. in Teacher Certification: Math Education 7-12
Program Description
The Math Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher Certification program
prepares individuals with a background in math to apply for initial teacher certification in that area. Students may
122

Secondary Education and Administrative Leadership
apply for Pennsylvania teacher certification at the completion of student teaching. During the program, they may
apply for a Pennsylvania intern certificate if they have a school district willing to hire them full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 652 Methods of Mathematics Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•
•
•
•
•
•

College algebra
Trigonometry or pre-calculus
Calculus 1
Calculus 2
Calculus 3
Geometry
Statistics
Computer science or technology for math
History of mathematics or mathematics in society
123

Secondary Education and Administrative Leadership
•
•
•
•

Discrete math
Math modeling
Linear algebra
Abstract algebra

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/mathematics.aspx
M.A.T. in Teacher Certification: Physics Education 7-12
Program Description
The Physics Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in physics to apply for initial teacher certification in
that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During
the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them
full time.
124

Secondary Education and Administrative Leadership
Program Description
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 653 Methods of Science Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•
•
•
•
•
•

Calculus 1
Calculus 2
College physics 1 with lab
College physics 2 with lab
College physics 3
Electricity and magnetism
Mechanics
Atomic and nuclear structure
Chemistry 1 with lab

Note: Pennsylvania Department of Education requirements are subject to change.
125

Secondary Education and Administrative Leadership
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/physics.aspx
M.A.T. in Teacher Certification: Social Studies Education 7-12
Program Description
The Social Studies Education 7-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in history to apply for initial teacher certification in
social studies. Students may apply for Pennsylvania teacher certification at the completion of student teaching.
During the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to
hire them full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
126

Secondary Education and Administrative Leadership
Field observations/experiences and student teaching are conducted in public school settings.
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 654 Methods of Social Studies Teaching 7-12

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•
•
•
•
•
•
•
•
•

U.S. History 1
U.S. History 2
Early western civilization
Later western civilization
History elective
Non-western history
Anthropology
Economics
Geography
American government
Sociology
Psychology

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
127

Secondary Education and Administrative Leadership
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/secondary-education/social-studies.aspx
M.A.T. in Teacher Certification: Spanish Education K-12
Program Description
The Spanish Education K-12 concentration of the Master of Arts in Teaching (M.A.T.) in Teacher
Certification program prepares individuals with a background in Spanish to apply for initial teacher certification in
that area. Students may apply for Pennsylvania teacher certification at the completion of student teaching. During
the program, they may apply for a Pennsylvania intern certificate if they have a school district willing to hire them
full time.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Online with two-day on-campus residency component (during the summer semester only)
Field observations/experiences and student teaching are conducted in public school settings.

128

Secondary Education and Administrative Leadership
Program Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses
MSE 641 Orientation to 7-12 Education

3

MSE 642 Standards-Based Instruction in 7-12
Education

3

MSE 643 Content Area Literacy

3

MSE 644 Instructional Strategies in 7-12

3

MSE 645 Technology Integration in 7-12 Education

3

MSE 646 Assessments and Interventions

3

MSE 647 Classroom Management in 7-12 Education

3

MSE 656 Methods of Foreign Language Teaching

3

MSE 661 Student Teaching

9

Total Credits

33

Undergraduate Content Course Requirements
Certification requirements for the Pennsylvania Department of Education include appropriate certification
testing. A minimum of 30 credits of content area coursework is required. These courses may be taken at the
undergraduate level. Students must demonstrate college coursework with a grade of C or higher in:
•
•
•
•
•
•
•
•
•
•

Elementary Spanish 1
Elementary Spanish 2
Intermediate Spanish 1
Intermediate Spanish 2
Conversational Spanish
Spanish phonetics
Spanish grammar and composition
Spanish literature
Spanish literature or culture
Two foreign language electives

Note: Pennsylvania Department of Education requirements are subject to change.
Chapter 49-2
Chapter 49-2 requirements (12 credits) mandated by the Pennsylvania Department of Education must be met in
order to receive certification. Courses may be satisfied with previously taken undergraduate or graduate courses,
subject to approval of the program coordinator. Undergraduate 49-2 courses cannot be accepted for the graduate
special education add-on certification program for students who later complete that program. If not already
completed, the following courses are needed in addition to the requirements above:
129

Secondary Education and Administrative Leadership
•
•
•
•

ESP 610
ESP 701
ESP 613
EDU 650

Special Education Foundations and Collaboration
Introduction to Behavior Analysis
Evidence-based Practices in Secondary Inclusion
Supporting the English Language Learner

Student Teaching
Applications for spring student teaching are due October 1. Applications for fall student teaching are due April 1.
Student teaching requirements include:
•
•
•
•
•
•
•
•
•

A GPA of 3.0 or higher for all courses, including undergraduate content course requirements
A grade of C or higher for all required courses
Completion of all required courses prior to student teaching
Required clearances
No incomplete (I) grades
Passing of required Praxis tests
TB tests
Liability insurance
Education requirements, such as seminars and portfolios

Program Notes
• The summer courses require a two-day residency in July.
• Clearances are required at all times throughout the program and must be updated every July.
• LiveText Watermark software is required for this program.
Teaching Certification
Upon successful completion of this master's degree, students are eligible to be "endorsed" for one Pennsylvania
Department of Education Instructional I teaching certificate. This master's degree also meets the educational
requirements of the Pennsylvania Instructional II certificate when a student has completed the necessary years
of teaching. Note that the Pennsylvania Department of Education may change the requirements for instructional
certificates at any time.
M.Ed. in Educational Leadership: Administrative Program for Principals
Program Description
The Master of Education in Education Leadership: Administrative Program for Principals (ADP) program is
designed for individuals who are seeking a principal's certificate and a master's degree in education or who
simply wish to continue to enhance their teaching and leadership skills. This program integrates K-12 principal
certification into a master's degree.
Program Coordinator
Dr. Silvia Braidic
Delivery Mode
Global Online (100% online delivery)
Classes are conducted online with field experiences and internships taking place at the student's school site.
Program Accreditation
Approved by the Pennsylvania Department of Education, this online program meets state educational
requirements for certification as a principal. The program complies with Educational Leadership Constituent
Council (ELCC) standards, and may be used to meet certification and professional development requirements in
other states.

130

Secondary Education and Administrative Leadership
Curriculum
Course

Credits

ADP 621 Curriculum Leadership Using a Standards
Aligned System

3

ADP 626 Instructional Leadership & Strategies for
Inclusive Classrooms

3

ADP 631 School Law & Ethics

3

ADP 641 School Community Relations Seminar

3

ADP 647 Orientation and Assessment

3

ADP 661 Educational Leadership

3

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

3

ADP 670 Internship Part 1

3

ADP 670 Internship Part 2 – Final Requirement for
Certification

3

ADP 673 Field Project/Research & Evaluation (M.Ed.
students only)

3

Total

30

Additional Requirements
Completion of an approved certification program is one requirement for certification in Pennsylvania. In the
certification process, the University informs the state that a student has completed the University's state-approved
program. The state then reviews the student's credentials and determines eligibility for certification. We encourage
all students to review the Pennsylvania Department of Education certification requirements before beginning
Cal U's program for further information about certification requirements in Pennsylvania. The endorsement for
certification process must be initiated by the student once they have met all state requirements.
Students seeking certification in a state other than Pennsylvania must check their respective state Department
of Education requirements and whether completing the principal program at Cal U will be accepted. Out-of-state
students seeking Pennsylvania certification are required to notify the department of that intent in order to meet the
Pennsylvania certification expectations. Additional information related to Pennsylvania certification can be found
on the Pennsylvania Department of Education website: www.education.state.pa.us/portal/server.pt/community/
pennsylvania_department_of_education/7237.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/administrative-program-for-principals/
index.aspx
M.Ed. in Educational Leadership: Advanced Studies in Secondary Education and Teacher Leadership
Program Description
The Advanced Studies in Secondary Education and Teacher Leadership concentration of the Master of
Education in Education Leadership program is designed for middle and high school teachers seeking a deeper
understanding of student learning.
Program Coordinator
Dr. Connie Monroe
131

Secondary Education and Administrative Leadership
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE). Approved by the Pennsylvania
Department of Education
Curriculum
Course

Credits

ADP 664 Field Project/Leadership

3

ADP 673 Field Project/Research & Evaluation

3

MSE 720 Advanced Standards-Aligned Instruction
7-12

3

MSE 740 Advanced Instructional Technology

3

MSE 745 Advanced Classroom Management

3

MSE 750 Online Technologies in Education

3

MSE 755 Constructivist Instructional Strategies

3

MSE 761 Assessment

3

MSE 766 Instructional Design and Assessment

3

MSE 771 Strategies for Inclusive Classrooms in 7-12

3

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/advanced-studies-in-secondary-educationand-teacher-leadership/index.aspx
M.Ed. in Educational Leadership: Educational Studies
Program Description
The Educational Studies concentration of the Master of Education in Educational Leadership is designed to be a
master's degree-completion program. The program does not lead to teacher certification.
Program Coordinator
Dr. Connie Monroe
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

ADP 664 Field Project/Leadership

3

ADP 673 Field Project/Research & Evaluation

3

Focus Area in Education

12

Cognate Courses

12
132

Secondary Education and Administrative Leadership
Course

Credits

Total

30

Program Notes
• Program entry requirement: a grade of B or higher in at least 12 credits of prior graduate courses
from a single graduate education program.
• Upon entry into the program, the student must identify their focus area, which includes at least 12
credits in a single graduate education program. The student will provide a philosophy statement
and rationale to be approved by the coordinator.
• Student prepares a portfolio in the focus area for faculty review related to accreditation and
program review.
• The cognate courses are graduate courses that may be in several different disciplines related to
the student's interests or their chosen focus.
• Students must seek permission of departments to take program-specific courses.
• This program does not lead to teacher certification.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/educational-leadership-educational-studies/
index.aspx
M.Ed. in Educational Leadership: Weather and Climatology
Program Description
The Weather and Climatology concentration of the Master of Education in Educational Leadership program is
designed to enable teachers to more effectively incorporate weather- and climate-related concepts into their
classrooms.
Program Coordinators
Dr. Chad Kauffman and Dr. Joseph Zisk
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

ADP 664 Field Project: Leadership

3

ADP 673 Field Project: Research & Evaluation

3

EAS 511 DataStreme Atmospheric Studies OR EAS
512 DataStreme Ocean Studies OR EAS 513
DataStreme Climate Studies (choose 2)*

6

EAS 710 Water in Earth System

3

EAS 720 Sustainability in Changing Climate

3

EAS 730 Environmental Hazards in Changing Climate 3
MSE 745 Managing Learning Environments

3

MSE 750 Online Technologies in Education

3

MSE 755 Constructivist Instructional Strategies

3

Total

30
133

Secondary Education and Administrative Leadership
* EAS 511, 512 and 513 may not be taken together in the same semester.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/weather-climatology/index.aspx
M.Ed. in Teacher Education: English as a Second Language (ESL)
Program Description
The Master of Education in Teacher Education: English as a Second Language (ESL) program is designed
for certified teachers who are interested in expanding their understanding of the needs of child and adult
English language learners but who are not seeking ELS teaching certification. The curriculum is aligned with the
Pennsylvania Department of Education ESL Program Specialist Standards and Teachers of English to Speakers
of Other Languages (TESOL) Standards.
Program Coordinator
Dr. Susan Morris-Rutledge
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses

24

EDE 701 Standards Aligned Curriculum, Assessment
and Instruction

3

EDU 704 Foundations of ESL Education

3

EDU 709 Sociolinguistics

3

EDU 712 Content-Based ESL Instruction

3

EDU 713 Language Acquisition and Development

3

EDU 714 Language Assessment

3

EDU 719 Supporting Second Language Learners,
Families and Community

3

RES 800 Methods of Research OR ADP 673
Supervised Field Project/Research and Evaluation

3

Elective Courses (select two)

6

EDU 702 Instructional Design and Strategies for
Gifted Education

3

EDE 765 Foundations of Integrative Stem**

3

ESP 610 Special Education Foundations

3

MSE 643 Content Area Literacy

3
134

Secondary Education and Administrative Leadership
Course

Credits

MSE 656 Methods of Foreign Language Teaching*

3

MSE 740 Advanced Instructional Technology

3

MSE 750 Online Technologies in Education

3

MSE 755 Constructivist Instructional Strategies

3

MSE 771 Strategies for Inclusive Classrooms

3

PSY 702 Psychology of Childhood

3

PSY 713 Psychology of Growth and Development

3

Total

30

* Summer-only course
** Speak with program coordinator
Program Notes:
• ESL courses require field experiences.
• This is not an initial teaching licensure program. Pennsylvania requires initial licensure before the
ESL program specialist certificate can be added on.
Program Webpage
https://www.calu.edu/academics/graduate/masters/english-as-a-second-language/index.aspx
M.Ed. in Teacher Education: English as a Second Language (ESL) with Certificate
Program Description
The Master of Education in Teacher Education: English as a Second Language (ESL) with certification program is
designed for certified teachers who are interested in ELS teaching certification. The program equips teachers to
work with child and adult English language learners. The curriculum is aligned with the Pennsylvania Department
of Education ESL Program Specialist Standards and Teachers of English to Speakers of Other Languages
(TESOL) Standards.
Program Coordinator
Dr. Susan Morris-Rutledge
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Required Courses

24

EDE 701 Standards Aligned Curriculum, Assessment
and Instruction

3

135

Secondary Education and Administrative Leadership
Course

Credits

EDU 704 Foundations of ESL Education

3

EDU 709 Sociolinguistics

3

EDU 712 Content-Based ESL Instruction

3

EDU 713 Language Acquisition and Development

3

EDU 714 Language Assessment

3

EDU 719 Supporting Second Language Learners,
Families and Community

3

RES 800 Methods of Research OR ADP 673
Supervised Field Project/Research and Evaluation

3

Elective Courses (select two)

6

EDU 702 Instructional Design and Strategies for
Gifted Education

3

EDE 750 Foundations of Integrative Stem**

3

ESP 610 Special Education Foundations

3

MSE 643 Content Area Literacy

3

MSE 656 Methods of Foreign Language Teaching*

3

MSE 740 Advanced Instructional Technology

3

MSE 750 Online Technologies in Education

3

MSE 755 Constructivist Instructional Strategies

3

MSE 771 Strategies for Inclusive Classrooms

3

PSY 702 Psychology of Childhood

3

PSY 713 Psychology of Growth and Development

3

Total

30

* Summer-only course
** Speak with the program coordinator
Program Notes:
• ESL courses require field experiences.
• This is not an initial teaching licensure program. Pennsylvania requires initial licensure before the
ESL program specialist certificate can be added on.
Program Webpage
https://www.calu.edu/academics/graduate/masters/english-as-a-second-language/certification.aspx
136

Special Education Graduate Programs
Special Education
Faculty
Dr. James Burton | Dr. Peter Heh | Dr. Jason Kight | Dr. Kalie Kossar
For faculty bios, visit: https://www.calu.edu/inside/faculty-staff/profiles/
Programs
Cal U offers Special Education graduate programs in:
Master's Degrees
• Special Education (M.Ed.), with concentrations in:
• 7-12 Certification
• Applied Behavior Analysis: Autism Track
• Applied Behavior Analysis: General Track
• Autism Spectrum Disorders
• PreK-8 Certification
• Dual PreK-4/PreK-8 Certification
Non-Degree Programs
• Autism Spectrum Disorders Endorsement
• Autism Spectrum Disorders Certificate
• Board-Certified Behavior Analyst Prep (post-master's certificate)

Note: This page was updated by the Office of Academic Affairs on August 31, 2020.
Certificate in Autism Spectrum Disorders
Program Description
The Autism Spectrum Disorders professional development certificate is designed for individuals who do not
currently hold special education certification but are interested in gaining a deeper understanding of autism
spectrum disorders.
Program Coordinator
Dr. Jason Kight
Delivery Mode
Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

ESP 740 Nature/Characteristics of Autism Spectrum
Disorders

3

ESP 741 Communication, Behavior and Instruction:
Autism Spectrum Disorders

3

ESP 742 Life Transitions and Partnerships: Autism
Spectrum Disorders

3

137

Special Education Graduate Programs
Course

Credits

ESP 743 Navigating the Social World: Autism
Spectrum Disorders

3

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/autism-spectrum-disorders/index.aspx
Certificate: Applied Behavior Analysis: Board-Certified Behavior Analyst Preparation
Program Description
The Applied Behavior Analysis: Board Certified Behavior Analyst (BCBA) Preparation Certificate program
prepares candidates for the BCBA exam.
Program Coordinator
Dr. Peter Heh
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

ESP 700 Foundations of Measurement and
Experimental Design in Applied Behavior Analysis

3

ESP 701 Introduction to Behavior Analysis

3

ESP 750 Concepts, Principles and Assessments

3

ESP 751 Applied Behavior Analysis Interventions

3

ESP 752 Behavioral Assessment, Intervention and
Supervision in Applied Behavior Analysis

3

ESP 753 Professional Ethical Practice Behavior
Analyst

3

ESP 800 Seminar in Advanced Behavior Analysis and
Research Design

3

Total

21

Course Options
ESP 754 Applied Behavior Analysis Practicum Training (3 to 12 credits)
Individuals may choose to arrange for the accumulation of experience hours through enrollment in ESP 754.
Students may only enroll in this course through department approval for 3 credits per semester. Individuals
enrolled in ESP 754 must follow observation and supervision guidelines per the Behavior Analysis Certification
Board (BACB). Individuals are not required to enroll in ESP 754 to meet graduation requirements.
Practicum
California University of Pennsylvania has designed an intensive practicum for the Applied Behavior Analysis
program to give students a wide range of potential placement including: public and private school settings;
individualized home programming sites; and other mental health-related settings. Students will have the
opportunity to study under Board Certified Behavior Analysts while applying the content they have covered
138

Special Education Graduate Programs
during their coursework. Students must first complete ESP 700 and ESP 701 prior to being permitted to enroll in
intensive practicum.
Program Websites
https://www.calu.edu/academics/graduate/certificates/education/applied-behavior-analysis/index.aspx
Endorsement in Autism Spectrum Disorders
Program Description
This Autism Spectrum Disorders (ASD) Pennsylvania Department of Education endorsement preparation program
is designed for individuals seeking to add ASD endorsement to existing certification in special education. Students
who complete this program are eligible to apply to the Pennsylvania Department of Education to have an ASD
endorsement added to their teaching credentials.
Program Coordinator
Dr. Jason Kight
Delivery Mode
Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

ESP 740 Nature/Characteristics of Autism Spectrum
Disorders

3

ESP 741 Communication, Behavior and Instruction:
Autism Spectrum Disorders

3

ESP 742 Life Transitions and Partnerships: Autism
Spectrum Disorders

3

ESP 743 Navigating the Social World: Autism
Spectrum Disorders

3

Total

12

Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/autism-spectrum-disorders/index.aspx

Note: This academic catalog page was updated by the Office of Academic Affairs on August 31, 2020.
M.Ed. in Special Education: 7-12 Certification
Program Description
The Master of Education in Special Education: 7-12 Certification is designed for those who already hold
Pennsylvania teaching certification in a secondary education content area. Upon completion, the student will
hold a master's degree in special education and will be eligible to add grade 7-12 special education endorsement
to their current teaching certificate.
Program Coordinator
Dr. Jason Kight
139

Special Education Graduate Programs
Delivery Mode
100% Online
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

ESP 602 Life Skills Planning and Instruction

3

ESP 603 Assessment and Prescriptive Teaching

3

ESP 606 Transition Planning and Instruction

3

ESP 610 Special Education Foundations and
Collaboration

3

ESP 613 Evidence-based Practices for Secondary
Inclusion

3

ESP 620 Special Education History Theory, and
Exceptionality

3

ESP 623 Advanced Evidence-based Practices for
Secondary Inclusion

3

ESP 639 Field Experience in Special Education

3

ESP 701 Introduction to Behavior Analysis

3

ESP 800 Seminar in Advanced Behavior Analysis and
Research Design

3

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/secondary-special-ed/index.aspx
M.Ed. in Special Education: Applied Behavior Analysis - Autism Track
Program Description
The Autism track of the Applied Behavior Analysis concentration of the Master of Education in Special Education
program prepares students to take the certification exam to become board-certified behavior analysts as they also
earn a certificate in autism.
Program Coordinator
Dr. Peter Heh
Delivery Mode
Global Online (100% online delivery)
Curriculum

140

Special Education Graduate Programs
Course

Credits

ESP 700 Foundations of Measurement and
Experimental Design in Applied Behavior Analysis

3

ESP 701 Introduction to Behavior Analysis

3

ESP 740 Nature/Characteristics of Autism Spectrum
Disorders

3

ESP 741 Communication, Behavior and Instruction:
Autism Spectrum Disorders

3

ESP 742 Life Transitions and Partnerships: Autism
Spectrum Disorders

3

ESP 743 Navigating the Social World: Autism
Spectrum Disorders

3

ESP 750 Concepts, Principles and Assessments

3

ESP 751 Applied Behavior Analysis Interventions

3

ESP 752 Behavioral Assessment, Intervention and
Supervision in Applied Behavior Analysis

3

ESP 753 Professional Ethical Practice for the
Behavior Analyst

3

ESP 800 Seminar in Advanced Behavior Analysis and
Research Design

3

Total

33

Course Options
ESP 754 Applied Behavior Analysis Practicum Training (3 to 12 credits)
Individuals may choose to arrange for the accumulation of experience hours through enrollment in ESP 754.
Students may only enroll in this course through department approval for 3 credits per semester. Individuals
enrolled in ESP 754 must follow observation and supervision guidelines per the Behavior Analysis Certification
Board (BACB). Individuals are not required to enroll in ESP 754 to meet graduation requirements.
Practicum
California University of Pennsylvania has designed an intensive practicum for the Applied Behavior Analysis
program to give students a wide range of potential placement including: public and private school settings;
individualized home programming sites; and other mental health-related settings. Students will have the
opportunity to study under Board Certified Behavior Analysts while applying the content they have covered
during their coursework. Students must first complete ESP 700 and ESP 701 prior to being permitted to enroll in
intensive practicum.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/applied-behavior-analysis/autism.aspx
M.Ed. in Special Education: Applied Behavior Analysis - General Track
Program Description
The General track of the Applied Behavior Analysis concentration of the Master of Education in Special Education
program is designed for individuals seeking to earn a master's degree and become a board-certified behavior
analyst. The program focuses on how to bring about meaningful changes in individuals' behavior (whether
141

Special Education Graduate Programs
working with children with disabilities or employees of large corporations) while also preparing students for the
certification exam for board-certified behavior analysts.
Program Coordinator
Dr. Peter Heh
Delivery Mode
Global Online (100% online delivery)
Curriculum
Course

Credits

ESP 603 Assessment and Prescriptive Teaching

3

ESP 610 Special Education Foundations and
Collaboration

3

ESP 612 Evidence-Based Practices for PK-8
Inclusion OR ESP 613 Evidence-Based Practices for
Secondary Inclusion

3

ESP 620 Special Education History, Theory and
Exceptionality

3

ESP 700 Foundations of Measurement and
Experimental Design in Applied Behavior Analysis

3

ESP 701 Introduction to Behavior Analysis

3

ESP 750 Concepts, Principles and Assessments

3

ESP 751 Applied Behavior Analysis Interventions

3

ESP 752 Behavioral Assessment, Intervention and
Supervision in Applied Behavior Analysis

3

ESP 753 Professional Ethical Practice for the
Behavior Analyst

3

ESP 800 Seminar in Advanced Behavior Analysis and
Research Design

3

Total

33

Course Options
ESP 754 Applied Behavior Analysis Practicum Training (3 to 12 credits)
Individuals may choose to arrange for the accumulation of experience hours through enrollment in ESP 754.
Students may only enroll in this course through department approval for 3 credits per semester. Individuals
enrolled in ESP 754 must follow observation and supervision guidelines per the Behavior Analysis Certification
Board (BACB). Individuals are not required to enroll in ESP 754 to meet graduation requirements.
Practicum
California University of Pennsylvania has designed an intensive practicum for the Applied Behavior Analysis
program to give students a wide range of potential placement including: public and private school settings;
individualized home programming sites; and other mental health-related settings. Students will have the
opportunity to study under Board Certified Behavior Analysts while applying the content they have covered
142

Special Education Graduate Programs
during their coursework. Students must first complete ESP 700 and ESP 701 prior to being permitted to enroll in
intensive practicum.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/applied-behavior-analysis/index.aspx
M.Ed. in Special Education: Autism Spectrum Disorders
Program Description
The Master of Education in Special Education: Autism Spectrum Disorders program is intended for applicants who
already hold Pennsylvania teaching certification in special education. Upon completion, the student will hold a
master's degree in special education and will be eligible to add autism spectrum disorders (ASD) endorsement to
his/her current teaching certificate.
Program Coordinator
Dr. Jason Kight
Delivery Mode
100% Online
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

ESP 602 Life Skills Planning and Instruction

3

ESP 603 Assessment and Prescriptive Teaching

3

ESP 606 Transition Planning & Instruction OR ESP
607 Early Intervention: Special Education

3

ESP 639 Field Experience Seminar in Special
Education

3

ESP 701* Introduction to Behavior Analysis

3

ESP 740 Nature/Characteristics of Autism Spectrum
Disorders

3

ESP 741 Communication, Behavior and Instruction:
Autism Spectrum Disorders

3

ESP 742 Life Transitions and Partnerships: Autism
Spectrum Disorders

3

ESP 743 Navigating the Social World: Autism
Spectrum Disorders

3

ESP 800 Seminar in Advanced Behavior Analysis and
Research Design

3

Total

30

* ESP 701 is a prerequisite course for all other courses in Special Education.
143

Special Education Graduate Programs
Students must complete 15 credits of Required Special Education Courses. These courses listed in the sequence
above include ESP 602, ESP 603, ESP 606, ESP 607 and ESP 639. Students may substitute any of these
required 15 credits with the following courses listed below:
•
•
•
•
•

ESP 612
ESP 613
ESP 620
ESP 622
ESP 623

Evidence Based Practices for PK-8 Inclusion (3 credits)
Evidence Based Practices for Secondary Inclusion (3 credits)
Special Ed. History, Theory and Exceptionality (3 credits)
Advanced Evidence Based Practices for PK-8 Inclusion (3 credits)
Advanced Evidence Based Practices for Secondary Inclusion (3 credits)

Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/autism-spectrum-disorders/index.aspx
M.Ed. in Special Education: Dual PreK-4/PreK-8 Certification
Program Description
The Master of Education in Special Education: Dual PreK-4/PreK-8 Certification program is intended for
applicants who do not already hold Pennsylvania teaching certification. Upon completion, the student will hold
a master's degree in special education and will be eligible for dual certification in Pre-K to grade 4 and Pre-K to
grade 8 special education.
Program Coordinator
Dr. Jason Kight
Delivery Mode
Traditional (on-ground, face-to-face delivery, with some online/distance elements)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

Core Courses
ESP 610* Special Ed: Foundations and Collaboration

3

ESP 620 Special Ed. History, Theory and
Exceptionality

3

ESP 639 Field Experience Seminar in Special
Education

3

ESP 701* Introduction to Behavior Analysis

3

Specialized Courses
ECE 703 Literacy Development

3

ECE 707 Leadership and Management in Early
Childhood

3

ELE 701 Teaching Language Arts

3

ELE 702 Teaching in Reading

3
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Special Education Graduate Programs
Course

Credits

ELE 711 Teaching in Mathematics

3

ELE 718 Teaching Expressive Arts

3

ELE 721 Teaching in Science

3

ELE 731 Teaching in Social Studies

3

ESP 602 Life Skills Planning and Instruction

3

ESP 603 Assessment and Prescriptive Teaching

3

ESP 607 Early Intervention: Special Education

3

ESP 612 Evidence-based Practices for PreK-8
Inclusion

3

ESP 622 Advanced Evidence Practices for PreK-8
Inclusion

3

Capstone Courses**
ELE 795 Student Teaching Internship

3 to 9

ESP 661 Student Teaching Internship

3 to 9

ESP 800 Seminar in Advanced Behavior Analysis &
Research Design

3

Total

63

* ESP 610 and ESP 701 are prerequisite courses for all other ESP courses.
** Total of 12 credits for capstone courses.
Program Requirements
PA certification requires the following at the undergraduate or graduate level:
•
•
•
•
•
•
•
•
•
•

College-level Mathematics (6 credits)
English Composition and English/American literature (3 credits/3 credits)
Health and Wellness (3 credits)
Citizen: Geography, Political or Economy (3 credits)
English Language Learners (3 credits)
Instructional Technology (3 credits)
U.S. History (3 credits)
Physical Science (3 credits)
Environmental/Earth Science (3 credits)
Biology (3 credits)

Students must take the Graduate Comprehensive Exam.

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Special Education Graduate Programs
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-campus/elementary-special-ed-dual/index.aspx
M.Ed. in Special Education: PreK-8 Certification
Program Description
The Master of Education in Special Education: Pre-K-8 Certification program is intended for applicants who
already hold Pennsylvania teaching certification in elementary education, Pre-K to grade 4, or grade 4 to grade 8.
Upon completion, the student will hold a master's degree in special education and will be eligible to add Pre-K to
grade 8 special education endorsement to their current teaching certificate.
Program Coordinator
Dr. Jason Kight
Delivery Mode
100% Online
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Approved by the Pennsylvania Department of Education
Curriculum
Course

Credits

ESP 602 Life Skills Planning and Instruction

3

ESP 603 Assessment and Prescriptive Teaching

3

ESP 607 Early Intervention: Special Education

3

ESP 610 Special Education Foundations and
Collaboration

3

ESP 612 Evidence-based Practices for Pre-K-8
Inclusion

3

ESP 620 Special Education History, Theory and
Exceptionality

3

ESP 622 Advanced Evidence-based Practices for
Pre-K-8 Inclusion

3

ESP 639 Field Experience Seminar in Special
Education

3

ESP 701 Introduction to Behavior Analysis

3

ESP 800 Seminar in Advanced Behavior Analysis and
Research Design

3

Total

30

ESP 610 and 701 are pre-requisite courses for all other ESP courses.
Program Webpage
https://www.calu.edu/academics/graduate/masters/education-online/elementary-special-ed/index.aspx

146

Technology Education Graduate Programs
Technology Education
Faculty
Dr. Rene Kruse
Programs
Cal U offers Technology Education graduate programs in:
• Technology Education (M.Ed. only)
• STEM Secondary Education Certificate
Note: Courses required for the certificate are also required for the master's degree.
Certificate in STEM Secondary Education
Program Description
The certificate in STEM for Secondary Education provides educators with a fundamental understanding of STEM
subject matter in secondary schools. The certificate is not intended for individuals interested in educational or
instructional technology.
This program does not lead to certification. (Students interested in Pennsylvania certification in technology
education should contact global online at calugo@calu.edu.)
Program Coordinator
Dr. Rene Kruse
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Curriculum
Course

Credits

TED 703 Strategic Management in Education

3

TED 704 Integrating Math, Science and Technology

3

TED 725 Applied Research Science, Technology,
Engineering and Mathematics Education

3

Total

9

Program Webpage
https://www.calu.edu/academics/graduate/certificates/education/stem/index.aspx
M.Ed. in Technology Education
Program Description
The Master of Education in Technology Education program provides professional development to teachers and
other educators in the field of technology education, providing a broad-based understanding of the field and its
direction. The degree is not intended for individuals interested in educational or instructional technology.
This program does not lead to certification. (Students interested in Pennsylvania certification in technology
education should contact global online at calugo@calu.edu.)
Program Coordinator
Dr. Rene Kruse
147

Technology Education Graduate Programs
Delivery Mode
Global Online (100% online delivery)
Accreditation
Council for the Accreditation of Educator Preparation (CAEP, formerly NCATE)
Curriculum
Course

Credits

TED 701 Issues in Technology Education Curriculum
& Instruction

3

TED 702 Assessment in a Constructivist Classroom

3

TED 703 Strategic Management in Education

3

TED 704 Integrating Math, Science and Technology

3

TED 705 Technology and Sustainable Development

3

TED 715 Study in Human Creativity

3

TED 718 Special Populations in Laboratory-based
Programs

3

TED 725 Applied Research Science, Technology,
Engineering and Mathematics Education

3

TED 807 Technology Program Development and
Improvement

3

TED 850 Technology Education Major Project

3

Total

30

Program Webpage
https://www.calu.edu/academics/graduate/masters/technology-education/index.aspx

148

Graduate Catalog
Accreditations
UNIVERSITY MEMBERSHIPS, RECOGNITIONS AND ACCREDITATIONS
MEMBER of the Pennsylvania State System of Higher Education
MEMBER of the American Association of State Colleges and Universities (AASCU)
1307 New York Ave. NW, Fifth Floor
Washington, DC 20005-4701
202-293-7070
Fax 202-296-5819
www.aascu.org
MEMBER of the American Association of Colleges of Teacher Education (AACTE)
1307 New York Ave. NW, Suite 300
Washington, DC 20005-4701
202-293-2450
Fax 202-457-8095
www.aacte.org
ACCREDITED by the Middle States Commission on Higher Education (MSCHE)
3624 Market St.
Philadelphia, PA 19104
267-284-5000
Fax 215-662-5501
www.msche.org
PROGRAM RECOGNITIONS and CERTIFICATIONS
Administrative Program for Principals (Embedded within the Master’s Program) and Superintendent Letter of
Eligibility (Post-Master’s Certification)
Recognized by the Educational Leadership Constituent Council (ELCC)
1615 Duke St.
Alexandria, VA 22314-3483
703-518-6256
Fax 703-549-5568
http://naesp.org
BS Chemistry Program, Certified by the American Chemical Society (ACS)
th

1155 16 St.
Washington, DC 20036
www.acs.org/cpt
PROGRAM ACCREDITATIONS
B.A. Art, BFA Studio Art, and B.S.Ed. Art Education programs, accredited by the National Association of Schools
of Art and Design (NASAD)
11250 Roger Bacon Dr. Suite 21
Reston, VA 20190
703-437-0700
Fax 703-437-6312
nasad.arts-accredit.org
B.S. Athletic Training program*, accredited by the Commission on Accreditation of Athletic Training Education
(CAATE)
6850 Austin Center Blvd., Suite 100
Austin, TX 78731-3184
512-773-9700
Fax 512-773-9701
caate.net
149

Graduate Catalog
*The Athletic Training program is currently on probation by the Commission on Accreditation of Athletic Training
Education (CAATE), 6850 Austin Center Blvd., Suite 100, Austin, TX 78731-3101. The program has chosen to
Voluntarily Withdraw its Accreditation effective 5/9/21. The program will remain on probation until the Withdraw is
effective and the program is closed.
The program intends to apply for initial accreditation of the new Professional Master of Science in Athletic Training
degree after the current bachelor’s program is dissolved.
B.S. (Business Administration: Management Information Systems and Integrated Global Business
concentrations), B.S.B.A. (Accounting, Economics, Finance, Human Resources Management, Interdisciplinary
Studies, Management, Marketing), MBA (Accounting, Applied Economics, Business Analytics, Healthcare
Management, Management, Nursing Administration, Social Work Administration), and M.Acc. (Accountancy)
accredited by the Accreditation Council for Business Schools & Programs (ACBSP)
World Headquarters
th

11520 West 119 Street
Overland Park, KS 66213 913-339-9356
https://www.acbsp.org/
M.S. Communication Disorders program, accredited by the American Speech-Language-Hearing Association
(ASHA)
2200 Research Blvd.
Rockville, MD 20850-3289
301-296-5700
Fax 301-296-8580
www.asha.org
B.S. Computer Engineering Technology program, accredited by the Engineering Technology Accreditation
Commission of the Accreditation Board for Engineering and Technology (ABET)
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
410-347-7700
Fax 410-625-2238
www.abet.org
B.S. Computer Information Systems program, accredited by the Computing Accreditation Commission of the
Accreditation Board for Engineering and Technology (ABET)
415 N. Charles St.
Baltimore, MD 21201
410-347-7700
www.abet.org
B.S. Computer Science program, accredited by the Computing Accreditation Commission of the Accreditation
Board for Engineering and Technology (ABET)
415 N. Charles St.
Baltimore, MD 21201
410-347-7700
www.abet.org
M.Ed. School Counseling and M.S. Clinical Mental Health Counseling programs, accredited by the Council for the
Accreditation of Counseling and Related Educational Programs (CACREP)
500 Montgomery St, Suite 350
Alexandria, VA 22314
703-535-5990
Fax 703-739-6209
www.cacrep.org
150

Graduate Catalog
B.S. Electrical Engineering Technology program, accredited by the Engineering Technology Accreditation
Commission of the Accreditation Board for Engineering and Technology (ABET)
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
410-347-7700
Fax 410-625-2238
www.abet.org
A.S. and B.S. Digital Media programs, accredited by the Accrediting Council for Collegiate Graphic
Communications, Inc. (ACCGC)
1034 W. 15th St.
Cedar Falls, IA 50613-3659
319-266-8432
www.accgc.org
B.S. Graphic Design program, accredited by the National Association of Schools of Art and Design (NASAD)
11250 Roger Bacon Dr., Suite 21
Reston, VA 20190
703-437-0700
Fax 703-437-6312
nasad.arts-accredit.org
B.S. Mechatronics Engineering Technology, accredited by the Engineering Technology Accreditation Commission
of the Accreditation Board for Engineering and Technology (ABET)
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
410-347-7700
Fax 410-625-2238
www.abet.org
BSN and MSN (Nursing) programs, accredited by the Commission on Collegiate Nursing Education (CCNE)
655 K Street, NW, Suite 750
Washington, DC 20001
202-887-6791 x249
Fax 202-887-8476
www.ccneaccreditation.org
B.A. Parks and Recreation Management program, accredited by the National Recreation and Park Association
Council on Accreditation for Parks, Recreation, Tourism and Related Professions (COAPRT)
1401 Marvin Rd. NE
STE 307, #172
Lacey, WA 98516
360-205-2096
Fax 360-453-7893
https://accreditationcouncil.org/
A.A.S. Physical Therapist Assistant program, accredited by the Commission on Accreditation in Physical Therapy
Education (CAPTE)
1111 N. Fairfax St.
Alexandria, VA 22314-1488
703-684-2782
Fax 703-684-7343
www.capteonline.org
A.S. Radiologic Technology program, accredited by the Joint Review Committee on Education in Radiologic
Technology (JRCERT)
151

Graduate Catalog
20 N. Wacker Dr., Suite 28050
Chicago, Il 60606-3182
312-704-5300
Fax 312-704-5304
www.jrcert.org
M.S. + Certification program School Psychology program, accredited by the National Association of School
Psychologists (NASP)
4340 E. West Highway, Suite 402
Bethesda, MD 20814
301-657-0270
Fax 301-657-0275
www.nasponline.org
BSW and MSW (Social Work) programs, accredited by the Council on Social Work Education (CSWE)
1701 Duke St., Suite 200
Alexandria, VA 22314
703-683-8080
Fax 703-683-8099
www.cswe.org
Teacher Education programs, accredited by NCATE, now referred to as the Council for the Accreditation of
Education Preparation (CAEP)
th

1140 19 St. NW, Suite 400
Washington, DC 20036
202-223-0077
www.caepnet.org
B.A. Theatre program (and concentrations in Musical Theatre and Design and Entertainment Technology),
accredited by the National Association of Schools of Theatre (NAST)
11250 Roger Bacon Dr. Suite 21
Reston, VA 20190
703-437-0700
Fax 703-437-6312
Nast.arts-accredit.org

152

Graduate Catalog
Admissions
Application Process
Individuals may apply online at www.calu.edu and pay the non-refundable application fee.
Submit official transcripts of the degree required for admission to the School of Graduate Studies and Research,
California University of Pennsylvania, 250 University Ave., California, PA 15419. The degree must have been
awarded from a regionally accredited college or university. It is not necessary to send a transcript of coursework
completed at California University.
Admission Decisions
Admission requirements to the graduate school vary by program. Prospective students should refer to the
requirements listed for each graduate program on the University website. Applicants who do not meet the
minimum cumulative GPA for regular admission may be considered for conditional admission and are encouraged
to apply.
In addition to GPA, some programs require additional documentation such as letters of recommendation,
references, specified entrance exams (Praxis/PAPA, GRE, MAT) and/or other supporting material. See program
requirements.
When Graduate Admissions has received all of the required application materials, the materials are reviewed for
the admission decision.
An admission decision is valid for one academic year (two semesters and one summer term, i.e., the semester/
term the student applied for and the following two semesters/terms). If a student does not register for classes
during that time, the acceptance is no longer valid and the applicant must reapply for admission, repay the
application fee and resubmit all materials.
Residency is determined at the time of admission. A Pennsylvania resident is defined as one who is a bonafide
resident of and domiciled within the State of Pennsylvania for a reasonable period, typically not less than one
year, immediately preceding the student's registration for a term. Individuals who have been adjudged not to be
a resident of Pennsylvania and would like to appeal the decision must petition after admission to the Residency
Appeals Committee through the office of the Vice President for Academic Affairs. A student who is dissatisfied
with the University’s determination of their classification may challenge it by filing a written petition with the
University officer or committee designated by the University president to consider challenges within 30 days after
issuance of the determination. The petition shall contain a statement of reasons in support of the student’s claim
of Pennsylvania domicile and supporting documentation the student may wish to submit. Untimely petitions may
not be considered.
Admission Policy
Several types of admission to the graduate school are available. Please consult the Admission to the Graduate
School policy on the University Policies webpage for more details.
Application Deadlines
Application deadlines vary by program, and students are advised to apply for admission to the School of Graduate
Studies and Research as early as possible. Most programs have rolling deadlines and applications may be
submitted at any time. However, the programs listed below have strict application deadlines that must be met in
order to be considered for admission:
Master's Programs
Clinical Mental Health Counseling
• Spring Admission: Sept. 15
• Summer or Fall Admission: Feb. 15
Communication Disorders
153

Graduate Catalog
• Feb. 15
Counselor Education
• Spring Admission: Sept. 15
• Summer or Fall Admission: Feb. 15
School Counseling
• Spring Admission: Sept. 15
• Summer or Fall Admission: Feb. 15
School Psychology
• Feb. 28
Doctorate Programs
Education and Administrative Leadership (Ed.D.)
• Fall Admission: Apr. 30
Health Science and Exercise Leadership (D.H.Sc.)
• July 15
Admission for Other Programs
In addition to degree programs, the University offers certification programs, certificates and options for nondegree and visiting students.
Certification Programs
Certification programs prepare individuals to apply for a certification or licensure from a third party, which normally
imposes experiences and requirements beyond university credits. These additional program requirements
develop appropriate competencies in specific areas of specialization.
Certificates
A certificate is not a certification but rather a formal, credit-based credential that indicates completion of a program
of study that does not culminate in a degree or qualify the individual for certification.
Non-degree
Although most graduate students at California University of Pennsylvania are enrolled in degree programs, there
are opportunities to take some graduate classes as a non-degree student for personal or professional growth
without pursuing a graduate degree.
Admitted non-degree students may take only 6 credits before they are required to apply as a degree-seeking
student. Completion of these courses does not automatically lead to admission to a degree or certification
program. Applicants interested in further exploration must reapply (fee waived).
Visiting Students
Graduate students from other universities (sometimes known as "visiting students") may take courses at
California University of Pennsylvania. Visiting students are responsible for knowing and adhering to the transfer
policies of their home institutions.
California University welcomes applications from students from countries other than the United States. All
international applicants studying on campus must follow the procedures and guidelines, which are available via:
https://www.calu.edu/international-students/.

154

Graduate Catalog
Graduate Assistantships
All applicants who are interested may contact the School of Graduate Studies and Research regarding graduate
assistantships and the Financial Aid Office regarding financial options. Admission into the University does not
imply receipt of a graduate assistantship.

155

Course Descriptions
ACC-Accounting

ACC710 - Financial Accounting
This class covers theoretical, conceptual and practical issues in financial accounting and how those issues
impact decision making. Special emphasis will be placed on conducting research of authoritative accounting
pronouncements, as well as current topical literature.
ACC711 - Managerial Accounting
This course focuses on the use of accounting data for corporate financial planning and control. Topics include
organization for control, profit planning, budgeting, relevant costing, return on investment and administration of
controllership functions in business organizations.
ACC715 - Advanced Federal Income Tax
This course offers the student an introduction to tax planning and tax research, while also incorporating the
financial accounting treatment of income taxes. Topics covered include C Corporations, S Corporations,
partnerships, exempt organizations and the impacts of international transactions. The emphasis on each topic
is on tax research, planning and implementation of strategies, as well as the financial accounting implications of
those strategies.
ACC720 - Advanced Financial Accounting
Investigates selected financial reporting topics and issues. Selected topics include: Accounting concepts and
standards; financial statements; income statement items; financial statement disclosures; business combinations;
derivatives, hedging and related topics.
ACC725 - Controllership
This course is designed to explore tools and techniques for understanding and analyzing problems related to the
overall strategic financial management of a firm as well as day to day financial decisions to maximize firm value.
The case study/project analysis approach is used and students are encouraged to relate their own applications
where possible.
ACC730 - Advanced Auditing
This class will prepare the student to conduct an audit in accordance with generally accepted auditing standards
in the United States of America. Emphasis will be placed on understanding, documenting and assessing internal
controls and modifying the scope of the audit work to be performed based upon the internal controls assessment.
Students will also have the opportunity to utilize electronic data analysis tools common in the auditing profession.
ACC735 - Emerging Issues in Accounting
This class integrates accounting theory with the current practices being conducted in the field. This class will
provide the student with the opportunity to witness how accounting professionals today are responding to the
foundational issues in the field.

ADP-Professional Education

ADP621 - Curriculum Leadership Using a Standards-Aligned System
Among the many leadership roles and responsibilities in the principalship, none is more important than
educational program development, administration and evaluation. The purpose of this course is to develop the
student's understanding of a standards-aligned system curriculum development process and the leadership
necessary for the process, and the structure needed to provide appropriate professional development.
ADP626 - Instructional Leadership and Strategies for Inclusive Classrooms
This course is designed to provide principal candidates with a framework for effective, practical use of a variety
of instructional strategies to promote best inclusive practices. These strategies are used with teachers to improve
curriculum and instruction. Through various learning experiences, you will develop your knowledge, skills and
professional dispositions that will help you to lead your school. The course is designed to help you develop a
foundation for leadership by understanding what differentiated instruction is, why it is appropriate for all learners,
and how to serve as an instructional leader in this area. Principal candidates will explore and analyze Standards#
Based Instruction, Bloom's Taxonomy of the Cognitive Development, Writing Across the Curriculum, Multiple
156

Course Descriptions
Intelligences, Response to Intervention, Inclusion, Multiple Measures of Data to inform Decision#Making, and
Leadership and Differentiated Instruction to support a diverse student body at all grade levels.
ADP631 - School Law and Ethics
This course helps students acquire a practical working knowledge of school law. Education operates within
a complex legal framework of law. Local school board policy, administrative regulations, state and federal
statutes, and the constitution all impact the daily operation of our schools. Hence, every person involved in the
educational process should be aware of the laws that govern his or her daily activities in order to be fair, efficient,
and effective. Students completing this course should have the knowledge base necessary to make informed
decisions and the research skills necessary to find additional information concerning points of law if needed.
ADP641 - School Community Relations
This course is for educators who hope to become principals or teachers who wish to assume a greater leadership
role in the school where they teach. The purpose of this seminar is twofold: (1) to help school administrators
and leaders develop an understanding of the conditions, diversity and changes that affect school-community
interaction and its impact on student achievement, and (2) to help administrators and school leaders have
an understanding of the strategic planning process, board policy on community relations and research on
community partnerships and then apply this information to develop a five-year plan on the importance of school
and community partnerships in relation to student achievement.
ADP647 - Orientation and Assessment
The Orientation and Assessment Seminar is required of all principal candidates at the beginning of their
program in order to explain program philosophy and ongoing assessment activities. It provides students with
the opportunity to become familiar with the program mission, philosophy, goals and competencies. "Orientation"
indicates an introduction to the parameters and style of the course. "Assessment" indicates the self-assessment
that transpires by the very nature of the course activities. By completing the required assignments, students come
to understand the specific areas in which they are most familiar as well as those in which they need to place the
most individual emphasis. Through a review of their personal values, dispositions toward leadership and actual
leadership skills, as well as their knowledge and understanding of educational leadership, students will develop
deeper understandings with which to guide their personal and professional development as school leaders. This
process that promotes self-understanding and professional growth, within the context of educational leadership, is
a focus of the Orientation and Assessment Seminar.
ADP661 - Educational Leadership
This course provides an introduction to the theory and practice of educational administration. The course
progresses from an overview of leadership and leadership style to a review of the structures and management
systems that can make good educational leadership possible and, finally, focuses on leadership skills needed by
administrators to be effective leaders in education today. Included are such topics as organizational culture, power
in and around schools, and the resolution of conflict, motivation, and ethics and moral leadership.
ADP664 - Field Project/Leadership
In this course, problem-solving activities and field projects planned cooperatively with university and school district
personnel are designed in the area of Education Leadership or School Leadership and Special Education. This
practice-centered approach requires students to apply their knowledge, and demonstrate proficiency in those
skills that contribute to effective performance as a leader.
ADP670 - Internship
The internship is a leadership standards-based experience designed to put theory into practice. It is where formal
coursework is applied in a field setting. It provides significant opportunities in the workplace to synthesize and
apply the knowledge and to practice and develop skills identified in the program competency areas. An internship
with a trained mentor is an important and highly valued part of the program. Each placement will be made in
cooperation with the Administrative Program for Principals faculty, the participating school district, and the intern.
The internship involves an in school year field placement with a carefully chosen and certified principal/mentor
(field supervisor) in a K-12 school, who shares the Administrative Program for Principals program philosophy that
the principal should function as a standards-driven change agent and facilitator of the reform process as well as
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a strong instructional leader. The intern is both a participant and observer under the direction of the principal who
should provide the intern with as many standards based supervisory and administrative experiences as possible.
The intern gains valuable work-related experience and is given the opportunity to learn how academic knowledge
and skills can be applied at the worksite with real people, problems and events.
ADP673 - Supervised Field Project/Research and Evaluation
Problem solving activities and field experiences planned cooperatively with university and school district
personnel are designed in the area of Research and Evaluation. This practice-centered approach requires
students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective
performance as an administrator or teacher leader.

ARB-Arabic

ARB610 - Arabic Linguistics
Students will be introduced to the aspects of Arabic language that are of interest to linguists who focus on the
linguistic aspects of the language. This course will focus on the study of Arabic as “a language system” in terms
of modern linguistic analysis. Students will study the language’s sound system (phonology), word structure
(morphology), phrase and sentence structure (syntax), and meaning at the word and sentential level (semantics).
The Arabic rhetoric, the history of Arabic and the issue of diglossia in Arabic-speaking countries will also be
discussed in this course.
ARB620 - Arabic-English Translation
This course is meant to raise the awareness of the students to the importance of translation and interpretation
from Arabic to English and vise versa. Students will work on stylistic, syntactic, technical, and cultural problems
encountered in the Arabic-English translation process. Exercises will provide translation practice with different
types of texts and documents. Texts and Documents will include, but not be limited to, legal, medical, business,
media, etc.
ARB630 - Arabic Literature and Cultural Aspects
This course surveys selected Arabic literary works including the biography, poetry, prose, the tale, the fiction, the
novel, the play, the song and the film. It will also discuss the language used in such works, and research how the
culture of the community was reflected in that literary work. It will also examine how culture plays an important
role in literature.
ARB640 - Arabic Dialect Acquisition and Variation
This course helps students to gain knowledge about Arabic dialectology and its geographical variation. Also, the
students will be exposed to different examples from the very different types of Arabic dialects and accents which
are spoken in the Arab Homeland.
ARB650 - Images of Islam: From Spain to Iran
This course discusses the influence of Islam on art and architecture from select countries from Spain to Iran,
including North Africa and the Greater Middle East. It provides an accessible and appealing examination of
the significant artistic, architectural, and cultural dimensions of the Islamic World, with special attention to
developments during the Islamic Golden Age, and their influences on the West.
ARB810 - Special Topics in Arabic
This course provides students the opportunity to explore and research graduate-level topics of interest that are
not available as regular course offerings of the University.

AST-Advanced Security Studies

AST710 - Emergency Management Principles, Law, and Policy
This course examines the theory and practice of emergency management. The interaction of government
emergency management and the private sector will be reviewed. The principles of emergency management
disciplines will be addressed in the context of law and policy issues.

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AST720 - Domestic Extremism in the United States
In-depth study of US-based domestic extremism presented and taught within a legal studies framework. This
course aims to present the growth of the domestic extremism threat in the United States within the legal context of
the challenges and difficulties inherent in counterterrorism efforts directed at US persons. Topics include: domestic
extremist ideologies, history and current state of domestic extremism, Constitutional law protections and civil
liberties impacting counterterrorism efforts, intelligence and law enforcement techniques to combat domestic
extremism, evolution of domestic extremism.

ATE-Athletic Training

ATE600 - Cadaver Anatomy Dissection
This course will entail dissection of a human cadaver including musculature, nerve innervation, and vascular
supply of the extremities as well as the pectoral and pelvic girdles.
ATE603 - Foundations in Athletic Training
This course provides an overview of the profession of athletic training by describing the scope of practice,
employment settings, and professional regulations. Additional information will include an introduction into the
injury process, medical terminology, and documentation.
ATE615 - Emergency Care with Lab
The course focuses on the knowledge and skills necessary for the immediate management of musculoskeletal,
cardiovascular, and neurological trauma. Students will develop the knowledge and skills necessary to differentiate
between - and provide proper care for - pathologies ranging from minor to potentially catastrophic.
ATE630 - Therapeutic Interventions II with Lab
The course contains the knowledge and skills necessary for an athletic trainer to plan, implement, document
and evaluate the efficacy of a therapeutic intervention program for the rehabilitation of an injured patient. This
course will contain therapeutic exercise techniques for the whole body focusing on mobilizations, pain-free range
of motion, flexibility, muscle strength, neuromuscular control, speed, endurance, power, agility, and cardiovascular
fitness.
ATE635 - Examination of the Lower Extremity with Lab
In this course, students will study the pathology, etiology, and diagnostic principles of common musculoskeletal
disorders and orthopedic injuries of the lower extremity.
ATE650 - Head and Spine Cadaver Anatomy Dissection
This course will entail focused human cadaver dissection of the head, neck, and spine including detailed study of
the osteology, musculature, innervation and vascular supply of these regions.
ATE655 - Examination of the Head and Spine with Lab
In this course, students will study the pathology, etiology, and diagnostic principles of common musculoskeletal
disorders and orthopedic injuries of the head and spine.
ATE660 - Principles of Research
This course will introduce and explore scientific inquiry and interpretation of research in athletic training. Students
will gain familiarity with the concepts of evidence-based practice, critically appraised topics, institutional review
board processes and various fundamentals of experimental research. Additionally, students will become skilled
at using library resources to conduct literature reviews. Students will create a research topic of their own and
begin to outline their research interests and focus in educational and applied athletic training. Students will be
introduced to current library research resources and methodology through interaction with librarian assigned to
work with this discipline.
ATE661 - Research Project I
This course is designed to facilitate the development of a research thesis or project from their research question
created in ATE 660. Students will write an introduction, methods, literature review, and IRB application. Students
will be required to propose their research to the course instructor, research committee, and campus community
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through a formal presentation. Students will be introduced to current library research resources and methodology
through interaction with librarian assigned to work with this discipline.
ATE665 - Examination of the Upper Extremity with Lab
In this course, students will study the pathology, etiology, and diagnostic principles of common musculoskeletal
disorders and orthopedic injuries of the upper extremity.
ATE670 - Practicum I
This course is the first in a series of athletic training clinical education experiences with the purpose to develop,
refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The
student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and
populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts
introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom
and/or clinical setting.
ATE671 - Elective Practicum
This course is designed to allow students to gain additional clinical education experiences. This course, if elected
to enroll, students will continue the development of clinilcal skills progressing from ATE 670. Under the guidance
of the Clinical Coordinator/Program Director, a Clinical Affiliation Agreement will be set up with the desired clinical
site the student would like to be engaged (or a site can be selected that the program already has an established
agreement with). The student will complete hands-on clinical experiences, under the direct supervision of a
preceptor.
ATE673 - Practicum II
This course is the second in a series of athletic training clinical education experiences with the purpose to
develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient
care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical settings
and populations to gain and refine introductory clinical and administrative skills. Athletic training skills and
concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the
classroom and/or clinical setting.
ATE690 - Therapeutic Interventions I with Lab
The course entails the study of mechanisms of pain management and mediation, and the theory and practice
of therapeutic interventions/modalities including, but not limited to, thermotherapy, cryotherapy, electrotherapy,
compression, traction and manual therapy. Student will be able to explain the theory behind the use of
electromagnetic and acoustic modalities and demonstrate the proper application of therapeutic modalities.
ATE700 - Gross Anatomy of the Extremities
This course will entail a detailed and thorough study of human upper and lower extremities, including their
musculature, nerve supply and associated vasculature.
ATE701 - Technology in Athletic Training
The purpose of this course is to explore how technology can by utilized in the profession of athletic training.
Athletic Trainers perform in the following five practice domains, including: Injury/Illness Prevention and Wellness
Protection, Clinical Evaluation and Diagnosis, Immediate and Emergency Care, Treatment and Rehabilitation,
Organization and Professional Health and Well-being. Technology can be applied in each of these areas to
enhance the capabilities of the athletic trainer. This course will focus on hardware and software technologies
including the use of mobile devices in the practice of athletic training.
ATE715 - Clinical Pathologies
Concepts and skills for the evaluation of general medical conditions are the focus of this course. Pathological
conditions of the respiratory, cardiovascular, gastrointestinal, genitourinary, integumentary, and neurological
systems are examined with emphasis on recognition and determination of plan of care and the need for physician
referral.

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ATE723 - Administration in Athletic Training
This course provides an overview of the administrative issues in athletic training. Administration topics will include
management of personnel, financial resources, legal concerns, risk management, facility design, emergency
action plans, delivery of health care services, and insurance. The course will examine professional and governing
organizations, various issues, policies, and procedures surrounding the healthcare profession of athletic training.
Current issues in athletic training related to professional conduct and practice will also be discussed will also be
discussed.
ATE740 - Advanced Nutrition for Sport and Exercise
This course entails the study of concepts of nutrition and the effects of nutritional practices on everyday life and
activity/sports. The course is designed to allow students to apply nutritional concepts to various types of athletes
to support health and enhance performance.
ATE744 - Pharmacology
This course provides an overview of the management and administration of over the counter and prescription
drugs. This course also looks at the pharmacokinetics and pharmacodynamics of drugs, performance enhancing
substances, and drugs affecting the musculoskeletal, cardiovascular, nervous, endocrine, and gastrointestinal
systems.
ATE745 - Contemporary Issues in Athletic Training
The purpose of this course is to emphasize the importance of administrative functions, faculty issues, professional
relationships, facility design, professional conduct, management problems, record keeping, medical policies and
procedures, physical examinations, budgetary considerations, certification and licensing. This course will discuss
current trends within the profession of athletic training. In addition, the student will be involved in research in
academic areas, concepts and practical ideas in the area of athletic training and sports medicine.
ATE750 - Orthopedic Appliances: Casting and Bracing
This course provides students with the knowledge and skillset of orthopedic casting and necessary training to
become a Registered Orthopedic Technologist.
ATE760 - Research Project II
This course is designed to allow continued work toward the completion of student’s research thesis/project. Data
collection and analysis will be at the core of this course. Students will be allowed time outside of the classroom for
data collection while working in the classroom on statistical analysis of their findings.
ATE761 - Research Project Capstone
This course will serve as the capstone to the athletic training research sequence. Students will synthesize their
research findings through a discussion of results allowing for dissemination. Students will defend their research
through a formal presentation, prepare a manuscript suitable for publication to a professional journal and create
an abstract and professional poster.
ATE770 - Athletic Training Practicum
This course provides students with the opportunity to apply entry-level athletic training knowledge and skills to
their practice of athletic training. Students will be expected to apply evidence based techniques to their clinical
decision making and appraise the effectiveness of their treatments and interventions. Professionalism and ethical
behavior in the practice of athletic training will also be discussed.
ATE772 - Clinical Immersion
This course is the third in a series of athletic training clinical education experiences with the purpose to develop,
refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The
student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and
populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts
introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom
and/or clinical setting.

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ATE774 - Practicum III
This course is the fourth in a series of athletic training clinical education experiences with the purpose to develop,
refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based patient care. The
student will work under the direct supervision of their assigned preceptor in a variety of clinical settings and
populations to gain and refine introductory clinical and administrative skills. Athletic training skills and concepts
introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the classroom
and/or clinical setting.
ATE775 - Athletic Healthcare for Special Populations
This course provides an overview of unique issues as they relate to athletic healthcare in special populations.
Anatomical and physiological differences of a variety of special populations will be explored. Challenges to athletic
healthcare for special population including evaluation, treatment and rehabilitation of special population athletes
will be addressed as well as injuries and illnesses unique to the population.
ATE776 - Practicum IV
This course is the fifth and final course in a series of athletic training clinical education experiences with the
purpose to develop, refine, and integrate classroom/lab knowledge and skills with the delivery of evidence-based
patient care. The student will work under the direct supervision of their assigned preceptor in a variety of clinical
settings and populations to gain and refine introductory clinical and administrative skills. Athletic training skills
and concepts introduced in other AT courses will be reinforced in the classroom setting and evaluated in both the
classroom and/or clinical setting.
ATE781 - Complementary and Alternative Therapies with Lab
This course focuses on the treatment of musculoskeletal conditions through the use of manual rehabilitative
techniques and complementary and alternative therapies to assist a patient in treatment and recovery.
ATE800 - Methods of Research in the Allied Health Sciences
This course studies the basic tenets of scientific research as they apply to the allied health fields. Topical
discussions include development and limitation of a research problem, research methodology, basic principles of
tests and measurements, the review of literature and library utilization, and writing the research document.
ATE820 - Athletic Training Research Project
Students will produce a major culminating piece of academic work that synthesizes athletic training coursework
and research in peer-reviewed literature. This will take the form of a research activity including original research,
creation of an educational resource, a novel application of technology, a novel performance enhancement
program or other extensive produced work that is approved by the course instructor.

BUS-Business

BUS710 - Applied Data Analysis for Business
This course explores prediction of future outcomes using probabilities and trends, as well as relationship
discoveries in data that are difficult to find with other forms of analysis in a problem and project driven course
setup with various business-related managerial problems. Topics covered are data cleaning and preparation,
cluster analysis, advanced regression models ie. multiple regression, autoregression, ARIMA models and
predictive data mining techniques such as KNN, classification and regression trees, training and validation, ROC
etc.
BUS740 - Forecasting and Predictive Modeling
This course will cover various topics used in developing predictive modeling and applying statistical forecasting
methods used throughout business and academia. Topics in the course will assist business professionals in
leveraging historical data to build models for predicting future results. Additionally, the course will utilize these
topics in conjunction with data, integration, and information deployment to provide improved planning and better
predictive decision making. Forecasting techniques will be covered to evaluate complex business scenarios to
make better decisions in Finance, Marketing, Production Scheduling, Process Control, and Strategic Planning.

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BUS741 - Business Law
This course is designed to introduce students to the American legal system, increase their understanding of legal
issues and potential liabilities in business contexts, and equip them to meet their legal obligations with ethical
integrity in a competitive marketplace. Topics will include the structure and function of the American legal system,
contracts, torts, white-collar crime, business organizations, and intellectual property law, with emphasis on legal
reasoning and policy implications. It differs from undergraduate business law courses in that it will cover more
material and at a greater depth, including a substantive group project where the students will explore a particular
aspect of business law in an in-depth manner.
BUS743 - Business, Government, and Society
From management perspective, this course seeks to explore the interactions among business, government,
and society in general. In doing so, it focuses on, among other issues, corporate social responsibility, ethics,
globalization, the importance of law and regulation in the business environment, and historical background.
BUS745 - Business Ethics
The graduate course provides a framework to identify, analyze and understand how business people make ethical
decisions and deal with ethical issues. Using a case method approach, students will analyze real-life business
situations and gain insight into the realities and complexity of making decisions in a business environment.
BUS799 - Strategic Management
This course is designed as an integrated course that provides a theoretical and practitioner-oriented approach
to the understanding of strategic management in organizations. An integrative strategic management model is
used to follow the flow from vision/mission to internal/external environmental scanning to strategy development,
selection, implementation, and evaluation. Cohesive case studies are used to detail the strategic circumstances
of an actual company and to provide hands-on experience in applying the strategic management concepts and
techniques to a real organization.

CED-Counselor Education

CED700 - Foundations of School Counseling
The role of school counselors is explored in relation to counseling history, philosophy, theory, technology and
trends. Counseling within the elementary and secondary school settings, consultation, and coordination are
core components. Professional development, documentation, and ethical and legal standards are addressed.
This course also focuses on the development of instructional programs as part of a comprehensive K-12 school
counseling curriculum, including teaching methods, lesson planning and participation in multidisciplinary teams.
Computer technology is explored and used as a resource for school counselors.
CED702 - Counseling Theory
This course reviews theories, objectives, principles and practices of counseling individuals, including children and
the family. These theories are applicable in schools and other human service institutions.
CED703 - Consulting Theory
This course is an advanced-level course and has theoretical and practical components. In the theoretical
component, process consultation is highlighted as an applied behavioral science. Emphasis is placed on levels
of environmental quality within an organization. Specific human processes of inclusion, membership, leadership,
control, communication and problem-solving are stressed. The practical component deals with initial contact,
organizational diagnosis, process intervention, evaluating progress and closure.
CED705 - Developmental Group Process
This course includes the meaning, function, types and principles of the group approach to counseling; the
dynamics of group interaction; leadership; role playing; personal development in groups; and the influence of the
group processes on individual development.

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CED708 - Substance Abuse and Addiction
The focus of this course is prevention and rehabilitation in drug and alcohol abuse. Since substance abuse and
addiction are present in all sectors of society, it is important for human service professionals to understand the
process of addiction and the special problems experienced by affected individuals and their significant others.
CED710 - Counseling Skills and Techniques
Graduate students develop counseling skills by learning and practicing therapeutic techniques that facilitate
the counseling process. In a laboratory setting, students practice basic counseling skills such as attending to
nonverbal behavior, focusing, reflection of feeling, etc. Students will audiotape and videotape practice sessions.
CED711 - Clinical Field Experience (Practicum)
The student implements effective helping skills and techniques using one or more recognized counseling theories.
Students must see individual clients, and group experiences are required. Students spend 150 hours on site
under the supervision of an experienced counselor, receive individual and-or triadic supervision from the site
supervisor and faculty supervisor, and attend a regularly scheduled group supervision seminar. Students must be
able to audiotape or videotape counseling sessions.
CED712 - Clinical Field Experience in Counselor Education
The purpose of this course is threefold: to help students practice the skills they have learned and apply them in
a real-world setting; for students to learn to present cases to peers and offer constructive criticism and ideas in
a "treatment team" or "case conference" format; and for students to actively participate in the supervision group
experience in order to develop as counselors, supervisees and members of a “team” dedicated to their own and
their peers' growth as professionals.
CED717 - Diagnosis and Treatment in Mental Health
Students will learn to make accurate child and adult diagnosis according to the Diagnostic and Statistical Manual
of Mental Disorders (DSM IV-TR). Basic psychopathology and treatment strategies will be explored. Limitations
inherent in the use of DSM and other diagnostic classifications are discussed.
CED720 - Cross-Cultural Counseling
Students will explore the cognitive, affective and behavioral considerations of culturally diverse client groups.
Accordingly, counseling theories and programmatic approaches relevant to the mental health needs and concerns
of these groups will be introduced. This will include an examination of how cultural attributes, strategies and
coping skills can be effectively synthesized into the counseling process.
CED721 - Diagnosis and Counseling Children and Adolescents
This is a master's level course in the diagnosis and counseling of children and adolescents in the school setting.
Students will be able to interpret diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-IV) specifically related to children and adolescents in the school setting. Treatment and counseling
considerations for psychopathologies most likely encountered by school counselors will be introduced in depth
and students will be able to apply this knowledge.
CED722 - Assessment Procedures for Professional Counselors
This course is designed to assist school counselors, clinical mental health counselors, marriage and family
therapists, career counselors, addictions counselors, and other specialized professional counselors in becoming
better consumers of the diverse methods and procedures used in the process of assessment. The premise of
this course is that assessment involves collecting and integrating information about an individual or group from
multiple methods and multiple sources. This course introduces studies that provide an understanding of individual
and group approaches to assessment and evaluation in a multicultural society. This course also provides an
understanding of assessment in counseling through an overview of basic counseling assessment concepts,
an understanding of test construction, familiarity with instruments, and an overview of test interpretation. The
course provides an overview of assessment of intelligence and general ability, achievement, aptitude, career and
employment and personality as well as assessment in school and mental health settings. The course will also
cover ethical and legal issues in the use of counseling assessment instruments, communicating assessment
results and computer-based assessment. These methods will be studied in relation to a variety of institutions and
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facilities, including schools, mental health clinics, career counseling centers, substance abuse treatment centers,
private practices, psychiatric hospitals and vocational rehabilitation centers. This course has clearly described
implications specific for the field of professional counseling, including school counselors, clinical mental health
counselors, and other counseling specialties.
CED724 - Experiential Group Process
This course requires that students participate in a personal growth group with other graduate counseling students.
The purpose of the group is to have students develop an increased understanding of their thoughts, feelings and
behaviors. The department feels that openness to understanding oneself is very important for counselors.
CED732 - Current Issues in School Counseling: Evidence Based Practices and Inclusion
The focus of this course is to provide an overview of the roles and responsibilities of the school counselor in
working with exceptional children. For the purpose of this course, exceptional children will include the following
areas: special educational, alternative and at-risk, and gifted and talented. Through the use of journal articles,
research papers, course products and class activities and discussions, the course will highlight how school
counselors work with the regular education teachers, learning support staff, families and outside therapists in
serving as advocates for and addressing the needs of exceptional students.
CED735 - Introduction to Family Therapy
This course provides an introduction to family counseling. A systems perspective is emphasized. This course
covers the history of the field, and provides an introduction to the theories, processes and techniques of family
therapy. Professional issues, such as ethical, legal and multicultural issues, will be addressed.
CED755 - Counseling Across the Life Span: Prevention and Treatment in Schools and the Community
The practice of counseling involves working effectively with unique and diverse individuals representing a wide
range of abilities, ages and life circumstances. This course examines the lifelong process of human growth
and development as experienced by counseling clients, viewed through the eyes of a practicing counselor. The
developmental tasks of children, teens and adults as represented by Eric Erickson, Carl Jung, Abraham Maslow,
and others will serve as the framework for a deeper understanding of the role counselors’ play as they assist their
clients throughout their lives.
CED760 - Gambling Addiction
This course is designed for graduate students interested in working in community based human service
systems and school counseling positions. Although directly applicable for those interested in the field of Problem
Gambling/Gambling Addiction, alcohol and other drug rehabilitation treatment, the course material is also
important for training professionals dealing with any target population. Since Problem Gambling/Gambling
Addiction is inherent in all sectors of our society, it is important for human service professionals to understand
Gambling Addiction and other Impulse Control Disorders, the dynamics of addiction and the special problems
experienced by affected individuals.
CED761 - Addiction and the Family
This course is designed for graduate students interested in working in community based human service systems
and school counseling positions. Although directly applicable for those interested in the field of alcohol and other
drug rehabilitation treatment, the course material is also important for training professionals dealing with any
target population. Characteristics are features discussed in this course are not limited to those individuals that
have grown up in dysfunctional families associated to substance abuse or dependence but familial dysfunction
in general. Characteristics of this type of role development can be found in any family with dysfunction and are
precursors for multiple mental health diagnoses ranging from mood and affective disorders as well as axis to
involvement or disorders or personality. Additionally, since substance abuse and addiction is inherent in all sectors
of our society, it is imperative for human service professionals to develop a comprehensive understanding of the
pertinent assessment and evaluation procedures relevant to working with the substance abuse population.
CED762 - Assessment and Evaluation of Substance Use Disorders and Advanced Skills
This course is designed for graduate students interested in working in community based human service systems
and school counseling positions. Although directly applicable for those interested in the field of alcohol and
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other drug rehabilitation treatment, the course material is also important for training professionals dealing with
any target population. This course integrates advanced group leadership practices and or interventions for the
purpose of preparing counselors to appropriately facilitate/manage a process/psychoeducational group with a
substance abuse focus. Additionally, since substance abuse and addiction is inherent in all sectors of our society,
it is imperative for human service professionals to develop a comprehensive understanding of the pertinent
assessment and evaluation procedures relevant to working with the substance abuse population.
CED770 - Spiritual, Ethical, and Religious Values in Counseling
This is an advanced level course, the purpose of which is to increase students’ understanding of contemporary
topics, practices and problems relevant to counselors who work in school and agency settings. Students in this
class can expect to be proactive in researching, and sharing information as well as evaluating practices and
policies for their efficacy in various settings. They will demonstrate their integration of this new knowledge into
their prior learning as it relates to the counseling field through writing, discussion and presentations.
CED771 - Applied Spiritual, Ethical, and Religious Counseling Theory
This course is designed to introduce students to the theories, techniques, and treatment modalities needed by
spiritual counseling professionals to best meet the needs of clients in hospitals, pastoral care and counseling,
and religious settings. This class will focus on the diverse theoretical applications available in the field of spiritual
counseling.
CED772 - Grief and Loss Counseling
This course is designed to introduce students to the theories, techniques, and treatment modalities needed by
school and community counseling professionals to best meet the needs of bereaved clients and others affected
by grief, loss, and death anxiety. This class will focus on the diverse interventions used by counselors applied
therapeutically to the psychological, cultural, spiritual, and somatic aspects of grief.
CED774 - Advanced Issues and Techniques in Spiritual, Ethical and Religious Values in Counseling
This course is twofold. One, the course is designed to prepare students for the roles as professionals in the
field of spiritual and religious counseling. Areas of study include professional ethics and legal issues, record
keeping, and working as part of an interdisciplinary team or as a consultant with individuals, families, groups
and organizations who want to integrate spiritual and religious values in counseling. Additionally, this course is
designed for students to improve their counseling awareness, knowledge and skills as well as career development
techniques individuals, families, groups and organizations who want to integrate spiritual and religious values in
counseling. Participants have an opportunity to develop and practice strategies to enhance their effectiveness in
spiritual and religious counseling. This course includes field experiences with individuals, families, groups and
organizations of their choice.
CED777 - Student Affairs Services in Higher Education
This course is a survey of theoretical and applied information for counselors working in student affairs settings.
Course content includes an introduction to the philosophical, legal and ethical foundations of the field of student
affairs work; an overview of the functional areas within student affairs divisions; and current issues in the field. The
basics of program planning and evaluation are also introduced.
CED778 - The College Student and Higher Education Environment
This course examines the characteristics, learning and developmental needs of college students and the impact
of the higher education environment on both traditional and nontraditional students. Issues that might affect the
development and functioning of college students are explored in depth.
CED779 - Administration of Student Services in Higher Education
This course is intended to introduce students to the administration of student affairs programs in higher education.
This course will focus primarily on the purpose of student affairs, its functions and how they can be effectively
managed, coordinated and integrated as part of the broad educational purposes of the institution. It also examines
institutional strategies for organizing, staffing and funding student affairs programs and services.

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CED780 - Issues and Techniques in Counseling Athletes
This course examines current counseling strategies used with members of sport teams at the youth, high school,
college and professional levels. Participants will explore current research in three main areas: motivation and life
skill development, psychosocial development and career maturity.
CED781 - Sports Counseling Programming
This course offers students an overview of various life skills, including career development, study skills, goal
setting, time management, health and wellness, values clarification, problem-solving, and decision-making, to
name a few. Students will develop a teaching philosophy that includes methods for teaching life skills to the
athlete population. They will be given opportunities to make presentations on topics of their interest so that they
may teach or offer workshops on life skills to the athlete population.
CED782 - Advanced Issues and Techniques in Counseling Athletes
This course is twofold. One, the course is designed to prepare students for the roles as professionals in the field.
Areas of study include professional ethics and legal issues, record keeping, NCAA guidelines, and working as
part of an interdisciplinary team or as a consultant with individual athletes, teams and athletic organizations.
Additionally, this course is designed for students to improve their career development, counseling, and skill
building techniques with youth, adolescents, young adult and the adult athlete population. Participants have an
opportunity to develop and practice strategies to enhance their effectiveness in counseling this unique cultural
group. This course includes supervised fieldwork related to sports counseling, consultation, and/or sports
counseling programming with the athlete population of your choice. Students will be on site for a minimum of
25 hours (if registered for 3 credits) or 50 hours (if registered for 6 credits). Students will receive a minimum of
one-hour supervision per week by the on-site supervisor. In addition, students will be required to attend group
supervision, via the use of technology, once a week where students will present cases.
CED783 - Counseling and Advising Athletes with Death, Loss and Grief
This is an advanced level course, the purpose of which is to increase students’ understanding of contemporary
topics, practices and problems relevant to counselors who work in school and agency settings. Students in
this class can expect to be proactive in researching, and sharing information as well as evaluating practices
and policies for their efficacy in various settings. They will demonstrate their integration of this new knowledge
into their prior learning as it relates to the counseling field through writing, discussion and presentations. More
specifically, the purpose of this course is to prepare you for dealing with death, loss and grief situations you may
encounter working with the athlete population. We will spend time reflecting on how people deal with death, loss
and grief and start to develop your skills in grief counseling and intervention. You will also examine some of the
relevant research on grief counseling and intervention as well as the relevant research on death, loss and grief in
sports. However, your major focus throughout the course will be on learning the practical skills of helping people
who are dealing with death, grief and loss issues and learning assessment and treatment strategies used by
counselors, educators, and other helping professionals who work with the athlete population to assist individuals,
groups, and/or organizations (e.g., athletes, teams, athletic programs, schools, etc.).
CED784 - Student Athlete Mental Wellness
This course offers students a comprehensive understanding of student athlete mental wellness, mental health
concerns, and emergencies. Mental health issues can affect the ability of student athletes to function effectively
in their daily life and this includes their athletic performance. Thus, it is imperative that individuals providing
mental health care to student athletes be able to identify (mental health issues and emergencies), intervene (with
appropriate techniques), and refer (as needed to the appropriate entities). This course will address the previously
mentioned issues in detail while promoting cultural competency in working with a diverse population of student
athletes.
CED785 - Research Methods in Counselor Education
This is an introductory course in behavioral research techniques. The emphasis will be on the design, evaluation,
and interpretation of basis human research. The main goal will be for students to be able to read, understand, and
evaluate basic behavioral research.

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CED786 - Career Counseling
This course reviews the theory and process of giving career information and of counseling in school and agency
settings. Topics include sources of career information, appraisal, classification of careers, career resources,
career and vocational education, systems of career guidance, and theories of career development.
CED787 - Ethics, Integration, Consultation, and Collaboratio
This course is intended for students who are near the end of their School Counseling and Clinical Mental Health
programs. The purpose is to integrate the materials learned and to discuss the professional topics, practices,
and applications of mental health and school counselors. This is done by focusing on the counselor as an ethical
practitioner. Guidelines for ethical behavior and decision-making are applied to case studies. The Code of Ethics
for counselors, as well as legal issues, relevant to school and professional counseling are taught in this course.
This course will address the role of collaboration and consultation for counselors in various settings.
CED789 - Introduction to Clinical Mental Health Counseling
This course is a survey of theoretical and applied information for counselors working in mental health settings.
Course content includes an examination of mental health counseling as a helping profession, an overview
of the history of mental health counseling, the practice of mental health counseling, and the roles and tasks
expected of mental health counselors. Mental health counseling settings, relationships with other human service
professionals, and characteristics of individuals and communities are discussed. The topics of policy, consultation,
and advocacy, as well as current issues in mental health counseling are covered.
CED791 - Crisis Counseling and Disaster Preparedness
This course is a survey of theoretical and applied information for counselors working in crisis and disaster
situations. Course content includes an examination of the dynamics, types and characteristics of crises and
disasters, the reactions and risk factors of those impacted, as well as the nature and types of responses made
in crises and disasters. Intervention techniques and strategies normally employed by counselors handling crises
and disasters and with specific vulnerable populations will be explored. Multicultural, ethical, legal, moral and
contemporary issues will also be discussed.

CIS-Computer Info Systems

CIS601 - Advanced Data Preparation and Cleaning
This course provides students with an introduction to the need for and methods for data cleaning. The course
presents methods for locating and handling invalid values, out-of-range values, and missing values along with
methods for managing datasets. The course uses SAS® software.
CIS602 - Data Visualization
This course explores techniques and tools for creating effective data visualizations. The course covers the
creation and exploration of visualizations for categorical data, time series data, spatial and geospatial data. SAS®
software will be used for this course.
CIS603 - Data Visualization
This course explores techniques and tools for creating effective data visualizations. The course covers the
creation and exploration of visualizations for categorical data, time series data, spatial and geospatial data. SAS®
software will be used for this course.
CIS604 - Advanced Big Data Analytics Advanced Big Data Analytics
This course is intended to provide the student with an introduction to big data, big data analytics and several
methods useful in big data analytics such as clustering, association rules and various forms of regression. SAS®
statistical software will also be introduced and used to solve data problems.
CIS605 - Advanced Data Analysis Capstone Project
This course is designed for the certificate in Data Science to provide hands-on experience in the area of data
science. This experience will enable students to apply their knowledge of data science and provide valuable
experience in the application of methods studied within the program that should enhance their job opportunities
upon graduation. Students will receive experience with real world data. Analysis will be completed using SAS®.
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Course Descriptions
CMD-Communication Disorders

CMD600 - Research and Professional Practice in Speech-Language Pathology
This course is designed to teach the graduate student to be both a consumer and producer of research. A
research endeavor (research paper, project or thesis) is a requirement of graduation and is initiated in this class.
Practice patterns in the profession (ethical, clinical and legal aspects) are also addressed.
CMD701 - Language Disorders in Adults
This course will prepare the graduate student with the academic information necessary to assess and treat
language disorders in the adult population, including those patients diagnosed with cerebrovascular accident,
dementia, traumatic brain injury, Alzheimer’s Disease, Parkinson’s Disease, and others.
CMD702 - Language Disorders in Children
Challenged by the number and diversity of language disorders, the graduate student will demonstrate the ability
to appropriately select from a number of evidence-based treatments the one(s) most likely to build language
within the language delayed or disordered child. The graduate student will demonstrate an understanding of
the theoretical underpinnings upon which each treatment is built, and the key components of each. He/she
will be able to assess not only the strengths and weaknesses of the treatment protocol, but the strengths and
opportunities to improve while watching peers actually use the treatment during classroom presentations. He will
reach “mastery level” for administration of 5 standardized language tests commonly given to children.
CMD703 - Fluency Disorders
This course provides the student with extensive information about the etiology and development of stuttering,
appraisal of symptoms and underlying processes, and treatment of beginning, intermediate and advanced
stuttering in both children and adults. Review of major theories and therapies is provided with special emphasis
placed on the effectiveness of combining these therapies eclectically. Through lecture, videotapes, in-class
practice and clinical observation, the student is exposed to all the necessary theoretical and practical information
necessary for basic evaluation and treatment of stutterers.
CMD705 - Voice Disorders
The purpose of this course is to provide comprehensive academic and clinical training in the etiological factors,
description, and management of organic voice disorders. The teaching of esophageal speech, the use of the
artificial larynx, and the study of tracheo-esophageal practice are covered in detail.
CMD707 - Phonology and Articulation
This course will prepare the serious student with the academic information necessary to assess and treat
articulatory and phonologic disorders of both organic and functional origin. Assessment and treatment of special
populations (delays, disorders, and cross-cultural variances) will be emphasized.
CMD708 - Neurology
This course is designed to provide the student with a understanding of the neurological governance of the body
as that body carries out its communication functions: speaking, voicing, hearing, comprehending, perceiving,
thinking and remembering. After appropriate review of neurologic development, structure and function within the
context of normalcy, deviations from normal (secondary to disease, defect, aging, stress, injury or disorder) will be
discussed. Hemisphericity (including split brain research), visual neglect, cognitive style and comparative anatomy
will also be presented. Though substantial amounts of anatomical information will be presented, the overriding
style of the course is highly pragmatic. Clinical application for the speech pathologist will be the central theme of
this course.
CMD711 - Applied Therapeutic Procedures in the Preschool Setting
The class, resembling a lab experience, provides the graduate student with an “hands-on” experience in a
preschool setting with typically-developing children, as well as children having speech, language, and /or other
hearing disorders in a preschool setting.

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CMD712 - Applied Therapeutic Procedures in the Outpatient Setting
This practicum course provides the beginning student of communication disorders with the opportunity for real
life client contact. He/she will learn by doing! He/she will be assigned to provide either diagnostic or therapeutic
services to a communicatively-impaired outpatient who is enrolled in the university speech and hearing clinic. A
faculty supervisor will direct the graduate student in his work with the client. Models and theories of typical/atypical
growth and behavior across age groups covered in this class will be discussed in such a manner that students
begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition,
communication, emotional/social development, motor development, sensory integration, and adaptation. A major
focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the
physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is
to learn about therapeutic intervention strategies, materials and resources used with the language, articulation,
stuttering, voice, dysphagia, and children with syndromes and adult populations. Federal entitlements that relate
to the provision of specialized service, service options, and equipment for individuals with speech and language
disabilities will be introduced as appropriate. Where appropriate, service delivery models (collaboration, cotreatment, integration, pull-out of individuals and groups) will be discussed. This practicum course provides
the graduate student with a realistic, practical, and comprehensive overview of clinical problems that are often
encountered by the beginning clinician in an outpatient clinic setting. Beginning clinicians will take their first steps
into the real world of clinical practice when assigned to clients in the university clinic. Advanced graduate students
may enroll in this practicum class to gain specialized skill, or to work with complicated clients. This is a “hands-on”
course where the student should expect some client contact. A major focus will be to consider all the important
aspects of client management, including but not limited to creation and maintenance of an effective learning
environment, the establishment of a climate of fairness, the use of challenging/consistent standards and goals,
within a safe physical environment, where universal precautions are consistently taught and demonstrated, where
treatment principles are evidence-based, student diversity is addressed appropriately, community needs and
resources are adequate, and Pa. academic standards are met.
CMD713 - Applied Diagnostic Procedures in Speech Pathology
This practicum course provides the beginning student of communication disorders with the opportunity for
real life client contact. He/she will learn by doing! He/she will be assigned to provide diagnostic services to
communicatively-impaired clients who seek clinical care from the university clinic. The graduate student will be
involved at all levels of client contact, including but not limited to (a) accepting referrals, (b) taking a case history,
(c) administering tests, (d) making clinical observations, (e) interpreting results and behaviors, (f) generating
treatment plans, (h) making recommendations, (I) counseling patients and families, and (j) communicating
results to other medical and educational personnel verbally and in writing. A faculty supervisor will direct the
graduate student in ALL appraisal and diagnostic work with clients. Models and theories of typical/atypical growth
and behavior across age groups covered in this class will be discussed in such a manner that students begin
to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition,
communication, emotional/social development, motor development, sensory integration, and adaptation. A
major focus is on basic human communication processes including (a) anatomical and physiological bases,
(b) psychophysical bases, (c) linguistic and psycholinguistic aspects, and (d) social, behavioral, and cultural
aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources
used with the language, articulation, stuttering, voice, dysphagia, and syndromic children and adult populations.
This practicum course provides the graduate student with a realistic, practical, and comprehensive overview
of formal and informal, standardized and non-standardized diagnostic and assessment procedures commonly
used by speech-language pathologists. It is the clinician's first step into the real world of diagnostic practice.
Once the graduate student is familiar with a diagnostic procedure, he will be given the opportunity to administer
it to clients under direct supervision of an AHSA-certified faculty member. This is a “hands-on” course where
the student should expect extensive client contact. A major focus will be to consider all the important aspects of
client management, including but not limited to creation and maintenance of an effective learning environment,
the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe
physical environment, where universal precautions are consistently taught and demonstrated, where treatment
principles are evidence-based, student diversity is addressed appropriately, community needs and resources are
adequate, and Pa. academic standards are met. Federal entitlements that relate to the provision of specialized
service, service options, and equipment for individuals with speech and language disabilities will be introduced

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as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of
individuals and groups) will be discussed.
CMD714 - Applied Audiologic Diagnostic and Rehavilitative Procedures
This practicum course provides the beginning student of communication disorders with the opportunity for real
life client contact. He/she will learn by doing! He/she will be assigned to provide audiologic screening and therapy
services to clients who seek audiologic care from this university clinic. The graduate student will be involved at all
levels of client contact, including but not limited to (a) accepting referrals, (b) taking a case history, (c) screening
the hearing ability of clients, (d) making clinical observations, (e) interpreting screening results and behaviors,
(f) generating aural habilitation/ rehabilitation treatment plans, (h) making recommendations, (i) counseling
patients and families, and (j) communicating results to other medical and educational personnel verbally and
in writing. A certified SLP or audiologist supervisor will direct the graduate student in ALL of his screening and
therapeutic work with clients. This practicum course provides the graduate student with a realistic, practical,
and comprehensive overview of formal and informal, standardized and non-standardized assessment and
therapeutic procedures commonly used by speech-language pathologists during the provision of audiological
screening, or aural habilitation or rehabilitation. It is the clinician's first step into the real world of basic audiological
practice. Clinical experiences provided through CMD 714 will comply with ASHA standards which clearly define
the scope of practice for speech-language pathologists when providing audiologic services. Once the graduate
student is familiar with specific procedures, he will be given the opportunity for "hands-on" client interaction
under direct supervision of an ASHA-certified faculty- audiologist. Models and theories of typical/atypical growth
and behavior across age groups covered in this class will be discussed in such a manner that students begin
to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition,
communication, emotional/social development, motor development, sensory integration, and adaptation. A major
focus is on basic human communication processes including (a) anatomical and physiological bases, (b) the
physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class
is to learn about therapeutic intervention strategies, materials and resources used with the speech, language,
and syndromic populations. This is a “hands-on” course where the student should expect some client contact.
A major focus will be to consider all the important aspects of client management, including but not limited to
creation and maintenance of an effective learning environment, the establishment of a climate of fairness, the use
of challenging/consistent standards and goals, within a safe physical environment, where universal precautions
are consistently taught and demonstrated, where treatment principles are evidence-based, student diversity is
addressed appropriately, community needs and resources are adequate, and Pennsylvania academic standards
are met. Federal entitlements that relate to the provision of specialized service, service options, and equipment
for individuals with speech and language disabilities will be introduced as appropriate. Where appropriate, service
delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed.
CMD715 - Applied Therapeutic Procedures in the Educational Setting
This practicum course provides the beginning student of communication disorders with the opportunity for real
life client contact. He/she will learn by doing! He/she will be assigned to provide either diagnostic or therapeutic
services (or both) to communicatively-impaired children who is enrolled in private, public, elementary, middle
school, or high school programs. A school-based, ASHA certified SLP will serve as the on-site supervisor,
directing the graduate student in his work with clients under the liaison-guidance of assigned faculty from the
university. This practicum course provides the graduate student with a realistic, practical, and comprehensive
overview of clinical problems that are often encountered by the speech-language pathologist in the public or
private educational setting. It may be the clinician's first step into the real world of clinical practice outside of the
university clinic. The advanced graduate student may also enroll in CMD 715 to achieve specialized knowledge
about the SLP as an educator. Throughout his graduate program, a student may enroll in CMD 715 more than
one time. Since the mission of CMD 715 is to afford the graduate student with the opportunity to learn from a
variety of others, it is assumed that each subsequent enrollment will occur in a different school or with a different
school-based supervisor. ASHA requires that a student must complete practicum courses in three distinct sites.
Such settings may include separate units/settings within a single organization IF each of those units provides a
unique experience. Before RE-ENROLLING in this course, the graduate student should establish that the setting
offers him a uniquely different experience than offered by previous settings. Models and theories of typical/atypical
growth and behavior across age groups covered in this class will be discussed in such a manner that students
begin to understand, and/or apply evidenced-based information to form therapeutic strategies related to cognition,
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Course Descriptions
communication, emotional/social development, motor development, sensory integration, and adaptation. A
major focus is on basic human communication processes including (a) anatomical and physiological bases,
(b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in
this class is to learn about therapeutic intervention strategies, materials and resources used with the language,
articulation, stuttering, voice, dysphagia, and syndromic children population. This is a “hands-on” course where
the student should expect some client contact. A major focus will be to consider all the important aspects of
client management, including but not limited to creation and maintenance of an effective learning environment,
the establishment of a climate of fairness, the use of challenging/consistent standards and goals, within a safe
physical environment, where universal precautions are consistently taught and demonstrated, where treatment
principles are evidence-based, student diversity is addressed appropriately, community needs and resources are
adequate, and Pa. academic standards are met. Federal entitlements that relate to the provision of specialized
service, service options, and equipment for individuals with speech and language disabilities will be introduced
as appropriate. Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of
individuals and groups) will be discussed.
CMD716 - Applied Neurogenic Procedures in Healthcare Facilities
This practicum course provides the beginning student of communication disorders with the opportunity for real life
client contact. He/she will be learn by doing! He/she will be assigned to provide either diagnostic or therapeutic
services within a healthcare setting outside of the university clinic. A facility-based, ASHAcertified speechlanguage pathologist will serve as the on-site supervisor, directing the graduate student in all of his work with
clients under the liaison-guidance of assigned faculty. Models and theories of typical/atypical growth and behavior
across age groups covered in this class will be discussed in such a manner that students begin to understand,
and/or apply evidenced-based information to form therapeutic strategies related to cognition, communication,
emotional/social development, motor development, sensory integration, and adaptation. A major focus is on
basic human communication processes including (a) anatomical and physiological bases, (b) the physical and
psychophysical bases, and (c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about
therapeutic intervention strategies, materials and resources used with the language, articulation, stuttering, voice,
dysphagia, and syndromic children and adult population. This is a “hands-on” course where the student should
expect some client contact. A major focus will be to consider all the important aspects of client management,
including but not limited to creation and maintenance of an effective learning environment, the establishment of
a climate of fairness, the use of challenging/consistent standards and goals, within a safe physical environment,
where universal precautions are consistently taught and demonstrated, where treatment principles are evidencebased, student diversity is addressed appropriately, community needs and resources are adequate, and Pa.
academic standards are met. Federal entitlements that relate to the provision of specialized service, service
options, and equipment for individuals with speech and language disabilities will be introduced as appropriate.
Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and
groups) will be discussed.
CMD718 - Advanced Audiology for the SLP
This course will provide the student with an understanding of behavioral and electrophysiological assessments
for the determination of the location of pathology within the auditory system. The student will be introduced
to concepts concerning specification, selection, fitting, care, and use of amplification systems. Models and
theories of typical/atypical growth and behavior across age groups covered in this class will be discussed in
such a manner that students begin to understand, and/or apply evidenced-based information to form therapeutic
strategies related to cognition, communication, emotional/social development, motor development, sensory
integration, and adaptation. A major focus is on basic human communication processes including (a) anatomical
and physiological bases, (b) the physical and psychophysical bases, and (c) linguistic and psycholinguistic
aspects. A major theme in this class is to learn about therapeutic intervention strategies, materials and resources
used with the speech, language, and syndromic population. Where appropriate, service delivery models
(collaboration, co-treatment, integration, pull-out of individuals and groups) will be discussed.
CMD732 - Counseling in Speech-Language Pathology
This course will provide a theoretical and practical framework for the role of the speech-language pathologist
in counseling individuals with communication and swallowing disorders. Emphasis will be placed on (1)
selfidentifying strengths and areas of need as a clinician relative to the daily practice of interaction (2) applying
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Course Descriptions
a theory-based framework for counseling in the clinical setting (3) mastering the application of counseling
microskills and (4) communicating effectively, recognizing the needs, values, preferred communication, and
cultural/linguistic background of the client, client’s family, caregivers, and relevant others.
CMD763 - Communication Problems of Special Groups
This course will focus on the difference in speech/language of non-native users of English, with attention given to
assessing when and what types of intervention are ethically and professionally appropriate. Dialectical differences
and professional/corporate speech will also be included, along with professional issues and marketing of services
to the public. Models and theories of typical/atypical growth and behavior across age groups covered in this
class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based
information to form therapeutic strategies related to cognition, communication, emotional/social development,
motor development, sensory integration, and adaptation. A major focus is on basic human communication
processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and
(c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention
strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and
syndromic population. Federal entitlements that relate to the provision of specialized service, service options,
and equipment for individuals with speech and language disabilities will be introduced as appropriate. Where
appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and groups)
will be discussed.
CMD764 - Instrumentation in Speech Language Pathology
A practical course in the use of instrumentation in the practice of Speech Language Pathology. A major focus is
on basic human communication processesincluding (a) anatomical and physiological bases, (b) the physical and
psychophysical bases, and (c) linguistic and psycholinguistic aspects.
CMD765 - Dysphagia
This course is an in-depth study of deglutition (the normal act of swallowing) and dysphagia (swallowing
disorders). It is deliberately designed in full, comprehensive, and particularized fashion because of the medical
seriousness of dysphagia and its treatment: people DO DIE from dysphagia and from medical/clinical mistakes
made in treating it. The course appropriately begins with anatomy and function of both normal and abnormal
swallow patterns, then focuses on proper diagnosis and appraisal through the use of clinical exams, radiographic
contrast examinations, electromyography, esophagoscopy, endoscopy and manometry. The final portion of the
course focuses on surgical and therapeutic treatment strategies for the wide variety of dysphagic symptoms that
exist for pediatric through geriatric populations. Some patient contact during the course should be expected.
Where appropriate, service delivery models (collaboration, co-treatment, integration, pull-out of individuals and
groups) will be discussed.
CMD766 - Traumatic Brain Injury
When working with many communication impairments, the speech/language pathologist functions as an individual
practitioner fostering the necessary changes for the client by him-herself. Rehabilitation of the individual with
traumatic brain injury (TBI) requires a diversified team of professionals working together throughout a lengthy
continuum of care. In this class, the student will understand the individual and team goals for the client. The
following topics will be addressed through lectures, in-class diagnosis, treatment, psychosocial and familial
disturbances, conceptual issues, neuropsychological problems, cognition and memory deficits, language
disorders, motor speech problems, augmentative communication, and pharmacological issues. Federal
entitlements that relate to the provision of specialized service, service options, and equipment for individuals with
speech and language disabilities will be introduced as appropriate. Where appropriate, service delivery models
(collaboration, co-treatment, integration, pull-out of individuals and groups) will be addressed.
CMD772 - Augmentative and Alternative Communication
This course is an in-depth study of: 1)The underlying theory of augmentative and alternative communication
systems (AAC) including state-of-the-art and emerging technologies; and 2) Methodology for assessing and
training individuals with communication disorders to use AAC systems. Emphasis is placed on functional
strategies for the practicing clinician in AAC. Hands-on experience with various AAC systems is an integral
part of this course Models and theories of typical/atypical growth and behavior across age groups covered in
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Course Descriptions
this class will be discussed in such a manner that students begin to understand, and/or apply evidenced-based
information to form therapeutic strategies related to cognition, communication, emotional/social development,
motor development, sensory integration, and adaptation A major focus is on basic human communication
processes including (a) anatomical and physiological bases, (b) the physical and psychophysical bases, and
(c) linguistic and psycholinguistic aspects. A major theme in this class is to learn about therapeutic intervention
strategies, materials and resources used with the language, articulation, stuttering, voice, dysphagia, and
syndromic population. Where appropriate, service delivery models (collaboration, co-treatment, integration, pullout of individuals and groups) will be discussed.
CMD785 - Seminar in Medical Speech-Language Pathology
A course in which students advance their knowledge in a specific content area not covered by other courses in
the practice of Medical Speech-Language Pathology. This includes applied physiology and practice mechanics
of particular relevance to healthcare settings. Particular emphasis is placed on evidence-based practice and the
trans-disciplinary treatment model for communicatively or swallow-impaired patients who have multiple medical
problems.

CRJ-Criminal Justice

CRJ800 - Leading Criminal Justice Agencies
This course is designed to introduce the student to the notion of complex leadership theory, particularly as it is
applied to criminal justice agencies. Students will learn how to construct the leadership formula of influence, grasp
the art and science of influence and execution, and employ 360 degree situational leadership. Emphasis will be
placed on community-oriented practices such as leadership for building police and community teams.
CRJ805 - Using Theory to Improve Criminal Justice Practice
Through this course, students—using relevant theory—will learn to challenge underlying assumptions to changes
in the broad field of criminal justice. Examples include broken windows, routine activities, and control theory.
Students will learn about means of achieving crime reduction through condition change, and accordingly, will
design an assessment of relevant organizational change.
CRJ810 - Improving the Administration of Juvenile Justice
A modern examination of juvenile justice issues in America, students will examine the literature surrounding the
relationship between the drop in crime and increase in punishment, encounters with police on the street and
in schools, solitary confinement, and use of residential placements. Contemporary problems, such as private
correctional facilities and the Pennsylvania scandal will be addressed. Finally, students will have the opportunity to
study, discuss, and critique National Institute of Justice and the National Academy of Sciences reports on reform.
CRJ820 - Police Management for the 21 st Century
Students will critically examine the role of the police and the proper oversight of law enforcement policies,
procedures, and tactics. Specific issues to be covered include examining the relationship between police efforts
and crime rates, predictive policing, pursuits, race and diversity, and use of force. Overall, course design involves
developing and integrating public policy for policing in America to specifically include policy related to the
investigation of officer-involved shootings, use of force, and complaints of civil rights abuses. Included within
these policies are media relations and keeping the public informed of the status of critical incidents.
CRJ840 - Advanced Criminal Law, Procedure, and Evidence for Criminal Justice Leaders
Law is at the very core of the criminal justice system and its problems. Accordingly, this course will cover critical
trends in substantive and procedural criminal law, including civil rights, hate crimes, and terrorism provisions at
the federal and state levels. U.S. Supreme Court cases, particularly those surrounding search and seizure and the
use of force, will be covered as well as other law-related key issues around the country.
CRJ850 - Contemporary Forensic Science and Technology for Criminal Justice Leaders
Whether a police administrator, forensic scientist, or training director, there has never before been such rapid and
significant development in relevant forensic sciences. This course is specifically designed to bring senior criminal
justice personnel up-to-date on topics such as sources and new methods of extracting DNA, advances in firearms
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Course Descriptions
identification, and using emerging forensic science techniques to properly investigate officer-involved shootings
and solving complex crimes such as cold case homicides and serial rapes.
CRJ860 - Criminal Justice Training: Needs, Problems, Solutions
Criminal justice training is evolving in complex ways, both from a substantive perspective and by way pedagogy
and andragogy. This course provides the necessary tools for criminal justice managers, leaders, and trainers to
conduct relevant and critical needs assessments, develop lesson plans, provide training for newly promulgated
policies, and overall gain a better understanding of adult learners in the criminal justice profession.
CRJ870 - Understanding Civil Liability for Criminal Justice Managers
Of critical importance to municipalities, police departments, correctional institutions, and criminal justice
practitioners generally, is the notion of civil liability. In this course students will examine specific conduct such as
illegal search and seizure, false arrests, and how all of this applies to criminal justice managers and department
heads. The analysis begins with negligent hiring in the first instance, and follows through examining negligent
training, negligent supervision, and negligent retention.
CRJ880 - Adjudication: Achieving Justice More Often
When all is said and done, the public, victims, and individual defendants demand and deserve justice. The
guilty must be treated fairly, but in a way that meets the goals and objectives of criminal justice public policy.
And innocent persons should not be convicted of crimes they did not commit. Consequently, this course will
involve an in-depth analysis of the notions of under criminalizing versus over criminalizing conduct, managing the
consequences of legislative (policy) decisions, defense errors in capital cases, prosecutorial misconduct, the utility
of and possible end to grand juries, and the reasons for wrongful convictions.
CRJ890 - Applied Criminal Justice Research Methods for Criminal Justice Leaders
Regardless of which element of the criminal justice profession one works, effective managers and leaders need to
be able to interpret and apply qualitative and quantitative research methods. Students will learn how to interpret
results of published research that can assist in effective policy development, crime control, supervision, and
training. In the end, students will be able to apply evidence-based research to day-to-day criminal justice issues
and problems.
CRJ895 - Legal Research Methods for Criminal Justice Practitioners
This course will focus on legal research methods for criminal justice practitioners. Special emphasis will be
placed on evaluating legal research sources, primary and secondary sources, and legal writing. Students will
practice research techniques that are designed to ensure timeliness and relevancy to a particular subject within a
specific jurisdiction. Finally, students will learn about contemporary and scientific trends surrounding judicial use of
empirical academic research.
CRJ900 - Case Studies in Criminal Justice Management
In this course the student will focus on the careful evaluation of systematic problems in criminal justice by
comparing events at different times and places to understand their nature and response, and how to problem
solve more effectively in the future through assessment of causes, reforms, and impacts. Examples of the types
of subject matter to be covered include: federal supervision of local police departments, misconduct of corrections
officers, violations of civil rights.
CRJ910 - Sentinel Event Reviews
This course involves original conclusions and recommendations surrounding incidents that resulted in unjust
outcomes due to errors, lack of training, or ineffective policy. Examples include ineffective actions to prevent
recurrence of domestic violence, racial profiling, incarceration of non-dangerous offenders, release of dangerous
offenders, prosecutorial misconduct, and violations of civil rights. These reviews focus on single events,
summarize what occurred using multiple sources, explain why it became an issue of public consequence, and
propose an appropriate response. Additionally, students will detail whether the response is likely to be effective,
given what is known about responses to prior events of this kind, and underlying issues of causation, law, policy,
practice, research, and leadership.

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CRJ920 - Doctoral Research Portfolio
This is the culminating course for the completion of the D.C.J. degree program and the professional, evidencebased, doctoral research portfolio process. The underlying focus of this course involves the continuation and
finalization of the doctoral research portfolio by aligning the research question with the in-depth examination
of relevant selected items of previously published scientific scholarship in the specialized area of inquiry. The
doctoral candidate will do so by establishing the research context and evaluating the text, including the research
methods, validity and reliability. From there, candidates will examine the results and establish the significance of
the research. Ultimately, doctoral candidates will synthesize all data in order to be able to present best practices in
a particular area of criminal justice.

CRM-Criminology

CRM600 - Seminar in Forensic Linguistics
Forensic linguistics has been described as the interface between linguistics and the law. This course will attempt
to present the student with an awareness of linguistics and its role in forensic science, and how it can be helpful
to law enforcement, intelligence, and security professionals in creating a more informed understanding of how
forensic linguistics can be applied in legal cases and proceedings. Individuals in this class will participate in
interactive discussions and exercises which will grow from the history and development of this emerging field.
Discussions will provide a solid foundation for understanding how forensic linguistics can enhance investigations
in both criminal and private security settings.
CRM610 - Forensic Sociolinguistics
This course investigates how language shapes and is shaped by society. The course presents a general overview
of the field of sociolinguistics, then focuses in depth on three major approaches: quantitative sociolinguistics
(variation analysis), discourse analysis (analysis of conversations, narratives, and other connected speech/
writing), and pragmatics (analysis of language in context, how people derive meanings from both context and
the linguistic signal). The student will become acquainted with the major literature and research methods in the
field and will learn how to apply their knowledge to designing and conducting an original sociolinguistic study. The
student will also learn about applications of sociolinguistic knowledge beyond academia, including areas such as
language policy and planning (including issues related to bi- and multilingualism and language endangerment),
language and education (including teaching the standard language to native speakers of nonstandard dialects),
and language and the law, especially the analysis of language evidence (e.g. ransom notes, threatening emails
and text messages).
CRM620 - Forensic Language Structure I
This course introduces students to the linguistic study of phonetics – language sounds – and phonology –
sound systems. There are four main units: Articulatory Phonetics (how speech sounds are produced), Acoustic
Phonetics (the physical properties of sound waves and how to measure them), Segmental Phonology (how
sounds contrast and alternate within systems), and Suprasegmental Phonology (aspects of sound systems larger
than a single segment). An additional unit introduces students to Forensic Linguistic applications of phonetics.
Crosslanguage and cross-dialectal variation in language sounds and sound systems and their implications for
Forensic Linguistics are discussed throughout the course. In addition to a solid grounding in the fundamentals
of phonetics and phonology, students also gain essential skills in phonetic transcription; recording sounds for
phonetic analysis; producing, reading and interpreting spectrograms (commonly mislabeled “voiceprints”); and
conducting basic phonological analyses. Students complete exercises in the various skill areas as the course
progresses, including an exercise in the analysis of speech data and professional presentation of results in
connection with a hypothetical forensic investigation.
CRM640 - Forensic Language Structure II
This course provides students with an introduction to the scientific study of morphology and syntax – that is, word
and sentence structure. Students will learn the basic components of words, phrases, and sentences, and how
these components fit together to create well-formed words and sentsnces. Both linguistic universals and variables
in word and sentence structure formation will be addressed, with a particular focus on variation in morphology and
syntax across English dialects (including different standard Englishes). Students will learn the crucial importance
of approaching morphology and syntax (i.e. “grammar”) from a scientific perspective that investigates how people
really form words and sentences in everyday life rather than simply how people are supposed to use grammar
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based on conventions particular to certain individuals/institutions, places, genres, and time periods. Students will
learn to conduct syntactic analyses by diagramming phrases and sentences, as well as to conduct morphological
analyses (i.e. breaking words into their component meaningful parts; e.g., roots, prefixes, affixes) using sets of
data from both known and unfamiliar languages. Students will be introduced to different theoretical approaches
to syntax and morphology, though the focus of this course is to introduce students to the basic components
and processes that all theories of syntax and morphology must account for. Finally, students will investigate
applications of the scientific study of morphology and syntax to Forensic Linguistics. Students complete basic
exercises in syntactic analysis (phrase and sentence diagramming) and morphological analysis, as well as a
final exercise in morphological-syntactic analysis, and professional presentation of results, in connection with a
hypothetical forensic investigation.
CRM650 - Author Profiling and Threat Assessment
The first half of the course will cover author profiling, i.e., the analytical determination of the demographic features
of an anonymous author by the linguistic features uncovered within the communication(s). The sociolinguistic
concepts used to develop an author profile include language variation by region, age, gender, race, ethnicity,
nativeness, etc. Ancillary issues relating to motivation, truthfulness, actual victimization status and commitment
can also be determined through careful author profiling assessment. This course will help students construct
potential author profiles of potential evidentiary and investigative value based on the science of linguistics and
assist them in presenting profiles in report style. The second half of this course will cover threat assessment from
a forensic linguistic perspective. It will be demonstrated that threat assessment can be effectively undertaken to
recognize and assess the level of language usage within a communication as it relates to potentially injurious
actions to an individual or organization. In particular, topics such as written/verbal versus non-written/non-verbal
threats and conditional threats/extortions will be explored. Issues to be examined include the separate categories
of threats, the seven primary factors to consider when undertaking a threat assessment, issues relating to
escalation, and mental health considerations in anonymous writings. Illustrations will be provided through class
exercises and case examples.
CRM670 - Authorial Attribution and Speaker Identification
Every individual has his or her own unique way of communicating. This is known as a person’s idiolect – that
is, the distinctive features found within an individual speaker's and/or writer’s language system. These features
can assist in identifying the author of one or more anonymous questioned communications when compared with
known communications of other suspected authors. This course will examine the basic concepts, methodologies,
and practices in which authorial attribution and speaker identification is used to help identify the author of one or
more specific anonymous communications. Multiple real-case examples will be utilized in this course to prepare
the student for these applications.
CRM690 - Legal and Ethical Issues in Forensic Linguistics
This course will be divided into two primary sections, legal issues and ethical issues. First, the matter of legal
issues will be discussed and how they relate to forensic linguistic analysis and the eventual formal presentation
of the results of any such analysis. These concepts are of critical importance for any linguist practicing directly or
indirectly in the criminal justice system. Recent and relevant U.S. court decisions will be discussed, including how
they apply to an analysis, the design of a written report, and the manner in which testimony from that analysis/
report may be delivered in a courtroom. Second, ethical issues, as related to forensic linguistic analysis, will be
discussed in this course. Topics relating to analytical objectivity, identifying known strengths and weaknesses (and
knowing when to admit them), advocacy pitfalls, and investigative and testimonial genuineness will be covered.
Multiple real-case examples will be utilized in this course to prepare the student for the understanding of both of
these critical concepts.
CRM700 - Advanced Criminological Theories
This course will examine the major theories of crime relevant to criminal behavior, crime analysis, research,
and criminal justice system policies. Original works of selected theories will be introduced and explained with
examples of how theory, research, and policy are applied to crime related issues. Theoretical works such as
classical, biological, psychological, social, political, and feminist criminology will be explored in this course.

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CRM710 - Advanced Behavioral Crime Analysis Theory
This course provides the theoretical foundation for the behavioral analysis of violent crime associated with applied
criminology. Specific course content will examine theoretical underpinnings of criminal behavior, rapist typology,
and victimology. A particular emphasis will be on the psychopathology of crime, violent offenders, paraphilias,
pedophiles, and crime victims. Accordingly, the course provides students with the behavioral and psychological
theories that are needed in the practical courses in applied criminology, such as Criminal Investigative Analysis;
Equivocal Death Analysis; and Geographical Crime Analysis.
CRM720 - Research Methods in Criminology
This course explores the design and analysis of experimental and quasi-experimental research in criminology. It
explores both quantitative and qualitative techniques as they relate to criminological research. In addition to being
able to design and undertake basic research in the field of criminology, an outcome of this course is to develop
effective consumers of the research literature.
CRM810 - Violent Crime Analysis
This course provides the basic scientific skills needed to undertake analysis of violent crimes and prepare the
student with the necessary tools for other substantive courses in the program: Criminal Investigative Analysis,
Equivocal Death Analysis, and Environmental Criminology. In doing so, students learn how to develop logical
and unbiased inferences and conclusions, which play important roles in the analysis and investigation of violent
crimes.
CRM820 - Ethics and Legal Aspects in Applied Criminology
This course is an in-depth examination of the ethical considerations that confront investigators, forensic scientists,
supervisors, and others involved in applied criminology. Both theoretical and applied applications will be
presented with emphasis on the practical courses in the Applied Criminology Track in Social Science. A particular
focus will be on ethical issues relating to analysis of various data sets and evidence, preparation of expert
reports, discovery and disclosure, exculpatory evidence, and testifying as a lay witness and as an expert witness.
Relevant case studies will be reviewed.
CRM830 - Criminal Investigative Analysis
This course builds upon the theoretical framework provided in Advanced Crime Theory and Analysis; and
Advanced Theory of Behavioral Analysis of Violent Crime. It provides the applied components of criminal
investigative analysis from operational aspects such as the formation of the investigative team, predicting
criminal behavior, locating offenders, and methodically collecting, analyzing, and synthesizing relevant evidence.
Moreover, the student will learn other practical applications such as interview techniques for suspects, crime
victims, and how to minimize occurrences of false confessions.
CRM840 - Equivocal Death Analysis
This course is designed to provide the theoretical and practical applications in determining whether a death was
the result of an accident, suicide, homicide, or natural occurrence. The student will be introduced to specific
techniques, which are used to disambiguate the manner of death including behavioral and psychological histories
of the decedent. Other techniques covered in the course include the analysis of autoerotic fatalities and staged
crime scenes.
CRM850 - Environmental Criminology
understanding of the theoretical and practical applications of environmental criminology and crime analysis.
Topics covered include target and predator patterns; predicting crime; locating offenders; and investigative
strategies for solving crimes. Students will also be introduced to the scientific and technological aspects of this
field and will be expected to critically evaluate the various processes and procedures with the view towards
continuous improvement in the field.
CRM855 - Applied Research in Criminology
This course will focus on the application of selected principles of criminological theory and research methods
toward understanding and resolving specific problems in the field of applied criminology. It is designed to help

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students to build upon previous courses in crime theories and research methods. Students will be required to
develop and complete a research proposal related to a criminological topic of their choice.
CRM870 - Special Topics in Criminology
This course is a focused examination of an emerging and dynamic problem or issue in the study of criminology.
The course will provide the student with the opportunity to apply the knowledge and skills learned in the program
to subject matter that will vary each semester.
CRM880 - Criminology Thesis
The thesis consists of a written report of extensive research into a specific area of investigation in applied
criminology. Students will demonstrate a mastery of knowledge of the background of the topic, the published
literature of the subject, and high standards of original research and presentation.
CRM885 - Criminology Internship
Graduate students in the applied criminology program are placed with a law enforcement agency, forensic science
organization, or other entity-public or private-that most nearly approximates employment goals. The intent of the
internship is to provide students with practical work experience in an environment in which they will be addressing
real problems that require solutions in a relatively short time frame.
CRM890 - Criminology Studies Abroad
This course is intended to provide students of applied criminology with a number of opportunities to study or
work in academic or professional settings abroad. Examples include field-based studies with other students
and a supervising professor; studying relevant aspects of applied criminology at foreign institutions of higher
education where credit is not being awarded by the foreign institution; or pursuing an approved cultural and
educational program abroad. Accordingly, students will be able to apply their skills in applied criminology in realworld environments, and at the same time, broaden their intellectual and personal understandings of cultures
operating outside of the United States.

CRS-Conflict Resolution

CRS700 - Conflict Resolution Theory and Practice
This course is designed to provide a strong foundation in conflict studies for the scholar or practitioner. It explores
various theoretical perspectives that inform appropriate processes to mediate or resolve emerging and existing
conflicts. As such, the student will explore origins and conditions of conflict development, the levels of expression,
and its intersectional exposure in a variety of disciplines. A context appropriate role of the mediator will be
explored along with appropriate interventions. This course sequences from theoretical investigation to utilization of
recognized professional approaches to dispute resolution in its various forms.
CRS700 - Conflict Resolution Theory and Practice
This course is designed to provide a strong foundation in conflict studies for the scholar or practitioner. It explores
various theoretical perspectives that inform appropriate processes to mediate or resolve emerging and existing
conflicts. As such, the student will explore origins and conditions of conflict development, the levels of expression,
and its intersectional exposure in a variety of disciplines. A context appropriate role of the mediator will be
explored along with appropriate interventions. This course sequences from theoretical investigation to utilization of
recognized professional approaches to dispute resolution in its various forms.
CRS700 - Conflict Resolution Theory and Practice
This course is designed to provide a strong foundation in conflict studies for the scholar or practitioner. It explores
various theoretical perspectives that inform appropriate processes to mediate or resolve emerging and existing
conflicts. As such, the student will explore origins and conditions of conflict development, the levels of expression,
and its intersectional exposure in a variety of disciplines. A context appropriate role of the mediator will be
explored along with appropriate interventions. This course sequences from theoretical investigation to utilization of
recognized professional approaches to dispute resolution in its various forms.

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Course Descriptions
CRS710 - Special Topics In Conflict Resolution
This course is designed to assist the student of conflict studies to examine a specific intractable conflict facing our
communities, nation, or the world today. Students and faculty will investigate specific areas of conflict that are not
covered in other conflict resolution courses. Included in this investigation are the etiology, contributing factors, and
more importantly, the stakeholders’ inability to productively resolve this conflict. Specifically, students will assess
the differences between usual conflict and those that are deemed intractable.
CRS725 - Restorative Justice and Victim Offender Mediation
This course will introduce the conflict resolution student to a specialized area of conflict resolution with a focus
on restoration and remediation. The student will explore this perspective and the transformational nature through
historic and current examples. Specific emphasis is placed on the cooperative nature of the restorative process
and the contributing roles of the stakeholders. Restorative justice can be implemented in a variety of social
institutions such as schools, workplace, and communities.
CRS735 - De-escalation and Community Conflict Management
The nature of de-escalation is to reduce the intensity of conflict. This course is designed with a primary focus on
interventions aimed to isolate and diminish interpersonal and community conflict that may escalate to violence.
Students will be exposed to a variety of interactive competencies that are designed to map potential areas of
violence, mitigate aggression and build community consensus. Particular focus will be given to facilitative and
negotiation techniques. Students will participate in interactive simulations and conclude this course experience
with creating and proposing their own intervention model.
CRS740 - Legal Aspects of Conflict Resolution
This course is designed to compare and contrast legal approaches to conflict resolution. Specifically, the student
will examine and differentiate between litigation and other alternative processes to dispute resolution. The role
of the professional neutral in reaching settlements will be explored as well as the rationale for non-litigated
settlements. Students will focus on and interpret different stages of mediation that interface with the legal
system. As part of this process, students will also be exposed to issues of concern for attorney and non-attorney
mediators in areas such as discovery, drafting agreements, conflicts of interests, confidentiality, and other ethical
dilemmas.
CRS750 - Dialogue, Negotiation, and Persuasion in Conflict Resolution Practice
The primary emphasis of this course is to recognize the role of facilitative dialogue in the resolution of conflict.
Specifically, the student will explore elements of negotiation, and persuasion in mitigating various types of
disputes. Concepts that are investigated include but are not limited to theories of persuasion, influence, narrative
paradigm, verbal and non-verbal communication, active listening, rephrasing, and intra and inter group dynamics.
Students will practice simulated mediations to reinforce facilitation and evaluation of negotiation techniques.
CRS765 - Family Mediation Theory and Practice
This student in this course will explore a variety of conflicts that arise in the context of the family. There is an
emphasis on the mediation process as it relates to separation, divorce, and custody. Students will develop
expertise in the areas of implementing parenting plans, visitation schedules, child focused parenting, and
reunification through the mediated process. Special consideration is given to consensus building that is focused
on addressing the best interests of the children.
CRS770 - International and Intercultural Conflict Resolution
This course will study all aspects of conflict that occur within the contemporary international system. The course
will begin with the nature and form of conflict from war to economic actions to ethnic conflicts and civil wars that
impact the international system. Following this, the student will consider various means for preventing conflict
and bringing about resolution and reconciliation, from traditional diplomacy to international organizations to
cooperative economic frameworks. Finally, detailed study will be given - through the use of a number of case
studies – to the actual process of diplomatic mediation and the negotiation process.

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CRS780 - Principles in Mediation Practice
This course will provide the student of conflict resolution studies with an understanding of the ethical
considerations in conflict resolution and mediation practice. Theoretical underpinnings such neutrality, fairness,
and disclosure are examined as they relate to dispute resolution and conduct of the mediation professional. In
addition, cross-cultural ethical theories are investigated through case study examples.
CRS790 - Neuroscience and Conflict Resolution.
The student in this course will investigate the neural basis or encoding functions of the brain and how learning,
memory, identity, and cognition impact our perception of conflict. This course offers an additional theoretical
explanation other than the dominant psycho-social justification for why some conflicts are intractable. Specifically,
students will examine conscious and un-conscious processes evident in system one and two thinking that offers
insight into new interventions for conflict communication and management.
CRS800 - Research Methods in Conflict Resolution Studies
This course examines the theories and assumptions supporting the practice of mediation and other areas
of conflict resolution. Specifically, major schools of thought that inform practice and policy are investigated.
Students appraise critical theory, research design, and empirical evidence in evaluating published studies to gain
proficiency in professional practice.
CRS810 - Conflict Resolution Graduate Internship
Student interns are placed with an organization, which most nearly approximates employment goals. The intent of
the internship is to provide students with practical work experience in an environment in which they will be utilizing
skills that are also relevant to professional mediation practice.
CRS819 - Conflict Resolution Applied Research Project
This course is designed to assist the student of conflict studies to address issues of importance that are related
to their current or future careers. A creative project will be developed from a variety of student interests that is
intended to facilitate application to professional development and practice. Advance of this project will utilize
peer reviewed research, analysis, and synthesis to an intervention (proposal). Students are expected to apply
suitable analytic methods to their proposal design. The format for the proposal will be proposed by the student
and approved by the instructor. This project must demonstrate originality and will meet the requirements of the
American Psychological Association (APA) Publication Manual.

DHS-Doctor of Health Science

DHS804 - Evidence-Based Practice Theory
This course is designed to provide the student with a systematic method to critically appraise and integrate the
results of current scientific literature. Students will participate in discussions and practical writing exercises to
articulate clinical questions to be answered through sources of scientific evidence. Students will be exposed to
strategies for searching relevant data bases and appraising and evaluating specific sources of evidence.
DHS805 - Health Promotion and Wellness for the Individual
In this course students will be provided with an advanced framework for individual health promotion. Elements
of the health and wellness lifestyle will be examined in detail, and students will be provided opportunities to lead
and to employ leadership styles into wellness and health promotion for the individual. Students will search the
evidence to uncover the most current literature to support individual health promotion, including leadership trends
to encourage health and wellness lifestyles.
DHS806 - Community and Corporate Wellness
Students will develop and design community and corporate wellness plans based upon the most current research
and evidence. Additionally, the role of effective leadership styles and trends will be studied. Effective leadership
in the promotion of healthy lifestyles will be vital in the improvement of health and wellness leading into the
future. Great emphasis will be devoted to examining and understanding health and wellness disparities across
socioeconomic and cultural lines. Model corporate programs will be examined and dissected to determine overall
efficacy in application and leadership.
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Course Descriptions
DHS825 - Research Methods in Exercise Science I
This course will explore general research principles and scientific method. Ethics in research will be fully
investigated including training aligned with federal regulations on ethical research practices and protection of
human research participants. The process of question formulation, writing the literature review, research design
and methodology of the research report will be examined. The student will focus on a research question and
begin critically appraising current research for use in writing a literature review.
DHS826 - Research Methods in Exercise Science II
Data collection tools and statistical analysis will be explored as well and validity, reliability, and sampling. The
student will begin framing the extended article manuscript that will become the dissertation for the program. The
student will construct their dissertation committee, and present an applied research project proposal prior to
completing the course.
DHS830 - Leadership in Wellness Education and Professional Practice
Leadership skills, attributes, theories and styles will be examined and applied across a wide-range of practice
settings. Students will utilize their current place of employment, where appropriate, to examine the leadership
style and tenets. Students will explore the most current as well as foundational literature to synthesize best
practices in effective leadership to include, but not limited to topics such as foundations of leadership, emotional
intelligence, conflict resolution and consensus building, intercultural competence, project/group facilitation, and
motivation and accountability within the constructs of an academic environment.
DHS835 - Values, Ethics and the Promotion of Health and Wellness
The application of personal values and theoretical ethics will be applied to the health promotion and wellness
milieu. Ethical decision making and ethical dilemmas encountered by organizations will be examined. The
process of being interested in one’s self, moving to thinking about self and others, and finally being concerned
with self, others, and society is a leader’s ethical responsibility. Current evidence will be utilized as a basis for
arguments and case studies scrutinized to assist students in making sound, ethically grounded decisions driven
by contemporary leadership styles and trends.
DHS845 - Advanced Instructional Technology in Evidence-Based Practice
Students will be presented with the latest technologies and adult learning strategies for utilization within
educational and private organizational settings. Special attention will be given to research-supported technologies
and their application in multiple learning environments, with a focus on Evidence-Based Practice principles.
Students will explore the use of a variety of innovative technologies to enhance teaching, enrich learning, and
improve assessment.
DHS850 - Theories and Foundation of Adult Learning
Students will be provided with an evidence-based foundation of current theories associated with adult learning
including the differences between adults and children as learners. This will include exploration of adult learning
theory, research based principles of learning, learning styles, and other contemporary educational theories that
effect and influence learning in the adult.
DHS851 - Learning Concepts for the Adult Learner
Students will explore advances in in adult learning, as well as best-practices and concepts for successful
outcomes for the adult learner. A detailed exploration will occur into such topics as teaching strategies,
overcoming teaching challenges, adult learning principles and practices. The emergence of technology used as
campus-wide technologies, as well as internet and social media as a conduit for learning.
DHS852 - Curriculum and Course Design
This course will build upon the current evidence of effective adult learning, curriculum design and curricular
evaluation in conjunction with course design, course development, and evaluation will be the foci of this course.
Topics such as curricular instructional planning and design, course organization, instructional delivery, lesson
planning, assessment tool creation will be included.

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Course Descriptions
DHS899 - Evidence-Based Project Seminar
All aspects of the research project process will be addressed by conducting the steps necessary for a complete
dissertation proposal. The process will include committee formation, presentation and approval of the research
prospectus, development and defense of the dissertation proposal with IRB approval readiness.
DHS901 - Dissertation
This is the culminating activity for the completion of the degree program. The student will complete all activities
to complete the dissertation including data collection, data analysis, defense, and presentation. Students will
develop a poster suitable for presentation at professional conferences. Students are required to travel to campus
to defend the dissertation and present the poster.
DHS915 - Evidence-Based Doctoral Portfolio I
This is the first course of three evidence-based doctoral portfolio courses culminating in the completed eportfolio. The doctoral portfolio constructed by the candidate will reflect and actively influence learning, as well as
demonstrate a high level of understanding, growth, proficiency, long-term achievement, and highlight significant
accomplishments. The portfolio will focus on a common real-world workplace research problem that was selected
by the candidate earlier in year one of the DHSc curricula. The research problem will remain as a common thread
throughout the three portfolio courses. The portfolio conception over the three courses will create a community of
practice in the workplace, the university, and/or the profession of health science, exercise science, wellness and/
or fitness.
DHS925 - Evidence-Based Doctoral Portfolio II
In the second of the three evidence-based doctoral portfolio courses, the doctoral candidate will carry out
activities to continue the process of a coherent, structured doctoral portfolio development, including additional
artifact collection with regard to personal reflection, self-awareness, scholarship/research, teaching, and
leadership. The underlying focus of the second portfolio course will be a synthesis of the first portfolio course
contents, experiences, and artifacts to further mature the professional development in the community of
practice the candidate selects based on future plans and aspirations in a university, workplace, or professional
communities.
DHS950 - Evidence-Based Doctoral Portfolio III
This is the third and culminating course for the completion of the degree program and the professional doctoral
portfolio process. The underlying focus of the third portfolio course will be the continuation of the portfolio
development by aligning life-long learning and continued professional development. The doctoral candidate will
evaluate the portfolio course contents, experiences, and artifacts in total. The doctoral candidate will defend
their professional doctoral portfolio in front of the collected advisory panel members as well as members of the
university community. The candidate will develop a poster suitable for presentation at professional conferences.
Students are required to travel to campus to defend the professional doctoral portfolio and present the poster to
the university community at large. The candidate will be encouraged to disseminate key aspects of the portfolio
into the scientific literature of health science, exercise science, wellness and/or fitness, as well as present the
works to various communities, including but not limited to universities, workplace, and professional organizations.

DPT-Doctor of Physical Therapy

DPT600 - Gross Human Anatomy with Lab
A cadaver-based advanced study of gross human anatomic structure with emphasis on muscular, skeletal,
neural,and vascular structures and systems of the head, neck, trunk, and upper and lower extremities.
DPT610 - Human Physiology
This course explores in depth physiology of the human cellular, integumentary, neuromuscular, cardiovascular,and
pulmonary systems.
DPT620 - Foundations of Physical Therapy
This course will cover the application of the APTA’s Guide to Physical Therapy Practice, the role of the Physical
Therapist in the American Health care model, physiologic and anthropomorphic measurements, transfer
techniques, infection control, elements of documentation, Pennsylvania Physical Therapy Practice Act, assistive
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devices and their use and application. Further, this course entails the study of mechanisms of pain management
and mediation, and the theory and practice of therapeutic modalities including, but not limited to, superficial heat,
cold electrotherapy, compression traction and massage. The student will be able to explain the theory behind the
use of electromagnetic and acoustic modalities and demonstrate the proper application of therapeutic modalities.
DPT630 - Movement Science with Lab
This introductory course entails the study of biomechanics, analysis of normal an abnormal patterns of human
movement, diagnostic and therapeutic procedures. Mechanical properties of biological tissue, kinematics, kinetics,
muscle actions, and joint structure and function are examined.
DPT640 - Neuroscience with Lab
This course examines the gross anatomy and function of the brain, spinal cord, and peripheral nervous systems
including autonomic, somatic, sympathetic and para-sympathetic. Students will learn the fundamentals of
neuroanatomy and of neurophysiology.
DPT650 - Pathology and Diagnostic Imaging
This course addresses advanced diagnostic testing and imaging of the major systems of the body regions
related to physical therapy practice. Review of imaging includes diagnostic ultrasound, magnetic resonance
imaging, computed tomography, nuclear medicine, radiographs, and the interpretation of medical diagnostic
tests. Diseases and disorders of major body systems with focus on pathogenesis and interventions related to the
practice of physical therapy are included.
DPT660 - Exercise Physiology
This course will examine the effects of exercise on the physiology of the human body systems including the
musculoskeletal, nervous, cardiovascular, pulmonary, and endocrine systems in both healthy and special
populations. Additionally, students will learn how to conduct common fitness and performance tests, interpret the
findings and prescribe exercise for health and fitness based upon the findings.
DPT670 - Orthopedics with Lab
This course is an in-depth study of the musculoskeletal system including normal and abnormal movement
patterns. Special diagnostic tests, physical therapy assessment, evaluative procedures and interventions of
orthopedic impairments will be covered.
DPT675 - Principles of Evidence-Based Practice
This course includes study of critical appraisal, analysis of literature, clinical reasoning, and decision making in
accordance with the patient management model as presented in the APTA’s Guide to Physical Therapy Practice
and International Classification of Function.
DPT680 - Communication and Ethics in Rehabilitation
This course explores 1) the legal and ethical issues present in the American Health Care Model. The APTA’s
Code of Ethics and the Pennsylvania State Practice Act will be utilized as guides, and 2) an examination of factors
supporting successful learning in the health care system including cultural competence and educational theories
and methodologies.
DPT690 - Clinical Experience I
This initial full-time, 6 week clinical education experience will afford the student the opportunity to develop
competency in basic physical therapy skills including patient interviewing, patient-therapist interactions, multidisciplinary interaction, planning, design, and implementation of treatment and documentation skills.
DPT700 - Neurologic and Neuromuscular Physical Therapy with Lab
This course offers an in-depth study of selected neurologic and neuromuscular disorders and appropriate
rehabilitative interventions, including preventive care.

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DPT705 - Pharmacology
This course is a study of the use of pharmacological agents for the treatment and prevention of illness. Emphasis
will be placed on the effects of drugs on the practice of physical therapy including adverse interactions,
therapeutic effects, and the administration of drugs by physical therapists.
DPT710 - Cardiovascular and Pulmonary Physical Therapy with Lab
This course offers an in-depth study of the examination and treatment of patients with cardiac, vascular, and/or
pulmonary dysfunction including preventive care and rehabilitation.
DPT715 - Differential Diagnosis
This course is designed to assist the physical therapy student to develop into a direct access practitioner able
to consider and identify the broad spectrum of conditions and pathologies represented by a musculoskeletal or
neurological complaint. Additionally, patterns of referral to the appropriate healthcare providers will be discussed
and the role of the physical therapist as ‘collaborator’ in the healthcare team emphasized.
DPT720 - Research I
This course will offer the physical therapy student the opportunity to gain knowledge of and skills necessary to
critically evaluate medical literature and develop a research question applicable to the practice of physical therapy
and review of literature. Emphasis will be placed on critical appraisal and the fundamentals of evidence based
practice.
DPT725 - Professional Course Remediation
This course allows for the individualized remediation for content that may have been incompletely mastered
during prior DPT courses.
DPT730 - Pediatric Physical Therapy
Students learn through lecture, discussion, and guided practice, the major components of development from birth
through early adulthood. Theories that support our understanding of development and guide clinical decisions are
explored. Emphasis is placed on examination, evaluation and treatment of children with neuromuscular diagnoses
and neurodevelopmental delays and disabilities. Also considered are pediatric public laws, child abuse, and
therapeutic interactions with families.
DPT735 - Geriatric Physical Therapy
This course involves the physical therapy examination, evaluation, and management of the older adult patient.
Normal age-related changes as well as pathological age-associated changes, in addition to end of life care as
related to the practice of physical therapy will be studied.
DPT740 - Medically Complex Patients and Special Populations
In this course the DPT student will consider the clinical ramifications of multi-system pathology on physical
function and rehabilitation. Chronic conditions including metabolic, endocrine, vascular, auto-immune, traumatic,
infectious, and malignant disorders will be explored. The use of complex case studies will be used to gain insight
into patients with compromise of multiple body systems.
DPT745 - Motor Control and Therapeutic Exercise with Lab
This course addresses both the concepts and theories of motor control and motor learning and therapeutic
exercise. Advanced movement analysis with a particular focus on foundational movement seen in activities
of daily living, gait, and other functional mobility. Restorative and therapeutic exercise prescription based on
disorders or disruptions of movement will be developed.
DPT750 - Psychology of Patient Care
This course explores the psychology of illness and disability and its impact on rehabilitation. The motivations,
goals, obstacles, and agendas of patients and the role of the physical therapist caring for individuals with acute,
chronic, and terminal illnesses will be explored.

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DPT760 - Clinical Experience II
This second full-time, clinical education experience is 12 weeks in length will afford the student the opportunity
to build on skills and opportunities for improvement identified in DPT 690. Further development and expansion of
competency in basic physical therapy clinical skills including patient interviewing, patient therapist interactions,
multi-disciplinary interaction, planning, design, and implementation of treatment and documentation skills is
expected.
DPT765 - Promotion of Health and Well-Being
This course offers an overview of public, community, and personal health and wellness issues, treatment options,
and prevention strategies as related to the practice of physical therapy. Students will participate in community
engagement to promote wellness.
DPT770 - Special Topics in Health Care
This course is an in-depth study of the American Health Care system. Issues concerning the profession of
physical therapy will be emphasized. Guest speakers representing other health care professions and disciplines
will be utilized.
DPT800 - Orthotics and Prosthetics in Rehabilitation
This course involves the study and analysis of upper and lower extremity and trunk orthotic and prosthetic devices
and components. The biomechanical concepts of the function of such devices, fitting and examination of the
function and use of the devices, as well as related patient education topics and the role of the physical therapist in
orthotic and prosthetic management are included. physical therapy examination, evaluation, and management of
the older adult patient.
DPT810 - Research II
This course is a continuation of DPT 720. In this course students will design and complete a research study based
upon the review of literature and development of a research question completed in DPT 720. Students will be
expected to execute a research project and defend their findings in a public forum. Publication of findings will be
encouraged.
DPT820 - Leadership and Administration
This course examines principles of leadership and management, including topics such as reimbursement, human
resource management, electronic medical record management, risk management, and quality improvement will
be covered.
DPT830 - Clinical Experience III
This third full-time, clinical education experience is 12 weeks in length will afford the student the opportunity to
continue to refine and develop intermediate to entry-level clinical skills of managing patients with musculoskeletal,
neuromuscular, integumentary, cardiopulmonary or other system dysfunction. The opportunity to build on skills
and opportunities for improvement identified in DPT 760 is afforded. Further development and expansion of
competency in physical therapy clinical skills including patient interviewing,patient-therapist interactions, multidisciplinary interaction, planning, design, implementation of treatment and documentation skills is expected.
Intermediate administrative skills are expected to be demonstrated as well.
DPT840 - Clinical Experience IV
This final full-time, clinical education experience is completed at the conclusion of didactic and laboratory
coursework. The 18 weeks of clinical experience in one or more settings offers the student the opportunity to
develop entry-level competency in managing patients with simple to complex diagnoses. The student is expected
to experience the full range of physical therapy practice during this final clinical learning experience.
DPT850 - Physical Therapy Cumulative Seminar
This is a reflective course calling on the sum of the student’s didactic and clinical experiences. Includes licensure
preparation coursework and a mock licensure examination to confirm comprehension of and ability to synthesize
curricular content to practical application.

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EAL-Educ Admin and Leadership

EAL701 - Leadership 1
This course examines various issues in educational leadership. Students will explore topics in leadership related
but not limited to leadership roles and responsibilities, change management, technology, student populations, and
staff development. A focus on fiscal responsibility and its role in various leadership areas will be emphasized.
EAL702 - Leadership 2
This course introduces doctoral students to current research, models and theories on leadership. Students will
examine their own leadership beliefs and how this connects with leadership in the educational setting. Students
will personally reflect and identify individual leadership strengths and limitations.
EAL703 - Qualitative Research in Educational Leadership
This course focuses on qualitative research for doctoral students. It will examine important theories and practices
in planning and designing qualitative research in educational environments. Students will develop the skills,
techniques, and knowledge necessary to undertake independent research using appropriate methodologies, key
research strategies, and principles for research design in qualitative research.
EAL704 - Quantitative Research in Educational Leadership
This course focuses on quantitative research for doctoral students. It will examine important theories and
practices in planning and designing quantitative research in educational environments. Students will develop the
skills, techniques, and knowledge necessary to critically understand, critique, and apply quantitative research
methodologies to educational environments.
EAL705 - Introduction to the Capstone Research
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate
mastery of required competencies through the completion of a final culminating independent applied research
project. The Education Administration Leadership Capstone: Introduction to Capstone Research, the first course
in the series, is designed to introduce, guide and support candidates as they learn about the doctoral research
expectations and processes that will inform their work as education researchers.
EAL706 - Capstone 1 – Research Question/Review of Literature
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate
mastery of required competencies through the completion of a final culminating independent applied research
project with a focus on fiscal responsibility. The Education Administration Leadership Capstone I: Research
Question/ Review of the Literature, the second course in the series, will engage candidates in the identification of
a research topic, the development of the research question(s) and conduct a review of the relevant professional
literature that will be utilized to inform their work as education researchers.
EAL707 - Capstone 2: Methods/Data Collection
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate
mastery of required competencies through the completion of a final culminating independent applied research
project with a focus on fiscal responsibility. The Education Administration Leadership Capstone I: Research
Question/ Review of the Literature, the second course in the series, will engage candidates in the identification of
a research topic, the development of the research question(s) and conduct a review of the relevant professional
literature that will be utilized to inform their work as education researchers.
EAL708 - Capstone 3: Data Analysis/Results/Recommendations
The Education Administration Leadership Capstone is a series of four courses whereby students demonstrate
mastery of required competencies through the completion of a final culminating independent applied research
project with a focus on fiscal responsibility. The Education Administration Leadership Capstone 3: Data Analysis/
Results/Recommendations, the fourth course in the series, will guide and support candidates in their data analysis
methodologies, formulation of findings/conclusions and identification of implications/recommendations as an
education researcher.

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EAS-Earth Science

EAS511 - DataStreme Atmospheric Studies
A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to
focus on principles of meteorology from analysis of digitally delivered near real-time environmental data and
learning activities. The course utilizes the display and analysis of atmospheric data with applications designed
to be modified for use in other instructional formats. The analysis of weather maps is an integral part of the
investigations component of the course. Students are expected to visualize, interpret, and interrogate various
weather phenomena as they relate to the current state of the atmosphere. Basic prediction of future weather
conditions is one of the culminating experiences of the course, after extensive online investigations. The course
relies on data and support of the American Meteorological Society.
EAS513 - DataStreme Climate Studies
A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus
on principles of climate analysis of digitally delivered near real-time environmental data and learning activities.
The course utilizes the display and analysis of climatic data with applications designed to be modified for use
in other instructional formats. In this course the elements and controls of climate are analyzed in a systematic
fashion. The physical parameters controlling climate are reviewed, as they relate to physics and chemistry.
Climate science is concerned not only with the most frequently occurring types, the average weather, but the
infrequent and unusual types as well. Climates of the past and potential future states of climate will be discussed
and the impacts thereof. The student will be able to make an informed decision in the framework of a Citizen
Scientist given the nature of a changing climate through data analysis utilized in this course. Near the conclusion
of the course, human energy needs, policy implications and political ramifications are discussed based upon our
best understanding of the impacts of the quickly changing climate. The course relies on data and support of the
American Meteorological Society.
EAS514 - Selected Topics in Atmospheric Studies
A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus
on principles of atmospheric science analysis of observed environmental data and learning activities. Students
learn about research initiatives from a variety of scholars and professionals employed in various sectors of the
weather enterprise. The course employs a seminar format to facilitate interdisciplinary and cross institutional
networking opportunities and leverages the existing institutional connections between Cal U, AMS and the
National Oceanic and Atmospheric Administration (NOAA). These connections allow professionals to engage
students in the seminar format where engagement is maximized. Professional focus is from the nationals centers
(e.g., Weather Prediction Center, Storm Prediction Center, National Center for Environmental Prediction, Local
National Weather Forecast Office, Space Weather Prediction Center, and National Weather Service Training
Center). Learning modules are presented and students are tasked with engaging each other as they navigate
course materials. Near the conclusion of the course, students are required to synthesize course materials and
learning modules in a deliverable format for peers or other students at various learning capacities. Students then
conduct their own peer-to-peer collaborations utilizing the learning tools presented in the course. The course
relies on data and support of the American Meteorological Society.
EAS515 - Selected Topics in Ocean Science Studies
A collaborative learning course in conjunction with the American Meteorological Society (AMS) designed to focus
on principles of atmospheric science analysis of observed environmental data and learning activities. Students
learn about research initiatives from a variety of scholars and professionals employed in various sectors of the
weather enterprise. The course employs a seminar format to facilitate interdisciplinary and cross institutional
networking opportunities and leverages the existing institutional connections between Cal U, AMS and the
National Oceanic and Atmospheric Administration (NOAA). These connections allow professionals to engage
students in the seminar format where engagement is maximized. Professional focus is from the nationals centers
(e.g., Weather Prediction Center, Storm Prediction Center, National Center for Environmental Prediction, Local
National Weather Forecast Office, Space Weather Prediction Center, and National Weather Service Training
Center). Learning modules are presented and students are tasked with engaging each other as they navigate
course materials. Near the conclusion of the course, students are required to synthesize course materials and
learning modules in a deliverable format for peers or other students at various learning capacities. Students then
conduct their own peer-to-peer collaborations utilizing the learning tools presented in the course. The course
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relies on data and support of the American Meteorological Society, NOAA, United States Naval Academy, Naval
Meteorology and Oceanography Command, and by the Office of Naval Research.
EAS710 - Water in the Earth System
A collaborative learning course utilizing curricular materials from the American Meteorological Society (AMS)
designed to focus on principles of water analysis of digitally delivered near real-time environmental data
and learning activities. Water in the Earth System (WES) is modeled after the DataStreme Project, a highly
successful program that trains teachers in the use of real-time geoscience data in the precollege classroom.
The primary focus of WES is to investigate the flow of water and energy in the global water cycle from an Earth
system science perspective. Through a unique paradigm, WES integrates and applies fundamental concepts
of meteorology, oceanography, and hydrology in examining mass and energy transfer in the hydrologic cycle. A
central theme of WES is society’s response to and impact on the global water cycle. As with other Cal U-AMS
DataStreme courses, WES instruction is delivered online, providing students with highly motivational experiences
in a robust online platform as they access and interpret nearreal time environmental data. The course relies on
data and support of the American Meteorological Society.
EAS720 - Sustainability in a Changing Climate
The principle focus of the course elaborates on how the Earth system functions interacts amongst its subdomains,
but also addresses how humans interact within these sub-systems and how those sub-systems impact humans.
The course integrates the approach of Sustainability and explores how today’s human societies can devise
adaption and mitigation strategies in a rapidly changing climate. The concept of climate resilience is stressed
with the challenges of ecosystem degradation and resource limitations. Sustainability is a multi-disciplinary field,
requiring a broad understanding of Earth systems as well as human motivations. Sustainable practices and
theories are introduced and are inclusive of but not limited to population dynamics, ecosystem science, global
change, energy, water, environmental economics and policy, ethics, and cultural history. A rapidly changing
climate necessitates the importance of identifying suitable Sustainable practices and their implications in both the
natural and social sciences as well as the technical challenges and limitations available at present. The student
should have been exposed to a background in the Earth sciences and/or other core science concepts (e.g.,
Biological Sciences, Physics/Chemistry). The course will present realworld examples and/or case studies allowing
the students to be exposed to contemporary challenges in environmental management.
EAS730 - Environmental Hazards in a Changing Climate
This course focuses on weather- and climate-related natural hazards from physical science perspective but
also explores their socioeconomic impact on human societies. The concept of climate resilience is elucidated by
examples of climate adaptation and mitigation from the past, as well as proposed strategies for the future.Trends
in frequency and intensity of hazard events are discussed within framework of socioeconomic conditions to
explain how vulnerable groups are identified. Impact of how a social group’s or individual’s personal views,
perceptions of environment, or risk averse attitudes will also be explored.

ECE-Early Childhood Education

ECE700 - Early Childhood Curriculum and Assessment
Based on the premise that curriculum, instruction and assessment are inextricably intertwined, this course is
designed to help prospective teachers of young children conduct informal and formal assessments and develop
an assessment system that draws information from various sources. Teachers will develop knowledge and
understand the principles and components of preschool curricula and strategies of learning for preschool children.
Curriculum and assessment, content, strategies, and examples appropriate for the development and learning of
young children are emphasized. The course communicates the mindset that comprehensive, reliable and valid
assessment data pave the way for meaningful, relevant and engaging learning opportunities for children.
ECE702 - Advanced Childhood Development
This online course provides teachers with the opportunity to review recent research and theory concerning
advanced child growth and development. The course examines the nature and process of child development
with a focus on infancy and early childhood years. The primary goal of the course is the integration of information
generated from empirical research, both classic and current, into explanatory systems (theories) of child
development. The emphasis in this course is less on learning the “facts” of child development and more on
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learning why child development research is conducted (theories), how it is conducted (methodology), what it
means for the field (conclusions) and how research is evaluated (critical thinking).
ECE703 - Literacy Development
This online course provides teachers with the opportunity to review recent research and theory concerning literacy
development. The study of different areas of literacy development, specifically oral language, writing and reading,
are encompassed in the course. The theory and research is translated into practical strategies, assessment
materials and preparation of rich literacy environments. The course provides teachers with an effort to reflect
upon current issues in early literacy, specifically early intervention programs to assist struggling readers, language
and diversity, teaching skills in developmentally appropriate settings, organization and management of literacy
programs, and family literacy partnerships.
ECE704 - Special Topics in Early Childhood Education
A focused examination of an emerging and dynamic problem or issue in the study and practice of early childhood
education. Special subject matter not ordinarily covered in the existing curricula can be presented by faculty.
Examples include but are not limited to: design and accreditation of early care settings, adapting instruction for
diverse learners, cultural diversity in the early care setting, parent and community involvement, advocacy and
ethics, inquiry-based learning, or content specific topics.
ECE705 - Science and Math in Early Childhood Education
This course provides practicing teachers with the opportunity to attain an advanced conceptual understanding
of and skill in using numerous teaching strategies for science and math content. As the result of this course,
teachers will be able to increase their understanding of science and math content; select, plan and teach
integrated constructivist-based lessons for diverse learners in their early childhood years.
ECE707 - Leadership and Management in Early Childhood Settings
Early childcare settings should provide a supportive and encouraging environment. This course addresses
planning for child care and education facilities including staffing, regulations and licensing, organizing space
and equipment, nutrition and health policies, and parent and community relations. Teachers will examine the
importance and application of developmentally appropriate practices and programs that are nationally recognized.
Careful attention will be given to standards, ethical practices and advocacy in the development of future leaders of
Pre-K programs.

ECO-Economics

ECO710 - Advanced Microeconomics
This course covers microeconomics with an emphasis on the skills needed to evaluate economic models, tools,
and ideas as they apply to the modern economy. Basic tools of game theory, constrained optimization, and
general equilibrium are introduced and applied to various topics, including consumer and producer choice,
decision under uncertainty, and resource allocation under different market structures.
ECO716 - Applied Economic Analysis
This course applies microeconomic and macroeconomic principles to analyze and explain various events in the
business environment. Students will develop an appreciation for how and when economics is relevant to the
complex and practical problems of the business world. The first half of the course reviews certain microeconomic
principles, which are then applied to real situations in which managers must make specific decisions. This
includes a diagnosis of the problem, analysis of the economic choices, and development of a plan of action to
help the enterprise reach a decision. The second half of the course reviews macroeconomic principles which
are used to gain understanding of the aggregate behavior of different sectors of the economy, and how changes
in behavior in each of these sectors are caused by various factors, including actions taken by policymakers to
influence the overall level of economic activity. The course also focuses on the importance of international trade in
output and input markets to the modern economy.
ECO720 - Applied Macroeconomics
Students in Applied Macroeconomics will develop and apply models of the economy as a whole, in both the
short and long run, to explore the macroeconomic environment in which firms operate. The course will focus
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on the drivers of key macroeconomic variables that affect business decision making, including inflation, interest
rates, unemployment, exchange rates, and productivity. Throughout the course an emphasis will be placed on
understanding and evaluating economic policy and how businesses both shape and are shaped by economic
conditions, monetary policy, and fiscal policy.
ECO730 - Applied Econometric Analysis
This course covers the use of fundamental econometric tools and the estimation causal economic relationships.
The focus is on the practice of econometrics using extensive applications to a variety of real-world problems in
many areas of economics and the social sciences. Topics addressed include linear and non-linear regression
models, testing of hypotheses about new and existing economic theories, panel data methods, multicollinearity,
heteroskedasticity and autocorrelation.
ECO765 - Health Economics
This course will apply economic principles, methods, and models to problems in health, health care, and health
policy. The learner will analyze the behavior of consumers, health care providers, health insurers and public policy
makers to understand and enhance business decision making.

EDE-Elementary Education

EDE701 - Standards Aligned Curriculum, Instruction and Assessment
Development and Organization of School Curriculum- This course is designed to provide a complete
understanding of the history, organizational patterns, and resources available for the development of the school
curriculum. Emphasis is on recent developments in curricula for infant/toddler programs, pre- kindergarten,
kindergarten and grades one through twelve. Students receive an introduction to the many facets of curriculum
development. Varied opportunities are provided for the students to apply, synthesize and evaluate information
through cooperative and interactive learning experiences.
EDE750 - Foundations of Integrative STEM Education K-12
This course provides practicing teachers with the conceptual and practical knowledge to enhance their current
professional instruction through providing integrative STEM teaching and learning experiences. Candidates will
explore current perspectives of how integrative STEM is taught in schools, engage in rich collaborative inquiry
projects, and investigate how integrative STEM teaching and learning can enhance their classroom instructional
practices while meeting the needs of all learners. The nature of STEM education disciplines, effective STEM
pedagogy and teaching strategies, integrative STEM learning, and innovative problem-based instruction utilizing
the engineering and design process will be examined.
EDE751 - Building Scientific Literacy and Understanding Through Inquiry
Through this course, candidates will explore the nature of science and scientific literacy, which has become an
integral part of the STEM education movement. Candidates will discover how to design lessons that increase
children’s/learners’ understanding of scientific concepts as well as their ability to apply this knowledge in
authentic, real-world settings. Candidates will expand their knowledge of science pedagogy (meaningful
engagement in scientific practice) and transform lessons to promote student-centered teaching and inquiry while
helping children/learners build valuable science process skills. Candidates will develop a repertoire of scientific
practices to facilitate labs, demonstrations, discussions, fieldwork, and a variety of science activities through
the lens of scientific literacy and inquiry-based instruction while exploring the importance of integrating science,
mathematics, engineering, and technology.
EDE752 - Mathematics as Problem Solving
Through this course, candidates will explore how to utilize authentic problem solving and inquiry-oriented learning
environments to integrate elements of mathematics across disciplines. Candidates will examine best practices
in developing curriculum to foster student learning in mathematics, focusing on the content, pedagogical, and
curriculum knowledge teachers need to be effective teachers of integrative problem-solving methods, moving
away from low level, routine tasks and engaging learners in those that more closely mimic authentic, real-life
situations. Candidates will discover how to design integrative lessons that teach mathematics through problemsolving as learners build mathematical dispositions, habits, and practices, while also developing new content
understandings. Candidates will learn how to produce the mathematics achievement needed to be competitive in
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Course Descriptions
the global economy of the 21st century while also exploring the importance of integrating science, mathematics,
engineering, and technology.
EDE753 - Integrative STEM Pedagogy and Instructional Design
This course is designed as an investigation of continually evolving integrative STEM instructional and pedagogical
approaches. This includes the examination and application of state and national science, technology, engineering,
and mathematics standards; an exploration of existing STEM curricular initiatives; an opportunity to investigate
and evaluate STEM curriculum; and an investigation of continually evolving STEM pedagogies. Candidates will
plan, design, implement, and reflect on an integrative STEM instructional unit that incorporates an integrative
STEM learning cycle approach and developmentally appropriate methodology.
EDE754 - Creating Innovative Measures of Learning for Integrative STEM Learning Communities
This course is designed to investigate continually evolving approaches for developing innovative and inclusive
student-centered learning environments that support hands-on, minds-on STEM learning. This includes
an exploration of learning networks and communities of practice that contribute to STEM-based learning.
Candidates will also explore methods for developing innovative and accessible measures of learning for
integrative STEM education, to include an examination of continually evolving digital technologies that can be
utilized in transformative ways to assess students’ authentic STEM learning experiences.
EDE755 - STEM Teachers as Leaders
This course is designed to prepare STEM educators to serve as teacher leaders who possess collaboration skills
along with the knowledge, skills, and dispositions needed to support a STEM education vision and plan and are
effectively prepared to guide school-wide implementation of STEM initiatives that develop and deliver high-quality
STEM education to all students. Candidates will explore the various roles that instructional leaders engage in
such as instructional design and implementation, facilitating professional learning for colleagues, and contributing
to the school or district-wide strategic plan for implementing the STEM vision. Candidates will examine theoretical
perspectives and research associated with teacher leadership that enable teachers to engage in meaningful
transformation that promotes change in a digital age. Candidates will investigate funding opportunities for STEM
programs and will design and implement a STEM professional development project that leads to significant
instructional or organization-wide innovation.
EDE768 - Teacher Education Internship
The internship experience requires learners to participate in a supervised experience in an early childhood/
preschool setting under the supervision of a sponsoring organization and the University. The number of hours will
be dependent upon the learner’s prior experiences and may include up to 60 hours in an early childhood setting.
Valid and current teacher clearances or clearances for your state are required. Individual internship locations will
be arranged based on prior educational experiences and the educational program.
EDE769 - Integrative Project in STEM Education
This course is designed as the capstone experience in which candidates synthesize the knowledge, skills, and
dispositions developed across the Integrative STEM Education Program through a major culminating project.
Candidates may develop a variety of tangible academic products or deliverables which enhance or contribute
to the existing STEM-based needs of their local school or community. The goal of this course is for candidates
to plan, develop, implement, present, and reflect upon a comprehensive individually produced project that
contributes to their personalized growth in STEM education.
EDE795 - Student Teaching Internship
The student teaching experience provides the opportunity for the teacher candidate to engage in pedagogy which
embraces the constructivist model. During the course of this assignment, students work in two public school
classrooms and attend weekly practicum. Discussions focus on current research and best practices, constructivist
teaching strategies and techniques, technology in the classroom, and Pennsylvania school laws relevant to the
work of the classroom teacher. The teacher candidate will conduct an action research project and share with
colleagues during practicum sessions. In addition to these school-based experiences, the teacher candidate is
encouraged to engage in a series of community and cultural events with the surrounding school community.

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EDP-Professional Education

EDP600 - Statistical Methods
This course introduces the student to statistical concepts and techniques that are essential for valid and reliable
field research. Emphasis is placed upon statistical reasoning and thinking as well as an understanding the
logic behind variance inference procedures and their correct use. A heavy emphasis will be placed on proper
interpretation including contextual interpretation. Numerous statistical methods will be discussed including:
graphical techniques for both qualitative and quantitative variables, numerical summaries for both qualitative
and quantitative variables, hypotheses tests, confidence intervals, regression techniques, one-way and two-way
analysis of variance, and analysis of covariance. At the conclusion of the course, the student is expected to be
able to identify, describe and critique the statistical methods used in published research studies and correctly
apply the appropriate statistical methods in his or her own research. SPSS will be used throughout the course.

EDU-College of Education

EDU590 - Summer Institute for Teachers and Writers
As a partner of the Western Pennsylvania Writing Project, a National Writing Project site, the Cal U Summer
Institute for Teachers and Writers provides an opportunity for writers and teachers to grow in their craft even as
it exemplifies and examines best methods in teaching writing. Thus, the Summer Institute improves the teaching
of writing throughout the region in all disciplines K-16, encourages writers and teachers to refine and extend their
own writing skills, increases enthusiasm for the teaching of writing, and creates a network of capable teacher
consultants.
EDU650 - Supporting English Language Learners
The purpose of this course is to help prospective teachers in all initial certification areas develop an understanding
of how to modify mainstream course materials and instructional strategies so that English language learning
students can engage in course content while simultaneously developing their new language.
EDU701 - Foundations of Gifted Education
This course introduces teachers to the foundational ideas of gifted education. Teachers will work with gifted
students in their own school while considering ideas such as collaboration, documentation, and advocacy.
Teachers will explore key theories and research supporting gifted education and discover resources for gifted
education.
EDU702 - Instructional Design and Strategies for Gifted Education
This course teaches strategies, methods and techniques for developing and delivering differentiated curricula
appropriate for meeting the unique academic strengths, emotional needs and interests of gifted learners.
EDU703 - Assessment and Identification of Gifted Learners
This course examines broad understandings about assessment and identification of gifted and talented learners.
Students will develop specific understandings of intelligence, aptitude, achievement, and creativity. Students will
explore assessment tools and techniques, and will develop awareness of the influences of language, culture,
ethnicity, gender, age, and exceptionality on the recognition and subsequent identification of giftedness.
EDU703 - Assessment and Identification of Gifted Learners
This course examines broad understandings about assessment and identification of gifted and talented learners.
Students will develop specific understandings of intelligence, aptitude, achievement, and creativity. Students will
explore assessment tools and techniques, and will develop awareness of the influences of language, culture,
ethnicity, gender, age, and exceptionality on the recognition and subsequent identification of giftedness.
EDU704 - Foundations of ESL Education
The five domains of teaching English language learners are explored: culture, language, planning instruction,
assessment and professionalism. Emphasis is placed on the Teachers of English to Speakers of Other
Languages (TESOL) teaching standards and ESL K-12 standards. Teachers will examine research-based
practices in relation to the five domains and identify their role as an English as a Second Language (ESL)
teacher. Field experience may be required per Pennsylvania Department of Education ESL program specialist
requirements.
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Course Descriptions
EDU705 - Program Models for Gifted Education – Service Delivery Options
Students will demonstrate understanding of research-based instructional models and classroom services of gifted
education. This will be done by using district data to evaluate service models and organizational options for gifted
services in the district. After students analyze data, they will make recommendations to the district on how to
improve their gifted education program.
EDU709 - Sociolinguistics
Teachers across the country are finding their classrooms increasingly diverse, therefore, this course will provide
an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms
with English Language Learners. This course introduces students to Sociolinguistics, a field of study which ties
language and communication to the context in which the language is being used. The variations of language
use that are found in relation to age, gender, ethnicity, geographical location and social structure are some of
the areas for investigation in the course. Field experience may be required for this course per Pennsylvania
Department of Education ESL program specialist requirements.
EDU712 - Content-Based ESL Instruction
Teachers will examine the theories, principles, and practices that assist English language learners in achieving
academic proficiency in the content areas. Planning standards-based instruction and adapting instruction in the
content areas is emphasized. To promote the academic success of English language learners, teachers will
involve the family and community, and analyze the learner to establish learning goals and assessment measures
that are appropriate for the individual student. Field experience may be required for this course per Pennsylvania
Department of Education ESL program specialist requirements.
EDU713 - Language Acquisition and Development
Second Language Learners of any age undergo certain processes to be able to learn a new language. In this
course, candidates will be exposed to these processes. They will learn and conduct research on the structure and
nature of language with a view to assisting their students to adjust to the challenges of learning a new language.
They will also learn the theories of second language acquisition, styles and strategies in language learning as well
as the socio-cultural and cross-linguistic influences of language learning. Field experience may be required for
this course per Pennsylvania Department of Education ESL program specialist requirements.
EDU714 - Language Assessment
Assessing English Language Learners can be a challenge to not only teachers but also the students themselves.
As ESL students in K-12 are taught English, there needs to be proper instruments in place of assessing their
progress in language learning. These tools should be appropriate and should take into account the proficiency
level of the learner. In this course, student teachers will gain exposure to the tools necessary to be able to assess
English Language Learners appropriately and in a timely way. The course will offer knowledge on benchmarks
for different proficiency levels. Field experience may be required for this course per Pennsylvania Department of
Education ESL program specialist requirements.
EDU719 - Supporting Second Language Learners, Family, and the Community
Most second language learners are from another country. They come in with anxieties and go through phases
of cultural adjustments. Without the necessary support, it might be hard for them to transition smoothly and thus
be able to learn English well and fast. This course is geared toward equipping ESL teachers with the necessary
tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may
arise concerning the support of students in the classroom, school and the community will be addressed. Field
experience may be required for this course per Pennsylvania Department of Education ESL program specialist
requirements.

ELE-PreK thru Grade 4 Educ

ELE621 - Instructional Strategies
This course is designed to provide teacher candidates with the knowledge, skills, and dispositions necessary to
create developmentally appropriate and responsive instruction and assessment for learners in K – 4 classrooms.
Topics covered include K through grade 4 curriculum models, developmentally appropriate practices, lesson
planning, writing objectives, instructional strategies, and assessment of student learning. Through various
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teaching and learning methodologies, the teacher candidates will learn how to plan for and utilize strategies based
on evidence-based research, Pennsylvania Department of Education Learning Standards and standards set forth
by the National Association for the Education of Young Children.
ELE701 - Teaching and Assessment in Language Arts
This course examines the development of literacy and assessment practices in Pre#K to grade 4. Candidates
are taught how to teach and assess reading, writing, listening, and speaking skills with an emphasis on
developmentally appropriate practices particularly in the area of language arts, and through the use of an
integrated/balanced approach consistent with the constructivist theory of teaching and learning. Research#based
effective practices and theories to literacy instruction and assessment are introduced, analyzed, and evaluated.
ELE702 - Teaching and Assessment in Reading
This course examines the development of literacy and assessment practices in Pre#K to grade 4. Candidates
are taught how to teach and assess reading, writing, listening and speaking skills with an emphasis on
developmentally appropriate practices associated with an integrated and balanced approach to literacy instruction
consistent with the constructivist theory of teaching and learning. Candidates learn research-based best
practices that cultivate early literacy development so that young children through grade four develop skill in
phonemic awareness, phonics, vocabulary, comprehension, and fluency. Candidates learn how to assess, make
instructional decisions, and provide interventions that will meet the needs of a diverse classroom population.
Teacher candidates participate in classroom and field-based experiences that provide them with the knowledge,
pedagogy, and dispositions needed to support early literacy and to teach early literacy skills to preschool and
early elementary children in a variety of classroom settings. In the required performance assessment project,
candidates plan and implement a guided reading lesson in a K-4 classroom.
ELE711 - Teaching and Assessment in Mathematics
This course will allow students to develop the understanding, knowledge, and skills necessary to teach
mathematics to young children. Students will become proficient in the problem-solving process and will come
to understand mathematical reasoning in order to teach problem-solving and mathematical reasoning to young
children. Lastly, students will plan, implement, and reflect on standards-based mathematics lessons which will be
taught to young children in a local elementary school.
ELE718 - Expressive Arts
This course deals with expressive arts during the early childhood and elementary school years. The course
content focuses on developing creativity, the teaching and integration of art, music, movement, and creative
dramatics within the curriculum.
ELE721 - Teaching and Assessing Students’ Science Learning
This course provides teacher candidates at the graduate level opportunities to acquire the science education
knowledge, skills and dispositions expected of beginning early childhood teachers in self-contained classrooms.
The course provides an overview of the nature of science, scientific inquiry and focuses on science process
skill teaching strategies. Candidates learn and practice science teaching skills such as: creating a classroom
environment conducive to scientific inquiry, designing science instruction, assessing student attainment of
academic standards, and using the local community as a location and topic of classroom science instruction. The
course assignments introduce students to the professional community of science education professionals and
resources. Teacher candidates participate in university classroom and field experiences that provide them with the
knowledge, pedagogy, and dispositions needed to teach in a variety of educational contexts.
ELE731 - Teaching and Assessment in Social Studies
The foundations of the social studies are critiqued. Instructional strategies, best practices and resources for the
constructivist social studies classroom will be researched, discussed and demonstrated. Attention will be given to
current trends, use of technology in the curriculum, literacy instruction in social studies, and the present status of
social studies in the pre K-4 classroom.

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ELE741 - Diverse Culture and Arts in Prek-4 Education
This course focuses on diversity, culture and expressive arts in the context of Prek-4 Education. The course
content includes: creativity, aesthetics, and the teaching and integration of visual art, music, movement, and
creative dramatics within the curriculum. In addition, students will engage in practical experiences in identifying
and working with diverse populations in a Prek- 4 classroom. The dimensions of diversity include race, ethnicity,
gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status.
This course was designed with the commitment to recognizing the importance of diversity, culture, expressive arts
and their importance for the individual student, the community, and the world. The arts satisfy the human need
to respond to life experiences. This was evident by the pervasiveness of these special areas throughout history
in all cultures. Research confirms that all persons have innate potential in these subjects. Instruction in all three
areas must be integrated into the school curriculum to enable all students to realize this potential and more fully
participate in the human experience. Current teaching technology and strategies to meet the needs of children in
grades Prek-4 will be researched, observed, and discussed. At least 30 hours of field experiences in a Prek or K-4
setting will be included in the course.

ENG-English

ENG590 - Summer Institute for Teachers and Writers
As a partner of the Western Pennsylvania Writing Project, a National Writing Project site, the Cal U Summer
Institute for Teachers and Writers provides an opportunity for writers and teachers to grow in their craft even as
it exemplifies and examines best methods in teaching writing. Thus, the Summer Institute improves the teaching
of writing throughout the region in all disciplines K-16, encourages writers and teachers to refine and extend their
own writing skills, increases enthusiasm for the teaching of writing, and creates a network of capable teacher
consultants.

ENP-Entrepreneurship

ENP701 - Entrepreneurship
This course focuses on the characteristics of an entrepreneur and framework to develop and lead a successful
entrepreneurial business. The impact of emotional intelligence in the workplace and sources of entrepreneurial
finance are discussed. Students will learn how to develop and manage the human capital in the workplace.
ENP705 - Entrepreneurial Finance
This course is designed to expose students to the process of financing and investing in a new venture. The
focus of the course is on the key analytical thinking and skills which are needed for financing of new venture and
for making investment decisions. Students are introduced to the knowledge and financial tools needed by an
entrepreneur for a successful business venture.

ESP-Special Education

ESP602 - Life Skills Planning and Instruction
This course prepares students to work with children and/or adults who require ongoing support in order to
participate in one or more major life activity. Students are required to do design and implement an instructional
program with a person who needs this type and level of support.
ESP603 - Assessment and Prescriptive Teaching
This course teaches students how to administer, score, and interpret both norm- referenced and criterion
referenced assessment devices and how to prescribe programs of remediation based on the results of these
devices.
ESP606 - Transition Planning and Instruction
This course deals with special education programs for senior high school students as well as those persons who
reside in the community. Emphasis is placed on vocational preparation and training. Specific techniques for task
analysis of jobs, daily living skills, and social adaptation constitute a major portion of this course. Emphasis is
placed on the development of functional skills that contribute to normalized development.

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ESP610 - Special Education Foundations and Collaboration
This course is designed to provide information and skills necessary for accommodating exceptional learners
in a variety of school arrangements. The primary focus is foundations and characteristics of special education
and students with exceptionalities and collaboration/consultation for the successful inclusion of students with
exceptionalities into the inclusionary classroom.
ESP611 - Assessments and Positive Behavior Interventions
This course is required for all education or related services majors and is intended to provide future teachers with
the fundamental knowledge, skills, and disposition: how to administer, score, and interpret both norm-referenced
and criterion referenced assessment devices; how to design appropriate learning environments to promote
positive learning and reduce interfering behaviors; and how to design and implement school wide and classroom
positive behavior interventions and supports.
ESP612 - Evidence-Based Practices for PreK-8 Inclusion
Evidence-Based Practices for Elementary Inclusion is offered to Elementary Education majors the semester
prior to their student-teaching experience and is a methodology course for pre-service education teachers. The
purpose of the course is to prepare elementary pre-service teachers to provide evidence-based language arts and
math instruction to students with disabilities in inclusion settings. An emphasis is placed on results of research
and proven methods of instruction for teaching beginning reading and math to children with learning difficulties.
The course stresses a behavioral approach to teaching, as well as the development and implementation of
intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional
topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning,
assessment, and individualized education programs.
ESP613 - Evidence-Based Practices for Secondary Inclusion
Evidence-Based Practices for Secondary Inclusion is offered to Secondary Education majors the semester
prior to their student-teaching experience and is a methodology course for pre-service education teachers. The
purpose of the course is to prepare Secondary pre-service teachers to provide math language arts instruction to
students with disabilities in secondary inclusion settings. An emphasis is placed on results of research and proven
methods of instruction for teaching reading and math to secondary students with learning difficulties. The course
stresses a behavioral approach to teaching, as well as the development and implementation of intervention
strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include
modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment,
and individualized education programs.
ESP620 - Special Education History, Theory and Exceptionality
This course is designed to provide information and skills necessary for individuals interested in the philosophy
found within special education identification and practices. The course also serves to provide information
regarding the definition, prevalence, etiology, characteristics, and general educational practices as they relate to
individuals with exceptionalities.
ESP639 - Field Experience Seminar in Special Education
A means for graduate students to obtain needed experiences with various groups of children with exceptional
learning needs in such settings as special classes, an institution, a sheltered workshop, an activity center, a
summer camp, a community MH/MR facility or by doing a specific piece of research with a population of students.
Specific requirements for individual graduate students are developed by those students and the supervising
professor.
ESP661 - Student Teaching Practicum
The student teaching program is designed to ensure that PreK – 4 and Special Education K – 8 majors, seeking
dual certification are exposed to the full range of children covered under the comprehensive special education
certification, i.e., intellectually disabled, emotionally disturbed, learning disabled, traumatic brain injury, physically
handicapped, autism and other disabilities, along with children within the general education classroom. The
major practicum provides an intensive experience for the student in two placements over the period of 15 weeks.
The student will have an experience under the direction of a special education teacher and also a placement
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with a general education teacher. The practicum seminar component meets bi-weekly to provide PreK – 4 and
Special Education K – 8 majors with an opportunity to discuss current topics within the field. Students may be
provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devises, and
curriculum materials used in their classrooms.
ESP700 - Foundations of Measurement and Experimental Design in Applied Behavior Analysis
Participants learn the fundamentals of measurement, data displays, and interpretation of data for behavior change
procedures. Participants are also introduced the various experimental designs used within applied behavior
analysis. Content is drawn from the BACB Fifth Edition Task List. This course serves as one of the courses within
the series that prepares students to apply for the Board Certified Behavior Analyst exam.
ESP701 - Introduction to Behavior Analysis
The basic learning principles of operant and classical conditioning, with the application of these principles with
individuals with disabilities. Content is drawn from the BACB Fifth Edition Task List. This course serves as one of
the courses within the series that prepares students to apply for the Board Certified Behavior Analyst exam.
ESP712 - Seminar on Contemporary Trends and Issues in the Education of Exceptional Populations
Recent issues concerning exceptional populations. A paper making use of current research is required of every
graduate student, who must present it to the class. Sample issues include such matters as normalization, nature
and nurture, and educational alternatives.
ESP720 - Student Teaching Internship
The Special Education Teaching Practicum/Internship is designed to ensure that special education majors are
exposed to the full range of children covered under the comprehensive certification, i.e., mentally retarded,
emotionally disturbed, learning disabled, brain damaged and physically handicapped. The practicum/internship
provides an intensive experience for the student in two special education placements for a period of 16 weeks.
The practicum seminar component meets weekly to provide Special Education majors with an opportunity to
discuss problems encountered by students in their teaching experiences. Students are provided with opportunities
to demonstrate the effectiveness and functionality of their teacher-made devices, learning centers and curriculum
materials used in their classrooms. Graduate students seeking dual certification in both special education and
elementary education are also supervised within the special education department for their practicum experience.
Teacher candidates are required to have one student teaching experience within special education and another
in a regular elementary classroom. All other components remain the same for student teachers seeking dual
certification. All coursework must be completed prior to enrolling in ESP 720. Graduate students who will student
teach will be required to meet all requirements as are currently in place.
ESP737 - Seminar on Legislation/Litigation
Laws and court cases, both federal and local, that have precipitated the initiation of programs for the exceptional
child and with parents' efforts to receive legal support for opportunities for their children to receive an appropriate
education.
ESP742 - Life Transitions and Partnerships: ASD
This seminar is designed to offer rigorous exploration and critical analysis of contemporary issues influencing
the lifelong learning, development and socio-cultural experiences of people on the autism spectrum. The course
addresses core professional competencies in autism-related knowledge and practice: (1) transition, vocational
and independent living; (2) sexuality; (3) family support and partnerships; (4) school and community partnerships;
and (5) professional literacy and leadership.
ESP750 - Concepts, Principles, Assessment ABA
This course covers behavioral principles and procedures including the assessment and training of verbal
behavior. Participants learn to identify behaviors appropriate for change using behavioral assessment, selecting
behavioral outcomes, and ethical and professional issues relevant to the practice of behavioral assessment.
Content is drawn from the Behavior Analysis Certification Board (BACB) Fourth Edition Task List. This course
serves as the second in a series of courses that prepares students to apply for the Board Certified Behavior
Analyst exam.
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ESP751 - Applied Behavior Analysis Intervention 1
Participants learn the fundamental elements of behavior change and specific behavior change procedures.
Content is drawn from the Behavior Analysis Certification Board (BACB) Fourth Edition Task List. This course
serves as the third in a series of courses that prepares students to apply for the Board Certified Behavior Analyst
exam.
ESP752 - Applied Behavior Analysis Intervention 2
Examination of the process used to conduct a functional behavioral analysis along with designing behavior
change procedures for educational purposes, and the supervision of parents and educational personnel. Content
is drawn from the BACB Fifth Edition Task List. This course serves as one of the courses within the series that
prepares students to apply for the Board Certified Behavior Analyst exam.
ESP753 - Professional Ethical Practice Behavior Analyst
This course prepares students for the ethical and professional practice of applied behavior analysis. Students will
learn about the foundations of professional and ethical behavior needed to ensure a high quality of practice in
behavior analysis. Included will be discussions of professional representation of oneself and the field of behavior
analysis, dissemination of professional values, evaluating behavior change, collaborating with other professionals,
and relationships with clients and colleagues. Content is drawn from the (BACB) Professional Disciplinary and
Ethical Standards and the BACB Guidelines for Responsible Conduct for Behavior Analysts. This course serves
as the fourth course in a series of six courses that prepares students to apply for the Board Certified Behavior
Analyst exam.
ESP754 - Applied Behavior Analysis Practicum Training
The purpose of this practicum course is to ensure that each student applies clinical skills to address problem
behaviors of social importance and to teach prosocial, adaptive behaviors. Student will practice under the
supervision of a Board Certified Behavior Analyst.
ESP800 - Seminar in Advanced Behavior Analysis and Research Design
The Seminar in Advanced Behavior Analysis and Research Design was designed for graduate students who
have completed ESP 701 (Introduction to Behavior Analysis or a similar course) and who have a thorough
understanding of the principles of behavior and their application within applied educational settings. The purpose
is to serve as a capstone experience in the Masters degree in mentally and physically handicapped education. In
this course students will integrate professional knowledge and skills gained throughout the program and learn (1)
how to design and implement action research; (2) apply and critique behavior analytic techniques in education;
and (3) reflect on how best to deliver and evaluate empirically supported interventions for students with or at-risk
for special needs.

FIN-Finance

FIN711 - Corporate Finance
An introduction to the role of the financial manager in executive decision-making. Topics include valuation models,
financial planning, analysis and control, capital budgeting, cost of capital, capital structure, and dividend policy.
FIN721 - Investment Management
Evaluation of debt and equity security alternatives for the use of investment funds and the theory and techniques
basic to control of investment risks and optimization of investment returns.

GRA-Graduate Studies Research

GRA800 - Graduate Internship
Student interns are placed with an organization, which most nearly approximates employment goals. The intent
of the internship is to provide students with practical work experience in an environment in which they will be
addressing real problems requiring real solutions in a relatively short time frame.
GRA810 - Special Topics in Graduate Studies
This course provides students the opportunity to explore and research graduate-level topics of interest as a
capstone experience.
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HRM-Human Resource Management

HRM711 - Human Resource Management
This course discusses the key role that Human Resource Management plays in determining the survival,
effectiveness, and competitiveness of US businesses; it addresses how effective HR practices help companies
gain market share; and how these practices support the general business strategy and provide services the
customer values.

LAW-Law

LAW730 - Independent Study in Law and Public Policy
A traditional outline is not applicable since the research activity is independent and individualized. All students
will be required to adhere to some uniform standards throughout the duration of the course. A minimum of five
independent online meetings with the faculty mentor will be required for project discussion and advisement.
Consultations involving drafts, format, style of authority and footnoting are mandatory. Finished projects will
contain the traditional elements of a scholarly work, which include; cover page, table of contents, outline, and end
and/or footnotes.

MAT-Mathematics

MAT601 - Advanced Data Preparation and Cleaning
This course provides students with an introduction to the need for and methods for data cleaning. The course
presents methods for locating and handling invalid values, out-of-range values, and missing values along with
methods for managing datasets. The course uses SAS® software.
MAT602 - Data Visualization
This course explores techniques and tools for creating effective data visualizations. The course covers the
creation and exploration of visualizations for categorical data, time series data, spatial and geospatial data. SAS®
software will be used for this course.
MAT603 - Advanced Big Data Tools
This course covers an introduction to big data analysis tools. The course provides an overview of SAS®, Hadoop
and other big data tools. The course covers the structure and framework of data analytic tools and covers the use
of these tools to perform various analyses.
MAT604 - Advanced Big Data Analytics
This course is intended to provide the student with an introduction to big data, big data analytics and several
methods useful in big data analytics such as clustering, association rules and various forms of regression. SAS®
statistical software will also be introduced and used to solve data problems.
MAT605 - Advanced Data Analysis Capstone Project
This course is designed for the certificate in Data Science to provide hands-on experience in the area of data
science. This experience will enable students to apply their knowledge of data science and provide valuable
experience in the application of methods studied within the program that should enhance their job opportunities
upon graduation. Students will receive experience with real world data. Analysis will be completed using SAS®.
MAT611 - Optimization and Operations Research I
A first course of a sequence to the applied field of Operations Research. The first course starts by giving a
general and broad overview of Operations Research. The course focuses on deterministic models, especially
linear programming, integer programming, network optimization and non-linear programming.
MAT671 - Advanced Multivariate Statistics
Covers the basics for several multivariate statistical analyses. The course begins with a review of univariate and
bivariate statistics and continues on to cover regression, multiple regression, multivariate analysis of covariance,
discriminant analysis, logistic regression and survival analysis.

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MAT723 - Advanced Nonparametric Statistics
This course provides an introduction to and in-depth development of nonparametric statistics. It includes the
introduction of nonparametric inference testing including the Wilcoxon Test, the Mann-Whitney test, the AnsariBradley test, the Kruskal-Wallis test, the Kendall test and the Theil test along with their associated estimators.
Students will also learn how to run analyses within a statistical software program.
MAT724 - Advanced Numerical Analysis and Empirical Modeling
This course is designed to introduce students to the fundamentals of numerical analysis and empirical modeling.
Topics will include methods for systems of linear equations, matrix eigenvalue problems, interpolation, methods
for nonlinear systems, initial value problems, experimental models.

MBA-Master Business Admin

MBA700 - Business Foundations
This course builds the foundation for all Cal U MBA students at the outset of the program. It is designed to
refresh and/or introduce essential aspects of business management, including: economics, accounting, finance,
operations management, quantitative research techniques, business law, marketing, and statistics. Throughout
the course students will practice APA writing format, create research-based documents and formulate a plan for
academic success within the MBA program. MBA 700 is considered the starting point for all MBA students at Cal
U.
MBA710 - Quantitative Reasoning and Analysis
This course is designed to provide students with an introduction to the field of management science and a
conceptual understanding of the role that quantitative methods play in the decision making process. The focus of
the course is the application of the scientific method to problem solving. Whenever possible, concrete examples,
real-world applications and case studies are used to practice concepts. Through the course, students will learn a
number of mathematical and statistical tools that can be used by the decision maker and learn to recognize the
appropriate technique for the situation.
MBA720 - Leading the Enterprise
Students in Leading the Enterprise will evaluate management from multiple perspectives. They will examine
management in context in an effort to understand the ethical, legal, interpersonal, and organizational expectations
placed upon today’s leaders. Within the course students will evaluate different companies to determine
the leadership style that would be best suited for success. Additionally, students will look at contemporary
organizations for examples of leadership success and failure. A critical component of the course is the ability to
communicate strategies as well as execute change successfully.
MBA730 - Managerial Decision Making
This course aims to improve the student’s decision-making ability by addressing common biases and inferential
errors. Students will be challenged to consider the various components of decision-making, such as the inputs of
analysis, appropriate decision-making frameworks (from numerous disciplines) and how the outputs of analysis
should guide the enterprise. Students should expect to leave the course, not with a set of "cookbook" solutions to
problems, but with a set of new, powerful ways of thinking about business problems and their solutions.
MBA740 - Business Government and Society
This integrative MBA core course examines the social, political, economic and regulatory environments
surrounding business today. Today's global marketplace is more competitive, more culturally and politically
diverse, and more dynamic than ever before. Future business leaders will need to be able to navigate
the economic and ethical demands of government and society. The course will introduce the concepts of
globalization, sustainability and corporate social responsibility along with tools to help organizational managers
address many of the challenging issues facing our society.
MBA750 - MBA Capstone
The capstone is the final course taken by all MBA students. The purpose of this course is to evaluate student
achievement throughout their program. Utilizing a combination of simulations, case studies, literature reviews,
business and development plans, students will verify that they are adequately prepared to lead today’s
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organizations with excellence. Students will be tasked with simulated leadership experiences to allow them to
make ethical decisions regarding organizational strategy.
MBA790 - Special Topics in Business
This is a topics course and, as such, the outline of the course will vary considerably, depending on the instructor
leading the course and the topic being covered. However, all programs will include a combination of learning
experiences for students, including the transmission of information via lectures and opportunities to practice the
information learned through a variety of activities, and the opportunity for students to participate in an original
research project.
MBA795 - Internship
This is an elective course in the Master of Business Administration program. Internships are intended to provide
students academic credit for experiential learning where the focus in on applying skills learned through the MBA
coursework to real-world situations.

MGT-Management

MGT710 - Leadership Dynamics
The leadership course tasks students with examining leadership within different organizational contexts.
Additionally, students will be asked to examine organizational scenarios that require leadership intervention.
This examination includes the ability to identify both good and bad leadership behaviors and explain why. As a
component of the course students will also write a personal development plan outlining their professional and
personal goals.
MGT720 - Leveraging Diversity
The impact of globalization on all areas of management cannot be overstated and should not be ignored. This
course tasks students with examining the cultural impact of a global workforce. Students will be given the tools
to ethically utilize diversity to the benefit of the company and its strategies. As a part of this study, students will
evaluate how power is an important dynamic when executing human resource strategy.
MGT721 - Production and Operations Management
This graduate course addresses topics of management related to the production of goods and the management
of service organizations. Students taking this course will apply quantitative techniques to cases and to settings
requiring evaluation, assessment, and quantification. Inventory, space, capital, labor, technology and related
values will be included in specific calculations.
MGT730 - Organizational Problem Solving
Issues are unavoidable in leadership. To address this fact, students will evaluate situations when research
is necessary in order to support the decision making process. In so doing, students will compare different
approaches to management research in an effort to identify solutions that are applicable in given scenarios. The
course will show students why research is a critical skill for leaders during the problem solving process.
MGT740 - Managing Projects
Well-managed projects help organizations get results and meet goals on time and within budget, so it is no
wonder that project management skills are in high demand. The course provides students with tools and
techniques to differentiate among levels of complexity in projects and interconnect the activities needed to bring
projects to successful completion. Students will refine their skills in practical project applications.
MGT751 - International Business Management
This is a graduate course designed to address global trade and to allow students to explore the global business
world. Student are provided with information about trading and how global shipping organizations move tons of
cargo globally with little cost. Foreign exchange is addressed as a changing model and students are taught to
calculate changing values, and apply that to export and import increases and decreases. Students measure the
effects of culture, unemployment, cultural practices, quantity differences, and the effects of metric differences on
shipments and packaging.
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MGT761 - Healthcare Policy
This course is designed to provide students with an overview of U.S. healthcare system, various organizations
institutions that make the U.S. Health care system work, its components, and the policy challenges. The course
will cover the Health Care Costs, history and financing of Medicare, and Medicaid. The role of government in U.S.
Healthcare and status and implementation of Affordable Care Act at the state and federal levels will be discussed.
MGT763 - Health Systems Management
This course is designed to provide students with an understanding of the conceptual foundations and practices
of management in healthcare organizations. The course analyzes theories, strategies and systems of managing
healthcare organizations. Various tools of planning and control, such as budget preparation and justification,
training design, and labor union contracts will be explained. An analysis of administrative practices and
procedures in healthcare organizations will be covered. The course will explore the continuous process
improvement and healthcare quality management.
MGT766 - Healthcare Information Systems
This course describes the historical and current environment of healthcare information systems used to deliver
cost-effective and high quality healthcare through a deeper understanding of information technology and
management concepts. It concentrates on the theories behind data management, strategic planning, knowledge
management, change management, decision support coupled with privacy and ethical aspects related to
healthcare informatics and clinical information systems.

MIS-Management Info Systems

MIS711 - Management Information Systems
This course will utilize a managerial focus where students will learn the essential principles associated with
implementation, strategic adoption, and the utilization of management information systems within an organization.
It will employ information management concepts to real-world settings where students will discuss and analyze
information needs using various approaches where students develop an effective information management plan.
Covering the current and emerging trends of IT strategy and management, this course will provide students with
an understanding of how to leverage IT within their organization to improve processes and drive organizational
value for a competitive advantage.
MIS720 - Business Analytics for Big Data
This course will help students understand the current and emerging trends and practices for working with big
data and large-scale database systems used throughout business and social networking services. Information
is growing exponentially growing and analyzing these data needs new methods and processes. Business
decision making is highly data intensive and require heavy read/write workloads. Topics in this course will cover
understanding big data, storing and transforming this data, and technologies used to analyze these datasets.
MIS730 - Decision Support Systems
This course will discuss Decision Support Systems (DSS) used in business and the theory behind different
DSS techniques, enabling students to understand today’s competitive business environment. Students will
learn modeling, decision processes, data mining, expert systems, and executive information systems used in
organizations to support datadriven business decisions. Additionally, students will be provided with the needed
skills and knowledge of various decision-making models based on logical and mathematical models under
different circumstances like uncertainty, lack of information, or certainty. As an outcome, students will be able to
discuss the design, development, and operation of decision support systems allowing them to apply and integrate
their knowledge into the business environment aiding management in better decision making.
MIS766 - Healthcare Informatics
This course describes the historical and current environment of healthcare information systems used to deliver
cost-effective and high-quality healthcare through a deeper understanding of information technology and
management concepts. It concentrates on the theories behind data management, strategic planning, knowledge
management, change management, decision support coupled with privacy and ethical aspects related to
healthcare informatics and clinical information systems.
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MKT-Marketing

MKT711 - Marketing Management
This course focuses on the description and analysis of the nature, strategies, and techniques used in marketing
management. These tasks are undertaken in most companies at the strategic business unit level. The marketing
management process is important at all levels of the organization, regardless of the title applied to the activity.
Typically, it is called corporate marketing, strategic marketing, or marketing management. The course provides
students with a systematic framework for understanding marketing management and strategy. The course
emphasizes primary and changing perspective on marketing management in leading companies, the impact of
interactive media on marketing management, and international focus in developing marketing management and
strategy, and the interrelationships among critical elements of the marketing mix, advertising mix, and the internal
and external environmental factors impacting the firm.
MKT741 - International Marketing
The course is designed to introduce students to role of international marketing in the global economy. Students
are exposed to the dynamic environment of International Trade and various opportunities and challenges faced
by those who are involved with international marketing. Topics cover the cultural environment of global markets,
assessment of global market opportunities and marketing strategies to deal with these global market challenges.

MSE-Master of Arts Teaching

MSE641 - Orientation to 7-12 Education
A course for prospective teachers designed to begin their professional development. Different instructional
activities will allow the student to become proficient in the theories of modern secondary education instructional
development, basic history and philosophy of secondary education, and pedagogy in general.
MSE645 - Technology Integration in 7-12 Education
The purpose of this course is to help the teacher candidates learn how to effectively analyze, select, and integrate
current educational technologies into the design, implementation and assessment of learning experiences to
engage a diverse student population.
MSE657 - Methods of Technology and Computer Science Teaching
This course is designed to provide insight into the teaching of technology education and computer science for
students in K-12 schools. Students become aware of and use the resources and methods of instruction related to
their subject area.
MSE661 - Student Teaching and School Law
This is the final and most extensive clinical experience. Students are assigned to a supervising teacher or
teaching team at one of our clinical sites. The students spend full time in classroom teaching for a semester of
fifteen weeks.
MSE740 - Advanced Instructional Technology
This course will prepare the learner to integrate technology into instructional practices through development of
skills, knowledge and dispositions. The course focuses an exploration of research, trends, tools, and models of
integration. Through active participation, the learner will learn new technologies as well as develop instructional
modules for classroom integration.
MSE745 - Managing Learning Environments
This course will explore ways that effective teachers establish productive learning environments as well as the
research that demonstrates the different methods of classroom management, from the physical set-up of the
classroom, classroom rules and procedures for secondary education to dealing with problem students in your
classroom.
MSE750 - Strategies in Teaching Online
The course provides a model of online instruction and the participants will practice online teaching strategies,
course design, and assessment strategies. The course is recommended for educators who are or will be teaching
online courses. The course introduces strategies and tips in designing and teaching an online course.
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MSE760 - Reflective Practitioner
This course provides guidelines for teachers to continually engage in the cycle of review and adjustment for
the purpose of professional growth and improvement of instruction. Students will develop a research paper or a
reflective analysis of their teaching using National Board Standards.
MSE761 - Assessment
This course examines the role that assessment plays in the instruction of students in both a traditional and an
eLearning environment. The characteristics and uses of both formal and informal assessment instruments and
procedures will be studied with an emphasis on the eLearning environment. Student Learning Objectives and how
they are aligned with teacher evaluation is discussed. Students will create assessment instruments for traditional
and eLearning environments.
MSE765 - Curriculum Design
This course in curriculum design provides the learner with the fundamental concepts and skills that will help
teachers develop a thorough understanding of curriculum development. This course is designed for teachers to
help bridge theory and practice in curriculum development. The focus will be on presenting the concepts and skills
of curriculum development and showing how to apply them to actual curriculum planning. (3 crs.) Summer
MSE766 - Instructional Design
This course develops knowledge of instructional design competencies appropriate for use in the development of
traditional and eLearning applications. Students will experience both theory and best practices from the areas of
education and training. Students will explore and acquire instructional design skills and knowledge associated
with identification methodologies, learner analysis, task analysis, instructional objectives, teaching strategies and
instructional evaluation.
MSE771 - Strategies for Inclusive Classrooms in 7-12
This course focuses on instructional strategies for the inclusive classroom. Teachers will develop a thorough
understanding of differentiation and instructional techniques used to maximize learning for all students. It will
address research-proven strategies to help special learners and to manage the inclusive classroom. Teachers will
use assessment to identify students’ needs, plan differentiated instruction, and assess student achievement.
MSE780 - Field Experience
This field experience course provides students with the opportunity to apply their knowledge, skills, and
dispositions in a professional setting related to the specific competencies of their concentration area. In
consultation with their advisor, students will establish an agreement with the field experience setting and establish
goals. Students will complete projects relate to their goals and demonstrate an ability to self-evaluate and reflect
professionally.
MSE781 - Field Experience
This field experience course provides students with the opportunity to apply their knowledge, skills, and
dispositions in a professional setting related to the specific competencies of their concentration area. In
consultation with their advisor, students will establish an agreement with the field experience setting and establish
goals. Students will complete projects relate to their goals and demonstrate an ability to self-evaluate and reflect
professionally.
MSE790 - Thesis in Secondary Education
The thesis will usually be empirical in nature and involve the manipulation of independent variables, use of
statistical methods or experimental design. The Publication Manual of the American Psychological Association will
be required for this thesis. The thesis requires at least three members. Prerequisite: MSE 725. (3 crs.) Spring

NUR-Nursing

NUR601 - Theory and Research in Nursing
This course explores the relationships between theory, nursing research, and nursing practice. The use of theory
and research in the construction of a scientific knowledge base for nursing practice will be examined. Emphasis
will be on the importance of research as a process for developing and examining practice-based questions, and
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evidence- based practice. The research process, with emphasis on the logic and processes of inquiry, design,
data collection and analysis, and the interpretation, dissemination, and application of findings appropriate to
nursing practice, will be reviewed. A critical analysis of nursing research and the methodological approaches
utilized in the practice of nursing administration and leadership in health care will be conducted. Students will
develop proposals for individual or group research projects relevant to their areas of interest.
NUR602 - Health Policy in Nursing
This course is intended to familiarize graduate nursing students with current healthcare policy and the roles and
responsibilities, processes and strategies, which create and support policy-based initiatives in healthcare today,
and the impact of policy on health care. Students will apply the concepts gained in this course in advocacy and
leadership roles in search of creative solutions to pervasive issues in health care to culturally diverse populations.
NUR603 - Information Systems for Nurses in Health Care Organizations
This course is designed to introduce students to information systems in health care organizations. Students
will examine, evaluate, and utilize a variety of information systems available to the nurse administrator and
leader in health care organizations. Use of information systems, standardized databases, and statistics needed
for population analysis is presented. During the course, students will compare and interact with information
management applications related to administration, education, practice and research. Multimedia technology and
software will be used for projects related to the student’s area of interest.
NUR604 - Population Health Promotion and Disease Prevention
This course explores the role of the master's-prepared nurse in integrating broad scientific, client-centered and
culturally appropriate concepts in the planning, delivery and evaluation of evidence-based health promotion and
prevention services and care to individuals, families, aggregates/identified populations and global communities.
Models and principles from a wide variety of sources and disciplines are examined to assist students in the
exploration and evaluation of existing programs and services and in proposing new interventions and strategies to
meet identified needs.
NUR711 - Nursing Organization and Leadership Theory
This course is designed to provide nurse administrators and leaders with an understanding of organization,
management, and leadership theories as they apply to today’s healthcare delivery systems. In addition students
will explore leadership skills and decision making in the provision of culturally responsive, high-quality nursing
care, healthcare team coordination, and oversight and accountability for care delivery and outcomes. Students will
demonstrate the ability to develop a strategic plan and incorporate a collaborative team.
NUR712 - Nursing Administration and Leadership Role
This nursing administration and leadership specialty course focuses on health care knowledge and
transformational leadership skills and competencies essential to the role development of nurse leaders and
administrators for the 21st century. Students discover how to develop high-performance practice areas and how
the leadership role is advanced through mentorship and career development. Contemporary studies and models
for leadership competency are explored, and students critically self-assess their own competence, developing
action plans in those areas they perceive as deficient. The role of managing one’s personal resources in
developing leadership competency is addressed. Students also gain competence in managing human resources.
Concepts, models and principles of continuous quality improvement, tools and techniques for improving quality
and performance are broadened. Students identify a quality topic and plan in preparation for completing the
practicum project in NUR 813.
NUR714 - Legal Aspects of Health Care Administration
This course includes an introduction to the laws, regulations and court decisions covering the employment
relationship, including labor-management relations, OSHA, EEOC, ERISA, ADA, etc. Health care law and an
overview of practical ways to improve the quality and safe delivery of nursing care in health care organizations
will also be reviewed. This course explores the most pressing legal and ethical issues and concerns related to the
delivery of patient care and the administration of nursing services. This course is structured to present theories of
ethical practice, as well as issues of the law related to health care delivery.

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NUR715 - Financial Management in Non-Profit Healthcare Organizations
This course is intended to prepare the student to effectively interact with financial management staff and
participate in various aspects of financial control and planning. Included will be a historical perspective of financial
management in health care, identifying trends in the industry and the forces that influence the financing of health
care organizations. Financial statements, the interpretation and analysis of financial reports, and topics such as
cost-benefit analysis, budgeting and capital management will also be addressed. Consideration will be given to
the cost effectiveness and financial future of healthcare organizations.
NUR721 - Foundations of Nursing Education
This course provides students with underlying content and information essential in the development,
implementation, and evaluation of education programs, curricula and courses within academic and healthcare
agency settings. The roles and competencies of nurse educators are reviewed and theoretical foundations
education, teaching and learning are examined. Learning environments for nursing education are compared
specific to achieving learning outcomes. Diversity of student learning needs are discussed and creating an
inclusive learning environment is addressed. Legal and ethical issues with respect to both the educator and
student implications are identified. Facilitating the teaching/learning process for students with disabilities
are identified. The models, principles, and products specific to healthcare financing are examined including
associated influences on contemporary healthcare delivery.
NUR722 - Curriculum Design in Nursing Education
This course provides students with essential knowledge and experiences in designing and developing nursing
education curricula and courses. Students will examine forces, trends, issues, and factors affecting curricular
decisions. Curricula models applicable to academic and healthcare organizational settings are presented.
The integration of interprofessional education and collaborative practice in designing curriculum is discussed.
Organizing frameworks and components of curricular design are analyzed with student development of a nursing
education curriculum applicable to either an academic or healthcare organization setting.
NUR723 - Teaching and Instructional Strategies in Nursing Education
This course provides students with essential knowledge and experiences in designing and developing teaching
and instructional strategies applicable in the academic and healthcare organization settings. Promotion of
the learner as an engaged and active participant in the learning process is threaded throughout the content
and creating an inclusive learning environment is emphasized. The roles and application of simulation, digital
technology, distance and online learning in choosing and developing instructional strategies is examined.
Students will develop instructional strategies from their course development project completed in NUR 722
Curriculum Development.
NUR724 - Assessment and Evaluation Methods in Nursing Education
This course is designed to provide students with essential knowledge and skills in developing, implementing,
and evaluating assessment and evaluation tools commonly utilized in nursing education including interpretation
and analysis of results. Students will explore measurement tools for evaluation of learning in the cognitive,
affective, and psychomotor domains for both the classroom and clinical learning environments. The use of rubrics
in evaluating learning outcomes is emphasized. Clinical evaluation methods are explored including the use of
simulation. Issues related to testing and evaluation in nursing education are examined. Students will develop
evaluation tool(s) from their course development project from NUR 722 Curriculum Development.
NUR725 - Advanced Clinical Practice for Nurse Educators
Building on prior education and clinical area of practice, this course will provide students with opportunities to
develop advanced clinical knowledge and clinical proficiency within his/her specialty area of clinical practice. By
integrating knowledge of pathophysiology to manifestations of disease/illness and pharmacologic management
of patients, students will apply clinical inquiry through the processes of clinical judgement and diagnostic
reasoning to develop expertise within their nursing practice specialty. Through the use of case studies and clinical
practice experiences, students will develop comprehensive health databases, differentiate patient acute/chronic
conditions, design evidence-based plans of care, evaluate healthcare outcomes, and plan health teaching for
identified health issues.

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NUR813 - Nursing Administration Role Practicum
This course provides students with the opportunity to synthesize and apply their understanding of nursing
administration and leadership within and across complex integrated organizational and institutional boundaries.
In this culminating experience, students plan, execute, and evaluate nursing practice within the context of the
practice setting(s) or among a specific population of interest within the organization or in communities. Within
the practice situation, students enact leadership roles to expand, enhance, and optimize positive outcomes. The
learning experience consists of an administrative practicum and online seminars. This culminating experience
of the graduate program is designed to provide students with an opportunity to apply the knowledge and
competencies acquired throughout the program of study to actual and simulated practicum situations.
NUR814 - Nursing Administration Role Practicum
This course provides students with the opportunity to synthesize and apply their understanding of nursing
administration and leadership within and across complex integrated organizational and institutional boundaries.
In this culminating experience, students plan, execute, and evaluate nursing practice within the context of the
practice setting(s) or among a specific population of interest within the organization or in communities. Within
the practice situation, students enact leadership roles to expand, enhance, and optimize positive outcomes. The
learning experience consists of an administrative practicum and online seminars. This culminating experience
of the graduate program is designed to provide students with an opportunity to apply the knowledge and
competencies acquired throughout the program of study to actual and simulated practicum situations.
NUR823 - Nursing Education Role Practicum
This course provides students with the opportunity to synthesize and apply the role of a nurse educator within
an academic setting or healthcare agency. The course consists of online seminars and a 150-hour education
practicum. Under the guidance of course faculty and a designated preceptor, students “immerse” themselves in
the nurse educator role which includes planning, implementing, and evaluating an education activity.

PCJ-Prof Studies Crim Justice

PCJ749 - Seminar in Criminal Justice
This course for advanced graduate students allows the opportunity for scholarly research in a specific topic
relevant to the justice system. The course is a seminar because it offers students the chance to interact in small
groups and meet closely with the instructor. A focused, esoteric examination of a specifically approved research
topic is the course's chief purpose.
PCJ752 - Forensic Photography, Digital Imaging and the Law
This course will improve the student’s knowledge and skill in relation to the use of digital imaging to both
document and provide evidence. This will include education of digital imaging and its close relationship to forensic
photography as well as familiarization with the operation of associated equipment. The student will examine the
role of digital imaging as applied to photography from the crime scene, lab, or otherwise located materials of an
evidentiary nature. In addition, the student will study the techniques used in digital imaging to achieve the desired
results and in order to better understand how and why it is applied This course will include in depth studies of
landmark cases associated with digital imaging to explore not just the theory but also the application of this
technology in the legal arena. The student will also study the legal aspects and the process from the crime scene
to the courtroom to include the presentation of photos and testimony of the photographer/ technician.

PRF-Perf Enhance Injury Prev

PRF700 - Orientation to Exercise Science and Health Promotion
This course is designed to provide an overview of online learning and the graduate program in Exercise Science
and Health Promotion. Discussion will include various exercise science and health promotion models. The course
will also introduce the student to various types and styles of learning via online education, and will orient the
student to feature used in online courses.
PRF701 - Advanced Topics in SAQ and Endurance Training
This course will provide students with advanced knowledge regarding the topics of speed, agility, and quickness
(SAQ) and endurance training. Students will be prepared for the Speed and Explosion Specialist Certification
offered by the National Association of Speed and Explosion (NASE). Advanced topics of training will be explored,
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including body mechanics, sports training protocols and program design. Detailed sport performance training
programs, focused on SAQ and endurance, will be covered.
PRF705 - Industrial, Clinical, and Corporate Wellness
This course is designed to develop knowledge and awareness of the major issues in the field of work site health
promotion and clinical care. The focus of the course is on planning, administering and evaluating wellness and
fitness programs based in clinical, industrial and corporate environments. The cost of unhealthy lifestyle choices
for the individual and employer and their relationship to the workplace will be explored. Topics include "The
Wellness Revolution," "The Industrial Athlete Model," benchmark programs and outcomes assessment strategies.
PRF710 - Performance Enhancement and Physical Activity
This course offers a comprehensive discussion of functional anatomy, functional biomechanics and motor
learning as they relate to functional rehabilitation and athletic reconditioning. The student will be introduced to
integrated, functional rehabilitation techniques, including core stabilization, neuromuscular stabilization, reactive
neuromuscular stabilization, integrated flexibility, integrated strength, speed training, foot training and vision
training. The student will also be taught a comprehensive kinetic chain assessment to determine myokinematic,
arthrokinematic and neuromuscular deficits. After completing this course and Performance Enhancement
Program Design, students will be eligible to sit for the National Academy of Sports Medicine (NASM) examination
for Performance Enhancement Specialist certification.
PRF711 - Integrated Approach to Wellness and Fitness
This course will introduce the revolutionary exercise programming strategies of the Optimum Performance
Training model. The student will receive detailed insight into designing exercise programs for any personal
training client. Students will be shown how this systematic approach to program design uniquely blends the
science of acute variables with the concepts of flexibility, core stabilization, balance, reactive training, speed,
agility and quickness, and strength training to develop safe and effective exercise programs for all individuals.
After completing this course and Program Design in Fitness and Wellness, students will be eligible to sit for the
National Academy of Sports Medicine (NASM) examination for Certified Personal Trainer certification.
PRF712 - Corrective Exercise in Rehabilitation
This course will introduce the student to corrective exercise theory based on the pathokinesiological model. The
student will be introduced to a systematic evaluation approach based on the pathokinesiological model. The
pathokinesiological model will examine human movement systems in regard to key regions of the human body.
These regions will be recognized as potential sites for integrated corrective exercise programs.
PRF713 - Special Topics in Sport Psychology
This course is designed to cover a diverse range of professional issues related to sport psychology. Various
organizations (Division 47 of the American Psychological Association and the Association for the Advancement of
Applied Sport Psychology) affiliated with sport psychology and ethical concerns will be addressed.
PRF714 - Health and Wellness Coaching Competencies
Students will learn to help health and wellness coaching clients develop the mindsets needed to navigate
the difficult path of changing lifestyles for good. Students will utilize evidence-based coaching competencies,
grounded in the science of positive psychology, to help people make lasting improvements to their health and
well-being.
PRF715 - Business and Entrepreneurship in the Fitness Industry
This course offers a comprehensive discussion of the practical aspects of starting and running a business in
performance enhancement and fitness. The course focuses on launching new ventures, as well as business
and management practices for individuals who are already in business but want to learn how to improve their
operations. Specific topics include management theory, financial management, personnel management, record
keeping, risk management and technology issues.

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PRF716 - Advanced Techniques in Human Movement and Recovery
The purpose of this course is to explore theory and application of assessments, corrective exercise, and physical
and physiological recovery strategies in the prevention or reduction of musculoskeletal injuries. Emphasis will be
placed on system-based solutions that promote optimal human movement, performance, recovery, and readiness.
Scientific evidence supporting design and implementation of musculoskeletal injury prevention programs are
discussed.
PRF717 - Strength and HIIT Training in Group Fitness Exercise
This course will introduce a scientific approach to group exercise, specifically focused on strength and High
Intensity Interval Training (HIIT) programs. The student will receive detailed insight into the concepts, principles,
and procedures necessary to understand and implement strength and HIIT group exercise classes for all
populations.
PRF718 - Health Behavior Change in Nutrition Education
This course examines health behavior change theories and practices utilized to facilitate healthful behavior
change in a variety of nutrition-related settings. The design and evaluation of behavior change counseling and
program development will also be explored.
PRF719 - Advanced Techniques in Tactical Strength and Conditioning
Tactical careers involve extreme challenges that differ from the more controlled setting of sport. This course
discusses unique tactical job demands and the strength and conditioning coach’s role in preparing tactical
athletes to effectively mitigate them. The student will learn how to operate within a high performance team of
professionals to generate holistic training solutions that optimize bio-mechanics and metabolic processes to
provide a better physical platform on which to proficiently demonstrate tactical specific skills. This course provides
the student with the evidence-based theory that can subsequently be applied during the Program Design for
Tactical Strength and Conditioning course.
PRF720 - Essentials of Human Movement Science
This course will introduce a scientific approach to the essentials of human movement science. The student will
receive a detailed insight into the independent and interdependent function of the muscular, articular and nervous
systems during human force production, stabilization and force reduction. The course will also introduce the
student to various types and styles of learning via web-based technologies, and will orient the student to web
based methods of learning. This course is a dually listed course applicable to the Master of Science, Exercise
Science and Health Promotion, and to the Doctor of Health Science, Health Science and Exercise Leadership,
within the department of Exercise Science and Sport Studies.
PRF750 - Performance Enhancement Program Design
This course requires the student to integrate knowledge learned from the course Performance Enhancement
in Physical Activity with professional experience and prior learning in fitness and rehabilitation. Students will
work in teams to prepare performance enhancement program proposals, including program elements, rationale,
innovative design and supporting research. Each week, cohort members will professionally analyze and critique
new proposals, resulting in high-level discussion and exchange. After completing this course and Performance
Enhancement in Physical Activity, students will be eligible to sit for the National Academy of Sports Medicine
(NASM) examination for Performance Enhancement Specialist certification.
PRF751 - Program Design in Wellness and Fitness
This course will introduce the revolutionary exercise programming strategies of the Optimum Performance
Training model specifically for the fitness and wellness professional. Students will receive detailed insight into
designing exercise programs for any personal training client. They will be shown how this systematic approach to
program design uniquely blends the science of acute variables with the concepts of flexibility, core stabilization,
balance, reactive training, speed, agility and quickness, and strength training to develop safe and effective
exercise programs for all individuals.

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PRF752 - Corrective Exercise Program Design
This course will introduce corrective exercise strategies based on loss of function. The student will receive
detailed insight into the design of corrective exercise programs. The systematic approach of an integrated
corrective exercise design uniquely blends the variables of available flexibility, isolated and integrated corrective
strengthening, and corrective exercise design to provide the student with the necessary foundation in designing
and developing safe corrective exercise programs.
PRF753 - Psychological Aspects of Sport Injury and Rehabilitation
This course is designed to introduce students to various topics related to the psychological aspects of sport
injury. The course focuses on the onset (precursors), experience and treatment of athletic injuries from a
biopsychosocial perspective. Course material is based on empirical data and psychophysiology foundation and
the role of psychological factors and psychological interventions, which influence rehabilitation and recovery.
PRF754 - Health and Wellness Coaching: Facilitating Change
Expanding on the concepts from PRF-714, “Health and Wellness Coaching Competencies “, students will identify
the health and wellness coaching practices that influence long-lasting behavior change. Combine the tools and
processes necessary to prepare to become a Certified Health and Wellness Coach and make an impact on the
toughest challenges of our times: the epidemics of obesity, sedentary lifestyles, stress, depression, poor nutrition,
and ever-rising healthcare costs.
PRF756 - Program Design for Optimizing Human Movement and Recovery
The purpose of this course is to provide an in-depth exploration and application of assessment data and analytics
to assist practitioners in the design and implementation of programs focused on improving common human
movement impairments, reducing injury-risk, optimizing performance, and enhancing physical and physiological
recovery. Emphasis will be placed on system- and technology-based solutions that promote optimal human
movement, performance, recovery, and readiness. Scientific evidence supporting design and implementation of
musculoskeletal injury reduction programs are discussed.
PRF757 - Cardiovascular and Flexibility Training in Group Fitness Exercise
This course will introduce a scientific approach to group exercise focusing on cardiovascular and flexibility training
programs. The student will receive a detailed insight into the concepts, principles, and procedures necessary to
understand and implement cardiovascular and flexibility group exercise classes for all populations.
PRF758 - Applied Principles of Human Nutrition
This course covers the basic concepts physiological components and science of human nutrition. Dietary
requirements and recommendations, nutrient composition of foods, assessment of nutritional status, physical
activity, and relationship of human nutrition to health and disease prevention will be covered.
PRF759 - Program Design for Tactical Strength and Conditioning
This course provides a systematic approach to designing effective strength and conditioning programs for the
tactical professional. The student will assess and analyze job demands and athlete capabilities from a biomechanical and metabolic perspective. The student will utilize the results of these analyses in conjunction
with principles of strength and conditioning to guide the design of a safe and effective training program. The
student will scale and adapt idealistic programs to realistic constraints encountered within the tactical training
environment.
PRF760 - Leadership and Professional Development
This course is intended to prepare students for the leadership decisions and actions that are inherent in practice
as well as every-day life issues. Professional and personal growth are discussed at great length and principles
and applications of personal leadership practices will be explored in depth. Techniques for managing change
and empowering others also are included in this course. Topics related to effective leadership are issues of
communication, motivation, delegation, team building, and quality improvement. Finally, students will have the
opportunity to perform a SWOT analysis on their business or self (whichever is applicable). This culminating
activity is designed to strengthen the students’ leadership abilities and skills.

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PRF765 - Nutrition for Peak Performance
An in-depth examination of contemporary issues such as performance enhancement dietary supplements,
dietary lipids and heart disease, dietary fiber and health, influence of lifestyle factors on nutrition. Controversies
in nutrition, ergogenic aides, hydration, and eating disorders are also discussed. Energy and nutrient needs for
activity with emphasis on particular physical and athletic activities; common myths and fallacies concerning diet
and athletic performance; and appropriate dietary approaches for specific activities and active people. This course
is a dually listed course applicable to the Master of Science, Exercise Science and Health Promotion, and to the
Doctor of Health Science, Health Science and Exercise Leadership, within the department of Exercise Science
and Sport Studies.
PRF770 - Exercise Physiology: Assessment and Exercise Prescription
This course offers a comprehensive discussion of the knowledge, skills, and abilities needed for American College
of Sports Medicine certifications and current clinical practices in sports medicine. Emphasis will be placed on the
value and application of exercise testing and prescription in persons with and without chronic disease. Special
topics to be addressed include, exercise prescription in children, the elderly, pulmonary patients, cardiac patients,
and pregnant women. This course is a dually listed course applicable to the Master of Science, Exercise Science
and Health Promotion, and to the Doctor of Health Science, Health Science and Exercise Leadership, within the
department of Exercise Science and Sport Studies.
PRF780 - Current Topics in Performance Enhancement and Injury Prevention
The purpose of this course is to increase student understanding of various performance enhancement and injury
prevention issues facing America and the world today. This course introduces students to the field of exercise
science as a discipline and profession with a specific focus on contemporary topics facing all performance
enhancement and injury prevention professionals.
PRF781 - Current Topics in Wellness and Fitness
The purpose of this course is to increase student understanding of various fitness and wellness issues facing
America and the world today. This course introduces students to the field of exercise science as a discipline and
profession with a specific focus on contemporary topics facing all fitness and wellness professionals.
PRF782 - Current Topics in Rehabilitation
The purpose of this course is to increase student understanding of various rehabilitation issues facing America
and the world today. This course focuses students toward the ever-changing contemporary issues that impact
direct and indirect client care.
PRF783 - Psychological Perspectives in Sport Performance Enhancement and Intervention
This course is designed to introduce students to various performance enhancement techniques commonly used
in sports. Examples of such techniques will be presented. Students will be able to apply the basic features of
performance enhancement and intervention to a specific sport or rehabilitation situation. Students will have the
opportunity to create their own intervention manuals based on research and course content.
PRF784 - Current Topics in Health and Wellness Coaching
The purpose of this course is to increase student understanding of various fitness and wellness issues facing
America and the world today. This course introduces students to the field of health and wellness coaching
as a discipline and profession with a specific focus on contemporary topics facing all fitness and wellness
professionals.
PRF786 - Current topics in Human Movement and Recovery
The purpose of this course is to increase student awareness and understanding of the various musculoskeletal
health and performance issues facing America and the world today. This course introduces students to the field
of performance healthcare as a discipline and profession with a specific focus on contemporary topics and trends
facing professionals who focus on optimizing human movement, human performance, and human recovery.

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PRF787 - Key Concepts in Group Fitness Exercise
This course will focus on key concepts that will benefit individuals who are group exercise leaders and group
fitness instructors. Students will be exposed to topics that impact fitness instruction, including skill development,
coaching development, and the development of a healthy lifestyle. Special emphasis will be placed on prechoreographed group fitness classes, effective coaching techniques for today’s group fitness participants, and
instructor development.
PRF788 - Nutrition Through the Lifecycle
This course covers nutrition needs necessary for growth, development and normal functioning throughout the
life cycle. Pregnancy, lactation, infancy, childhood, adolescence and aging will be studied. Specific concerns for
each life cycle stage will be emphasized. Common chronic diseases during Adult nutrition and their corresponding
interventions will be explored in depth.
PRF789 - Current Topics in Tactical Strength and Conditioning
This course investigates the latest needs and trends of the tactical strength and conditioning field, and empowers
students with a system for analyzing challenges and developing solutions that comply with the principles of
strength and conditioning. The student will combine research findings with strength and conditioning knowledge
to yield informed opinions and decisions regarding the effectiveness of various methods and technologies to solve
performance related problems in the unique tactical setting.
PRF800 - Research in Fitness and Wellness
This course is designed to introduce the student to various research sources, creating skills for investigation of
topics of interest in the future. Additionally, discuss of selected topics will promote critical thinking and enhance
skills for critical review of content.
PRF810 - Research in Performance Enhancement and Injury Prevention
This course is designed to immerse the student in injury prevention research, focusing on current clinical
outcomes research, psychology and physical activity research, and performance enhancement research. Topics
include research in resistance training, core stabilization, reactive training, posture, supplementation and sport
vision training. Injury prevention research is discussed related to special populations, such as athletes at opposite
ends of the performance spectrum.
PRF816 - Research in Human Movement and Recovery
The purpose of this course is designed to introduce the student to various research sources, creating skills for
investigation of topics of interest in the future. Additionally, discussion of selected performance health (human
movement and recovery science) research topics will promote critical thinking and enhance skills for critical
review of content.
PRF820 - Research in Rehabilitation
This course is designed to introduce the student to various research sources, creating skills for investigation of
topics of interest in the future.
PRF830 - Research in Sport Psychology
This course is designed to provide the student with knowledge of research in the sport psychology arena.
Students will be introduced to psychometric properties of research and interpretation of results published,
enabling them to critically analyze published material specific to the area of sport psychology.
PRF840 - Research in Health and Wellness Coaching
This wellness coaching course is designed to introduce the student to various research sources, creating skills
for investigation of topics of interest in the future. Additionally, discussion of selected wellness coaching research
topics will promote critical thinking and enhance skills for critical review of content.

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PSA-Prof Sci Applied Math

PSA611 - Optimization and Operations Research I
A first course of a sequence to the applied field of operations research. The first course starts by giving a general
and broad overview of operations research. The course focuses on deterministic models, especially linear
programming, integer programming, network optimization and non-linear programming.
PSA711 - Optimization and Operations Research II
The second course of a sequence to the applied field of operations research. The second course continues
the in-depth study of operations research. The course focuses on non-deterministic models, decision analysis
and games, probabilistic inventory models, Markov chains, queuing systems, simulation modeling, non-linear
programming algorithms, probabilistic dynamic programming and Markovian decision processes.
PSA715 - Advanced Time Series and Stochastic Processes
This course provides an introduction to stochastic processes. The course covers Poisson processes, renewal
theory, Markov chains and continuous-time Markov chains, martingales, random walks, and Brownian motion.
PSA723 - Advanced Nonparametric Statistics
This course provides an introduction to and in-depth development of nonparametric statistics. It includes the
introduction of nonparametric inference testing including the Wilcoxon Test, the Mann-Whitney test, the AnsariBradley test, the Kruskal-Wallis test, the Kendall test and the Theil test along with their associated estimators.
Students will also learn how to run analyses within a statistical software program.
PSA724 - Advanced Numerical Analysis and Empirical Modeling
This course is designed to introduce students to the fundamentals of numerical analysis and empirical modeling.
Topics will include methods for systems of linear equations, matrix eigenvalue problems, interpolation, methods
for nonlinear systems, initial value problems, and experimental models.
PSA725 - Data Mining and Simulation Modeling
This course is an introduction to data mining and simulation modeling. The course begins with an introduction to
data mining including the preparation of data for mining. Knowledge representations such as tables, models and
trees are then discussed before presenting basic algorithms for data mining including simulation modeling. The
course concludes with verification of models and advanced mining techniques. Appropriate statistical packages
will be presented and used throughout the course to complete analyses.

PSC-Prof Sci Cybersecurity

PSC600 - Operating Systems
This course focuses on fundamental principles in modern operating systems including Windows, Unix/Linux and
Mac OS. Students learn about the services provided by operating systems' software, memory management,
process scheduling and communication, storage, input/output, and distributed systems. OS security and data
protection and the interaction between computers will be also covered.
PSC640 - Computer Networking
This course covers concepts in the design and implementation of computer communication networks, their
protocols, the applications, and advanced principles of computer networks. Security issues in communication
networks will be also studied, including secure communication, authentication, firewalls and intrusion detection.
PSC745 - Cybersecurity Risk Management and Assessment
In business today, risk plays a critical role. Almost every business decision requires executives and managers
to balance risk and reward. This course introduces students to the strategic discipline of assessing, prioritizing,
monitoring and controlling the impact of uncertainty on organizational objectives.
PSC755 - Wireless Networks and Security
This course is designed to provide the student with an understanding of the principles and concepts of wireless
data network and security. Students will study wireless standards (such as IEEE 802.11 a/b/g/n, ZigBee,
2G/3G/4G/LTE). The course will survey the state of the art in wireless networks and security. Students will also
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learn security and privacy issues associated with wireless networks. Various attacks against wireless networks
and their defense strategies will be analyzed.

PSM- Prof Sci Master Deg Cours

PSM760 - Leadership and Professional Development
This course is intended to prepare students for the leadership decisions and actions that are inherent in practice
as well as every-day life issues. Professional and personal growth are discussed at great length and principles
and applications of personal leadership practices will be explored in depth. Techniques for managing change
and empowering others also are included in this course. Topics related to effective leadership are issues of
communication, motivation, delegation, team building, and quality improvement. Finally, students will have the
opportunity to perform a SWOT analysis on their business or self (whichever is applicable). This culminating
activity is designed to strengthen the students’ leadership abilities and skills.

PSY-Psychology

PSY702 - Psychopathology of Childhood
Intensive study of the cognitive, emotional and behavioral disorders in children and adolescents. Emphasis is on
etiology, early recognition, and approaches to treatment or intervention in schools.
PSY710 - Principles of Instruction and Intervention
This course is designed for the non-teaching educational specialist to assist them in gaining a fundamental
understanding of the basic principles of instruction, with an emphasis on evidence-based practices in inclusive
settings. Specific academic and behavioral strategies will be examined, as they relate to reading development
and instruction, curriculum based assessments, program evaluation, the development of evaluation reports, and
the implementation of intervention strategies for various populations of children at risk for or with exceptionalities
in inclusive settings. Students will also examine a variety of theoretical frameworks that focus on the specific
components of assessment, instruction and consultation in inclusive settings.
PSY712 - Advanced Psychology of Learning
This course examines the diverse, intricate process of learning. Behavioral and cognitive views of learning are
emphasized with special attention given to the educational implications of learning theory.
PSY713 - Psychology of Growth and Development
This course explores how people grow and develop from infancy through old age. Physical growth patterns,
along with emotional, intellectual and social development, are emphasized. Maturation and learning and their
interrelationships are also examined in terms of their implications for the home, school and community.
PSY720 - Neuropsychology
This course presents the neuropsychological approach to the identification and education of children with
learning disorders. The central nervous system and brain regions and their role in learning are studied in depth.
Neuropsychological assessment techniques will be introduced to clarify cognitive strengths, weaknesses,
processing preference patterns (simultaneous-sequential), and the identification of neuropsychological deficits in
children. This course focuses on issues related to children with learning disorders, including: etiological factors,
epidemiological studies, gender differences, subtyping, emotional concomitants of learning disorders, diagnostic
instruments, and remedial techniques. The intent of this course is to provide the necessary theoretical framework
from which more effective remedial programs can be developed for learning disordered children.
PSY722 - Individual Psychological Evaluation I with Practicum
Emphasizes theory and competence in the administration, scoring and interpretation of the StanfordBinet Intelligence Scale V and the Bender Visual Motor Gestalt Test. Extensive supervised practice in the
administration, scoring and interpretation of these tests with subjects age 2 to adult. Theory and experience with
other infant and child measures of intelligence such as the Bayley III and the K-ABC II are included. Ethics and
cultural diversity in assessment are included. Psychological report writing, working with diverse populations, and
generation of research-based and data-driven educational interventions are stressed.

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PSY723 - Individual Psychological Evaluation II with Practicum
This course emphasizes the theoretical underpinnings of intellectual assessment and the development of
competence in the administration, scoring, and interpretation of the Wechsler Scales: WISC-IV, WPPSI-III, and
WAIS-III. Attention is directed toward the use of these scales in measuring intellectual levels, identifying cognitive
strengths and weakness, and developing research-based interventions. Practicum experiences are an integral
component of this course.
PSY728 - Practicum in School Psychology
This course is a practicum in psychoeducational assessment and intervention planning in which students develop
competence in the administration, scoring and interpretation of individually administered achievement tests,
as well as response to intervention, progress monitoring and the generation of research-based, data-driven
interventions. Under faculty supervision, students conduct comprehensive evaluations of children, including
gathering background information, writing reports and consulting with clients in the process of problem-solving in
the educational setting. Ethical considerations, as well as the particular problems encountered when working with
a diverse population, are included.
PSY734 - Assessment of Personality and Behavior I
An introduction to the assessment of personality and behavior. Experience is given to the student in the
administration, scoring and interpretation of the more widely used personality assessment measures. Particular
attention is given to assessment techniques used in planning for remediation and treatment.
PSY741 - Theories of Counseling and Psychotherapy
This course is designed to introduce students to the most common therapeutic approaches in use today (e.g.,
person-centered, cognitive, behavioral, family systems and reality therapy). The course also focuses on the types
of issues that school psychologists are likely to be called upon to provide therapeutic intervention. Lectures,
classroom demonstrations and role-playing are utilized to illustrate these various orientations. Attention is paid to
implementation of counseling that is respectful of ethical boundaries/issues, as well as cultural factors that may
be involved in the therapeutic process. Student participation is required. A position paper describing the student's
own orientation is required.
PSY742 - Techniques of Counseling and Psychotherapy with Practicum
This course is intended to provide both a didactic and an actual experience in counseling. Graduate students
familiarize themselves with the phases, procedures and goals of counseling and therapy through assigned
readings, audiotapes and group discussion of case presentations. A major focus involves issues and disorders
that school psychologists are frequently called upon to provide therapeutic intervention. This will include
consideration of ethical boundaries/issues and cultural factors that are germane to the therapeutic process.
Supervision of all cases is provided both in group sessions and on an individual basis. Graduate students are
seen outside of regularly scheduled group sessions for individual supervision.
PSY752 - Fundamentals of School Psychology
This course is an introduction to the profession of school psychology. Topics examined revolve around the roles
and functions of school psychologists. A partial list of the topics examined includes: school systems, the law and
school psychology, and professional ethics. Field experiences in educational settings are required for students
enrolled in the school psychology program.
PSY756 - Consultation and Group Processes with Practicum
This course is intended to familiarize the student with the variety of group methods and techniques utilized by
the school psychologist in a diverse society. This is accomplished, in part through assigned reading and group
discussion. The student is also required to observe and then act as a group leader in an ongoing group activity.
The student tapes group counseling sessions for the purposes of evaluation and supervision. This course also
explores the variety of consultative techniques that may arise in a school system.
PSY761 - Statistics and Research Methods in Psychology I: Univariate
This course is designed to give students the basic information they need to interpret the univariate research
methods and statistics that are used most frequently in psychology. The focus is on acquiring the skills to critically
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evaluate a research report, analyze and interpret data, and to write a research paper. This course is designed to
provide the background for students in Psy 767.
PSY762 - Statistics and Research Methods in Psychology II: Multivariate
This course is designed to give students the information they need to interpret the multivariate research methods
and statistics that are used most frequently in psychology. The focus is on acquiring the skills to critically evaluate
a research report, analyze and interpret data, and to write a research paper.
PSY769 - Independent Study
This course provides students the opportunity to explore and research topics of interest that are not available as
regular course offerings of the school psychology program.
PSY773 - Internship in School Psychology
The internship requires a minimum of 1,200 hours of practical work experience under direct supervision of a
qualified psychologist. A minimum of 800 hours must be completed in a realistic educational setting (i.e., public
school system). The remaining 400 hours may be in a related setting (e.g., clinic, hospital, etc.). The intern is
expected to demonstrate all of the competencies of the practicing school psychologist.
PSY774 - Internship in School Psychology
The internship requires a minimum of 1200 hours of practical work experience under direct supervision of a
qualified psychologist. A minimum of 800 hours must be completed in a realistic educational setting (i.e., public
school system). The remaining 400 hours may be in a related setting (e.g., clinic, hospital, etc.). The intern is
expected to demonstrate all of the competencies of the practicing school psychologist.
PSY795 - Seminar in Behavior Modification with Practicum
This course provides the student with the knowledge and skills needed to design, implement, and evaluate
behavioral interventions. Interventions applicable to school settings are emphasized and students are required to
conduct a functional behavior assessment and to develop/implement a behavior intervention plan.
PSY796 - Seminar in Analysis of Research in School Psychology
This course consists of an examination of current research in school psychology. Critical study and evaluation
of empirical research findings applicable to selected topics from current editions of Best Practices in School
Psychology are undertaken. The student develops skills in using current databases to access empirically based
research reports, as well as the abilities to critically analyze and synthesize the content of these reports as it
relates to situations and issues faced by the practitioner school psychologist. Students develop an understanding
of the importance of using empirical data in making sound educational decisions.
PSY798 - Seminar in Professional School Psychology
Concepts fundamental to the practice of school psychology are discussed and evaluated in this course. A range
of topics are discussed, including the roles and functions of school psychologists, legal and ethical issues, the
organization and operation of school systems, student diversity, and community resources. As this course is taken
in conjunction with the Internship in School Psychology, discussions tend to be dynamic and framed within the
context of actual experiences encountered by interns.
PSY849 - Thesis
The student conducts an independent, scientific research study in a classroom or other structured educational
setting. The thesis is presented as a written document that conforms to American Psychological Association style.

RES-Research

RES800 - Research Methods
This course explores the design and analysis of experimental and quasi-experimental research. It explores both
quantitative and qualitative techniques. In addition to being able to design and undertake basic research, an
outcome of this course is to develop effective consumers of the research literature.

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RES819 - Research Paper
A written report on a specific topic of investigation, based on knowledge of the subject, acquaintance with the
published literature on the subject and accurate presentation of findings.
RES849 - Thesis
The thesis consists of a written report of extensive research into a specific area of investigation, demonstration of
knowledge of the background of the subject, the published literature of the subject, and high standards of original
research and presentation. A thesis is often experimental in nature.

RSP-Reading Specialist

RSP700 - Foundations of Literacy: Theory and Instruction
In this course, students will connect foundational knowledge about teaching reading to research based instruction.
The major components of reading development and correlating instructional strategies will be examined.
RSP702 - Literacy Assessment and Instruction
The purpose of the course is to provide reading specialist candidates the knowledge of literacy assessment to
equip them to serve in the various roles of a reading specialist. Formal and informal assessment will be explored.
The candidates will implement several informal assessments, interpret data, and develop an instructional plan
based upon the results of those assessments.
RSP703 - Practicum I: Assessment
RSP 703 and RSP 704 are to be taken together. The purpose of RSP 703 is to provide 55 field hours of authentic
experience in the role of a reading specialist as a teacher who works with struggling readers. In this course the
reading specialist candidate will work with a K-12 student to assess his/her strengths and needs in reading and
writing, develop an instructional plan of action to address those needs, and generate a report to parents that
informs them of the assessment results and the resulting instructional plan of action. This course will take place
at the University and RSP candidates will work with K-12 students from the surrounding communities and school
districts. RSP 703 is the first course in this two-course series.
RSP704 - Practicum II: Instruction
RSP 703 and RSP 704 are taken together. The purpose of RSP 704 is to provide 55 field hours of authentic
experience in the role of a reading specialist as a teacher who works with struggling readers. In this course the
reading specialist candidate will work with a student to implement the plan of action developed in RSP 703 Action
Research I: Assessment. RSP candidates implement the instructional plan of action, provide ongoing progress
monitoring to drive ongoing instructional planning, generate a written report to parents/guardians and meet with
parents/guardians to report progress and make further instructional recommendations. This course will take place
at the University with K-12 students from the surrounding communities and school districts and will immediately
follow RSP 703.
RSP705 - Psychology of Reading
Psychology of Reading explores the psychological, sociological, cultural, and historical foundations underlying
the development of literacy proficiency. During this course, participants will reflect on their own understanding of
literacy, examine relevant literature, and become critical consumers of research.
RSP706 - Literacy Leadership
RSP Candidates are professionals whose goal is to improve reading achievement in schools and/or districts.
Reading specialists serve as a resource in reading and writing for educational support personnel, administrators,
teachers, and the community, provide professional development based on historical and current literature and
research. In this course reading specialist candidates will spend 20 hours in a school district of their choice
working collaboratively with other professionals in one school to build and implement reading programs that
positively impact student learning.
RSP707 - Creating and Fostering Literate Environments
The purpose of this course is to provide candidates with experience in defining, observing, and making
recommendations for a literate environment that fosters reading and writing by integrating foundational
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knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of
assessments.
RSP708 - Literacy Development for English Language Learners
Candidates will explore theories, pedagogical considerations, and current methodology in the teaching, reading,
writing, speaking, listening, metacognition, and visualizing for English language learners. The critical components
of reading instruction (phonemic awareness, word recognition and vocabulary, fluency, comprehension, and
writing) for language development and acquisition are emphasized. Candidates will identify effective, researchbased best practices, interventions, and strategies for ELLs, methods for school personnel, and resources to
support culturally diverse families.
RSP734 - Content Area Reading
In this course reading specialists candidates are prepared to teach reading in the content areas to students
in grades K-12. Reading theory is applied to elementary, middle, and high school across all curriculums.
Essential components of reading in the content areas are emphasized: comprehension, vocabulary, reading/
writing connection, study skills, assessment, differentiated and culturally responsive instruction, and integrating
technology across the curriculum.

SLE-Edu Studies

SLE701 - Administrative Theory, Organization and Operation
This course offers the participant opportunities to gain competencies in and an understanding of the application
of administrative theory relating to the operations of a school district. Through inquiry into the subject of
administrative theory, candidates will gain critical and creative attitudes toward humanistic and scientific principles
of public school organization and administration. Along with required course activities, each participant will
complete a minimum of 15 hours of field experience assignments involving leadership or organization theory and
practice. The field experiences will have utility for the participant’s home school district or another school district
and will be undertaken and completed in concert with the instructor’s expectations.
SLE705 - Curriculum/Instruction and Leadership/Supervision
This course offers the participant the opportunity to gain an understanding of and skills related to the district level
administration of curriculum, instruction, leadership and supervision. The course emphasis is on current practice
in the field, state level requirements and national trends that are shifting theory and practice in their regard.
SLE707 - Strategic Planning, Policy Analysis, Board Relations
This course is designed for aspiring school superintendents. Specifically, the course addresses strategic planning
and thinking, policy development and analysis, and the value of the relationship between the Superintendent
and the School Board, specifically the Board President.The focus is reality-based and draws from experienced
instructors. The goal is to prepare aspiring superintendents for the duties and responsibilities they will encounter
in the above-mentioned areas, mindful of the fact that the key role of the school superintendent is to ensure a
quality education for all students of the district.
SLE720 - District Leadership for Public Relations and Marketing
The objective of the course is to provide students the opportunity to view school public relations and marketing
from the point of view of the school superintendent, through practical, real#life experiences. To become an
effective school superintendent or assistant superintendent requires that an administrator be an effective
communicator and develop positive community relations. It requires networking, knowledge, the ability to market
your “product’ and the ability to establish credibility within and outside the school community. One must be able to
make decisions, sometimes quickly, and then be accountable for those decisions. This course will enable students
to learn the theory and practical application of school and community relations with a focus on fiscal responsibility.
All candidates will be required to complete field work/experiences with a focus on fiscal responsibility that are
designed to reinforce and extend upon the learning objectives of the course.
SLE730 - District Leadership for Legal Issues in Education
American public education operates within a complex framework of law. Federal and state constitutional
provisions and statutes, along with administrative regulations and local school board policies, control the daily
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operation of our schools. It is imperative that all who are employed by school districts, particularly central office
administrators, are conversant with this myriad of legal mandates and constraints so that they can operate
effectively and efficiently and avoid time consuming litigation and grievances. The purpose of this course is to
familiarize aspiring superintendents with the legal bases for the administration of public schools with a focus on
fiscal responsibility. It is hoped that by the conclusion of this course that the students will possess the knowledge
base and research skills necessary to make intelligent and informed educational decisions. In this course,
emphasis will be placed on Pennsylvania school law. All candidates will be required to complete field work/
experiences with a focus on fiscal responsibility that are designed to reinforce and extend upon the learning
objectives of the course.
SLE740 - District Leadership for Finances
This course provides students with the fundamentals of public school finance. It will review issues that confront
superintendents and school districts, and provide insights into resolving finance problems. Students will read,
research, problem solve and explore financial issues with a focus on fiscal responsibility. All candidates will be
required to complete field work/experiences with a focus on fiscal responsibility that are designed to reinforce and
extend upon the learning objectives of the course.
SLE750 - District Leadership for Human Resources
This course examines how to manage human resources effectively in the dynamic political, legal, social, and
economic environment currently impacting educational institutions. It includes examination of the acquisition,
distribution, cultivation and management of human, fiscal, and time resources in public education, and
identification and application of skills necessary for harnessing human and financial resources that further the
goals of a school and district. All candidates will be required to complete field work/experiences with a focus on
fiscal responsibility that are designed to reinforce and extend upon the learning objectives of the course.
SLE760 - District Leadership Field Project – Fiscal Responsibility
In this course, doctoral candidates will engage in problem-solving activities, field experiences and a field project
planned cooperatively with university and school district personnel with a focus on fiscal responsibility. This
practice-centered approach requires students to apply their knowledge and demonstrate proficiency in those skills
that contribute to effective performance as a leader with a focus on fiscal resource management challenges faced
by school districts.

SPT-Sport Management

SPT700 - Research Methods in Sport
This course is intended to introduce students to methods and design problems specific to research in sport
management. It is designed to promote an understanding of the theory, tools and processes involved in designing
sport management research studies. Course emphasis will be placed on differentiating between qualitative and
quantitative data, data collection, data analysis, data interpretation, and sources of data specific to the sport
industry.
SPT710 - Socio-Cultural Aspects of Sport
This course will analyze the sport industry as a social institution, using critical thinking skills to solve controversies
and issues related to the sport culture. Discussion will center around the social, political and economic
significance of sport in society. Emphasis will also be placed on understanding the positive and negative social
effects of sport and physical activity on society.
SPT720 - Sport Marketing
This course will compare and contrast the field of sport marketing with the practices and applications of
mainstream marketing. The course will examine the application of marketing principles within the sport industry.
Course emphasis will center on linking the marketing plan to an organization’s mission statement and core values.
Topics will include SWOT analysis, market segmentation, distribution, packaging, promotion, positioning and
pricing.

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SPT730 - Public Relations in Sports
This course explores theories of communications and public relations management necessary for successfully
working with internal and external publics of a sport organization. The course will demonstrate how community
relations professionals serve their organizations by meeting social needs and connecting with key publics.
Topics will include employee relations, community relations, media relations, customer relations and image
enhancement.
SPT740 - Legal Aspects of Sport
This course will examine the law as it applies to sport organizations. An in-depth analysis will be conducted on
the topics of contract law, constitutional law, tort law, administrative/statutory law, antitrust law, and collective
bargaining as they apply to sport organizations.
SPT750 - Sport Finance
This course will be an in-depth study of financial analysis processes utilized in decision making by sport
managers. The focus of the course is on basic principles of macro-economic, micro economics, economic
impact analysis, business structures of sport organizations, basic tools of financial management, and interpreting
financial statements. Topics include principles of budgeting, practical budgeting, sources of revenue, fundraising
methods, financial planning, ecommerce, public stadium/arena finance, and basic accounting principles.
SPT760 - Sport Ethics
This course will focus on the ethical issues impacting sport organization policy formation and practice. Students
will recognize and identify moral and ethical problems related to sport in its intrinsic and extrinsic dimensions and
develop a personal philosophy regarding social responsibility in the sport management setting. Topics include
moral and ethical development theories, models of ethical analysis, code of professional ethics, personal and
management values, and situational analysis.
SPT770 - Leadership and Management in Sport
This course is an analysis of leadership and managerial functions, concepts and practices used to foster
interpersonal and small-group relations as found in sport organizations. Further, this course is intended to prepare
students for the leadership decisions and actions that are inherent in Sports Management and as well as everyday life issues. Professional and personal growth is discussed at length and principles and applications of
personal leadership practices will be explored. Techniques for managing change and empowering others also are
included in this course. Topics related to effective leadership are issues of communication, motivation, delegation,
team building, and quality improvement. Finally, students will have the opportunity to perform a Personal
Leadership Development Plan. This culminating activity is designed to strengthen the students' leadership abilities
and skills.
SPT780 - Current Trends and Issues in Sport Management
This course is designed to identify, analyze, and evaluate current and future sport industry trends and issues that
may affect a sport organization’s ability to establish and maintain a competitive advantage.
SPT781 - Sport Analytics
The class will discuss the theory, development, and application of analytics in sports. Students will learn about
the application of analytics in sports for purposes of personnel acquisition and management, marketing, finance,
communications, and team management among many other topics. The class will consist of lectures, quizzes,
threaded discussions, and practical applications.
SPT782 - Economic Analysis in Sport
This course presents an application of economics concepts and issues relevant to the sports industry.Topics
include: market structures and outcomes; barriers to entry; contraction and expansion; cooperative, competitive,
and collusive behavior among participants; professional sports; collegiate and amateur sports: public policy,
subsidies for new facilities, institutional rules, and tax policies, discrimination; and labor market imperfections.

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SPT783 - Strategic Sport Management
This course is designed to introduce the key concepts, tools, and principles of strategy formulation and
competitive analysis. It is concerned with managerial decisions and actions that affect the performance and
survival of sport industry organizations. It will focus on the theories of strategic management and their applicability
to the sport industry, including strategic planning, decision making, implementation and controlling processes,
understanding organizational effectiveness, and environmental analysis.
SPT790 - Sport Governance
This course is designed to provide students with a knowledge and understanding of the power and politics of
sport organizations that govern intercollegiate athletics. Students will learn and analyze how people involved
in governance set the tone of an entire organization and how individual sport governance bodies fit into the
greater industry. Emphasis will be placed upon the student’s development of a working knowledge of what these
organizations do and what their true purpose is in the administration of an intercollegiate athletic department.
SPT791 - Sport Compliance
This course is designed to provide students with a knowledge and understanding of the necessary and mandatory
compliance techniques of the major governing bodies of intercollegiate athletics to ensure institutional control.
Emphasis will be placed upon an in-depth review and discussion of the various NCAA bylaw manuals, as well as
NAIA rules and regulations.
SPT792 - Legal Aspects of Equity in Intercollegiate Athletics
This course is designed to provide students with a knowledge and understanding of an in-depth of gender equity
issues that are prevalent in an intercollegiate athletic setting. This course also covers the many legal issues
dealing with equity in intercollegiate athletic. Emphasis is placed upon the development of an overall knowledge of
Title IX and the various tests that have been implemented to ensure compliance.
SPT793 - Development of Human Resource Strategies in Intercollegiate Athletics
This course is designed to provide students with the latest human resource strategies to successfully address
everyday problems that may arise with coaches, staff, and personnel of and intercollegiate athletic department.
The student will develop a working knowledge of complex organizations and how this may affect the employees
that he/she supervises.

SWK-Social Work-Grad

SWK705 - Human Behavior in the Social Environment
Foundation for working with individuals, families, groups, organizations, and communities. Theories and concepts
of human development throughout the life cycle are presented and critiqued within the person-in-environment
perspective. The framework is multidimensional, considering the impact of ability, age, class, exploitation,
ethnicity, gender, oppression, political belief system, race, religion, sexual orientation, and the social environment
on human behavior and development. Students learn to identify multiple determinants of human behavior
using examples from all levels of social work practice in local, national, and international rural and small town
communities.
SWK806 - Rural Family/Community Policy
Explores the design, function and impact of community and family policies. Historical development of specific
policies and the effects of policy on rural family and community institutions and organizations. Skills in analyzing
and synthesizing policy are applied to rural situations and change strategies.
SWK811 - Practice with Aging In Rural and Small Town Environments
Integration of knowledge about aging, rural aging, services for the aging, and the principles of social work and
practice in rural environments.
SWK812 - Practice in Supervision and Administration
Supervision, management, and control in human service organizations. An exploration of theoretical and
functional models to assist staff to grow and function competently as professionals. Understanding the elements
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of programming, budgeting, staffing, communications, and control within the organization. Identifying formal and
informal systems, the impact of human diversity, and how all of this functions in the rural setting.
SWK813 - Practice with Health Care and Health Care Planning in Rural and Small Town Environments
Examines roles of the social worker and the place of social work values and practice in health care planning,
modern medical ethics and professional practice.

TED-Technology Education

TED565 - Special Problems in Technology Education
This course provides the student with opportunities to experience and research various technologies, techniques
and teaching methodologies in the discipline areas of technology education. An intense in-depth study will be
made in relation to selected topics on an individual basis or as a short-term concentrated study session for a
group.
TED701 - Issues in Technology Education Curriculum and Instruction
The focus of this course is two-fold. First, students will use state and national standards to develop a technology
education curriculum by using various curriculum design processes. The second phase of the class is designed to
improve the students' ability to use appropriate standards-based instructional methods. These include cooperative
learning, problem-based learning, discovery learning, constructivism, reflection, meta-cognition and others those
students research and demonstrate to the class.
TED702 - Assessment in a Constructivist Classroom
Assessment in Technology Education is designed to provide the classroom teacher with a variety of assessment
tools that can be used in the classroom. A wide range of assessment techniques, from traditional to authentic,
will be analyzed, designed, and evaluated. Finally, students will use basic research techniques to validate the
assessments they design and test.
TED703 - Strategic Management in Education
Strategic Management in Education is designed to enable teachers to analyze their opportunities, environment,
resources and constraints to develop a prioritized plan of action to maximize their success educating students
within a complex political, social and economic system. Students will experience strategic planning, funding
proposal development, and various analytical tools.
TED704 - Integrating Math, Science and Technology
This course is focused on integrating the content of mathematics, science and technology education for
the purposes of teaching in middle and high schools. Curriculum issues and planning related to integrating
mathematics, science and technology according to state and national standards are discussed and practiced.
Finally, students will have an opportunity to develop instructional units and carry them out in an activity-based
laboratory.
TED705 - Technology and Sustainable Development
This course focuses on the development of understanding of the concepts of development and sustainability
and their relationships to technology. Concepts of basic human needs, community development, technology
assessment and research into specific technological alternatives will be included. Students will design, produce,
test, and assess a relevant technological system.
TED715 - Study in Human Creativity
The primary purpose of this course is to formally introduce the student to the study of human creativity as an
academic endeavor. It is specifically designed to establish each person’s competence as a creative problemsolving facilitator (a teacher, one who is knowledgeable and skilled at applying creative problem-solving
methodologies). Individual, managerial and technical types of problem-solving activities will be engaged.
Each student will conduct (facilitate) several problem-solving excursions. Each student will study, administer
and evaluate several standardized tests that evaluate creative problem-solving skills. Students may evaluate
themselves, others or both. This is a learning laboratory, action-oriented course intended to simulate real world
creative problem-solving techniques.
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Course Descriptions
TED716 - Sustainable Architecture and Systems
This course covers a variety of natural and sustainable construction materials and systems, some revivals
of ancient materials and practices, some new and innovative, as the natural building movement gains both
momentum and prominence in the construction and architectural arena. Integrated topics such as water
conservation systems and energy conservation and alternative generation sources are also included.
TED718 - Special Populations in Laboratory-based Programs
The focus of this course is to understand the specific needs, populations, processes, adaptations, funding sources
and other factors that affect the success of special populations who will be educated in technology education
laboratory-based programs. This course will enable students to explore and develop various instructional
methodologies and assessments for student learning. Finally, students will be introduced to a variety of classroom
management and discipline issues that classroom teachers encounter each day and taught techniques to handle
these situations.
TED725 - Applied Research Science, Technology, Engineering and Mathematics Education
This course is designed to give teachers an opportunity to study real classroom situations and to design a plan
of action to improve that situation. Teachers will learn how to conduct a review of the literature and develop an
understanding of various research methodologies, especially as they relate to Science, Technology, Engineering
and Mathematics (STEM) education. Reflection and analysis of current trends in the STEM disciplines is a key
component of action research.
TED766 - Special Problems in Technology Education
This course provides the student with the opportunities to experience and research various technology,
techniques and teaching methodologies in the discipline areas of Technology Education. An intense in-depth
study will be made in relation to selected topics on an individual basis or as a short-term concentrated study
session of a group.
TED775 - Integrating Technology in Elementary/Middle School STEM Curriculum
This course provides elementary and middle level teachers an in-depth, research-based examination of
technological literacy education within STEM disciplines. Candidates examine relevant technology education
academic standards and design curriculum, instruction and assessment to enhance student achievement of
proficiency in technological literacy. The course focuses on successful instructional strategies for integrating
technology education throughout the existing school curriculum and aligning technology activities to help students
achieve academic standards.
TED795 - Technology Education Internship
Student interns are placed in an educational/technical organization, which most nearly approximates employment
goals or enrichment. The intent of the internship is to provide students with practical work experience in an
environment in which they will be dealing with real problems requiring real solutions in a relatively short time
frame.
TED807 - Technology Program Development and Improvement
Students will engage in a process to develop or access a district-wide technology standards-based program. They
will develop strategies to facilitate and enhance student learning in all areas of their program, including content,
curricula, instruction, student assessment, learning environment and professional development. They will examine
the current status of a district’s program, establish new goals, determine strategies to meet those goals, develop
goals to enhance personnel knowledge and skills, and examine strategies to evaluate their success.

THE-Theatre

THE502 - Estill Voice Training: Levels 1 and 2 Combined Intensive
This course will provide a focused experience for vocal performers to explore and optimize voice production for
musical and theatrical performance utilizing the Estill Voice ModelTM. By examining the acoustic, physiologic,
and perceptual correlates of voice and by learning to enhance control of the vocal structures that influence vocal
quality, the students will acquire tools offered by the Estill Voice Training™system for adding color, strength, clarity
and stamina to the performing voice.
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Course Descriptions
TOU-Tourism

TOU709 - Statistical Applications for Tourism Analysis
TOU 709 Statistical Applications for Tourism Analysis (3 credits). This course will inform students how to use
quantitative methods for the assessment of tourism performance and trends. Students will learn statistical
methods, procedure, analysis, and interpretation in a tourism context.
TOU737 - Tourism Planning
TOU 737 Tourism Planning. Students will become familiar with the process of tourism planning as a mechanism to
sustainable tourism development. This course will explore the advanced principles, steps, tools and case studies
of tourism planning. Tourism policy, law, and administration will also be reviewed.
TOU777 - Tourism Field Experience
TOU 777 Tourism Field Experience (6-9 credits). Because a student enrolled in the Master of Arts in Tourism,
Planning, and Development must engage in a field experience in the period between the successful completion
of the first semester until the twenty-fourth month of the program, this course is a required component. For this
course, an enrollee acquires practical experiences and applies those experiences according to the student's
interest and expertise. The field experience serves as a transition from course work to the Thesis/Master’s
TOU899 - Thesis/Masters Degree Project Option
TOU 899 Thesis/Master’s Degree Project Option (3-6 credits). Upon completion of the required course work
students will complete the Thesis/Master’s Degree Project Option phase. The Thesis/Master’s Degree Project
Option will be a piece of original research that contributes to knowledge within the tourism field. Project based
work will be evaluated by the MA Tourism Development Program Advisor. A master’s degree project will be valued
at three credits and the thesis six.

UNI-Co Curricular Activities

UNI093 - G0-GR Tentative Schedule
Used by Calu GO for tracking purposes.
UNI094 - GO-GR Schedule Confirmed
Used by Calu GO for tracking purposes.

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Graduate Catalog
Financial Aid
Mission Statement
The primary mission of the Financial Aid Office at California University of Pennsylvania is to provide financial
planning and assistance to students and their families in meeting the costs of education. In fulfilling this mission,
each student will be given careful consideration, and the University will determine financial assistance based
on federal state and institutional guidelines. Financial aid programs have been established to provide access
to higher education with guidelines to ensure fairness in disbursing available funds to qualifying students. The
Financial Aid Office strives to ensure that courteous timely and accurate financial aid services are delivered to all
students seeking assistance from our office.
For current information on the following items, please visit the Financial Aid Web pages at www.calu.edu/financialaid:
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Eligibility requirements
Financial aid application process, including FAFSA
Cost of attendance
Grants
Student employment
Scholarships
Loans
Disbursement of financial aid
Financial aid warning, financial aid suspension, financial aid probation

Location and Office Hours
The Financial Aid Office is located on the first floor of Dixon Hall. The office hours are 8 a.m. to 4 p.m., Monday
through Friday. Appointments are encouraged, but a daily on-call counselor is available to assist walk-ins.
Students can contact the Financial Aid Office by phone at 724-938-4415 or by fax at 724-938-4551. In addition,
general financial aid information may be obtained at www.calu.edu/financial-aid. Specific financial aid and student
account information is available 24 hours a day through the Vulcan Information Portal (VIP).

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Military and Veterans Affairs
The Office of Military and Veterans Affairs offers comprehensive support for veterans, eligible dependents,
service members of the National Guard and Reserve and active-duty service members.
We understand the unique demands of service members' and veterans' lives. Whether you are attending classes
through Cal U's Global Online programs or are pursuing your education on campus, let us help you achieve your
best. Connect with diverse and dynamic veterans who are attending Cal U and share many of the same struggles,
excitement, concerns and points of pride. Cal U understands the complex challenges of transitioning from combat
or the formal structure of the military to the world of higher education. This new journey requires a great deal of
determination, dedication, responsibility, perseverance and support to get through. The Veterans Club is also here
to give you that support with regular meetings that build a strong community that will assist you throughout your
Cal U experience. Please visit the Office of Veterans Affairs website: calu.edu/veterans.
For more information, call California University's Office of Military and Veterans Affairs at 724-938-4076 or
email veterans@calu.edu.

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Office of Human Resources
Human Resources
The Office of Human Resources supports the University's goal of creating and maintaining a learning environment
in which the rights of all are respected. This office encourages the entire University to become personally
involved in enriching the campus through support of enhanced equal opportunity and diversity. The Human
Resources office reaffirms the University's commitment to equal opportunity and diversity through the promotion
of understanding, tolerance and respect for others, and ensures that the University community understands and
complies with federal and state laws and California University policies with respect to Equal Opportunity, ADA and
Title IX.
Services
The Human Resources office helps students and employees resolve concerns and complaints regarding
harassment, discrimination and disability. It strives to help any student, faculty member or employee who needs
information or assistance or has a concern about Equal Opportunity, ADA, Title IX or Sexual Harassment policies.
For more information, visit: https://www.calu.edu/inside/faculty-staff/administrative-offices/human-resources/
The Human Resources office's support services are provided in the following areas in compliance with
state and federal laws:
Equal Opportunity, Diversity, Compliance and Equity
The Special Assistant for EEEO (who is also the Title IX Coordinator) strives to enhance diversity in the University
community through working with diversity committees/groups, special projects, trainings, etc.
Discrimination and Title IX Complaints
The responsibility for investigating complaints is vested in the Human Resources office under the direction of the
Special Assistant for EEEO (who is also the Title IX Coordinator). The Complaint Intake Form is available at:
https://www.calu.edu/inside/faculty-staff/administrative-offices/human-resources/equal-opportunity/complaintform.jsp
Complete information regarding policies, procedures, and the informal and formal complaint processes can be
found in both the Campus EEO Policy (Policy Statements and Compliance Procedures on Equal Education and
Employment Opportunity) and the Gender-Based/Sexual Misconduct (Title IX) Policy, which are both available
at: https://www.calu.edu/inside/faculty-staff/administrative-offices/human-resources/equal-opportunity/socialequity-policies.aspx
Equal Opportunity: Online Training Programs
Pennsylvania’s State System of Higher Education mandates that all universities conduct sexual harassment
awareness training with new students. Additionally, the University is committed to providing an environment free
from discrimination on the basis of sex. Title IX of the Education Amendments of 1972 protects persons from
sex discrimination in educational programs and activities at institutions that receive federal financial assistance.
California University of Pennsylvania provides many resources to administration, faculty and staff, as well as
students, to address concerns relating to discrimination on the basis of sex, which includes sexual misconduct,
stalking and dating/domestic violence. To this end, California University of Pennsylvania also offers through
the Human Resources office an online training program(s) regarding Title IX legislation. In addition to the Title
IX online training program, the Human Resources office is requiring that all personnel (administration, faculty and
staff) and all students complete the required E.O./discrimination prevention training courses annually.
Location and Hours
Human Resources is located in Dixon Hall, Room 408, 724-938-4427. Office hours are 8 a.m. to 4 p.m. Monday
through Friday. Evenings and weekends are by appointment only.
Policies
The Office Human Resources' policies are available at: https://www.calu.edu/inside/faculty-staff/administrativeoffices/human-resources/ and you can access the complaint form at: https://www.calu.edu/inside/faculty-staff/
administrative-offices/human-resources/equal-opportunity/complaint-form.jsp

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Office of Human Resources
Equal Opportunity
Our equal opportunity statement is available at: https://www.calu.edu/inside/faculty-staff/administrative-offices/
human-resources/
The campus EEO policy, Policy Statements and Compliance Procedures on Equal Education and Employment
Opportunity and Social Equity, is available at: https://www.calu.edu/inside/policies/_files/social-equity/EEEOPOLICYforweb.pdf. This document also includes California University of Pennsylvania's Anti-Discrimination Policy
2010-700.
Sexual Harassment
The Gender-Based / Sexual Misconduct (Title IX) Policy is available at: https://www.calu.edu/inside/policies/_files/
social-equity/TitleIX.pdf.
ADA/504
Services for students with disabilities are provided through the Office for Students with Disabilities (OSD). For
more information, visit the OSD at Carter Hall G-35, or call 724-938-5781, or view online at: https://www.calu.edu/
inside/student-resources/disabilities/. This page includes information on ADA compliance.
Contact Information
Direct discrimination/sexual harassment, equal opportunity and Title IX inquiries or complaints to the Special
Assistant to the President for Equal Employment and Educational Opportunity (EEEO) and Title IX Coordinator,
Office of Human Resources, Dixon Hall, Room 408, 724-938-5425.
Direct student ADA inquiries regarding services or facilities accessibility to the ADA/504, Compliance Officer,
Office of Student Affairs, Carter Hall G-52, 724-938-1603, or a message can be left at the Counseling Center,
Carter Hall G-53, 724-938-4056.
Direct faculty and staff ADA inquiries regarding services or facilities accessibility to the Director of Human
Resources, Office of Human Resources, Dixon Hall, Room 408, 724-938-4427.

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State Authorization
State Authorization
Information about current legal authorization for California University of Pennsylvania to offer online education
nationwide and the steps that Cal U is taking to achieve necessary authorizations in all 50 states, the District of
Columbia and U.S. Territories is located at: https://www.calu.edu/online/state-authorization/index.aspx
Questions may be directed to Doug Hoover, Associate Provost, at 724-938-4096 or hoover@calu.edu.
Global Online Complaint Process
Global Online undergraduate and graduate students who have a grievance, complaint or concern related to
Global Online courses (or who have other Global Online concerns unrelated to courses) can follow the steps
outlined at: https://www.calu.edu/online/state-authorization/complaint-process.aspx
Questions may be directed to Doug Hoover, Associate Provost, at 724-938-4096 or hoover@calu.edu.

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Student Affairs
Student Affairs
Student Affairs is a critical component of a student’s learning experience that goes beyond the classroom and
provides a safe and healthy living and learning environment. Student Affairs oversees life on campus, including
student organizations, activities, wellness, housing, dining, recreational sports and much more. The professionals
who work in Student Affairs are committed to helping all students enrich and deepen their lifetime journey of
growth and self-exploration.
Mission
Inherent in the University’s educational mission is a commitment to the total development of all students.
The division of Student Affairs, under the direction of the vice president, is administratively responsible for
the implementation of this commitment. The central focus of the Student Affairs division, therefore, is the
personalization of the university experience, with concern for not only individual intellectual development, but for
personal, social and physical development as well. The division is committed to recognizing and assisting in the
realization of human potential, which includes promotion of the concepts of safety, freedom, justice, individual
dignity and the right of the dissenter and openness of mind.
Student Affairs Committees
• Senior Staff Management Team sets the vision and priorities for strategic planning and
assessment efforts across the Division of Student Affairs in alignment with University goals, trends
and best practices.
• The Student Affairs Council serves as a recommending body for strategic plan development;
coordination of division-wide assessment efforts; and committee oversight.
• The Student Affairs Diversity Committee serves as a catalyst for change through awareness and
understanding of diversity and inclusion.
• The Student Affairs Retention Committee serves to identify opportunities to create and enhance
engagement to support student retention and success.
• The Targeted Programming Committee identifies trends and hot topics to forecast division-wide
programming opportunities.
Services
Student Affairs works to personalize your Cal U experience and develop your personal and professional skills by
providing a full range of University support services and programs, including:
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Dining, Hospitality and Vending Services
Cal Card Services
Center for Volunteer Programs and Service Learning
Commuter and Non-Traditional Student Services
Conference Services and Convocation Center
Fraternity and Sorority Life
LGBTQA+ Support Services
Natali Student Center
Office of Diversity, Equity and Inclusion
Office for Students with Disabilities
Recreational Services
• Herron Fitness Center
• Indoor and Outdoor Recreation
• Intramurals and Group Fitness
• Sports Clubs
Student Association, Inc./SAI Farm/Clubs and Organizations
Student Activities, Programming and Leadership
Student Media Services
• Multimedia Access Center (Mac Lab)
• CUTV
• WCAL Radio
• Cal Times Newspaper
University Housing/Residence Life
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Student Affairs
• Vice President’s Office
• Class Excuses
• Administrative/Medical Withdrawals
• Student Conduct
• Student Liaison Services and more
• Wellness Center
• Alcohol and Other Drug Education
• Counseling Center
• End Violence Center
• Health & Wellness Education
• Student Health Center
• Student Wellness Support Services
• The PARC (Alcohol and Drug Recovery Center)
• Women’s Center
Accommodations for Students with Disabilities
Office for Students with Disabilities
California University of Pennsylvania welcomes otherwise qualified students with disabilities. The University
recognizes its responsibility to these students and is committed to providing reasonable accommodations to
insure equal access and full participation as guided by Section 504 of the Rehabilitation Act of 1973, as amended,
and the Americans with Disabilities Act (ADA/AA).
Students with disabilities follow the same admission procedures and standards as required by California
University of Pennsylvania's Admissions Office for all students.
Accommodations
Accommodations for students with disabilities are approved through the Office for Students with Disabilities
(OSD). It is the responsibility of the student to adhere to OSD procedures for self-identifying, providing
documentation to substantiate requests and requesting reasonable accommodations in a timely manner. Students
must meet the academic/technical standards of the classes/programs for which they are applying and/or in which
they are enrolled. In those instances where class/program requirements simulate responsibilities of in-service
personnel, students must meet the essential functions of the job. Inquiries regarding disability access for students
should be directed to:
Office for Students with Disabilities
Carter Hall, Room G35
Phone: 724-938-5781
Email: osdmail@calu.edu
OSD website: www.calu.edu/current-students/student-services/disability/index.htm
Parking
Parking spaces for persons with disabilities are marked as such on campus. These spaces are solely for the use
of persons who have the required state DOT-issued ADA parking credentials displayed. Persons who wish to
request a temporary disabled parking permit (six weeks or less) must submit appropriate documentation to the
Department of Parking and Transportation (724-938-4677). Persons with disabilities needing to obtain required
DOT-issued credentials can make application to the respective state Department of Transportation in which the
vehicle is licensed. Additional information regarding parking on campus at www.calu.edu/parking.
Contact Us
Inquiries regarding disability access for students should be directed to:
Office for Students with Disabilities
Carter Hall, Room G35
Phone: 724-938-5781
Email: osdmail@calu.edu
OSD website: www.calu.edu/current-students/student-services/disability/index.htm
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Student Affairs
(or use the search word "disability" on the Cal U website: www.calu.edu)
Center for Volunteer Programs and Service Learning
The Center for Volunteer Programs and Service Learning, located in 119 Natali Student Center, serves as
a catalyst for students to connect with, build and sustain meaningful service initiatives in partnership with
communities surrounding Cal U. Students enhance their learning and leadership development by engaging in
educationally purposeful and diverse co-curricular experiences through volunteer opportunities.
The Center also operates the Cal U Cupboard, a food pantry for students experiencing food insecurity.
Commuter and Nontraditional Student Services
Commuter and Nontraditional Student Services assist commuting and nontraditional students with a student
affairs staff member as a full time advocate for student needs. Assisting with alternate forms of transportation and
parking issues, alerting students of available housing options and helping students connect to campus are just a
few of the services offered to our commuting population. Student Affairs recognizes the needs of students seeking
a degree after a hiatus from schooling, seeking a second degree, seeking career skills enhancement or taking
non-degree or continuing education courses. The office is located in 123 Natali Student Center, near popular
commuter lounge areas.
Counseling and Psychological Services
Counseling Center services are available for students seeking confidential help for personal as well as
interpersonal difficulties. Services are free of charge to Cal U enrolled students. The Counseling Center, located in
the Wellness Center, provides an array of short-term counseling and psychological services to University students
with problems that interfere with their adjustment to campus life, personal development or effective educational
performance. The Counseling Center provides the following services to students:
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Consultation
Brief therapy
Emergency intervention

Students requiring intensive or specialized care will be referred to community mental health providers. All
therapists working in the Counseling Center adhere to federal and state ethical and legal standards and laws
concerning confidentiality. Enrolled students can make an appointment by calling 724-938-4056.
Dining Services
The goal of the University dining services is to provide a quality, cost-effective, innovative dining program for
students living on and off campus. The University encourages student involvement and awareness to help provide
quality, nutritious meals at a reasonable cost. Dining locations provide an important environment for student
interaction and socialization. Students living in the residence halls, as well as commuters, may choose from a
variety of meal plans. All students who live in lower-campus University residence halls must participate in the
meal program. Detailed university dining services information is available on the university website.
End Violence Services
The End Violence Center works proactively to raise awareness and provide prevention education for the campus
community on the issues of sexual violence, intimate partner violence and stalking. In addition, the Center
works reactively to offer survivors and secondary victim’s advocacy, crisis intervention, supportive services and
outreach.
The End Violence Center is located in Room 117 of Natali Student Center or call 724-938-5707.
Housing
Cal U has some of the best university housing in the nation. No cramped dorm rooms here -- you will feel right at
home in our modern housing that's convenient, safe and exceptionally comfortable.

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Student Affairs
Whether you are an out-of-town or local student, you will find our housing fosters academic success and
personal growth. Studies show that students who live on campus during their first years outperform students who
choose to live off campus. Residence halls provide a living environment that complements classroom learning.
Students are encouraged to participate in learning communities with study groups and computer labs readily
accessible. Students tell us one of the best things about living in university housing is that you meet so many
people and learn so much about yourself and others.
Check out our website for housing options: https://www.calu.edu/student-life/living-at-calu/housing-options.aspx
Office of Diversity, Equity and Inclusion
The Office of Diversity, Equity and Inclusion, formerly known as the Office of Multicultural Affairs and Diversity
Education, is committed to transforming the holistic learning experiences of all students. We believe that an
inclusive community fosters an understanding of and appreciation for diversity among our students, faculty, staff
and administrators. The office provides resources, programs and workshops to support, embrace and empower
each member of the campus community. For more information, please contact Sheleta Camarda-Webb at
724-938-5878 or camardawebb@calu.edu.
Recreational Services
Herron Recreation and Fitness Center is located in Herron Hall and serves the university community. Students are
admitted upon presentation of their valid CalCard. Students may purchase memberships for their spouse and/or
children (age 16 or older) for a fee. The facility includes a lap pool, steam room, whirlpool, saunas, weight training
equipment, fitness classes, cardiovascular equipment, two gymnasiums, climbing wall, indoor walking track and
a variety of exercise machines. The facility also coordinates and manages University sports clubs, intramural and
extramural sports, and the outdoor recreation program.
For additional information, visit: https://www.calu.edu/student-life/living-at-calu/sports-recreation.aspx
Student Handbook
For additional information, the Student Handbook offers students a quick and easy guide to University programs,
activities and services. While not always encyclopedic in its descriptions, it does tell you where to go for
information: https://www.calu.edu/inside/policies/_files/general/Student-Handbook.pdf
Vice President's Office / Dean of Students
Student Affairs can help you get answers, discover resources and explore student life, all of which will enhance
your life while at Cal U. The primary goal of the division is to provide essential support services that assist
students as they pursue their academic goals. The Office of Student Affairs is located on the third floor of the
Natali Student Center and our main phone number is 724-938-4439.
Attendance Concerns
Except in cases of emergency, it is your responsibility to inform your professors in advance if you expect to be
absent from class. If your absence is the result of hospitalization or an emergency family concern, contact the
Dean of Students for an attendance memo as soon as possible at 724-938-4439.
The Dean of Students will verify documentation related to your absence, contact your instructors regarding the
issue and provide support to you during the time of crisis. The Dean of Students may not be able to provide a
memo if you do not make contact for support within a reasonable timeframe.
Remember, it is still your responsibility as a student to be in contact with your professors when you are able to
return. Ultimately, it is up to you and your faculty member to negotiate any course adjustments.
Office of Student Conduct
The Student Code of Conduct is intended to provide guidance and structure for students in their relations with
others, use of University and other's property and development of appropriate decision-making abilities. Students
learn from each situation they are involved in to refine decision-making and problem-solving skills and reflect on
actions and decisions. In addition, students come to understand how their actions affect others and future career
goals. All students should review the Student Code of Conduct and the University's policies on reporting and
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Student Affairs
handling alleged violations. Additional information is found on the university’s website under Office of Student
Conduct.
Wellness (Health) Center
The Wellness Center is available to students:
• 24 hours Monday-Friday
• 12 hours (7 p.m. - 7 a.m.) Saturday and Sunday
A full-time staff of registered nurses is on duty during hours of operation. A University physician conducts regular
hours and a Nurse Practitioner is available Monday-Friday.
A University health form must be completed by your family doctor and returned. For a copy of the form, visit:
https://www.calu.edu/inside/forms/_files/medical/medical-information-form.pdf
For additional information, call 724-938-4232.
Alcohol and Other Drug (AOD) Services
AOD programs are located on the ground floor of Carter Hall in Suite G-45. Intervention, education and prevention
comprise the operational components of Cal U’s AOD programs. The BASICS and CASICS programs provide
intervention, while education and prevention are provided by the Health and Wellness Education Center and the
AOD education specialist.
PARC
The Prevention Awareness Recovery Center (PARC) is on campus for students who are in recovery from drug
and alcohol addiction as well as students who are allies and supporters of those in recovery. PARC is a safe,
worry-free lounge area where students are welcome to hang out, meet other students in recovery and hold Cal
Clean and Sober groups. The PARC is full of resources and referrals for students in need of support or treatment
services.
Student Wellness Support Services
Student Wellness Support Services offers support and guidance for all University:
• Students experiencing an acute crisis or who are in a situation that is greatly impacting their ability
to successfully engage in daily activities.
• Students who require information or guidance to navigate University and/or community resources.
• Faculty and staff who are concerned about a student and would like some additional expertise or
guidance.

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Graduate Catalog
Tuition and Fees
For the most up-to-date information on graduate tuition, fees, and room and board charges, visit:
• https://www.calu.edu/costs-aid/tuition/graduate-tuition.aspx
• https://www.calu.edu/costs-aid/tuition/
Payment of Tuition and Fees for Semester Registration
All fees will be assessed approximately four weeks prior to the beginning of the each term. Payment in full is
expected for each term or enrollment in an online payment plan (with initial payment) by billing due date. Cal U
accepts American Express, Discover, MasterCard and Visa along with electronic (ACH) check payment online at
calu.edu/paymybill. Paper checks and money orders payable to California University of Pennsylvania payable in
U.S. dollars should be mailed to:
California University of Pennsylvania
Student Accounts Office
Box 83
250 University Ave.
California, PA 15419
Please include the student's CWID (Campus Wide ID Number) on all correspondence.
Billing Information
California University of Pennsylvania utilizes online e-billing. Students who take advantage of early/rolling
registration should receive a Cal U email announcing that the billing statement is available for viewing online
through the VIP approximately four weeks prior to the start of the term. Students who enroll within four weeks of
the first day of the term should be prepared to make payment at the time of registration. A paper bill will be sent
for the initial term billing for each term and last term billing for past due balances only.
Payment Plans
Payment plans are available each term. Payment plans enable students to pay their costs on a monthly basis.
Enrollment for the payment plan can be completed online via VIP. For the most up-to-date information on tuition,
fees, and room and board charges, visit calu.edu/paymybill and calu.edu/current-students/housing/index.htm.
Third-Party Billing
Some companies and government agencies pay tuition directly to the University. If tuition is to be paid in this
manner, authorizing forms or letters must be sent to the Student Accounts Office. This payment must be received
by the Student Accounts Office during the semester in which charges originate and cannot be used in lieu of
a personal payment for an authorized payment plan. This payment option does not apply to corporate tuition
reimbursement policies or when the payment amount is based on grades and received after the term has ended.
Refund Policy
Tuition and fees are adjusted for class withdrawals during the first week of the fall and spring semesters. After
the add/drop period ends, adjustments are made ONLY if a student withdraws from all enrolled classes. Refunds
are made to the amount of the charge, not the amount that has been paid to date. The refund policy is available
online and in the Student Accounts Office.
Financial aid recipients should refer to "refund/repayment policies" on the Cal U website for the financial aid
adjustment policy.
Housing Application Service Fee
An application is required in order to reserve a room for the following academic year. This fee is nonrefundable
and is not deducted from room charges. Additional information regarding the housing application process is
located on the housing website: www.calu.edu/current-students/housing/index.htm.
Late Payment Fee
A late payment fee of $50 per month will be assessed when a student fails to pay the required fees by the due
date or when a student fails to pay according to an approved payment plan. (The structure of fees is subject
to change without prior notice and such changes shall take precedence over existing charges set forth in this
catalog.)
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Return Check Charge
A $25 fee will be charged for any check (paper or ACH) that is made payable to California University of
Pennsylvania and returned by the bank because funds are unavailable for any reason or incorrect bank account
information (numbers) were entered by the student. (The structure of fees is subject to change without prior notice
and such changes shall take precedence over existing charges set forth in this catalog.)
Proxy
A completed Proxy Access form is required by University offices to release account information via phone. Proxy
Access Management is available through the Vulcan Information Portal - Academic/Banner Self Service/Proxy
Access.

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Institutional Review Board (IRB)
For information about California University of Pennsylvania's Institutional Review Board, please visit the IRB
website (https://www.calu.edu/inside/faculty-staff/institutional-review/index.aspx).
Louis L. Manderino Library
LOUIS L. MANDERINO LIBRARY is committed to providing the resources needed to support the research
needs of Cal U students. This includes a substantial collection of peer-reviewed journals, books (including ebooks), online research databases and audiovisual materials. In addition to our collections, the library provides
both individual and collaborative study areas, including private rooms for group use. To help reduce the stress of
studying, the library has vending machines with drinks and snacks, a collection of popular DVDs, a graphic novel
collection and a selection of popular reading books.
Electronic Resources: Online information retrieval has made library research more thorough and more efficient.
Using the library's research databases and online catalog, students can quickly locate and access an impressive
collection of scholarly journals, magazines, books, e-books, newspapers and audiovisual materials. All of the
library's electronic resources are accessible from on- and off-campus locations, so students can research
anywhere they have Internet access. Since the library is constantly working to provide the best resources for our
students, please visit the library's website (https://library.calu.edu) for the current list of library resources.
Research Services and Library Instruction: With so many research options available, it can be daunting
to know how to search effectively. Help with this process is available to students from the research librarians.
Students are encouraged to contact the librarians through scheduled personal appointments, in the library or
by telephone, email, chat, text or a Zoom online meeting. Cal U librarians are faculty members and work with
classroom professors to provide instruction sessions to students regarding the effective use of library resources in
their coursework.
Shared Library Resources and Interlibrary Loan: Beyond our own collections, Cal U participates in several
resource-sharing programs that offer students a wealth of additional resources. When Manderino Library does
not have the book a student needs, the online E-ZBorrow system allows students to request books from scores of
academic libraries in Pennsylvania, West Virginia, New Jersey and New York. This system is both fast and free. If
the book cannot be obtained from an E-ZBorrow library, or if a student needs an article that is not available in the
library’s journal resources, these can be requested from other libraries through our Interlibrary Loan Office.
University Police
The California University Police Department is a fully recognized law enforcement agency as authorized by 71
P.S. 646, the Administrative Code of 1929 as amended and Title 18 of the Pennsylvania Consolidated Status
(Crimes and Offenses), and 24 P.S. 20-1006-A (14) 20-10A (5) of the State System of Higher Education Act.
The department consists of professionally trained individuals capable of responding to requests for assistance in
routine and emergency situations. The department, a diverse group of police officers, communications officers
and secretarial staff, provides continuous 24-hour assistance to the University community.
The staff includes a director/chief, assistant chief, four lieutenants (three patrol supervisors and one criminal
investigator), one specialist/K-9 handler and 11 additional commissioned police officers that have received
certification from a MPOETC- approved Act 120 police academy. Two security officers (dispatchers) and an
administrative assistant contribute to the operation of the department.
Cal U's Police Department has also recently established a K-9 unit that will help track lost persons, recover
evidence and engage in drug searches and public relations activities, in addition to day-to-day patrol of campus.
Additional services offered to University students, faculty and staff include parking and traffic management,
criminal investigations, health, fire and safety surveys, special event planning, accident investigation and crime
prevention information and presentations.
Pursuant to the Pennsylvania College and University Security Act and the Federal Crime Awareness and Campus
Security Act of 1990, postsecondary institutions, including colleges and universities, must annually make available
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to all applicants, students and employees information with respect to campus crime statistics and the security
policies of the institution.
The information is compiled by California University and made available through the Office of Admissions, Office
of Student Affairs and University Police and on the University website.

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