Building Character. Building Careers.
A proud member of the Pennsylvania State System of Higher Education

www.cup.edu/graduate
Graduate Catalog 2007-2008
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Graduate Catalog 2005-2006
This catalog is neither a contract nor an offer of a contract. The information it contains was accurate when it was
placed on the Internet. Fees, deadlines, academic requirements, courses, degree programs, academic policies, and
other matters described in this catalog may change without notice. Not all courses are offered each academic year,
and faculty assignments may change. This catalog is updated annually on July 1. Any changes made prior to the
annual update may be found in the Addendum.
California University of Pennsylvania
California University is a member of the Pennsylvania State System of Higher Education
250 University Avenue
California PA 15419-1394
724-938-4187
www.cup.edu
California University of Pennsylvania is an academic community dedicated to the ideals of justice, fairness and
equal opportunity for all. In compliance with federal and state laws, the university is committed to providing equal
educational and employment opportunities for all persons without regard to race, color, sex, religion, national origin,
age, disability, ancestry, sexual orientation, or status as a disabled or Vietnam-era veteran. The university will not
tolerate racial, ethnic or sexual discrimination. Sexual harassment is considered by law to be a form of sexual
discrimination and is, therefore, unacceptable. Direct equal opportunity and affirmative action inquires or
complaints to the Special Assistant to the President for EEEO/University Ombudsperson, Office of Social Equity,
South Hall 112, 724-938-4014. Direct inquiries regarding services or facilities accessibility to the ADA/504
Compliance Officer, Office of Student Development and Services, Azorsky 105, 724-938-4076. Direct Title IX
inquiries to the Senior Women's Administrator/Title IX Coordinator, Department of Athletics, Hamer Hall 248, 724938-4351
The Core Values of California University are Integrity, Civility and Responsibility.

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CALIFORNIA UNIVERSITY OF PENNSYLVANIA
IDENTITY
California University of Pennsylvania, a comprehensive regional institution of higher education and a member of the
Pennsylvania State System of Higher Education, is a diverse caring and scholarly learning community dedicated to
excellence in the liberal arts, science and technology, and professional studies 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.
MISSION: BUILDING CHARACTER AND CAREERS
To advance its ultimate mission of building the character and careers of students, the University shall focus its
efforts on three goals: student achievement and success, institutional excellence, and community service. These
interrelated ends will be facilitated by the following means: high quality faculty, students, programs, and facilities.
These means, in turn, will be funded through an energetic program of resource acquisition and stewardship.
VISION
Be recognized as the best comprehensive public university in America
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What does this mean?
Offer an exceptional, one-of-a-kind character and career-building experience;
Focus character-building on the University’s three core values and four rights and responsibilities;
Define career-building broadly to include life-wide (multiple life roles) and life-long (legacy) aspects;
Recruit and retain a distinguished faculty who challenge and mentor students to attain their fullest potential;
Recruit and retain a talented, diverse, and highly motivated student body;
Maintain an administrative staff dedicated to the highest professional standards and service;
Maintain a learning community known for its academic excellence, intellectual rigor, and civil discourse;
Instill not just learning but the love of learning;
Be widely known as a center for thought, inquiry, dialogue, and action in matters of character and leadership;
Maintain a campus of natural and architectural beauty featuring state-of-the-art facilities and equipment;
Reflect a special mission in science and technology through programs in science, technology, and applied
engineering, as well as through emphasis on technology and information literacy across the curriculum;
Be widely known for high quality undergraduate and selected masters level graduate programs;
Foster increasingly higher admissions criteria, academic quality, and scholarly expectations;
Incorporate continuous improvement into all programs and activities to ensure competitive excellence;
Prepare students for the world of work or further education from multiple locations through multiple
technologies in order to meet the ever changing needs of the Commonwealth and the larger world;
Sustain a reputation for the University’s academic excellence, its daring and entrepreneurial spirit, and the
integrity, success, and loyalty of its graduates;
Instill a culture of philanthropy among students, faculty, staff, and alumni;
Create an ever-larger community of supporters and an endowment that will perpetuate the work of the
University and enable constant innovation and renewal.

LEGACY
Founded in 1852, and now in its second 150 years of service, the University is committed above all to academic
excellence and intellectual rigor in the context of personal and institutional integrity, civility, and responsibility.
Adopted by the Council of Trustees of California University of Pennsylvania on June 4, 2003.

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Accreditations:
MEMBER of the
American Association of State Colleges and Universities
1307 New York Avenue NW, Fifth Floor, Washington, DC 20005-4701
202-293-7070 Phone, 202-296-5819 Fax
http://www.aascu.org/
MEMBER of the
American Association of Colleges of Teacher Education (AACTE)
1307 New York Avenue NW, Suite 300, Washington, DC 20005-4701
202-293-2450 Phone, 202-457-8095 Fax
www.aacte.org
ACCREDITED by the
Commission on Higher Education
of the Middle States Association of Colleges and Secondary Schools
3624 Market Street, Philadelphia, PA 19104
215-662-5606 Phone 215-662-5501 Fax
www.msache.org
ACCREDITED in Teacher Education by the
National Council for Accreditation of Teacher Education
2010 Massachusetts Avenue NW, Washington, DC 20036-1023
202-466-7496 Phone, 202-296-6620 Fax
www.ncate.org
ncate@ncate.org
ACCREDITED in Athletic Training by the
National Athletic Trainers’ Association
2952 Stemmons Freeway, Dallas, TX 75247
800-879-6282 Phone
www.nata.org
ebd@nata.org
ACCREDITED in Communication Disorders by the
American Speech-Language-Hearing Association
10801 Rockville Pike
Rockville, MD 20852
800-498-2071 Toll Free, 301-897-5700 Phone, 301-571-0457 Fax
www.asha.org
ACCREDITED in School Psychology by the
National Association of School Psychologists
4340 East West Highway, Suite402
Bethesda, MD 20814
301-657-0270 Phone
www.nasponline.org

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ACCREDITED in Social Work by the
Council on Social Work Education
1725 Duke Street, Suite 500
Alexandria VA 22314-3457
703-683-8080 Phone, 703-683-8099 Fax
www.cswe.org/
ACCREDITED in Counselor Education by the
Council for Accreditation of Counseling & Related Education Programs
5999 Stevenson Avenue
Alexandria, VA 22304
703-823-9800 ext. 301 Phone, 703-823-1581 Fax
www.cacrep.org/

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From the President
Graduate education in the United States is an ever-evolving enterprise, at California University of Pennsylvania is
on the crest of that evolution. I am proud of our curricular offerings, as well as our diverse modes of delivery. The
heart of our School of Graduate Studies and Research is still in the traditional face to face programs at the Main
Campus, the Southpointe Center and Cal-Pittsburgh Center. However, growth in our totally online programs has
been very strong. These programs are offered under the banner of Cal U – Global Online…CalU GO.
This University provides Master's degrees in a variety of fields. As you peruse this catalog, you will see the
richness of the full graduate curriculum. Our faculty members are dedicated to providing graduate students with
challenging and cutting edge experiences.
A graduate education must help students evolve from being consumers of knowledge to critical evaluators of
knowledge to, finally, producers of new knowledge. Each curriculum offered by our Graduate School is designed
to develop the skills necessary to have our students’ progress in this way. I am confident that each graduate will
obtain the skills necessary to be an effective lifelong learner and will be prepared to become a leader in his/her
chosen field.
I hope you will use this catalog to help you locate a graduate program that will meet your needs and that it will
provide an effective set of guideposts. We at the University stand ready to help you obtain your educational goals.
Sincerely,
Angelo Armenti, Jr.

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Admissions:
Requesting an application for admission
You may apply online at our website www.cup.edu, or if you prefer you can download a copy of the application
there; you may also email our office at gradschool@cup.edu; or write or telephone the office, if you do not have
access to a computer Note: Existence of a paper application is under review.
If you are anticipating applying for Financial Aid the FAFSA form should filled out simultaneously and
California University should be designated to receive your information.
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California PA 15419-1394.
Phone 724-938-4187.
Applicants may pay by credit card when they submit the application online. Hard copy applications should be
returned, with the $25.00 application fee, to the School of Graduate Studies and Research.
Some of the graduate programs described in this catalog lead directly to specialized certification. Other programs
may require licensing examinations. Individual program coordinators should be consulted for in depth information
regarding certification and licensure.
Application Deadlines
You should apply for admission to the School of Graduate Studies and Research as early as possible. Please consult
www.cup.edu/graduate and/or the graduate office (724-938-4187) for the deadline of the semester you wish to
attend.
Many programs have rolling admissions (beyond those dates), to be sure your application gets full
consideration, and it should be complete by the deadline date.
At the same time, the granting institution should send official transcripts of all graduate and undergraduate work to
the School of Graduate Studies at California University of Pennsylvania, School of Graduate Studies and Research,
250 University Avenue, California, PA 15419. It is not necessary to send a transcript of work done at California
University.
There are three sources of additional information about graduate programs that you can contact by telephone, e-mail,
or write to schedule an appointment. The three sources are: 1. The chairperson 2. The graduate studies coordinator
of the department offering that program 3. The Director of Graduate Recruitment and Admissions.
PLEASE VISIT www.cup.edu/graduate FOR ADDITIONAL CONTACT INFORMATION

Application Process
1. Applicants must present official transcripts of all undergraduate work. The Bachelor's degree must be
awarded from a college or university that is accredited by the National Commission on Accreditation or the
appropriate regional accrediting agency.
2. Applicants for admission to the graduate program in Communication Disorders and Social Work must
take the Graduate Record Examination (GRE). The Graduate Management Admissions Test (GMAT) is
required for admission into the Master of Science in Business Administration program.
3. Some departments require additional documents such as recommendations and other supporting material.
Please contact the coordinator.
4. In some programs applicants who have less than a 3.0 undergraduate average may seek conditional
admission based on the criteria established by each program. Please visit the program website or contact the
program coordinator for more information.

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Note: Admission to a program does not carry with it admission to candidacy for the degree. See the statement on
candidacy requirements in the next section of this catalog.
Admission to Certification Programs Beyond the Master’s Degree
The university offers certification programs that require additional experience and credits beyond the Master’s
degree. Those additional experiences develop appropriate competencies in specific areas of specialization. They are
in the fields of Administration (for either the Principal k-12 Certificate, Reading Supervision, School Psychology,
and Superintendent’s Letter of Eligibility). For further information please see the individual graduate program
information in this catalog.
Admission Other Than as an Applicant for a Degree
Although most graduate students at California are enrolled in degree programs, there are opportunities to take some
graduate programs, either for personal or professional growth or for certification, without becoming an applicant for
a university graduate degree.
If you wish to take graduate courses at California University but do not wish to enroll in a formal certification
program or a degree, you will nevertheless have to apply for admission to the university (and pay the normal
application fee). Your acceptance will be based on the amount and quality of your preparation as determined by the
academic department in which you will be taking courses.
Upon admission as a non-degree student, you will be permitted to take six credits. Completion of these courses does
not automatically and in itself lead to admission to a degree or certification program. Applicants interested in further
exploration must reapply (fee waived).
Graduate students from other universities (sometimes known as "visiting students") may take courses at California
University of Pennsylvania and must go through the normal application process. They are responsible for knowing
and adhering to the transfer policies of their home institution.
Admission Decisions
An acceptance decision is valid for one academic year (two semesters and one summer term). If a student does not
register for classes during that time, the acceptance is no longer valid and the applicant must reapply for admission
and pay an additional fee.
International Students
California University welcomes applications from students from countries other than the United States. All
international students who apply for graduate studies must meet the same entrance requirements as all other
students. For admission, the following documents must be submitted:
1.
2.

A completed application and application fee;
In addition to general admission requirements for degree programs, international students for whom
English is a second language must submit a certified English translation of all official transcripts from postsecondary schools outside the United States to California University of PA's Graduate School.

3.

International students must also arrange to have photocopies of their post-secondary diploma(s) submitted
to one of the following organizations for a document-by-document evaluation.*

Other requirements:
1.

Declare any dependents who will accompany them to the U.S.

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2.

Provide evidence of funding for one year of graduate school (Affidavit of Support). The total amount for a
full-time student (full-time required) is $32,500 for 07-08 ($13,800 tuition and fees; $9,700 housing &
meals, $1,500books and supplies; $2,500 miscellaneous and $5,000 for summer living expenses).
Additionally, funding must be sufficient to support a dependents(s) accompanying the student ($6,000 per
year for a spouse, $3,000 per year for each child).

Josef Silny & Associates, Inc. International Education Consultants, 7101 SW 102 Avenue, Miami, FL 33173
Ph: (305) 273-1616 Fax: (305) 273-1338, info@jsilny.com, Website: www.jsilny.com

World Education Services, Inc. P.O. Box 745, Old Chelsea Station, New York, NY 10113-0745. Phone: 212-9666311, Fax: 212-966-6395, Website: www.wes.org

Canadian Applicants: Students holding undergraduate degrees from a Canadian college or university need only
submit their official transcripts directly to the Graduate School. If they are similar to the materials from the United
States model, they will be evaluated locally. If not, students will be required to comply with the above international
student policy.
4.

An official copy of a teaching certificate (if application is being made to certain Master of Education
programs)

5.

An official copy of the TOEFL score, sent from the Testing Center. Xerox copies are not acceptable. A
minimum score of 550 on the paper-based test or 213 on the computer-based test, or 80 on the internet
based test (iBT TOEFL) is required for most programs. An official copy of an IELTS (International English
Language Testing System) with a minimum score of 6.0 may be substituted for the TOEFL score.

6.

A statement of financial support; and

7.
8.

Any other necessary forms.
Declare any dependents

Final admission is contingent upon clearance from the education authorities of the home country and from the
Immigration and Naturalization Service of the United States.
International students will also require, for purposes of the university's records, a United States Social Security
number.
A limited amount of financial aid is available to international students, chiefly in the form of graduate assistantships
requiring a certain amount of work at the university; but students must be certain of adequate funds for their
academic and living expenses before enrolling.
Acceptance into the University does not imply receipt of a Graduate Assistantship.
International students should contact the Dean of the Graduate School regarding graduate assistantships and the
financial aid office regarding other financial options.
All international students must subscribe to the university's medical insurance plan.

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Registration
Your acceptance letter from California University will contain information enabling you to access and use Web for
Students, the University's on-line student registration system. Graduate students must consult with their academic
advisers before scheduling their courses. You may also schedule for the next semester by mail or fax (724) 938-5712
If you have been accepted into a program of graduate studies but have not been recently enrolled at California
University please contact the School of Graduate Studies and Research (724-938-4187) or at gradschool@cup.edu to
inquire regarding your current status.
Note: For your convenience a tuition calculator is available at www.cup.edu/graduate
All questions concerning payment of tuition and fees should be directed to the Bursar's office (724-938-4431 or
www.cup.edu/administration/bursar).
Registration on Campus
Students wishing to register on campus should check www.cup.edu for current times, days and procedures.
Responsibility for Regulations
Responsibility for knowing and complying with all academic rules and regulations, including the requirements for
graduation, rests with the individual graduate student. Faculty advisers assist graduate students in planning their
academic programs and research requirements, but they are not expected to relieve graduate students of
responsibility in other areas.

Campus E-Mail
All students are assigned a campus e-mail address. Please see the web site:
http://www.cup.edu/administration/computingservices/ for the student guide to set up your account. Students
are responsible for all official university communications sent to that e-mail address.
IN ADDITION, ANY OTHER COMMUNICATION SENT TO OR FROM ANY OTHER EMAIL
ADDRESS WILL NOT BE REGARDED AS VALID OR OFFICIAL.
Planning a Program
As soon as students have been admitted to a graduate program, they will be referred to the appropriate department
for academic advising. Graduate students' programs are planned in conference with their advisers, and research
advisers are assigned to graduate students by the Program Coordinator.
Each student should consult with his/her adviser throughout the graduate program on a regularly scheduled basis.
Programs of studies must be approved by a student's adviser before registration.
Cohorts-Rights and Responsibilities
Several of California University of PA's graduate programs, both traditional and on-line are offered in a Cohort
format.
The purpose of creating a cohort model of enrollment is to maximize the size of the enrollment and to better meet
the needs of students by providing a clear scope and sequence for the courses. This enrollment model has benefits
for students, faculty and the university - it also has responsibilities. Those rights and responsibilities will be spelled
out in this document.
The decision on the size of the cohort will be made by the administration at the time the cohort is scheduled to
begin. The administration also identifies the beginning time for a cohort and in consultation with the faculty
the scope and sequence of the courses.
Once a cohort has begun, we guarantee that courses will be available in a timely manner so that the degree can be

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completed in the promised time frame. However, the number of courses offered and the specific courses offered in
any given semester is at the discretion of the university.
The Administration will promise to provide the instruction opportunities necessary to meet the needs of the cohort.
This does not necessarily mean the opportunities will be exclusively in the form of formal classes taught by tenure
track faculty. Individualized instruction may be used; adjunct faculty may also be used.
The student must understand that when they become a member of a cohort they are committing to the published
scope and sequence of courses. As long as they attend the course when offered they will be able to proceed through
the program. If, for whatever reason, a cohort student fails to enroll in a scheduled cohort class (i.e. get out of
sequence), they may have to wait a considerable period of time before it is offered again.
Appealing a Grade or Other Academic Decision
University decisions are based on applicable policies, rational procedures, and sound decision-making principles.
Concerning a students grade, it must be understood that it is not the policy of the administration to change a properly
assigned grade, i.e., one based upon recorded grades for quizzes, exams, assignments, projects, and other grade
criteria as indicated on the course syllabus or outline.
However, when a student alleges violations of sound academic grading procedures, the University administration
and faculty mutually support a student appeal procedure, which gives both the student and the faculty member a fair
process to substantiate and/or refute those allegations.
In appealing a grade, a student should first contact the faculty member who issued that grade to discuss the reason
for the grade. If the student is not satisfied with the faculty member's explanation, the student should then contact
the faculty member's department chairperson or program coordinator. This contact must be in writing and must be
filed with the chairperson or program coordinator within thirty working days after the beginning of the fall or spring
semester following the term in which the grade in question was given. The chairperson or program coordinator shall
notify in writing the student and faculty member of his/her receipt of the appeal from the student.
If accord is not reached through the chairperson or program coordinator, the student may then appeal to the Dean of
the School of Graduate Studies and Research. Such appeal must be in writing and must be filed with the dean within
15 working days from the date of the final written determination of the chairperson or program coordinator. The
dean shall notify in writing the student and faculty member of his/her findings and decision within 15 working days
of his/her receipt of the appeal from the student. The final source of appeal is the Provost. This final step should be
taken only if there is no possibility for resolution at an earlier stage, and only if the student is convinced that
arbitrary and/or capricious standards were applied. The appeal to the Provost must be in writing and must be filed
with the Provost within 15 working days from the date of the final written determination of the dean. The Provost
shall review the matter and take action as necessary to provide equity in the situation.
In the case of other academic decisions, the student should follow the same appeal procedure insofar as possible. In
matters relating to student conduct and discipline, the Vice President for Student Development has authority to
review student appeals. In matters relating to financial aid, see the section on Financial Aid in this catalog; in
matters relating to teacher certification, see the relevant section in this catalog.
Style Manuals for Preparation of Papers
Research studies must conform to a format and style that is recognized by the principal scholarly journals in the
discipline. Students are expected to obtain and use the style manual, which is suggested by their respective
programs. Most programs in the School of Graduate Studies and Research require the use of the most recent edition
of the Publication Manual of the American Psychological Association (APA) or the MLA Handbook for Writers of
Research Papers. The student has the responsibility to find out which style manual is required by the program.
Copies of these manuals and other manuals may be purchased in the bookstore or consulted in the Manderino
Library. Guidelines for thesis and projects can be accessed through the website:
http://www.cup.edu/graduate/index.jsp?pageId=1580830010421132410177232

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Permanent Certification for Teachers
If you hold a Pennsylvania Instructional I teaching certificate, you can use the credits you earn in a graduate
program at California University toward the post-baccalaureate requirements for the Instructional II certificate.
Some graduate programs lead to specialized initial teaching certification.
Act 48
Persons holding PA certification may also satisfy the requirements of ACT 48 by successfully completing graduate
courses. Six (6) graduate credits satisfy the 180-hour professional development requirements of ACT 48. If you are
interested in these programs, you may contact the School of Graduate Studies and Research or the College of
Education and Human Services 734-938-4125. For further information see the Pennsylvania Department of
Education website www.pde.state.pa.us
An Act 48 form is available to download at the graduate school website. Once you have completed a course for Act
48, fill out the form and send it to Act 48 Coordinator, Office of Academic Affairs, Box 4, California, PA
15419.
Course Load
A normal full-time graduate student load is normally between nine and twelve credits per semester. Students
wishing to take more than twelve credits in a semester must obtain the support of their advisor and permission from
the Dean of Graduate Studies and Research.
Candidacy
After admission to a graduate program in order to complete a program of study leading to the Master's degree, the
graduate student must apply for and be admitted to the status of candidacy. It is the individual's responsibility to
apply for candidacy in due time and manner. Application for candidacy should be made when a graduate student has
completed at least six but no more than twelve credits of graduate study at this university. Students failing to meet
this candidacy requirement may be blocked from future registration. Credits completed in excess of twelve may not
be accepted for inclusion in a degree program. The Candidacy Application form is available to download on the
graduate website (www.cup.edu/graduate) or in the office of the School of Graduate Studies and Research.
Candidacy deadline dates are posted on the website each semester.
The applicant for candidacy must demonstrate a 3.0 quality point average (B average) in graduate courses. Approval
for admission to candidacy is granted by individual departments or programs, which may have special requirements
such as interviews or tests, and by the Dean of Graduate Studies and Research.
For more precise details, the applicant should consult with the department chairperson or Graduate Coordinator. The
University reserves the right to deny the applicant's request for admission to candidacy for the master's degree.
Transfer Credit/"Residency" Requirement
In most programs leading to the Master's degree programs at California University of PA vary in the number of
credits required. For specific degree requirements, consult with the Program Coordinator or the program website.
Of the number of required credits all but six (6) must be taken at California University. Up to six credits transferred
from an accredited graduate program may be transferred to California University. Faculty will review proposed
transfer credits and recommend acceptance to the Dean of Graduate Studies. Only courses with grades of A or B
will be considered (a grade of P {passing} or S {Satisfactory} will not be accepted); transfer credits are not figured
into quality point average.
Withdrawals
WITHDRAWAL FROM THE UNIVERSITY: A student who decides to withdraw from the university during any
academic term, regardless of the reason, must contact the Academic Records Office immediately. All withdrawals
are governed by the following regulations:
• An honorable dismissal is granted to a student who withdraws from the university in the official manner, has met
all financial obligations to the university, and has been properly cleared by the Registrar.

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• If the student withdraws officially during the first twelve weeks of a semester, a W grade is recorded for each
course scheduled. A W grade carries no academic penalty and is not counted in the student’s QPA. For an official
withdrawal from a five-week session, W grades will be recorded during the first two weeks only.
• No student is permitted to withdraw officially from the university during the last three weeks of a semester or
summer term.
• Leaving the university without notifying the Academic Records Office and making an official withdrawal may
result in automatic failure for all courses scheduled. It also makes the student ineligible for refund of tuition and
fees, and may affect academic status and financial aid. Improper withdrawals will be classified as unauthorized
withdrawal and the designation UW used for all registered courses if another grade has not already been
assigned by the professor.
• Students planning on withdrawing from the University should consult with the Financial
Aid Office prior to completing the withdrawal process.

Administrative Withdrawals: The university administration has the authority to withdraw a student from the
university and to revoke that student’s registration at any time for the following reasons:
• Registration in violation of university regulations (e.g., academic ineligibility toregister).
• Failure to comply with academic requirements (e.g. unsatisfactory class attendance, violation of the learning
contract for students on academic probation, etc.).
• Failure to pay university tuition and fees by the due date.
• Disciplinary suspension or dismissal for the remainder of an academic term or longer.
• Severe psychological or health problems such that the student cannot be permitted to continue in attendance.
• Other reasons deemed appropriate by the proper administrative officer.
A grade WX is recorded for Administrative Withdrawals. The grade of WX is not computed in the student’s grade
point average and therefore involves no academic penalty. The Registrar must authorize the recording of this grade.
If a student registers in violation of the academic eligibility rule, the registration is declared invalid, the tuition and
fees paid by the student are refunded in full, and no grades are recorded.
In other cases of Administrative Withdrawal, the date of the withdrawal and the reason for the withdrawal are used
to determine the grade to be recorded and the amount of tuition and fees to be assessed or cancelled. In most cases,
the regular tuition and fee assessment and refund policies of the university prevail.
For Administrative Withdrawals during the first six weeks of a semester or two weeks in a five-week summer
session, the grade of WX is recorded for all courses on a student’s schedule. No other grades, such as Incomplete,
are assigned. After this period, the date of the Administrative Withdrawal and the reason for the withdrawal are
considered. The Registrar has the authority to antedate an administrative withdrawal if circumstances warrant such
action.
Disciplinary suspensions or dismissals are initiated by the appropriate authority in the Office of Student
Development and written notification is sent to the Academic Records Office, who cancels the student’s registration
and notifies other administrative offices and faculty members as necessary.
If faculty members have reason to inquire about a specific case of Administrative Withdrawal, they should consult
the Registrar or the Provost. In certain cases, the student’s right to confidentiality may not permit full disclosure of
the circumstances.

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Cheating and Plagiarism
Truth and intellectual honesty are both the subject matter and the necessary prerequisites for all education.
Consequently, students who attempt to improve their grades or class standing by cheating on examinations or
plagiarism on papers may be penalized by disciplinary action ranging from verbal reprimand to a failing grade in the
course. If the situation appears to merit a more severe penalty, the professor may refer the matter to the graduate
dean or the Provost, with a request for more formal disciplinary action by the University's Discipline Committee,
which may result in suspension or expulsion from the university.
*See Academic Integrity page 126
Grades
The Plus/Minus grading system is used for all graduate courses. Faculty is encouraged to utilize pluses and minuses;
however, their use is not required. Please check your course syllabi; for the professors grading system. A quality
point average of at least 3.0, equivalent to a B average, is required of all graduate students in all graduate programs.
Plus/Minus Grading System
GRADE QUALITY POINTS
A
AB+
B
BC+
C
F

4.00
3.67
3.33
3.00
2.67
2.33
2.00
0.00

N

No Grade Reported-Research Effort continues

The quality point average is computed by multiplying the number of semester hours specified for each course by the
quality points attained in that course, adding the total of these results, and dividing this total by the total number of
semester hours attempted.
The temporary grade of I (for Incomplete) may be assigned by the professor if a student has not completed the work
of the course, either because of illness or for other reasons that the professor considers acceptable. (The professor
may, however, submit a course grade on the basis of work that has been completed.)
The student must arrange to complete the work necessary to remove the grade of I within one calendar year of
receiving it. If it is not removed within that period, the grade of I automatically becomes a grade of I-F, which
cannot be removed from the graduate student's transcript unless the course is repeated for credit. The student must
register and pay for the repeated course.
If an Incomplete is on a student’s record in the semester or summer session when that student intends to graduate,
the I becomes an I-F immediately before graduation-possibly adversely affecting graduation. If a graduate student
has enrolled for the Master's Thesis, the Research Paper, or the Research Project, the grade of I will remain on the
transcript until the Thesis, Paper, or Project is completed.
The grade of P is awarded in certain courses, to indicate the performance of satisfactory work in situations, such as
some kinds of internships, in which it would not be appropriate to assign letter grades. The grade of P carries no
quality points, and although the course is credited towards completion of a program or degree, the credits are not
used to compute the quality point average.

14

If satisfactory work is not performed in such a course, the grade of F is awarded, and it is computed into the quality
point average. The University does not allow graduate students a "Pass/Fail option" in courses in which letter grades
are awarded.
Academic Probation and Dismissal
Graduate students must maintain at least a 3.00 quality point average (QPA) in graduate courses taken in the degree
program. A student receiving a QPA below 3.00 will be placed on academic probation. A student on probation is not
eligible for GA, RA, or RHA. Students placed on academic probation will be given one semester to raise the quality
point average. If the QPA is still below 3.00 after the probationary period, the Dean of the Graduate School, after
consultation with the department chairperson and/or program coordinator, may dismiss the student from the
Graduate School.
Students receiving a QPA below 2.50 after the probationary period will automatically be dismissed from the
Graduate School. Some departments may have additional requirements regarding academic probation and dismissal.
Students should consult with their program advisor for specific requirements. Graduate students who have been
dismissed and wish to be readmitted to another graduate program must reapply to the School of Graduate Studies
and Research.
STUDENTS WHO HAVE BEEN AWARDED A GRADUATE ASSISTANTSHIP WHO'S SEMSTER QPA
FALLS BELOW A 3.0 WILL LOSE THEIR ASSISTANTSHIP.
Course Numbering
Courses numbered 499 and below are undergraduate courses. Courses numbered 500 and above are graduate level
courses.
0-99
Remedial Level
100-199 Freshman Level
200-299 Sophomore Level
300-399 Junior Level
400-499 Senior Level
500-899 Graduate Level
Final Examinations
Final examinations are given the last full week of each Fall and Spring semester. A Final Examination Schedule is
prepared and distributed by the University Registrar and indicates the time slots for specific exams. All final
examination will be administered throughout the week according to this schedule. Exams will not be given at times
other than those specified on the final exam schedule. During the week prior to the final exam week, no
examinations will be given in classes, with the exception of lab courses and to graduating seniors (if necessary). All
evening and Saturday class finals will be held at the time of their regularly scheduled class.
If a student is scheduled for more than three final exams in one day, he/she may reschedule tests by consulting with
the appropriate instructors, department chairperson, or college dean. If a mutually convenient time cannot be agreed
upon, the Friday time slot should be used as an alternate test date.
Comprehensive Examinations
Most programs require a comprehensive exam. (Please consult the program website for further information) All
graduate students who are candidates for the Master's degree must pass a comprehensive examination. The nature of
the examination may vary from department to department, but it commonly has a written component and may have
an oral component as well. The purpose of the examination is to evaluate the graduate student's ability to
demonstrate the achievement of the objectives and/or competencies prescribed in the student's program.

15

The comprehensive examinations are administered by the department and are scheduled approximately halfway
through the semester or the summer session. The date for this comprehensive examination is always announced
by the department. Such examinations normally require three hours. Information about departmental examinations
should be obtained from the faculty adviser or chairperson.
Applications to register for the Comprehensive Examination can be obtained at the School of Graduate Studies and
Research in Dixon Hall.
Period for Completion of Degree
Graduate students must complete all requirements for the Master's degree within six years after the date of initial
registration for graduate studies at California University. After six years students may be expected to retake classes
or take additional coursework.
Graduation Checkout
The application for Graduation is available on the website www.cup.edu/graduate or in the office of graduate
studies. This form must be completed, signed and returned to the Graduate office by the graduation application date
published on the website.
Students completing requirements for teaching certification must also complete a "Certification Endorsement" form.
This form must be signed by the Program coordinator and by the Dean of Graduate Studies and Research. Graduate
students applying for certification must also contact the office of the College of Education and Human Services.
Students may not graduate with a failing grade on their transcript even if the course is not required for their degree
or even of their grade point average is above 3.0.
Application for Graduation
By the date published, degree candidates must complete and Application for Graduation form. This form is
available on the web at www.cup.edu/graduate and in the office of Graduate Studies and Research. This form will be
reviewed by the graduate office to assure that the student has completed all requirements and fulfilled all
obligations.
Students seeking teacher certification must complete the Certification Endorsement form available in the College of
Education and Human Services Office. Questions regarding teacher Certification should be directed to the College
of Education and Human Services.
Conferring Degrees
Degrees are conferred by the university three times each year: May and December. Information about
Commencement is available on the website.
Cap and Gown Fee
Candidates who have been approved for the Master's degree and who plan to participate in commencement are
required to purchase or to rent a Master's cap, gown and hood, to be worn at the Commencement exercises, from the
university bookstore in the Student Union bookstore website.
Master’s Thesis/Master’s Project
The University is in the process of moving to electronic submission. Consult the website for current requirements
with regard to formatting of the documents.

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

16

education with guidelines to insure fairness in disbursing available funds to qualifying students. The Financial Aid
Office strives to ensure that courteous, timely, and accurate financial aid services are delivered to all students
seeking assistance from our office.

Location and Office Hours
The Financial Aid Office is located on the first floor of Dixon Hall. The office hours are 8 am to 4pm 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 calling (724) 938-4415 or by Fax at (724) 938-4551. In
addition, general financial aid information may be obtained on our website at www.cup.edu/financial_aid.
Specific financial aid and student account information is available 24 hours a day through our secure Web
site at http://sisweb.cup.edu.

About Financial Aid & How to Apply
A college education is one the most important investments a student and family can make. You and your family will
be expected to contribute as much as you can from your own resources (income, savings, and assets) to help meet
your college expenses. The purpose of financial aid is to help graduate (both on-campus and web-based
programs) students meet educational expenses that cannot be met through their own resources. Financial aid can be
either need-based or non-need-based. The results of the Free Application for Federal Student Aid (FAFSA) along
with the cost-of-education will determine whether a student has financial need.
Students enrolled in any of our Graduate Programs either on-campus or through our Office of Web-based Programs
are eligible to apply and receive financial aid assistance to assist them in covering their educational costs. As a
graduate student in an eligible program of study, a student may qualify for assistance from the Federal Stafford Loan
Program as well as a wide variety of private loan programs. A student's financial aid eligibility will be based on the
student's enrollment status, a student's expected family contribution, a student's cost of attendance, and student's loan
indebtedness (if applicable). In addition, federal financial aid recipients must the meet the following basic eligibility
requirements:

PLEASE NOTE: According to federal regulations, students can not receive federal
financial aid at more than one school at a time. Therefore, if you are applying for federal
financial aid at California University, you are ineligible for federal aid at another
institution while enrolled in one of our graduate programs. Failure to inform California
University of PA of attendance and/or receipt of federal financial aid at another college or
university while enrolled at California University will result in an over award situation
with the federal government. If this occurs, you will automatically be suspended from
participation in the federal aid programs at California University until all ineligible funds
have been refunded to the appropriate federal program.
•

Must complete the Free Application for Federal Student Aid (FAFSA) each year.

•

Must comply with California University's Satisfactory Academic Progress Standards

•

Must not be in default on an educational loan and must not owe a repayment on an adjusted federal grant.

•

Must be enrolled in an eligible degree program.

•

Must be enrolled at least half-time (5 credits) as a graduate student.

•

If male and age 18-25, must be registered for Selective Service.

•

Must be a citizen or eligible non-citizen with a valid Social Security number.

17

Financial Aid Application Process
Each year, a student must complete a paper or online version of the “Free Application for Federal Student Aid”
(FAFSA) in order to apply for financial aid assistance for the upcoming year at California University. However, the
University recommends that students and parents (if applicable) use the online version of the FAFSA form called
“FAFSA on the Web.” Both the electronic versions (initial & renewal) of the 2006-2007 FAFSA are available
online now at: www.fafsa.ed.gov.
After completing your 2006-2007 FAFSA, the student may sign electronically with a federal Personal Identification
Number (see topic “Personal Identification Number” for additional information). Once you submit your
application, you’ll be taken to a confirmation page that shows your confirmation number and estimated Expected
Family Contribution (EFC). If you provide a valid email address, you will receive an e-mail with a link to your
Student Aid Report (SAR) information within five days after filing the FAFSA. If you do not provide a valid email
address, you will receive a paper Student Aid Report (SAR) or SAR Acknowledgment in the mail about two weeks
after submitting your online FAFSA.
Whether completing the paper or online versions of the FAFSA, please take the time to read the instructions before
completing your FAFSA. Most questions can be answered through the instruction information contained on the form
or at the FAFSA on the Web (website). In addition, our Financial Aid Office homepage contains many helpful
topics and links that may provide you with additional assistance in completing the FAFSA. Our home page can be
found at: www.cup.edu/financial_aid or you can contact our office by phone at 724-938-4415.
Please Note: California University does not have an institutional financial aid application.
The Benefits of FAFSA on the Web
• Online FAFSA is free.
• The FAFSA on the Web site provides students/parents with numerous electronic options, such as checking
on the status of your FAFSA form, requesting a duplicate set of SARs, tips and shortcuts, and requesting a
Personal Identification Number (PIN).
• Students can save their application information for up to 45 days so that it can be completed and
transmitted later.
• Online FAFSA does not require software to be installed, so it takes less time before students can actually
use the application.
• Students can access the Online FAFSA web page from anywhere, including school or home, making it
more convenient to complete the application.
• Online FAFSA automatically edits applicant answers before transmitting, resulting in better information
and fewer applications rejected by the CPS.
• Online FAFSA uses skip logic, so it will only ask students those questions that they need to answer.
• Online FAFSA can support an unlimited number of users, allowing thousands of students to apply at once.

FAFSA on the Web Worksheet
If you complete the electronic version of the FAFSA, it is recommended that you complete the “FAFSA on the
Web Worksheet” prior to entering your information. This helpful worksheet is a “line for line” copy of the on-line
FAFSA, thereby insuring accuracy in completing the FAFSA via the Web. As with FAFSA on the Web, the
worksheet also has helpful instructions throughout the form. The FAFSA on Web Worksheet can be downloaded
directly from the FAFSA on the Web website at www.fafsa.ed.gov .
Personal Identification Number (PIN)
The PIN is similar to the Personal Identification Number that you get from your bank that enables you to access
your bank account. Your PIN is confidential and should not be shared with anyone, even if someone else completes
your FAFSA for you. Students can request a PIN by going to www.pin.ed.gov. Your PIN will be e-mailed to you
within one to five days. If you don’t provide an e-mail address, your PIN will be mailed to your permanent mailing
address within seven to ten days. All prior year electronic FAFSA applicants will receive a Renewal Reminder Email explaining the renewal process made possible through the student PIN. Student’s who have forgotten their PIN
can request a duplicate by selecting “Request a Duplicate PIN” at the PIN website. Remember your PIN is a

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valuable electronic tool, which allows you to electronically complete and sign your Free Application for Federal
Student Aid (FAFSA) or Renewal FAFSA, make electronic corrections to FAFSA form and even electronically sign
your Federal Stafford Loan Master Promissory Note (MPN).
Renewal Financial Aid Applicants
Prior year aid recipients will receive a Renewal Reminder email from the Department of Education describing the
renewal process on the Web using their federal PIN. Renewal students who did not provide an email address on
their FAFSA or whose email is returned “undeliverable” will receive a letter in the mail describing the renewal
process. As mentioned above the PIN serves as your identifier to let you access your personal information in various
U.S. Department of Education systems, complete and make corrections to your 2006-2007 Renewal FAFSA and
electronically complete and sign a Federal Stafford Loan Master Promissory Note (MPN). The Renewal FAFSA
contains preprinted information that you and your family (if applicable) reported last year, making it faster and
easier for you to complete. Please carefully review and update any preprinted information, which needs to be
changed for the 2006-2007 school year.

FAFSA Results
The federal government will process your Free Application for Federal Student Aid (FAFSA) and electronically
send the results to the Financial Aid Office provided you listed California as one of the schools to receive the results
of your FAFSA. You should receive a paper Student Aid Report (SAR) in the mail approximately two weeks after
the federal processor receives your FAFSA. You should review the SAR to see if any corrections are necessary.
Otherwise, you can keep the SAR for your records.
When you apply for Federal student aid the information reported on the FAFSA is used in a formula approved by
Congress. This Federal formula determines a student's Expected Family Contribution (EFC), the amount you are
expected to contribute toward your education. The basic elements included in determining the EFC are:
•

contribution from the student's income and assets

•

number of members in the household

•

number of family members enrolled at least half time in college

The lower your EFC, the more financial need you will have. The lowest EFC possible is zero; the highest is 99,999
or above. The Federal Stafford and Graduate PLUS Loan are the only federal loan programs that graduate students
can qualify for at California University of Pennsylvania. A student’s EFC is used to determine a student's Stafford
Loan eligibility according to the following equation.
Cost of Attendance
less: Expected Family Contribution
less: Other Aid Received (grad assistantships, scholarships, etc.)
= Stafford Loan Eligibility

Verification
Some of our financial aid applicants are selected in a process called verification. During this verification process,
the FAO office must verify the accuracy of FAFSA data reported by students. If your FAFSA is selected for
verification by the federal government, we will notify you and tell you exactly what documents we need from you.
Typically, students selected for verification will receive an award packet, however these awards tentative (estimate
only) pending the completion and outcome of verification. Federal Stafford Loans are not certified until the
verification process has been completed.

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Award Letters
California University typically starts the awarding process for graduate students in late May of each year. Award
Letter Packets are mailed once we have received the results of your FAFSA and we have determined that you are
making Satisfactory Academic Progress for financial aid purposes. Award information may also be accessed on the
"Web for Students" website at: http://sisweb.cup.edu .
For students who have not been accepted and/or their FAFSA has not been received at the point the awarding
process begins, our office will send award packets throughout the summer as their file becomes complete (accepted
to the University and receipt of FAFSA record). Please Note: Only accepted students receive an award packet.

Financial Aid Programs
Loans
Federal Stafford Loan Program (Subsidized/Unsubsidized)
The Federal Stafford Loan that you, the student, can borrow in your own name can be either subsidized or
unsubsidized or a combination of both. In order to qualify for a subsidized loan, you must have financial need. To
determine if you have financial need, your Expected Family Contribution, which is determined by the results of your
FAFSA, is subtracted from the cost-of-education. Also, any other aid that you are receiving or expected to receive is
subtracted from the cost-of-education to determine if you have any remaining financial need in order to qualify for a
Federal Subsidized Loan.
If you do qualify for a subsidized loan, the federal government pays the interest on the loan, i.e., subsidizes the loan,
while you are in school, during your six month grace period prior to repayment and during any authorized period of
deferment.
Students without financial need are eligible for the Federal Stafford Unsubsidized Loan. This means that you will be
responsible for the interest on the loan from the time you receive the funds until the loan is paid in full. You have the
Concentration of allowing the interest to accumulate, or accrue, on the loan while you are in school and during your
six-month grace period before repayment.
You also have the Concentration of paying the interest on the loan as it accumulates. If you decide to delay interest
repayment, the interest that accumulates will be 'capitalized', that is, will be added to your loan principal when you
begin repayment. This means your total loan principal will increase. It is better to pay the interest, if you can,
because you will save money in the end. However, not all students can afford to pay the interest while still in school
and that is why you have the Concentration of letting the interest accumulate.
Under federal regulations an eligible graduate student can borrow up to $8,500 from the Subsidized Stafford Loan
program and an additional $10,000 from the Unsubsidized Stafford Loan Program. However, our student's
maximum loan eligibility cannot exceed the cost of attendance budget for a student. Because of our relatively low
costs, students enrolled in our on-line programs will not be eligible for the $18,500 since our cost of attendance
budgets are far below this maximum amount. Listed below are the steps in applying for a Stafford Loan.
Stafford Loan Application Process (Master Promissory Note)
Step1: File the electronic or paper version of the FAFSA and check 'Yes' to question that asks "in addition to grants,
are you interested in student loans?
Step 2: The pre-certification step is the most important step in the loan process. During this step the Financial Aid
Office will notify you of your maximum Federal Stafford Loan eligibility and type of Stafford Loan (subsidized
and/or unsubsidized) based on your financial need and grade level. You will have an opportunity to either decline
and/or reduce your Stafford Loan estimate by completing a "Federal Stafford Loan Adjustment Form".
Step 3: The FAO will certify the loan and transmit your Federal Stafford Loan information to PHEAA. Federal

20

Stafford Loans can not be certified once the semester has ended.
Step 4: If you have never completed a Federal Stafford Promissory Note, you should complete the MPN online at
www.aessuccess.org by clicking on "apply for Stafford Loan". If you do not complete the MPN online you will
receive a pre-printed Federal Stafford Loan Master Promissory Note (MPN) Packet from PHEAA which you must
complete and mail back. If you completed a MPN last year at either California or another four-year college in
Pennsylvania, you will only receive an approval notice (see step 5) from PHEAA. Please Note: The MPN only
needs to be completed once every ten years.
Step 5: PHEAA will mail an "Approval Notice" which confirms the amount of your loan that was approved and
processed.
Please Note: You will have an additional opportunity at this point to cancel or reduce your Stafford Loan(s) by
contacting PHEAA.
Step 6: PHEAA will authorize the disbursement of loan proceeds (Electronic Funds Transfer [EFT] or check) at the
appropriate time to California University. Finally, all first-time Stafford Loan borrows must complete a loan
counseling session before Stafford Loan proceeds can be disbursed to the student. This loan counseling session can
be completed via the internet by visiting PHEAA's online entrance counseling at www.aessuccess.org.
Graduate PLUS
The Federal Graduate PLUS Loan is a credit-worthy fixed rate loan at 8.5% for a graduate student who needs
additional assistance to cover their educational costs and have borrowed the maximum amount from the Stafford
Program. A graduate student can request up to your cost of education less all other financial aid received.
Repayment normally begins within 60 days after the first disbursement of the loan. The lender you choose will
determine (based on credit approval) whether or not they will fund this loan. Because of our automated loan
process with AES, it is strongly recommended that graduate students apply for a PLUS Loan through one of our
preferred PLUS lenders. For a list of our preferred PLUS lenders, please go to the Financial Aid Office homepage
at www.cup.edu/financial_aid and click on “Preferred Lenders” from the menu topics. Listed below are the steps
in the PLUS Master Promissory Note (MPN) processing cycle:
Graduate PLUS Loan Application Process (Master Promissory Note)
Step 1: Complete the entire pre-approval (credit check) and application process on-line at AES/PHEAA website
(www.aessuccess.org). Just click on “Apply For a Loan” and click on “Apply For a PLUS Loan”. By using the
online PLUS MPN process at AES/PHEAA, borrowers receive an immediate response. If approved, a borrower can
complete an electronic version of the PLUS application by following the instructions online or can print a paper
copy and mail it to AES/PHEAA. When selecting a PLUS lender, our office strongly recommends that you choose
a lender from our list of “preferred PLUS lenders”which will appear in the drop-down box at the AES/PHEAA
Step 2: California University will electronically certify your PLUS MPN and determine the amount of your
eligibility once we are notified by AES/PHEAA (AES/PHEAA-approved lenders only).
Step 3: The lender will electronically transmit the Federal PLUS Loan funds to California University.

Graduate Loan Borrowing Chart
Stafford Loan Program
Annual Loan Limit:

21

Subsidized $ 8,500
Unsubsidized $10,000
Total $18,500 or Cost of Attendance (less EFC and other
aid) which ever is less
Lifetime Maximums:
$138,500 (subsidized and unsubsidized with subsidized limited to $65,500; includes any loans outstanding from
undergraduate study)

Graduate PLUS Program:
Annual Loan Limit:
Students may borrow up to the cost of attendance minus any financial aid they receive during the academic year.
Lifetime Maximums:
There are no lifetime maximums for the Graduate PLUS Program.

Interested in finding out who services your student loan and how to contact them?
Well you can! The National Student Loan Clearinghouse (NSLC) has launched a new website called LoanLocator
which can provide you this valuable student loan information fast. LoanLocator is easy-to-use. No password is
required. All you need is your Social Security Number and date of birth. This service will provide you with valuable
information about who holds your loan and who guaranteed your loan as well as contact information by phone or the
web. It is free and is available 24 hours a day, 7 days a week. You can access LoanLocator at our website,
www.cup.edu/financial_aid and click on "Links & Resources."

Private Education Funding (Alternative Loans)
In addition to the federal loan programs, there are also private sources of educational loans. These are typically
private, credit-based loans sponsored by banks and state agencies or private guarantors. Typically, the results of the
FAFSA are not used in determining eligibility for these programs. The following are two lending institutions that
specialize in low-interest alternative educational loans.
PNC Resource Loan
Application and information regarding this alternative loan can be obtained by contacting the Financial Aid Office
or PNC Bank at 1-800-762-1001 or by visiting their website at: www.eduloans.pncbank.com
National City/Terri
Application and information regarding this alternative loan can be obtained by contacting the Financial Aid Office
or Terri at 1-800-255-8374 or by visiting their website at: www.teri.org.
Citi Assist
Application and information regarding this loan can be obtained at www.studentloan.com.

Employment
Graduate Stipends/Assistantships
Graduate students may find employment opportunities within the University through the Graduate Assistantship
Program. This program provides full-time graduate students with opportunities to work in various offices and

22

departments on campus. Students interested in a graduate assistantship should contact the Office of the School of
Graduate Studies and Research for an application and additional information.
Scholarships/Fellowships
There are also many other agencies and organizations which provide financial assistance. These include civic clubs,
fraternal organizations, religious groups, employers, organizations, unions, etc.
Electronic Scholarship Search Engines
The Financial Aid Office staff is frequently asked the following questions:
"Which awards made by California University might I qualify to receive?"
"Are there other scholarships I should pursue?"
"If so, where can I get a listing of them and then obtain an application?"
We trust that the links provided below will assist you in your search.
"FastWeb"
FastWEB (www.fastweb.com) is the largest and most complete scholarship search on the Internet. It provides access
to a searchable database of more than 400,000 private sector scholarships, fellowships, grants, and student loans
available to students.
"MACH 25"
MACH 25 (www.mach25.com) is a simple and fast scholarship resource locator. Students develop a profile of
themselves to locate scholarships that best match their qualifications.
"Other Scholarship Searches"
Other Scholarship Searches (www.finaid.org/scholarships/other.phtml)
will take you to other scholarship search engines.

Disbursement of Financial Aid
Crediting to a Student’s Account
For initial billing purposes, "estimated" Stafford Loan awards do appear on the billing statement in order to assist
the student in determining the balance owed, if any, to the University. However, a Federal Stafford Loan MPN is
not processed until all requested forms are received and verification is completed. Once the loan has been
processed, the lender will send the loan proceeds via check or Electronic Funds Transfer (EFT) to the University.
These funds will be applied to the student's account once the student has met all student eligibility criteria, e.g.,
enrolled at least half-time in an eligible program of study.
How Registration Affects Your Financial Aid
Federal regulations and institutional guidelines require students to be registered before any financial aid monies can
be disbursed. In addition, federal and state financial aid programs specify minimum enrollment requirements in
order for a student to receive any (maximum or partial) assistance from these programs. These minimum enrollment
requirements are broken into four enrollment classifications: full-time, three-quarter-time, half time, and less-thanhalf-time. The chart below indicates the number of credits used to determine a student's enrollment status.
Enrollment Status
Full-Time
Three-Quarter-Time
Half-Time
Less-Than-Half-Time

Number of Credits Registered
9 Credits or More
7 to 8 Credits
5 to 6 Credits
Less than 5 Credits

In order to qualify for assistance from the Federal Stafford Loan program students must be enrolled at least half
time.

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Financial Aid Refunds
Financial aid that exceeds the amount the student owes to the University, e.g., tuition & fees, dorm & dinning
expenses, will be disbursed to the student in the form of a refund check. The Bursar’s Office mails all refund checks
to the student. This refund can be used to cover non-institutional educational costs such as books & supplies, offcampus housing and transportation expenses. Typically, these refunds will be available starting with the second
week of the semester if you have satisfied the eligibility requirements for each award. Please Note: Students
planning to attend California University of Pennsylvania should be aware that financial aid refunds are not
available until the second week of the semester for which the funds are intended. Students should plan to
come to the university with enough personal money for early semester purchases (books, materials, art
supplies, etc.) without depending upon financial aid funds.

Maintaining Financial Aid Eligibility
Satisfactory Academic Progress Policy
Federal regulations require all institutions that administer Title IV student assistance programs to monitor the
academic progress toward a degree of those students applying for or receiving assistance from those programs. All
California University graduate students applying for Federal Stafford Loans (Subsidized/Unsubsidized) must meet
the standards stated in this policy, regardless of whether or not they previously received aid.
Satisfactory Academic Progress (SAP) standards include three elements: 1) maximum time frame within which a
degree or certificate must be granted, (2) minimum credit hours earned per academic year, and (3) minimum
cumulative grade point average (g.p.a.).
Review Period
The review of a student's "Satisfactory Academic Progress" (SAP) standing occurs annually at the end of the spring
semester. A student's SAP standing will be based on his/her academic performance during the academic year [fall
and/or spring semester(s)]. Students who are not making satisfactory academic progress are typically notified in
early summer.
Maximum Time Frame
Maximum Time Frame is defined as the required length of time it will take a student to complete his/her degree. A
student will remain eligible for Federal Aid up to 150% of total attempted credits. For example: If 45 credits is
required to complete a Master’s Degree, a student will remain eligible for Federal Aid if he/she has attempted less
than 68 total credits (including transfer credits) toward that degree.
Minimum Earned Credit Hours
In order to monitor a student's progress toward completing a degree in a prescribed amount of time, a measure of
annual progress has been established. The minimum earned credit hours component requires student aid applicants
and recipients to successfully earn a minimum number of credit hours per year based on a student's enrollment
status. A student must meet the following earned credit hour standards based on his/her enrollment status:
Enrollment Status
Full-time (9 or more credits)
Half-time (5 to 8 credits)
Less than Half-time (4 credits or less)

*Total Earned Credits Per Year
18 credits
10 credits
Must complete all credits attempted

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

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Minimum Cumulative Grade Point Average
Each semester the University reviews the "grade point average" (g.p.a.) of each student in order to determine
whether the student is maintaining "good academic standing". The University requires that all graduate students
maintain a minimum grade point average of 3.0 in order to achieve "good academic standing".
Students who are academically dismissed are considered ineligible for Title IV Federal aid. A student who is
academically dismissed and is approved for re-admission to the University will attend without the benefit of Title IV
federal aid. A student remains ineligible for Title IV federal aid until he/she achieves the minimum 3.0 g.p.a. or
successfully files a SAP appeal (see Appeal Procedures contained in this Policy).
Special Grades
I (Incomplete): An incomplete grade does not earn credit or influence the grade point average in the semester in
which the course work was taken. If an incomplete has been resolved and the student has earned a passing grade,
the credit and grade will be counted toward satisfying the minimum credit hour standards and grade point average
requirements.
W (Withdrawal): no withdrawal categories earn credit(s) toward graduation or toward satisfying the credit
requirements of the SAP Policy.
P (Pass): If this grade is awarded, the credits apply toward graduation and toward satisfying the minimum earned
credit hour standards, but will not impact a student's grade point average.
Financial Aid Probation
If a student fails to achieve the Satisfactory Academic Progress Standards during the review period as outlined in
this Policy, the student will be placed on financial aid probation. Students who fail to meet progress standards
should refer to the "Financial Aid Suspension" section listed below. Students will remain on financial aid probation
for the next award year and will be eligible to receive federal Title IV financial aid assistance during this
probationary period. Please Note: Students will not be granted financial aid probation for two consecutive academic
years.
Financial Aid Suspension
If a student fails to achieve the minimum earned credit hour standard and/or the minimum grade point average upon
the conclusion of a student's financial aid probationary period, the student will be placed on financial aid
suspension. Students placed on financial aid suspension (progress) will become ineligible for future Title IV
assistance until the student's SAP deficiency is resolved.
Eligibility for Reinstatement
In order to be reinstated, the student must successfully achieve the required grade point average as mandated by the
SAP Policy and/or successfully make up his/her credit hour(s) deficiency at his/her own expense. The student may
use the summer or any semester of the academic year to resolve his or her deficiency.
Students who make up their deficiency must complete and return the "Satisfactory Academic Progress Form", along
with all required documents, to the Financial Aid Office before clearing their deficiency status. Only successfully
earned credits, not grades, are transferable to California from another approved institution.
Appeal Procedures
All Title IV recipients have a right to appeal a financial aid suspension decision by submitting a "SAP Appeal Form"
to the Financial Aid Office. Written explanation of the reason(s) why the student failed to meet the Satisfactory
Academic Policy Standards must be attached to the appeal form. Appeal forms are available in the Financial Aid
Office. The deadline date for filing an appeal is the third week of classes in any semester that the student is applying
for financial aid. Students will be notified of a decision within 7 to 10 days after filing the appeal form. If the
appeal is denied, a student may file a final appeal to the Director of Financial Aid. This appeal must be filed within
10 working days from the date of the first denial letter.

25

Refund/Repayment Policy
Refund Policy
Students who officially withdraw from the University or from specific classes during the semester may be eligible
for a refund of a portion of the tuition, fees, room and board paid to California University for that semester. Refunds
are based on the official date of withdrawal as recorded by the Academic Records Office (for additional information
see "Withdrawal from the University" listed in the Academic Policies section of the catalog). Students who do not
follow the official withdrawal procedure but who stop attending classes for all of their courses will be considered to
have withdrawn at the 50% point of the semester unless attendance is documented after that time.
Return of Title IV Funds Formula
Two formulas exist for determining the amount of the refund: California University's Refund Policy (for additional
information see "University Refund Policy" in Billing Section) and the federal "Return of Title IV Aid" formula.
The federal formula is applicable to any student receiving federal aid and withdraws from the University during the
first 60% of a semester. These students will have their federal financial aid (Federal Stafford and Plus Loans)
adjusted based on the percent of the semester completed before the withdrawal. In essence, students will be entitled
to retain the same percent of the federal financial aid received as the percent of the semester completed. This
percent is calculated by dividing the number of days in the semester (excluding breaks of five days or longer) into
the number of days completed prior to the withdrawal (excluding breaks of five days or longer). There will be no
adjustment to federal financial aid after the completion of at least 60% of the semester. If any refund remains after
the required return of Title IV aid, the refund will be used to repay California University funds, state grant funds,
and other private sources and the student in proportion to the amount paid by each non-federal source, as long as
there was no unpaid balance due at the time of withdrawal. If there is an unpaid balance, then all aid sources will be
repaid before any refund is paid to the student.
Distribution Policy
Once the amount of the federal funds to be returned has been calculated, the funds will be returned to the appropriate
program(s) in the following priority order:
Unsubsidized Stafford Loans
Subsidized Stafford Loans
Perkins Loans
PLUS Loans
PellGrant
Supplemental Educational Opportunity Grant
Repayment of Unearned Financial Aid Assistance
Students who receive a refund of financial aid before withdrawing from the University may owe a repayment of
federal financial aid funds received. Students will be notified by the Bursar's Office and will be given 30 days to
repay the funds to the University. Students who fail to return the unearned portion of federal financial aid funds
given to them will have a "hold" placed on their University records, thereby preventing them from registering for
future semesters until repayment is made in full.

Financial Aid Glossary
1040 Form, 1040A Form, 1040EZ Form: The Federal Income Tax Return that is required to be filed by each
person who received income during the previous year.
Academic Year: The period of time school is in session, consisting of 30 weeks of instruction.
Appeal: An appeal is a formal request made by the student to have a financial aid administrator review his or her
aid eligibility and possibly use professional judgment to adjust the figures. In the event of the death of a parent,
unemployment, or other unusual circumstances, he or she should file an appeal.

26

Award Letter: An official letter issued by the Financial Aid Office that lists the financial aid awarded to the
student. You are required to either accept or decline the awards you wish to receive, sign the award letter, and
return it to the Financial Aid Office. Award information is also available on the web on our "Web for Student"
website at: http://sisweb.cup.edu.
Bursar’s Office: The Bursar's Office is the University office responsible for the billing and collection of University
charges.
Cost of Attendance: The Cost of Attendance (COA), also known as the cost of education or "budget", is the total
amount used to calculate a student's aid eligibility. This amount includes tuition and fees, room and board,
allowances for books and supplies, transportation, and personal and incidental expenses.
Commuter Student: A student who resides at home with his/her parents and commutes to school daily.
Dependent Student: A student who is 23 years old or younger and is supported by his or her parents. A parent
refusing to provide support for his or her child's education is not sufficient for the child to be declared independent.
Disbursement: Disbursement is the release of loan funds to the school for delivery to the borrower.
Disclosure Statement: The disclosure statement is a statement from the lending institution that provides the
borrower with information regarding the approval amount of the loan, interest rate, origination and insurance fees,
and any other finance charges incurred.
Electronic Funds Transfer: Used by some lenders to wire funds for Stafford Loan proceeds directly to
participating schools without requiring a check for the student to endorse.
Enrollment Status: Indication of total credits scheduled for an enrollment period. For financial aid purposes, you
must be enrolled at least half-time to receive aid.
Expected Family Contribution (EFC): The Expected Family Contribution is the amount of money that the family
is expected to contribute to the student's education. Congress bases this on the Federal Methodology need analysis
formula dictated.
Financial Aid Transcript: The Financial Aid Transcript is a record of any federal aid received by the student at
each post-secondary school attended.
Free Application for Federal Student Aid (FAFSA): The FAFSA is used to apply for all need-based aid.
Financial Aid Package: This includes any aid such as grants, scholarships, loans, and work-study offered to the
student to assist in the funding of his or her education.
Gift Aid: Gift aid is financial aid that is not repaid, such as scholarships and grants.
Grant: Type of financial aid based on financial need that a student does not repay.
Independent Student: An independent student must meet at least one of the following criteria:
Age 24 or older
Veteran of the U.S. Armed Forces
Enrolled in a graduate or professional program beyond a bachelor's degree.
Married

27

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

28

Program Title: Athletic Training
Degree: Master of Science
Accreditation: National Athletic Trainers’ Association (NATA)
Program Descriptions: The Post-Professional Graduate Athletic Training Education Program is beginning its 18th
year and is accredited by the National Athletic Trainers' Association (NATA) as an advanced degree program in
athletic training. The student entering this program receives a Master of Science Degree in Athletic Training and can
expect to complete the requirements in one calendar year. Students graduating from the program will now be able to
receive national certification as a Performance Enhancement Specialist through the National Academy of Sports
Medicine. Students will learn how to use the same Optimum Performance Training Model used by the National
Academy of Sports Medicine for training Olympic and Professional athletes. In addition, research design and
clinical experiences are an integral component of the program that will enhance the student’s professional
preparation. This program is a post-professional graduate athletic training education program and the student must
have passed the Board of Certification (BOC) examination or have completed the requirements to take the
certification examination. The graduate athletic training intern can expect to complete the academic coursework in
one calendar year, which starts in June of each year, with the clinical experience occurring from mid-August to
approximately the end of May the following year. Clinical experiences take place at area high schools, Washington
& Jefferson College, and California University of Pennsylvania.
Total Number of Credits: 36 Credits
Admission Criteria:
Admission into the Graduate Athletic Training Education Program requires a solid background in the field of
athletic training. Guidelines for admission are as follows:
• A baccalaureate degree from an accredited institution.
• A minimum grade point average of 3.00.
• Students who are currently Certified Athletic Trainers will be given strong consideration if they have attained a
minimum of a 2.50 QPA.
• CPR certification, which must be provided prior to the first day of classes.
• BOC certified or has completed requirements to take the certification examination
• Sit for the exam as many times as possible prior to the start of August camps.
• A completed application to the Graduate Athletic Training Education Program.
• Resume or curriculum vitae.
• Two references, with at least one from your supervising certified athletic trainer or equivalent.
• A completed graduate assistantship application.
• Completion of the application for the School of Graduate Studies and Research, along with the application fee.
Curriculum:
Summer 1 – 1st 5 Weeks
ATE 720 Sports Therapy
ATE 800 Methods of Research in the Allied Health
Sciences

4
3

Summer 2 – 2nd 5 Weeks
ATE 700 Gross Anatomy of the Extremities w/Lab

4

Summer – 10 Weeks
ATE 715 Sports Law

3

29

Fall Semester
ATE 725 Pedagogical Issues in Athletic Training
ATE 810 Thesis Seminar
EDP 600 Statistical Methods
PRF 710 Performance Enhancement in Physical Activity

3
3
3
3

Spring Semester
ATE 745 Contemporary Issues in Athletic Training
PRF 750 Performance Enhancement in Program Design
RES 849 Master’s Thesis

3
3
4

Assistantships: Graduate Assistantships are available and will be appointed based on qualifications and experience.
Assistantships will include an out of state tuition waiver with a stipend of $13,100.00. * The graduate student will be
responsible for in-state tuition and fees, which varies from year to year. The current in-state tuition for 2007-2008 is
$3,025.00 per semester, with fees totaling an additional $1,078.35.per semester.
All graduate students will be responsible for tuition costs and fees during the summer sessions, which is
approximately $4,494.00 for tuition and $560.52 for fees. Out-of-state students who are accepted into the program
will be awarded a partial graduate assistantship for the summer, which will waive the out-of-state tuition, but will
still be responsible for in-state tuition.
*Amount subject to stay the same or increase each year.
Website: www.cup.edu/education/hsss

30

Program Title: Business Administration
Degree: Master of Science
Program Description: The demand for skilled managers in the business community today far outweighs the
availability of qualified candidates. The scope of business activities has assumed a level of sophistication where the
more significant opportunities require skills and abilities that exceed the capabilities possessed by most
baccalaureate degree holders.
The Master of Science Degree offered in Business Administration directly addresses the needs of today’s
progressive business enterprise. This rigorous program is designed for the student desirous of advanced managerial
skill development in the areas that significantly affect modern business enterprises.
Successful completion of this curriculum will effectively equip the graduate for a more challenging role in
contemporary business enterprises.
The program is particularly appropriate for those currently employed as well as those recent graduates who desire to
expand their current level of marketable skills. With many of the courses being offered at appropriate hours for those
currently employed, this advanced degree is easily within the reach of most that are willing to devote the time and
effort required, on either a full or part-time basis. The program can be completed in 12 months with on campus or at
the Southpointe Center.
Total Number of Credits: 36
Admission Criteria: A minimum undergraduate qpa of 3.0 along with a Graduate School application and official
transcripts. Students who have undergraduate majors other than business are required to take the five Foundation
Courses*.
Curriculum:
I. Foundation Courses (15 Credits)*
ACC 200
Financial Accounting
ECO 201
Intro Microeconomics
ECO 202
Intro Macroeconomics
MAT 225 Business Statistics
MKT 300 Principles of Marketing

3
3
3
3
3

II. Master’s Degree Curriculum (36 Credits)
A. Core Curriculum (24 credits)
ACC 711
Managerial Accounting
MGT 751 International Business Management
FIN 711
Financial Management
MKT 711 Marketing Management
BUS 771
Quantitative Methods
BUS 799
Strategic Management
ECO 716
Applied Economic Analysis

3
3
3
3
3
3
3

Select one of the following:
MGT 712 Organizational Behavior

3

31

MGT 731
MGT 742

Industrial Relations
Human Resource Management

3
3

B. Electives (12 credits)
Choose any four (4) graduate courses (500+ or 700+ level from the following areas:
ACC/BUS/ECO/FIN/MGT/MKT
*Any student who has an undergraduate major in business or economics or has taken the following course with a B or
better will be exempt.

32

Program Title: Communication Disorders
Degree: Master of Science
Accreditation: American Speech-Language Hearing Association
Program Description: The program provides specialized training in all areas of communication disorders and
graduates are qualified to provide clinical services to individuals of all ages in a variety of settings including
schools, hospitals, government agencies, private practice, etc. The University has excellent facilities including a
large clinic and a preschool located within the department along with a technologically advanced Communication
Science Laboratory.
Applicants without a degree in Communication Disorders will need to complete a small core number of
undergraduate courses prior to beginning graduate courses.
A Summer Only cohort program is available for individuals who are employed in the field of Communication
Disorders during the school year. This academic program can be completed in five summers. Please contact the
department (724-938-4175) for further details on this program.
Total number of credits: A minimum of 42
Admission Criteria: Applicants should hold a baccalaureate degree in communication disorders from an accredited
college or university with a minimum QPA of 3.0. Applicants should submit the following: a formal application, a
nonrefundable application fee, final official transcripts, GRE scores, three letters of recommendation from
undergraduate professors, and from all international students, a TOEFL score and financial information forms in
addition to the Graduate School requirements for International Students.
Curriculum:
*CMD 600 Research & Professional Practice
3
*CMD 701 Language Disorders in Adults
3
*CMD 702 Language Disorders in Children
3
CMD 703 Fluency
3
*CMD 705Voice Disorders
3
*CMD 707 Phonology and Articulation Disorders
3
*CMD 708 Neurology
3
***CMD 711-716 (Internships & Externships)
8-12
**CMD 718 Advanced Audiology for the SLP
3
** CMD Aural Rehab
3
CMD 730 Profound Organic Disorders
3
CMD 731 Early Intervention
3
CMD 732 Counseling the Communication Disabled
3
CMD 733 Organ & Adm. in SLP
3
CMD 734 Motor Speech Disorders
CMD 764 Instrumentation in Sph-Language Pathology 3
*CMD 765 Dysphasia
3
CMD 766 Traumatic Brain Injury
3

33

CMD 772 Augmentative & Alternative Communication 3
CMD 773 Communication and Diversity
3
CMD 785 Seminar in SLP
**EDP 600 Statistical Methods
3
*RES 819 Research Paper OR
1
RES 829Research Project OR
2
RES 849Master’s Thesis
4
Total credits for graduation
Minimum of 42
*
**
***

Required.
Required if not taken by student at undergraduate level.
Only 6 credits may be counted toward the degree.

Practicum/Internships: Students participate in extensive “hands on” clinical experiences both at the in-house
clinic and preschool and at over 60 off campus facilities with which the department has contractual relationships.

34

Program Title: Counselor Education
Degrees: Master of Science – Community Agency Counseling
Master of Education – School counseling with Certification in Elementary and/or secondary Guidance.
Certifications: Elementary School Guidance
Secondary School Guidance
Program Description: These programs have been developed from recommendations of the accrediting, certification, and
licensing bodies for each profession. In order to keep the programs current, minor changes may be made in requirements as
needed. The National Board for Certified Counselors (NBCC) recognizes courses taught in the Department for Continuing
Education credits. The program prepares students to take the National Counselor Exam (NCE).
Prospective students are advised to read the Student Handbook which describes the philosophy, admissions, and departmental
procedures in detail. This may be downloaded from our website www.cup.edu/graduate/counsed, then call the department at 724938-4123 with questions.
Total number of credits: A minimum of 48
Admission Criteria: To be considered for admission to the Department of Counselor Education applicants must have
documentation of either a 3.0 undergraduate grade point average or a score of 304 on the Miller Analogies Test (MAT)
(Exceptions to the above may be considered on an individual basis, and are described in the Department Handbook). Applications
must be complete before they will be reviewed. The following are required:
1. Copies of all graduate and undergraduate transcripts (official transcripts).
2. Documentation of MAT scores if required.
3. 3 letters of recommendation.
4. A 1,000 word psychobiography.
5. A one-page resume of work and education.
Several steps are required to complete the degree process. After finishing 9-12 credits students must apply for candidacy. The
candidacy interview is designed to assess students’ academic progress and development as a professional. Once admitted to
candidacy status, students will continue coursework and prepare for practicum and internship experiences. Before graduation,
students must pass the department comprehensive examination.
Certification requirements are spelled out in the student handbook, some of which must be completed by Candidacy.
M.ED. School Counseling with Certification & Certification Only programs
CED 700 Principles of Guidance
CED 702 Counseling Theory
CED 724 Experiential Group Process
CED 705 Developmental Group Counseling
CED 710 Counseling Skills & Techniques
CED 786 Seminar in Career Information
CED 703 Consulting Theory
CED 711 Practicum I
CED 787 Integrated Seminar
CED 790 Internship
CED 720 Cross-Cultural Counseling
PSY 713 Psychology of Growth & Development
PSY 721 Advanced Tests & Measurements
CED 785 Research Seminar in Counseling Education
ESP 501 Intro to Exceptionalities

3
3
3
3
3
3
3
3
3
6
3
3
3
3
3

Minimum Credits Required

48

Prerequisites: (Must have a minimum “C” grade and may be taken concurrently with CED courses) 12 graduate or undergraduate
credits in psychology, including either Psychology of Learning, Educational Psychology or equivalent; one graduate or
undergraduate statistics course; one computer course.
For initial certification students must have: *6 Credits College Math;
*3 Credits English Comp; *3 Credits English/American Literature & pass the Basic Skills Praxis Exams. *May be met by CLEP or
DANTE exams. These must be completed before formal acceptance into certification program candidacy.

35

Secondary Certification or Elementary Certification Only
Students who hold Master’s Degrees in other disciplines may decide to seek certification without another Master’s Degree. In
these cases the department will evaluate their transcripts to see what courses are required.
M.S. Community Agency Counseling
CED 701
CED 702
CED 724
CED 705
CED 710
CED 786
CED 711
CED 787
CED 790
CED 789
CED 720
CED 717
PSY 721
PSY 713
CED 785

Organization & Administration
of Counseling Services
Counseling Theory
Experiential Group Process
Developmental Group Counseling
Counseling Skills & Techniques
Seminar in Career Information
Practicum I
Integrated Seminar
Counseling Internship
Community Counseling
Cross-Cultural Counseling
Diagnosis and Treatment in Mental Health
Advanced Tests & Measurements
Psychology of Growth & Development
Research Seminar in Counseling Education

3
3
3
3
3
3
3
3
6
3
3
3
3
3
3

Minimum Credits Required

48

Prerequisites: (Must have a minimum “C” (2.0) grade, and may be taken concurrently with CED courses)
12 graduate or undergraduate credits in psychology
1 graduate or undergraduate statistics course
NOTE: In order to meet Licensed Professional Counselor requirements 60 graduate credits are required. The following are
recommended:
CED 703 - Consulting Theory
CED 708 - Substance Abuse and Addiction
CED 730 - Advanced Counseling Skills and Techniques
CED 735 - Introduction to Family Therapy
CED 715 - Advanced Counseling Theories
Thesis or Research Paper
Practicum/Internships: Practicum and internship are taken near the end of the student’s program. Practicum requires 2 days
per week on site for a minimum of 150 hours. Students will be supervised by a professional in their area of interest.
Internship experiences require a minimum of 600 hours under the supervision of a professional in the students’ area of interest.
This will be arranged in consultation with the Internship coordinator.
Website: www.cup.edu/graduate/counsed

36

Program Title: Earth Science
Degree: Master of Science Degree
Program Description: The Master of Science degree with a major in Earth Science is a program intended for those
students who desire more training in specialized areas of earth science or wish to broaden their present science
background. A graduate student entering the program should have an undergraduate major in one of the sciences or
in mathematics.
Total Number of Credits: 30 - 36
Tracks: Option A, Option B
Differences Between Tracks: Option A requires at least 30 credits, including nine credits of required research
courses and a minimum of 12 credits in Earth Science, including either two credits for the Research Project or four
for the Master’s Thesis.
Option B requires at least 36 credits, including nine credits of required research courses and a minimum of 12
credits in Earth Science, but not the Research Project or the Master’s Thesis.
Admission Criteria: Applicants should have basic Earth Science courses, but deficiencies can be made up in
consultation with the advisor. The advisor is assigned to the graduate student upon admission to the program, and
the graduate student works closely with the advisor in designing a program of study.
The graduate student must apply for candidacy for the degree immediately after successfully completing six credits
of graduate work. The graduate student must pass a comprehensive examination.
Curriculum: (An asterisk designates a required course.)
I. Earth Science Core:
*EAS 800 Methods of Research in Earth Science
*EAS 538 Computer Applications in Water Resources
Any field course, research course or seminar

3
3
3

II. Earth Science: Field of Specialization: a minimum of 12 credits from among the following:
EAS 527
EAS 541
EAS 547
EAS 550
EAS 551
EAS 563
EAS 714
EAS 720
EAS 740
EAS 741
EAS 742
EAS 751
EAS 755
EAS 760
EAS 762
EAS 764
EAS 765
EAS 749
EAS 771
EAS 780

Tectonics
Advanced Environmental Geology
Reservoir Evaluation
Regional Climatology
Invertebrate Paleontology
Coastal Geomorphology
Synoptic Climatology
Hydrology
Sedimentology
Stratigraphy
Structural Geology
Optical Mineralogy
Geochemistry
Field Problems in Earth Science
Field Problems in Hydrology
Field Course in Earth Science
Field Course in Geology
Mesoscale Meteorology
Field Mapping
Readings in Earth Science

3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
VA
VA
3
3
3

37

EAS 781
EAS 792
EAS 795
EAS 796
GEO 520
GEO 550
GEO 737
GEO 751
GEO 752
GEO 753
GEO 767
GEO 768
GEO 770
GEO 798
RES 829
RES 849

Research in Earth Science
Seminar in Geology
Seminar in Atmospheric Science
Seminar in Oceanography
Physiography of the United States
Advanced GIS
Geographic Information Systems
Geomorphology
Climatology
Physical Environment
Computer Cartography
Map & Aerial Photo Interpretation
Statistical Cartography
Seminar in Geography
Research Project
Master’s Thesis

3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
4

38

Program Title: Elementary Education
Degree: Master of Education
Accreditation: National Council for Accreditation of Teacher Education
Certification: The Master’s Degree certification track is designed for students who have a baccalaureate degree and
desire elementary teacher certification. This program is appropriate for teachers certified in other areas and for
persons with an undergraduate degree outside of education.
Program Description: The Master’s Degree in Elementary Education is available to students who wish to broaden
their knowledge of elementary education. Students who are not certified in Pennsylvania must pass the PRAXIS I
and PRAXIS II tests.
It is possible to earn the Master’s Degree and elementary certification in the same program.
Candidates for Pennsylvania certification must have completed undergraduate or graduate studies that
include 6 credits of college level mathematics and 3 credits each of biology, physical science, environmental
sciences, U. S. History, English Composition, English or American literature, economics and instructional
technology.

Graduate Elementary Ed courses are offered on campus and at the Southpointe site.
Total Number of Credits: 51+
This number may be less if the candidate has previously completed some education courses.

Admission Criteria: Beginning fall 2004, students must have a 3.0 undergraduate Q.P.A. and must have passed the
Praxis I tests, and have current Act 34, 151, and 114 clearances.

Curriculum: Professional Education (21 credits)
PSY 711 Advanced Educational Psychology
PSY 712 Advanced Psychology of Learning

3 OR
3

ESP 501 Introduction to Exceptionality
EDE 700 Found & History of America Ed
EDE 701 Develop & Organ of the Curriculum
EDE 795 Student Teaching Internship

3
3
3
9*

II. Professional Specialization (27 credits)
EDE 702 Instructional Strategies
EDE 703 Field Experience
EDE 708 Teaching Reading
EDE 715 Teaching Language Arts

3
3
3
3

EDE 716 Teaching Social Science
EDE 718 Teaching Mathematics
EDE 731 Expressive Arts
EDE 737 Literature & Literacy K-12
EDE 740 Teaching Science

3
3
3
3
3

39

III. Research (3-5/7 credits)
RES 800 Methods of Research
RES 829 Project OR
RES 849 Thesis

3
2
4

*Students seeking initial certification must pass the PRAXIS I tests prior to admission as of fall 2004.
*Students who are certified teachers in another specialty are not required to take EDE 795. The only PRAXIS test
required is Elementary Ed Curriculum Instruction and Assessment.
*Students seeking certification only are not required to take RES courses.

40

Program Title: Exercise Science & Health Promotion- Performance
Enhancement & Injury Prevention
Degree: Master of Science
***The Exercise Science & Health Promotion degree is offered 100% on-line only through the Keystone University
Network (www.keystone-university.net/) the Pennsylvania State System of Higher Education’s on-line university.
Program Description: The MS in Exercise Science and Health Promotion is designed for working professionals
and recent bachelor’s degree graduates in the health and fitness industry, including certified athletic trainers,
physical therapists, health and physical education teachers, chiropractors, personal trainers, business owners,
wellness counselors, military personnel, and other health / fitness careers. The University has worked closely with
the National Academy of Sports Medicine (NASM) to develop outstanding course content. The NASM was founded
in 1987 by physicians, physical therapists and fitness professionals. Since its inception, the organization has
expanded throughout the United States, Asia and Europe and has always focused on the development, refinement
and implementation of superior educational programs for fitness, performance and sports medicine professionals.
Three distinct tracks are available with each track also being offered as a Post-Graduate Certificate to those who
already have a master’s degree. The following tracks are available: 1.) Fitness and Wellness, 2.) Performance
Enhancement and Injury Prevention, and 3.) Rehabilitation Science. Detailed information about each track can be
found on our website.
Each track includes specific coursework preparing the student for one of three NASM certification examinations: 1.)
Certified Personal Trainer (CPT), 2.) Performance Enhancement Specialist (PES), OR 3.) Corrective Exercise
Specialist (CES).
Program length is 12 consecutive months. Thirty students per class work, learn, and communicate online and
function as a group of interactive peers. This virtual community – known as a cohort – creates a lively, dynamic
educational experience that enriches the collaborative skills essential in the contemporary health care and fitness
workplace.
Total number of credits: 30
Admission criteria: A bachelor’s degree from a four year accredited college or university with a minimum GPA of
3.0 (candidates with a GPA in the 2.5-3.0 range will be considered if they submit two professional letters of
recommendation); acceptance to the School of Graduate Studies and Research; all applicants must be a fitness,
health, exercise science, health educator, or wellness professional OR be certified, licensed or registered in one of
the following: Athletic Training, Physical Therapy, Occupational Therapy, Nutrition, Physician Assistant, Nursing,
Chiropractic, or other similar healthcare professional; submission of a resume or C.V. listing three references and a
phone or e-mail interview with the program coordinator to determine success in a web-based learning environment.
Curriculum:
Core Courses (Required for all tracks):
PRF 720 Essentials of Human Movement Science
PRF 705 Industrial, Clinical & Corporate Wellness
PRF 715 Business & Entrepreneurship
in the Fitness Industry
PRF 760 Leadership & Professional Development
PRF 765 Nutrition for Peak Performance
PRF 770 Exercise Physiology: Assessment & Exercise
Prescription

3
3
3
3
3
3

41

NOTE: One of the following tracks must be selected. All tracks are also available as Post-Graduate
Certificates for applicants who possess a graduate degree.
Fitness and Wellness Track
PRF 800 Research in Fitness and Wellness
PRF 711 An Integrated Approach to Fitness & Wellness
PRF 751 Program Design in Fitness & Wellness
PRF 781 Current Topics in Fitness and Wellness

3
3
3
3

Performance Enhancement and Injury Prevention Track
PRF 810 Research in Performance Enhancement
3
PRF 710 Performance Enhancement in Physical Activity
3
PRF 750 Performance Enhancement Program Design
3
PRF 780 Current Topics in Performance Enhancement
3
Rehabilitation Science Track
PRF 820 Research in Rehabilitation
PRF 712 Corrective Exercise in Rehabilitation
PRF 752 Corrective Exercise Program Design
PRF 782 Current Topics in Rehabilitation

3
3
3
3

Website: www.cup.edu/education/hsss/msExerciseScience
NOTE: Application process available online.

42

Program Title: Geography and Regional Planning
Degree: Master of Arts
Program Description: The degree enables a graduate to pursue a professional career in geography planning as
well as to branch out into cognate areas such as government, industry and planning.
Tracks: Option A & Option B
Differences between tracks: Option A requires at least 30 credits, including 6 credits of research courses and a
minimum of 15 to 18 credits in Geography, including either two credits for the research project or four for the
Masters Thesis. Option B requires 36 credits, including six credits of research courses and a minimum of 18 credits
in geography, but not a Research Project or a Master’s Thesis.
Total number of credits: 30-36
Curriculum: (An asterisk designates a required course.)
I. Research Courses: 6 credits as follows:
*GEO-EAS Seminar
*GEO 800 Methods of Geographic Research

3
3

II. Geography: Field of Specialization at least 12 credits from the following:
GEO 520 Physiography of the United States
3
GEO 550 Advanced Geographic Systems
3
GEO 711 Demographic Analysis
3
GEO 714 Urban Environment
3
GEO 729 Regional Economic Geography
3
GEO 733 Land Use Analysis
3
GEO 734 Site Selection
3
GEO 735 Marketing Geography
3
GEO 739 Regional Planning
3
GEO 737 Geographic Information Systems
3
GEO 738 Geography and Urban Policy
3
GEO 765 Field Methods
3
GEO 766 Field Problems
3
GEO 768 Map and Aerial Photo Interpretation
3
GEO 769 Computer Cartography
3
GEO 785 Readings in Geography
3
GEO 786 Research in Geography
3
GEO 789 Comprehensive Planning
3
GEO 791 Seminar in Regional Planning
3
GEO 798 Seminar in Geography
3
III. Research (Option A): 8 to 10 credits
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research
*One of the following:
RES 829 Research Project
or
RES 849 Master’s Thesis

3
3

2
4

43

IV. Research (Option B): 6 credits
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research

3
3

V. Cognate Courses: Graduate courses in related, or cognate, areas may be chosen, with the approval of the advisor.
IV. Comprehensive Examination: The Graduate student is required to pass a comprehensive examination.
+Any seminar offered by department.

44

Program Title: Legal Studies – Homeland Security Track
Degree: Master of Science
Program Description:
California University of PA's acute understanding of this extraordinary need in contemporary society has led to the
creation of the Homeland Security track in Legal Studies. It presents a neat and clean track that prepares supervisory
personnel to tackle the many challenges inherent in the protection of a nation. It allows justice professionals, health
specialists and legal specialists, to concentrate on the methodology of security in this narrow context. Aside from
the recurring demands of professional justice duty, Homeland Security delivers another slant and perspective to
harried and often over-tasked public servants.
Total Number of Credits: 36-37
Admission Criteria:
Admission into the program requires a bachelor's degree from a four-year accredited college or university, a
minimum 3.0 undergraduate grade point average, based on a 4.0 scale, an application, fee and all official sealed
transcripts from previous under- and post-graduate education. Students with a GPA below a 3.0 may be admitted to
the program on a conditional basis upon passing the written departmental exam. In addition, a phone or e-mail
interview with the Program Coordinator may be requested to determine potential for success in the web-based
learning environment.
Curriculum:
Core Courses: Fifteen (15) semester hours
LAW 600
LAW 601
LAW 602
LAW 603
LAW 700

Law and Public Policy
Law and Ethics
Law, Civil Liberties and the Constitution
Law and Legal Method
Law and the International Community

Homeland Security Track: 12 hours
AST 700
U.S. Homeland Security
AST 740
Terrorism, Threat and Vulnerability Analysis and Protection
AST 760
Biological, Chemical, Nuclear & WMD Threats in Homeland Security
AST 780
Intelligence Practice in Homeland Security
Homeland Security Electives: 9 or 10 hours
LAW 605
LAW 606
LAW 607
LAW 608
LAW 609
LAW 610
LAW 701
LAW 702
LAW 703
LAW 704
RES 849
LAW 730

Law and Police Process
3
Law, Punishment & Corrections
3
Law and Criminal Conduct
3
Law and Civil Litigation
3
Law, Culture and Society
3
Law, Justice and the Family
3
Law and Administrative Agencies
3
Law, Science & Forensic Applications
3
Law & the Environment
3
Law, Business & the Workplace
3
Thesis
4
Independent Study in Law and Public Policy 3

45

3
3
3
3
3
3
3
3
3

Program Objectives:
The program delivers graduate education with three primary objectives in mind:
• Develop strategies, plans and programs to prevent terrorist attacks within the United States, and reduce America’s
vulnerability to terrorism;
• Build the organizational arrangements needed to strengthen Homeland Security (HS), including
Local/State/Federal, civil-military and interagency cooperation; and
• Help government leaders make immediate as well as longer-term improvements in HS preparedness, by having
their students conduct policy development work on “real world,” actionable opportunities for progress.

46

Program Title: Legal Studies - Law and Public Policy Track
Degree: Master of Science
Program Description:
California University's M.S. in Legal Studies: Law and Public Policy allows seasoned practitioners and scholarly
graduate students the opportunity to address, analyze, and critique the law and its implications from a social,
administrative, judicial, operational, philosophical and managerial perspective.
Total Number of Credits: 36-37
Admission Criteria:
Admission into the program requires a bachelor's degree from a four-year accredited college or university, a
minimum 3.0 undergraduate grade point average, based on a 4.0 scale, an application, fee and all official sealed
transcripts from previous under- and post-graduate education. Students with a GPA below a 3.0 may be admitted to
the program on a conditional basis upon passing the written departmental exam. In addition, a phone or e-mail
interview with the Program Coordinator may be requested to determine potential for success in the web-based
learning environment.
Curriculum:
Core Courses: Twelve (12) semester hours
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 and Public Policy Electives: 24 or 25 hours
LAW 605 Law and Police Process 3
LAW 606 Law, Punishment & Corrections 3
LAW 607 Law and Criminal Conduct 3
LAW 608 Law and Civil Litigation 3
LAW 609 Law, Culture and Society 3
LAW 610 Law, Justice and the Family 3
LAW 700 Law and the International Community 3
LAW 701 Law and Administrative Agencies 3
LAW 702 Law, Science & Forensic Applications 3
LAW 703 Law & the Environment 3
LAW 704 Law, Business & the Workplace 3
LAW 730 Independent Study in Law and Public Policy 3
RES 849 Thesis 3 (optional)
Program Objectives:
The key to success at the Master's in Legal Studies: Law and Public Policy track will inevitably be intellectual and
organizational. The study of law and its diverse applications requires many talents - none more compelling than
those related to deductive reasoning and the synthesis of information. Graduate legal study demands the power to
organize and assimilate far more information than most students experience in other fields of study. Master in Legal
Studies: Law and Public Policy track is not a degree for the fainthearted, but an excursion for those seeking healthy
mental pressure and the type of intellectual exercise that is bound to produce a more coherent thinker and better
person.
At end, the successful graduate will be able to:
1.
2.

Interpret and analyze legal materials such as case law and statutory materials
Explain the public policy impact of judicial ruling and legislative policy

47

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

Frame legal issues for specific legal dilemmas
Weigh and evaluate legal arguments, legal remedies in a particular dilemma
Conduct legal research on diverse topical coverage in law
Argue and advocate legal arguments
Draft and author a legal scholarship in form of paper, brief, memoranda and thesis
Creatively construct legal remedies to situations of first instance
Correlate the interplay between ethical and moral principles and the rule of law
Interpret, adjudge and apply the United States Constitution and its relevant Amendments
Define and categorize legal and human rights in varied settings
Incorporate legal method and reasoning into complex legal issues
Compare and contrast legal systems in national and global contexts
Assess legal questions and issues in particular settings whether it be the environment, correctional facilities,
police stations, government and administrative agencies, business or other location.
Evaluate and critique the law of crimes and the concept of criminal responsibility
Distinguish and differentiate civil, equitable and criminal subsystems.
Categorize legal actions, litigation tactics and strategies and identify specific legal practice applicable in
fact situations.
Appraise the interrelationship and effects between culture, social order and the rule of law.
Describe community's power to arrest, incarcerate and punish in the correctional setting.
Discover career tracks and opportunities related to law and it practice.
Identify and predict how law and legislation influences the community.
Problem solve in legal settings.

48

Program Title: Master of Arts Teaching – Secondary Education
Degree: Master of Arts Teaching
Accreditation: National Council for Accreditation of Teacher Education
Program Description: The M.A.T. Program consists of two separate tracks.
Initial Teacher Certification Track
This track provides teacher initial certification in the following areas: Art 7-12, Biology 7-12, Chemistry 7-12, Communications
7-12, Earth Science 7-12, English 7-12, Foreign Language K-12 (French or Spanish), Mathematics 7-12, Physics 7-12, and Social
Studies 7-12. It is designed for individuals with a background in each area or those individuals wishing to make a career change
into secondary teaching. However, anyone can be admitted regardless of previous degree.
Total Number of Credits: 36 for certification, 42 for Master’s degree . However, the amount of content area credits varies by
each program. Students will be credited with undergraduate courses completed in their certification area.
Curriculum: Initial Teacher Education Track
MSE 705 Orientation to Secondary Education
MSE 710 Secondary Instructional Strategies I
MSE 715 Technology in Education
MSE 720 Classroom Management
MSE 725 Secondary Field Experience
MSE 761 Student Teaching & School Law
ESP 501
Introduction to Exceptionality

3
3
3
3
3
9
3

Select 1 of the courses listed below

PSY 711
PSY 712
PSY 713

Advanced Educational Psychology
Advanced Psychology of Learning
Psychology of Growth & Development

3
3
3

Initial Teacher Certification Track Content Requirements Vary.
For example: Biology is different than English. Each applicant will receive a free evaluation of their transcripts to determine
what, if any, content courses still need to be completed. This is done on an individual basis. Please send in a complete set of
transcripts for one free content requirement evaluation. Specify which certification area you are interested in. Send transcripts
to:
Dr. Joseph Zisk
Dept. of Secondary Education & Admin. Programs
250 University Avenue
California, PA 15419

Transcripts and evaluation are returned in about 10 business days. Sending in transcripts is not applying to the program.
Interested students will still need to make application to the School of Graduate Studies and Research.
Admission Criteria for Initial Teacher Certification Track
A minimum overall QPA of 3.00 or a 3.00 by calculation your last 48 credits.
Completed Cal U Application for Admission to the School of Graduate Studies and Research.
You can download this form at: http://www.cup.edu/graduate/application.htm.

Complete set of official transcripts.
Three letters of recommendation.
Current Resume.
Copy of approved Pennsylvania Act 34 (Criminal Record) clearances (photocopy of returned form).
Copy of approved Pennsylvania Act 151 (Child Abuse) clearances (photocopy of returned form).
Copy of approved Act 114 fingerprint (FBI Criminal History) clearance.
Copy of Praxis I Exams Student Score Booklet. Praxis I test is required by the Pennsylvania Department of Education. You must
take the three sections listed below.
i. PPST Reading Test #10710
ii. PPST Writing Test #20720
iii. PPST Math Test #10730

Consult the Praxis Web Site for current information at
http://www.ets.org/praxis

Praxis II testing must be passed one semester prior to student teaching.

49

Advanced Studies in Secondary Education Track (100% online)
Graduates of the Advanced Studies in Secondary Education Track will have a deeper understanding of instructional strategies,
action research, instructional technology, differentiated instruction, classroom management, assessment strategies, teacher
leadership, curriculum designs, and reflective practices. At the completion of this program, graduates will have a "jump start" if
they decide to apply for National Board teaching certification.
The MAT program is based upon NBPTS's Five Core Propositions:
•
Teachers are committed to students and their learning.
•
Teachers know the subjects they teach and how to teach those subjects to students.
•
Teachers are responsible for managing and monitoring student learning.
•
Teachers think systematically about their practice and learn from experience.
•
Teachers are members of learning communities.
Total Number of Credits: 30 Credits
Curriculum: Advanced Studies in Secondary Track
Semester 1
MSE 740 Adv. Instructional Technology
3
MSE 755 Constructivists Inst. Strategies
3
Semester 2
MSE 760 Reflective Practitioner
3
MSE775 Teacher Leadership
3
Semester 3
MSE 745 Advanced Classroom Management 3
MSE 765 Curriculum Design
3
Semester 4
MSE 770 Differentiating Instruction
3
MSE 725 Methods of Action Research
3
Semester 5
MSE 780 Assessment of Learning
3
MSE 790 Research Thesis in Sec. Ed
3

Admission Criteria for Professional Development and Advanced Studies in Secondary Education Tracks
3.00 GPA or a 35 on the Millers Analogy Test
Employed as a classroom teacher during the program
Completed Cal U Application for Admission to the School of Graduate Studies and Research. You can download this form at:
http://www.cup.edu/graduate/application.htm
Complete set of official transcripts.
Three letters of recommendation.
Current Resume.
Copy of a valid Teaching Certificate.

Web site: www.cup.edu/graduate/mat

50

Program Title: Mentally/Physically Handicapped Education
Degree: Master of Education
Accreditation: National Council for Accreditation of Teacher Education (NCATE)
Certification: A certification only program is available
Program Description: The master’s degree in the area of Mentally/Physically Handicapped consists of three Tracks.
Total Number of Credits: Track A: 36, Track B: 36, Track C: 49
Tracks: Track A –Track A is a program for those who already hold an instructional/teaching certificate in any area but not
Pennsylvania certification in special education.
Track B –Track B is designed for those students who already hold certification in Mentally and/or Physically Handicapped or any
single-category area of special education.
Track C –Track C is designed for students who have no teaching certificate but who are now working with, or have worked with
handicapped children or adults in either a community or an institutional setting. Track C leads to both Pennsylvania certification
and a master’s degree.
Track D – Track D is designed for students who have no teaching certificate and would like to earn dual certification in
elementary and special education and a master’s degree.
Admission Criteria for Tracks A & B
-Completed Cal U Application for Admission to the School of Graduate Studies
Admission Criteria for Initial Teacher Certification (Track C)
-A minimum overall QPA of 3.00 or a 3.00 by the calculation of your last 48 credits.
-Completed Cal u Application for Admission to the School of Graduate Studies and Research.
You can download this form at: http://www.cup.edu/dev2/graduate/index.jsp?pageId=1580830010421132319227864
-Complete set of official transcripts
-Copy of approved Pennsylvania Act 34 (Criminal Record) clearances (photocopy returned form)
-Copy of approved Pennsylvania Act 151 (child Abuse) clearances (photocopy returned form)
_Copy of Pennsylvania Act 114 (FBI) clearances(photocopy returned form)
-Copy of Praxis I Exams Student Score Booklet. Praxis I test is required by the Pennsylvania Department of Education. You must
take the three sections.
i. PPST Reading Test #10710
ii. PPST Writing Test #20720
iii.PPST Math Test #10730
Consult the Praxis Web Site for current information at: http://www.ets.org/praxis
-Praxis II testing must be passed one semester prior to student teaching.
Curriculum: Track A
(An asterisk designates a requirement.)
A: Major Area: 33 credits
*ESP 501 Introduction to Exceptionality
*ESP 701 Introduction to Behavior Analysis
*ESP 739 Field Experience in Special Education
*ESP 502 Life Skills Planning & Instruction
*ESP 503 Assessment and Prescriptive Teaching
*ESP 504 Curriculum and Methods I: Reading and Language Arts
*ESP 505 Curriculum and Methods II: Math and other Content Areas
*ESP 506 Transition Planning and Instruction

51

3
3
3
3
3
3
3
3

*ESP 712 Seminar on Trends and Issues
or Approved Elective
*ESP 720 Internship
(May be taken as two three-credit sessions)

3
3

*Research: may be satisfied with ESP 800,
Seminar in Advanced Behavior Analysis & Research Design

3

6

Track B
(An asterisk designates a requirement.)
A: Major Area: 24 credits
*ESP 502 Life Skills Planning & Instruction
*ESP 503 Assessment and Prescriptive Teaching
*ESP 504 Curriculum and Methods I: Reading and Language Arts
*ESP 505 Curriculum and Methods II: Math and other Content Areas
*ESP 506 Transition Planning and Instruction
*ESP 720 Internship
Nine credits from the following seminars:
ESP 712 Seminar on Trends and Issues
ESP 731 Seminar on Assessment
ESP 732 Seminar on Special Education Administration and Supervision
ESP 734 Seminar on Counseling Parents of Exceptional Children
ESP 735 Seminar on Education of the Gifted
ESP 737 Seminar on Legislation and Litigation
ESP 738 Seminar on Teacher Behavior and Group Dynamics
*ESP 739 Field Experience Seminar in Special Education
B: Research:
*ESP 800 Seminar in Advanced Behavior Analysis and Research Design

3
3
3
3
3

3
3
3
3
3
3
3
3
3

Track C
(An asterisk designates a requirement)
A: Major Area: 36 credits
*ESP 501 Introduction to Exceptionality
*ESP 701 Introduction to Behavior Analysis
*ESP 739 Field Experience in
Special Education
*ESP 502 Life Skills Planning & Instruction
*ESP 503 Assessment and Prescriptive Teaching
*ESP 504 Curriculum and Methods I: Reading and Language Arts
*ESP 505 Curriculum and Methods II: Math and other Content Areas
*ESP 506 Transition Planning and Instruction
*ESP 712 Seminar on Trends and Issues or Approved Elective
*ESP 720 Internship/Student Teaching
B: Professional Education: 10 credits
EDP 605 Philosophy of Education
EDP 606 Gen. History of Education
EDP 624 Character Education
EDP 663 Computer Assisted Instruction
GMA 786 Computer Science for Teachers
PSY 702 Psychopathology
PSY 711 Adv. Ed. Psychology
PSY 712 Adv. Psych. of Learning
PSY 713 Psych. - Growth & Develop
PSY 720 Neuropsychology
PSY 752 Fund. of School Psychology

3
3
3
3
3
3
3
3
9

3
3
3
3
3
3
3
3
3
3
3

52

C: Research:
3
*ESP 800 Seminar in Advanced Behavior Analysis
and Research Design
Note: TRACK C STUDENTS MUST TAKE 9 CREDITS OF ESP- 720 WHICH IS STUDENT TEACHING

TRACK D
A: Major Area: 21 credits
ESP 501 Introduction to Exceptionality
ESP 502 Life Skills Planning & Instruction
ESP 503 Assessment and Prescriptive Teaching
ESP 701 Introduction to Behavior Analysis
ESP 720 Student Teaching Internship (1/2 Elementary,1/2 Spec. Ed

3
3
3
3
3

B: Professional Specialization: 27 credits
EDE 702 Instructional Strategies
ESP 739 Field Experience (1/2 & ½)
EDE 708 Teaching Reading

3
3
3

EDE 715 Teaching Language Arts
ESP 504 Curriculum & Methods I
EDE 716 Teaching Social Science
EDE 718 Teaching Mathematics
EDE 731 Expressive Arts
EDE 740 Teaching Science

3
3
3
3
3
3

C: Research 3 credits
ESP 800 Methods of Research

3

Undergraduate/graduate classes needed for certification:
Mathematics (6 cr)
US History
Biology
Educational Psychology
English
Economics
Instructional Technology
Physical Science
Environmental /Earth Science
(English/American) Literature

53

Program Title: Multimedia Technology
Degree: Masters of Science
Program Description: This program is appropriate for professionals who have backgrounds in business, communication,
graphics, advertising, marketing, education, design and computer science as well as others who wish to learn how to integrate
multimedia into their area of expertise, but who also desire additional, related areas of professional expertise.
Total Number of Credits: 36
Admission Requirements
•
o

Acceptance to the School of Graduate Studies and Research.
A 3.0 QPA minimum undergraduate grade point average based on a 4.0 scale. Official transcripts must be submitted to
the Graduate School

MMT Admission Requirements for applicants with a QPA of 2.99 or less
•
o
o
o
o
o
o
•

To be “considered” for admission into the Multimedia Program all of the following must be completed for
review:
Take the Miller Analogies Test (MAT).
Submit a resume of education and work experience.
Submit two current letters of recommendation from individuals who know the applicant and can comment on the
applicant’s intellectual and leadership abilities.
Submit a typed essay of 300 to 400 words describing your academic interests, objectives and plans for graduate study
in the MMT Program.
Submit a portfolio for review.
Interview with program coordinator.
The program coordinator and MMT faculty will determine the final recommendation for admission to the MMT
Program

The graduate student must apply for candidacy for the degree after successfully completing six credits, but no more than twelve
credits of graduate work. QPAs below 3.0 will be referred to Graduate School policies.
Students will complete a written comprehensive examination to test their knowledge base, ability to synthesize
content, capacity for problem solving, and ability to effectively communicate in writing. A minimum score of 80
percent is needed to pas the comprehensive exam.
As technology becomes more sophisticated and complex, employers across industries and professions are demanding a higher
level of computer-related expertise and technical skills from their employees. The expanding integration of Internet and
multimedia technologies into businesses and organizations that provide public relations, marketing, sales, education, workforce
training and development has increased the demand for a variety of skilled professionals who can develop and support
multimedia and web applications such as those identified with Internet and Intranet processes and sites.
Three multimedia laboratories are available for student use – one each at the California campus, Southpointe Center, and RET
(Regional Enterprise Towers) in Pittsburgh. Each lab is a state-of-the-art facility equipped with Power Macintosh and Pentium
PC computers with multimedia capabilities, scanners, printers, DVD/CD mastering systems and software for interactive and noninteractive presentations, animation, web page creation, image editing, multimedia authoring and illustration. Some of this
software includes Adobe’s Photoshop®, Acrobat®, and Premiere®; Macromedia’s Director®, Final Cut Pro®, Dreamweaver®,
Fireworks®, and Freehand®; Microsoft Office®; Sonic Foundry’s Sound Forge®, Peak LE®, Newtek Lightwave®, and
Quicktime®. The computers are part of the University network allowing access too many resources located on file and webbased servers. The MMT courses are delivered in a traditional class setting and using distance technologies, such as interactive
video and the web. The program is available at the California campus, Southpointe Center and the Workforce Development
Center in the Regional Enterprise Tower (RET) in downtown Pittsburgh.

Curriculum: The Masters of Science in Multimedia Technology consists of 30 credits. Approximately two-thirds of the
program is devoted to developing multimedia skills and assisting students in integrating multimedia into the student’s profession.
The other half of the program focuses on developing knowledge and skills in related areas such as research, marketing,
communications, and creativity through required courses and from restricted electives.

54

All five of the MMT certificate courses are included in the Masters. Students who are in or have completed the Graduate
Certificate Program in Multimedia Technology can use these courses to fulfill some of the requirements in the Masters Program.

I. Multimedia Technology (30 credits)
MMT701
MMT702
MMT703
MMT704
MMT705
MMT720
MMT760
EDP 600
PRF 760
MGT 751

Multimedia Technology
Multimedia Systems
Digital Editing
Web Publishing
Interactive Design
Emerging Tech & Apps in Multimedia
Multimedia Production
Statistics
Leadership and Professional Development
International Business Management

III. Total Credit Hour Requirements

3
3
3
3
3
3
3
3
3
3
30

Website: http://www.cup.edu/dev2/eberly/aet/index.jsp?pageId=1580830010421140439299859

Program Title: Multimedia Technology
Certificate: The Multimedia Technology (MMT) graduate certificate program is fifteen credits and is designed
to educate students in integrating multimedia technology into their field of study. The program is appropriate
for professionals who have backgrounds in business, communication, graphics, advertising, marketing,
education, design and computer science as well as others who wish to learn how to integrate multimedia into
their area of expertise.
Program Description: Multimedia is the creation and editing of digital media that will be used for business or
entertainment purposes. This media includes digital images, graphics, audio, video, animations, and documents
and is used in the creation of web pages, interactive pieces, presentations, electronic storybooks, kiosks,
tutorials, and simulations.
As technology becomes more sophisticated and complex, employers across industries and professions are
demanding a higher level of computer-related expertise and technical skills from their employees. The
expanding integration of Internet and multimedia technologies into businesses and organizations that provide

55

public relations, marketing, sales, education, workforce training and development has increased the demand for
a variety of skilled professionals who can develop and support multimedia and web applications such as those
identified with Internet and Intranet processes and sites.
Three multimedia laboratories are available for student use – one each at the California campus, Southpointe
Center, and RET (Regional Enterprise Towers) in Pittsburgh. Each lab is a state-of-the-art facility equipped
with Power Macintosh and Pentium PC computers with multimedia capabilities, scanners, printers, DVD/CD
mastering systems and software for interactive and non-interactive presentations, animation, web page creation,
image editing, multimedia authoring and illustration. Some of this software includes Adobe’s Photoshop®,
Acrobat®, and Premiere®; Macromedia’s Director®, Final Cut Pro®, Dreamweaver®, Fireworks®, and
Freehand®; Microsoft Office®; Sonic Foundry’s Sound Forge®, Peak LE®, Newtek Lightwave®, and
Quicktime®. The computers are part of the University network allowing access too many resources located on
file and web-based servers. The MMT courses are delivered in a traditional class setting and using distance
technologies, such as interactive video and the web. The program is available at the California campus,
Southpointe Center and the Workforce Development Center in the Regional Enterprise Tower (RET) in
downtown Pittsburgh.
Total Number of Credits: 15
Admission Criteria: To be admitted to the Graduate Certificate Program in Multimedia Technology, an
applicant must:
1. verify successful completion of a baccalaureate degree;
2. verify an acceptable undergraduate quality point average of 3.0;
3. have computer literacy as evidenced by:
-appropriate undergraduate and/or graduate course(s), or
-demonstrated work experience or adequate competency review.
NOTE: Upon successful completion of the program, a California University of PA certificate of completion
will be presented. The Multimedia courses can also be used as electives in other graduate programs.
•
Acceptance to the School of Graduate Studies and Research.
•
A 3.0 minimum undergraduate grade point average based on a 4.0 scale. Official undergraduate
transcripts must be submitted to the Graduate School.
MMT Admission Requirements for applicants with a QPA of 2.99 or less
•
To be “considered” for admission into the Multimedia Program all of the following must be
completed for review:
o
Take the Miller Analogies Test (MAT).
o
Submit a resume of education and work experience.
o
Submit two current letters of recommendation from individuals who know the applicant and can
comment on the applicant’s intellectual and leadership abilities.
o
Submit a typed essay of 300 to 400 words describing your academic interests, objectives and plans
for graduate study in the MMT Program.
o
Submit a portfolio for review.
o
Interview with program coordinator.
•
The program coordinator and MMT faculty will determine the final recommendation for
admission to the MMT Program
Curriculum: The program consists of five courses (15 credits) and represents a comprehensive and integrative
approach. Courses are offered every semester including the summer so the certificate may be completed in one
year. The multimedia courses are comprised of lectures and demonstrations with assignments completed
outside of class in one of the University Multimedia Laboratories or other suitably equipped facilities. The
MMT courses are delivered in a traditional classroom setting and using distance technologies such as interactive
video and the web. The program is available at the California and Southpointe campuses as well as the
Regional Enterprise Towers (RET) in Pittsburgh.

56

The program of study consists of the following five courses: (3 credits each)
MMT 701 Multimedia Technology
MMT 702 Multimedia Systems
MMT 703 Digital Editing
MMT 704 Web Publishing
MMT 705 Interactive Design
Website: http://www.cup.edu/dev2/eberly/aet/index.jsp?pageId=1580830010421140439299859

57

Program Title: Administrative Program for Principals
Degree: Master of Education Degree in School Administration and/or K-12 Principal Certification
Accreditation: National Council for Accreditation of Teacher Education
Certification: Principal Certification
Program Description: The Administration Program for Principals at California University provides graduate students with
a unique and challenging opportunity to obtain a Master’s degree in education and/or certification as a K-12 school
principal. The program is performance- based and utilizes a variety of instructional modes.
Students have the option of completing the Master of Education degree that includes all requirements for certification as a
K-12 Principal. If a student already holds a master’s degree, he or she may complete certification requirements without
completing the entire master’s program. This program is designed not only for degree and certification candidates but is
available for both teachers and administrators who, as seasoned educators, wish to continue to enhance their teaching and
leadership skills. All coursework can be used to complete continuing education requirements under Act 48.
Credits
M.Ed. and K-12 Principal Certification Students: 36
K-12 Certification Only Students: 24
*** The Administrative Principals Program is offered on campus and also on-line through the Keystone University network
(www.keystone-university.net/ ), the Pennsylvania State System of Higher Education’s on-line university.
Admission Criteria: This program is open to students with a bachelor’s, master’s, or doctorate degree. Applicants for
admission must submit:
A completed Application.
A completed Applicant Data Sheet.
An official transcript from every institution attended.
A copy of all current professional certificates held.
A letter of endorsement from applicant’s principal or immediate supervisor.
A current resume or curriculum vitae.
A statement of career goals and degree objectives.
Additional Program Requirements:
• Evidence of an earned QPA of 3.0 on a 4.0 scale.* The program is open to students with a bachelor’s, master’s or doctorate
degree.
• After completing an application and submitting all of the above
documents, applicants must schedule a pre-admission interview with a faculty member.
The program coordinator and faculty will determine final recommendation for admission to the Principal Program.
To be considered for admissions, applicants with a QPA of
2.99 or less must also:
• Obtain a minimum score of 390 on the Miller Analogies Test (MAT).
• Submit evidence of successful teaching or professional educational experience within the past five years.
• Submit evidence of leadership activities and professional awards.
• Submit a written essay of 300 to 400 words describing academic interests and objectives, plans for graduate study and career goals.
• Two letters of recommendation from individuals who know the applicant well and can comment on the applicant’s intellectual and
leadership abilities.

58

Curriculum: All students (both MED and certification candidates) in the Administration for Principals Program must
complete the four core courses (12 credits) listed below:
ADP 626 Instructional Strategies
ADP 631 School Law and Ethics
ADP 641 School Community Relations Seminar
ADP 662 Supervision

3cr
3cr
3cr
3cr

All students (both MED and certification candidates) must complete the four specialization courses (12 credits) listed below:
ADP 621 Curriculum Leadership
ADP 647 Orientation and Assessment*
ADP 661 Educational Leadership
ADP 670 Internship**

3cr
3cr
3cr
3cr

Students seeking a Master of Education Degree with K-12 Principal Certification must complete the 12 credits listed below:
ADP 612 Supervised Field Project/Child Growth Theory
ADP 622 Supervised Field Project/Curriculum
ADP 664 Supervised Field Project/Admin Leadership
ADP 673 Supervised Field Project/ Research & Evaluation

3cr
3cr
3cr
3cr

* The Orientation and Assessment Seminar is required of all students 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 and with the ISLLC, ELCC, and PDE standards.
Practicum/Internships:
Field Experience: All candidates will be required to complete a minimum of twenty (20) hours of field experiences that are
infused as part of the course work and are designed to reinforce and extend upon the learning objectives of the course
**Internship: The internship is designed to be a theory into practice experience 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. The intern gains valuable work-related experience and is
given the opportunity to learn how academic knowledge of skills can be applied at the worksite with real people, problems
and events. The internship is a 240 hour experience at two settings (elementary and secondary). The internship must be
taken during the summer semester only. The internship is six weeks, five days per week, full school day internship. Some
evenings may be scheduled depending on activities. The experience starts at the beginning of July and continues on through
the first two weeks of August (dates are determined by the University calendar.)

Policies and Procedures
Note that the policies and procedures described above may be reviewed and revised at any time. This fact sheet should be used as an
informational guide. For details on current policies and procedures, contact the Department of Educational Administration and
Leadership at 412-467-3038.
Website: http://www.cup.edu/graduate/app/

59

Program Title: Reading Specialist
Degree: Master of Education
Note: this is not an initial certification program
Certification: Reading Specialist
Accreditation: National Council for Accreditation of Teacher Education
Pennsylvania Department of Education
Program Description: There are four options within the Reading Specialist Program: A Master's degree and
Certification with courses only (36 credits); a Master's degree and Certification with Thesis (40 credits); a
Master's degree and Certification with Project (38 credits); Master’s Degree Courses Only (36 credits); Reading
Specialist Certification only (30 credits).
Total number of credits: Varies by program.
Admission Criteria: A student must have an undergraduate GPA 0f 3.0. In addition, a copy of your PA
teaching certificate must be in your RSP Program file (Elementary Office) before completion of your first
semester – regardless of the number of credits that you are taking. Students who fail to meet this requirement
will not be approved for RSP candidacy. Students must also gain admittance to the School of Graduate Studies
and Research by submitting and application, fee, and official transcripts.
Curriculum:
Reading - Core Requirements
(24 credits required)
These (4) courses must be taken in sequence as listed
RSP 700 Fund. of Literacy – Theory and Instruction
*RSP 702 Diag. and Treat. of Reading Problems
*RSP 703 Practicum: Diagnostic Case Studies
*RSP 704 Practicum:Remedial Case Studies
RSP 705 Psychology of Reading
RSP 734 Content Area Read in Middle/Sec Schools
RSP 706 Adult Literacy
EDE 737 Literature and Literacy K-12
* Prerequisites required … see catalog or advisor (RSP 702, RSP 703, RSP 704)

3
3
3
3
3
3
3
3

Educational Research - Requirements
(3 credits required)
RES 800 Methods of Research

3

Educational Research Electives (Choose 3 credits)
EDP 600 Statistical Methods
EDE 706 Evaluation & Measurement
EDP 656 Computer Oriented Research

3
3
3

Research with advisor’s approval
RES 829 Research Project
-orRES 849 Master’s Thesis

4

Related Courses - Requirements (6 total credits required, unless certification only)
EDE 701 Development & Organization of Curriculum

3

2

60

Related Courses Electives (Choose 3 credits)
EDE 700 Fds & History of American Education
EDE 715 Teaching of Language Arts
PSY 711 Advanced Educational Psychology
PSY 712 Advanced Psychology of Learning
PSY 713 Psychology of Growth and Development
PSY 720 Neuropsychology of Learning Disorders
EDP 663 Computer Assisted Instruction
ESP 501 Introduction To Exceptionality

3
3
3
3
3
3
3
3

Website: www.cup.edu/graduate/readingspecialist

61

Program Title: School Psychology
Degree: Master of Science
Certification: Post Master’s certificate in School Psychology
Accreditation: National Council for Accreditation of Teacher Education
Program Description: The School Psychology Program offers graduate study leading to a Master of Science degree and/or
a post-master’s certificate in School Psychology. The Program is built on a respect for human diversity and does not
discriminate in its practices or polices based on race, color, national origin, gender, sexual orientation, disability, age,
religion, or ethnic background.
Students complete a rigorous course of study to gain the competences needed to provide a wide range of psychological
services. Professional skills emphasized include psychological assessment, consultation, counseling, behavioral
interventions, and research/evaluation. Practica experiences (approximately 300-350 hours) and an intensive internship
experience (minimum 1200 hours) are integral components of the Program. The University has a School Psychology
Clinic on site.
Total Number of Credits: 31 required for Master’s degree with thesis option; 36 credits required for the Master’s degree
with non-thesis option; a minimum of 31 credits beyond the Master’s degree is required for Certification.
Admission Criteria: To be considered for admission to the Master of Science Degree program in School Psychology,
candidates must submit the following: (By April 1)
1. A completed application form to the Graduate School.
2. Official undergraduate and/or graduate transcripts that substantiate a cumulative grade point average of 3.0 and a
minimum of 15 credits in psychology with a grade point average of 3.0.
3. Two professional (e.g., professors, employers) letters of recommendation.
4. A 3-5 page autobiographical essay that focuses on the applicant’s motivation to become a school psychologist.
5. Miller Analogies Test score or GRE test scores.

Admission to the Certification Program
Individuals who have earned a Master’s degree in School Psychology or a related area may apply for direct admission to the
Certification phase of the School Psychology Program. Applicants to the Certification phase are not required to submit a
Miller Analogies Test score; however, all other admission requirements listed for the master’s degree program must be met.

Curriculum:
School Psychology Program Master of Science Curriculum
Area I –
Psychological and Educational Foundations
PSY 702
Psychopathology of Childhood
PSY 713
Psychology of Growth and Development
PSY 712
Advanced Psychology of Learning
PSY 741
Theories of Counseling and Psychotherapy
PSY 720
Neuropsychology

3
3
3
3
3

Area II – Psychological Methods and Techniques
PSY 721
Advanced Tests and Measurements
PSY 795
Seminar in Behavior Modification

3
3

Area III – School Programs and Organization
PSY 752
Fundamentals of School Psychology
PSY 710
Principles of Instructional Design

3
3

62

Area IV –
PSY 767
PSY 766
PSY 796

PSY 849

Research
Research Methods in Psychology
Psychological Statistics
Seminar in Analysis of
Research in School Psychology
OR
Thesis Option
(See Student Manual)

3
3

4

Specialist Certificate Courses (31-37 credits)
Area II –
Psychological Methods and Techniques
PSY 722
Individual Psychological Evaluation I
PSY 723
Individual Psychological Evaluation II
PSY 724
Practicum in School Psychology
PSY 734
Assessment of Personality and Behavior I
PSY 742
Techniques of Counseling and Psychotherapy with Practicum
PSY 756
Consultation and Group Processes

Area V – Professional School Psychology
PSY 773
Internship in School Psychology
PSY 798
Seminar in Professional
School Psychology

3
3
3
3
3
3

10
3

For initial certification students must have:
6 Credits College Math*
3 Credits English Comp*
3 Credits English/American Literature*
*These credits may be graduate or undergraduate credits
School Psychology Clinic: The School Psychology Clinic is a training facility for graduate students in the School
Psychology Program. Through a variety of practicum and internship experiences in the clinic students develop their
professional skills. The clinic offers a variety of psychoeducational services to the university community and the public.
Website: www.cup.edu/graduate/schoolpsy

63

Program Title: Social Science – Criminal Justice
Degree: Master of Arts
Program Description: The Master of Social Science – Criminal Justice is offered in an accelerated cohort at
California University of Pa’s Pittsburgh site at the Regional Enterprise Tower in downtown Pittsburgh. The
program is housed in the Department of Professional Studies within the College of Science and Technology.
Both academics and practitioners whose pedagogy blends theory with practice instruct in this program. The
curricular mission is to prepare learned and erudite justice practitioners who will assume leadership positions in
the justice sector and make substantial contributions to the betterment of the legal and justice systems and the
community served.
Total Number of Credits: 36-37
Admission Criteria: Admission to the program requires an undergraduate grade-average of at least 3.0 on a 4point scale, an application, fee, and all official sealed transcripts from previous under-graduate and postgraduate education. A student with a QPA below a 3.0 may be considered for admission and should contact
department for additional requirements including essay and interview.
Curriculum:
Core Courses: Fifteen (15) semester hours
LAW 607 Law and Criminal Conduct
or
SOS 717 Analysis of Power Structure
CRJ 795 Legal and Justice Research Methods
or
**SOS 800 Social Science Research Techniques
or
PSY 766 Psychological Statistics
*EDP 600 Statistical Methods
*GEE 537 Computer Science
or
GEO 737 Geographic Information Systems
*SOS 716 Social, Economic, and Political Order
or
POS 700 Public Policy

3
3
3
3
3
3
3
3
3
3

OPTION A: Thesis option
Criminal Justice Core: (12) Semester Hours
CRJ 748
Criminal Justice Organization and Management
CRJ 747
Financial Investigations
CRJ 749
Seminar in Justice Studies
CRJ 746
Law and Ethics

3
3
3
3

Criminal Justice Electives: Six (6) semester hours
GEO 711
Demographic Analysis
GEO 714
Urban Environment
GEO 739
Regional Planning
GEO 789
Comprehensive Planning
GEO 778
Map and Aerial Photo Interpretation
ANT 708
Historic Sites Archeology
POS 704
American Political Ideas
POS 745
The Legislative Process
SWK 815
Criminal/ Juvenile Justice Practice

3
3
3
3
3
3
3
3
3

64

SWK 816
SWK 821
BUS 741
BUS 743
FIN 711
LAW 605
LAW 606
LAW 730

Practice with Children and Youth
Drug and Alcohol Abuse
Business Law
Business, Society, And Government
Financial Management
Law and Police Process
Law, Punishment and Corrections
Independent Study in Law and Public Policy

3
3
3
3
3
3
3
3

Thesis Option: Four (4) semester hours
RES 849

Master’s Thesis

3

OPTION B: Non-Thesis Option
Criminal Justice Core: Eighteen (18) semester hours
MGT742
Human Resource Management
CRJ 746
Law and Ethics
CRJ 747
Financial Investigations
CRJ 748
Criminal Justice Organization and Management
CRJ 749
Seminar in Justice Studies
POS 747
Civil Liberties and Judicial Process

3
3
3
3
3
3

Criminal Justice Electives: Six (6) semester hours
GEO 711
Demographic Analysis
GEO 714
Urban Environment
GEO 739
Regional Planning
GEO 789
Comprehensive Planning
GEO 778
Map and Aerial Photo Interpretation
ANT 708
Historic Sites Archeology
POS 704
American Political Ideas
POS 745
The Legislative Process
SWK 815 Criminal/ Juvenile Justice Practice
SWK 816 Practice with Children and Youth
SWK 821 Drug and Alcohol Abuse
BUS 741 Business Law
BUS 743 Business, Society, And Government
FIN 711 Financial Management
LAW 605 Law and Police Process
LAW 606 Law, Punishment and Corrections
LAW 730 Independent Study in Law and Public Policy

3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3

Website: http://www.cup.edu/graduate/crj

65

Program Title: Social Work
Degree: Master of Social Work
Council on Social Work Education (CSWE) Accreditation
Program Description: The MSW Program is keenly committed to developing students’ personal and
professional growth, for appreciating diversity, using an advanced generalist perspective to make a difference in
rural environments, and preparing graduates to be highly competent, effective, and well regarded social work
practitioners. Our MSW Program prepares students to respond professionally and creatively to the increasingly
complex matrix of rural human needs and strengths in a changing society. It also provides students with a
theoretical and professional practice focused curriculum in social work that promotes an understanding and
appreciation of cultural diversity and its importance to competent Advanced Generalist Rural practice. Built on
a professional advanced generalist curriculum model, the program prepares students to work in direct and
indirect practice and leadership capacities to prevent and meet needs that affect people in South Western
Pennsylvania, including urban environments, and is designed for students with Bachelors degrees from
psychology, social sciences, sociology, liberal arts and other disciplines.
The 60 credit regular MSW Program begins in the Fall term. The full-time two year program requires five
semesters (summer included). The part-time regular tract takes three years; students must register for at least six
credits in the fall, spring and summer terms; are required to follow the plan for appropriate course sequencing;
and must complete degree requirements within six years. The advanced standing program has 44 credits, and
designed for BSW graduates from CSWE accredited programs. It takes one and a half years of full-time study
(Spring & Fall & Summer). Part-time advanced standing students follow requirements for part-time students
and normally finish in seven terms.
Regular Total Number of Credits: 60
Advanced Total Number of Credits: 44
Admission Criteria: Applicants must meet the general requirements for the Graduate School:
1. Complete the both admission applications for the School of Graduate Studies and for the MSW Program.
2. Submit a non-refundable application fee of $25.
3. Submit three letters of recommendation.
4. Complete personal portfolio materials following the application guide (available through the MSW Program
Office, 724-938-4022) .
5. Have official transcripts sent to the School of Graduate Studies and Research by all colleges and universities
attended.
6. Have results sent from general aptitude sections of the Graduate Record Exam, showing verbal, quantitative
and analytical scores.*
Regular Program Admission:
1. Have completed 30 credits of upper level liberal arts courses.
2. Have a 3.0 average in the last two years of college work. (Applicants with a strong record of work and/or
service who were below a 3.0 may be considered for probationary acceptance and must maintain a 3.0 average
for first 12 MSW Program credits to be fully admitted.)
Advanced Standing Program Admission:
Graduates of CSWE accredited BSW Programs must meet the additional requirements beyond the Regular
Program:
1. A social work degree earned within six years of entrance into the MSW Program.
2. An overall GPA of 3.0 and 3.25 in the social work major.
3. Completion of a BSW field practicum under MSW supervision.
* The GRE computer exam can be taken within three days of your credit card registration by telephone. The
GRE registration number is 1-800-GRE-CALL. The two part GRE code number is:

66

California University of PA - R2647; MSW Program - 005001.
Transfer Credit:
Prior MSW course work and related graduate course work may be submitted for faculty review. Transfer credits
must have been completed within six years of entrance into the program, must have a grade of B or better, and
must be the equivalent of any courses they replace.
No credit is given for life experiences, previous work experiences or non course credit work.
Curriculum:
Curriculum Totals 60 credits for the Regular Program:
REQUIRED COURSES
*SWK 701 Generalist Practice 1
*SWK 702 Generalist Practice II
*SWK 705 HBSE
*SWK 707 Human Diversity
*SWK 709 Social Welfare Policy & Services
*SWK 710 Policy Process & Program Design
*SWK 713 Social Work Research Methods
*SWK 714 Qualitative and Quantitative Data Analysis
SWK 730 First Year Practicum
SWK 801 Advanced Generalist Practice
SWK 803 Assessment of Differential Client Functioning
SWK 806 Rural Family & Community Policy
SWK 808 Advanced Practice Evaluation
SWK 829 Advanced Field Practicum I
SWK 830 Advanced Field Practicum II
SWK 832 Rural Advanced Generalist Integrative Seminar
SWK Advanced Generalist Practice Elective
SWK General Elective

3
3
3
3
3
3
3
3
4
3
3
3
3
5
5
1
6
3

Curriculum Totals 44 credits for the Advanced Standing Program
REQUIRED COURSES
SWK 710 Policy Implementation & Programs Design
SWK 714 Quantitative Research Methods
SWK 801 Advanced Generalist Practice
SWK 803 Assessment of Differential
SWK 806 Rural Family & Community Policy
SWK 808 Advanced Practice Research
SWK 829 Advanced Field Practicum I
SWK 830 Advanced Field Practicum II
SWK 832 Rural Advanced Generalist Integrative Seminar
SWK Advanced Generalist Practice Electives

3
3
3
3
3
3
5
5
1
12

ADVANCED GENERALIST PRACTICE ELECTIVES

Choose at least two (2)

SWK 811 Practice with Aging
SWK 812 Practice in Supervision & Admin.
SWK 813 Practice in Health Care and Health Planning
SWK 814 Practice in MH/MR
SWK 815 Juvenile & Adult Justice System Practice
SWK 816 Practice with Children & Youth

3
3
3
3
3
3

ELECTIVES
SWK 821 Drug and Alcohol Abuse
SWK 840 Special Topics
*May be waived through examination or Advanced Standing.

3
Varied

67

Practicum/Internships: The program makes extensive use of a wide variety of practicum sites.
Website: www.cup.edu/graduate/msw/

68

Program Title: Sport Management
Program Description: The Master of Science in Sport Management Studies program will be delivered
completely online. Program length will consist of 13 consecutive months beginning with the second summer
session in July of each year, with students finishing the following summer and graduating in August, or with
students beginning in January and finishing the following spring and graduating in May. Thirty students per
cohort will work, learn, and communicate, and will function as a group of interactive peers. The curriculum has
been uniquely structured to cover the basic foundations of the sport industry. Course materials will be presented
in modular format, making them more conducive to presentation via the Internet. Information will be provided
via video, PowerPoint presentations, and online forums. Discussion groups, chat rooms, and e-mail will allow
the cohort to communicate and interact in order to provide valuable insight to discussions.
Admission Criteria: Admission into the program requires a bachelor’s degree from a four-year accredited
college or university, a minimum 3.0 undergraduate grade point average, based on a 4.0 scale, an application
fee, and all official transcripts from previous undergraduate and post-graduate education. Applicants with sport
industry related experience and a non-sport related degree (marketing, finance, business, coaching/physical
education, public relations, etc.) may be considered for admissions.
Core Curriculum: 24 Credit Hours
SPT 700 Research Methods in Sport
SPT 710 Socio-Cultural Aspects In Sport
SPT 720 Sport Marketing
SPT 730 Public Relations in Sport
SPT 740 Legal Aspects in Sport
SPT 750 Sport Finance
SPT 760 Sport Ethics
SPT 770 Management and Leadership in Sport

3
3
3
3
3
3
3
3

Sport Management Track: 12 Credit Hours
SPT 799 Sport Mentorship

12

Facility and Event Management Track: 12 Credit Hours
SPT 780
SPT 781
SPT 782
SPT 783

Facility Planning and Management
Event Planning and Management
Risk Management in Sport
Technological Applications

3
3
3
3

69

Program Title: The Superintendent Letter of Eligibility Program
Accreditation: National Council for the Accreditation of Teacher Education
Certification: Superintendent Letter of Eligibility
Program Description: The Superintendent Letter of Eligibility (SLE) program provides an opportunity for a graduate
student to obtain certification in the Commonwealth of Pennsylvania as a superintendent, assistant superintendent,
supervisor of curriculum and instruction, supervisor of pupil personnel services, and elementary, middle, or secondary
principal. This program combines a number of unique features not generally found in most superintendent certification
programs. Modes of instruction utilized in the program include (1) core courses, (2) university seminars, and (3)
business/industry/education partnerships. Instructors are drawn from the ranks of practicing school superintendents.
Through a Collaboration Agreement between California University of Pennsylvania and the University of Pittsburgh,
students completing their studies for the Letter of Eligibility at Cal U who wish to earn an Ed.D., can transfer up to forty five
(45) graduate credits to the University of Pittsburgh, School of Education, Department of Administration and Policy Studies,
K-12 Administration Program.
Total Number of Credits: 32
The Superintendent Letter of Eligibility is offered on campus and also on-line through The Keystone University Network
(www.keystone-university.net/), the Pennsylvania State System of Higher Education’s on-line university.
Admission Criteria: This program is open to students with a minimum of six years of professional certified service in the
basic schools, three years of which shall have been in administration or supervision. The three years of administrative or
supervision experience must be completed before certification endorsement will be granted.
Applicants for admission must submit:
A completed Application.
A completed Applicant Data Sheet.
An official transcript from every institution attended.
A copy of all current professional certificates held.
A letter of endorsement from the Chief School Administrator in the school district of current employment
A current resume or curriculum vitae.
A statement of career goals and degree objectives.
Additional Program Requirements:
The program is open to students with a master’s or doctorate degree.

All applicants must have an earned QPA of 3.0 on a 4.0 scale in all graduate work taken prior to application.
Applicants must possess Pennsylvania State Instructional II Certification (or its equivalent). Pennsylvania State
Certification as a principal is recommended but not required.
After completing an application and submitting all of the above documents, applicants must schedule a pre-admission
interview with a faculty member.
The program coordinator and faculty will determine final recommendation for admission to the Superintendent Letter of
Eligibility Program.
Curriculum: A minimum of thirty-two (32) graduate credits is required for endorsement of the student for this
certification. All of these credits must be earned at California University of Pennsylvania.
The program of studies shall consist of the following:
I. Courses Including Field Experience Episode
SLE 701Administration Theory, Organization & Operation
SLE 702 Contract Law, School District Legal Issues
SLE 703 School Finance
SLE 704Technology and Facilities Development
SLE 705 Curriculum & Instruction, Leadership/Supervision
SLE 706 School Community/Public Relations/Marketing
SLE 707Strategic Planning, Policy Analysis, Board Relations

3
3
3
3
3
3
3

70

I.University Seminars
SLE 711 Seminar - Administration Theory, Organization & Operation
SLE 712 Seminar - Contract Law, School District Legal Issues
SLE 713 Seminar - School Finance
SLE 714 Seminar - Technology and Facilities Development
SLE 715 Seminar - Curriculum & Instruction, Leadership/Supervision
SLE 716 Seminar - School Community/Public Relations/Marketing
SLE 717 Seminar - Strategic Planning, Policy Analysis Board Relations

1
1
1
1
1
1
1

I.Business/Management Partnership (Summers Only)
SLE 731Business/Industry/Management Partnership I (Profit)
SLE 741 Business/Industry/Management Partnership II (Non Profit)

2
2

All core courses will be taught by experienced superintendents, members of the program’s Academy of Superintendents,
appointed as adjunct faculty in the College of Education and Human Services.
Students are required to complete a portfolio that can be used in measuring many of the outcomes deemed necessary to
analyze desired performance levels. The portfolio review and oral presentation will occur during the student’s last semester
of coursework.
Website: www.cup.edu/graduate/sle
and www.cup.edu/graduate/sleonline

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Program Title: Technology Education
Degree: Master of Education
Accreditation: National Council for Accreditation of Teacher Education
Program Description:
The mission of this degree is to continue training for teachers and leaders in the field of technology
education by providing the students with a broad-based understanding of the field and its direction. Students
wishing to research a topic in the field may choose to follow the thesis while others may opt for the major
project.
Technology education is a vital aspect of education for all students at all levels in Pennsylvania. It promotes
the development of technologically literate citizens by studying the broad spectrum of technology. In contrast,
educational technology focuses on using computer technology to enhance instruction. This degree is not intended
for individuals interested in educational technology.
Individuals may complete the entire program online by carefully selecting electives.
Goals:
1. Develop standards-based curriculum, instruction, and assessment materials.
2. Evaluate and synthesize literature related to the field of mathematics, science, and technology education.
3. Develop a strategic plan for an educational program.
4. Research, develop, and defend a grant proposal.
5. Evaluate the impacts and consequences of technology nationally and internationally and make informed
choices.
6.
Design, investigate, implement and evaluate a major culminating research experience.
7.
Provide an opportunity for students to obtain Pennsylvania certification in Technology Education with a
Master’s degree.
Admission Criteria: Applicant must submit an application, fee and official transcripts.



Minimum undergraduate GPA of 3.0
Completed B.S. or B.A. Degree
Note: Candidates with a GPA below 3.0 may be considered by the Technology Education Committee and, if accepted,
would be required to maintain a 3.0 GPA for the first nine hours of their program as a probationary measure.

Curriculum:

Total number of credits: 34

Professional Focus (15)
Issues in Technology Education Curriculum and Instruction
#TED 701
Assessment in a Constructivist Classroom
#TED 702
Strategic Management in Education
#TED 703
#TED 704
Integrating Math, Science, & Technology
#TED 705
Technology & Sustainable Development
Culminating Experience (7)
Select One
#RES 800
Research Methods
#MSE 725
Methods of Action Research
EDP 600
Statistical Methods

3
3
3
3
3

3
3

Plus
RES 849
or
#TED 850

Thesis Seminar

3
4

Major Project in Technology Education

4

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Approved Electives (Choose 9 credits)
TED 565
Special Problems in Technology Education
TED 716
Sustainable Architecture and Systems
#TED 776
Laboratory Design and Maintenance
TED 795
Internship in Technology Education
EDP 600
Statistics
TED 715
Study in Human Creativity
MMT 701
Multimedia Technology
PSY 711
Advanced Educational Psychology
MSE 710
Secondary Instructional Strategies
#MSE 720
Classroom Management
ESP 501
Introduction to Exceptionality
*Other courses as approved by advisor
# Offered On-Line

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3
3
3
6
3
3
3
3
3
3
3

Program Title: Tourism Planning and Development
Degree: Master of Education
Program Description:
The MA Tourism Planning and Development program will prepare students for careers in tourism research,
planning, and development. The program will appeal to professionals within the tourism field with a
commitment to lifelong learning and students with undergraduate degrees in tourism or related disciplines such
as business, economics, management, marketing, international studies, parks and recreation, planning, and
geography. Tourism studies “embraces virtually all aspects of society” (Ritchie 2003, p. 10). This field,
therefore, has many disciplinary inputs, making it compatible with a variety of academic and professional
experiences. Through the flexibility of the field experience, master’s degree project, and thesis components of
the proposed program students can develop very specialized interests and expertise within an overall knowledge
of the advanced principles and practices of the industry.
This program is structured for completion within eighteen to twenty-four months for 36 credits with or
without a thesis. The first ten months of the program involve course work through distance education.
The second part of the program involves the compilation of a Masters Thesis/Master’s Degree Project
Option. A Masters Degree Project (MDP) is valued at 3 credits. A thesis is 6 credits. Students who select
the MDP option will take more credits in the tourism field experience and a thesis track students will take
less credits. This phase of the program will take a minimum of eight months to a maximum of twelve
months to complete.
Accreditation: California University of Pennsylvania is accredited by the Middle States Association. The
Master of Arts in Tourism Planning and Development was approved by the Pennsylvania State System of
Higher Education Board of Governors. The Tourism Planning and Development program has undergone the
same rigorous approval process of all academic programs in the Pennsylvania State System of Higher
Education.
In addition to a number of other professional affiliations, Cal U is a member of the World Tourism Education
Council. The mission of the education council is to promote quality and efficiency in tourism education.
California University of Pennsylvania’s Bachelor of Arts in Geography: Travel and Tourism Concentration is a
TedQual (Tourism Education Quality) Certified through to 2008 by the World Tourism Organization’s Themis
Institute for Quality in Tourism Education. TedQual Certification preparations are underway for the Master of
Arts Tourism Planning and Development.
Curriculum: (36 Total Credits)
The MA Tourism Planning and Development Program Offers Two Options—a Thesis Option and a Degree
Project Option. Students work closely with their Academic Advisor to choose the one option that best suits their
academic and professional goals. The program splits in the third semester— where work on the Thesis or the
Degree Project begins—as outlined below:
Master in Tourism Planning and Development Course Work Credits
Semester One
TOU 701 Conditions of Tourism (3 credits)
TOU 709 Statistical Applications for Tourism Analysis (3 credits)

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TOU 711 Tourism Impacts, Sustainability, and Ethics (3 credits)
Semester Two
TOU 725 Geographic Information Systems for Geo-Business (3 credits)
TOU 737 Tourism Planning (3 credits)
TOU 767 Tourism Marketing (3 credits)
Semester Three–Thesis Option
TOU 770 Tourism Research Process and Methods
(3 credits)
TOU 777 Tourism Field Experience (3 credits) (Begins)
RES 849 Master’s Thesis (6 credits) (Begins)
Semester Four–Thesis Option
TOU 742 Destination Development and Management
(3 credits)
TOU 777 Tourism Field Experience (3 credits) (Continues)
RES 849 Master’s Thesis (Continues)
Semester Three – Degree Project Option
TOU 770 Tourism Research Process and Methods
(3 credits)
TOU 777 Tourism Field Experience 6 credits (Begins)
TOU 899 Action Research for Tourism Planning and Development (3 credits) (Begins)
Semester Four – Degree Project Option
TOU 742 Destination Development and Management
(3 credits)
TOU 777 Tourism Field Experience (3 credits) (Continues)
TOU 899 Action Research For Tourism Planning and Development (Continues))
Total credits for graduation: 36 credits

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Course Descriptions
ACC -- Accounting
ACC 601. Survey in Accounting. This course covers the following topics: accounting cycle, accounting for assets, liabilities and owner's
equity, partnership accounting and corporate accounting. (3 crs.)
ACC 711. Managerial Accounting The use of accounting data for corporate financial planning and control. Topics include organization
for control, profit planning, budgeting, relevant costing, return on investment, and administration of controllership functions in business
organizations. (3 crs.)
ACC 721. Financial Accounting. Introduction to financial accounting theory, the formulation of accounting principles, and the structure of
generally accepted accounting principles. (3 crs.)
ACC 518. Tax Planning and Concepts. This course deals with the broad recognition of the tax effects of business decisions and a practical
approach to tax planning for both individuals and corporations. (3 crs.)
ADP -- Administration Program for Principals
ADP 612. SUPERVISED FIELD PROJECT/CHILD GROWTH THEORY. Problem-solving activities and field experiences planned
cooperatively with university and school district personnel are designed in the area of Child Growth Theory. This practice-centered
approach requires students to apply their knowledge and demonstrate proficiency in those skills that contribute to effective performance as
an administrator. (3 crs.)
ADP 621. CURRICULUM LEADERSHIP. Among the many leadership roles and responsibilities for the principalship, none is more
important than educational program development, administration and evaluation. The purpose of this course is to develop the student's
understanding of the curriculum development process, the leadership necessary for the process, and the structure needed to provide
appropriate staff development. (3 crs.)
ADP 622. SUPERVISED FIELD PROJECT/ CURRICULUM. Problem-solving activities and field experiences planned cooperatively
with university and school district personnel are designed in the area of Curriculum Theory. This practice-centered approach requires
students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective performance as an administrator.
(3 crs.)
ADP 626. INSTRUCTIONAL STRATEGIES. This course is intended to provide prospective principals with a practical and theoretical
framework to aid them in directing teachers toward more effective instruction including Standards-based Instruction; differentiated
instructional strategies; brain-based learning; Bloom's Taxonomy of Educational Objectives for the cognitive domain; Gardner's multiple
intelligences, adapting curriculum and instruction in the inclusion classrooms; and writing across the curriculum. Students culminate
learning activities by designing and implementing models replicating effective instructional strategies that respond to the needs of a variety
of learners. (3 crs.)
ADP 631. SCHOOL OF LAW ETHICS. The general purpose of the course is to assist the students to acquire a working and practical
knowledge of school law. This course provides students with the primary sources of law to understand the impact of the law on public
education. (3 crs.)
ADP 641. SCHOOL COMMUNITY RELATIONS SEMINAR. This course is for educators who hope to become principals or teachers
who wish to assume a greater leadership role in the school where they teach. The course will include the information principals and teachers
need to understand and maintain school, family and community partnerships. (3 crs.)
ADP 647. ORIENTATION AND ASSESSMENT SEMINAR. The orientation seminar, required for all students in the program, provides
an introduction to the theory and practice of educational administration. Included are such topics as ethics and moral leadership, problem
analysis, judgment, stress management, time management and oral and written communications. (3 crs.)
ADP 661. EDUCATIONAL LEADERSHIP. This course provides an introduction to the theory and practice of educational
administration. The course progresses from an overview of leadership and leadership style to a review of the structures and management
systems that can make good educational leadership possible and finally, focuses on leadership skills needed by administrators to be
effective leaders in education today. Included are such topics as organizational culture, power in and around schools and the resolution of
conflict, motivation and ethics and moral leadership. (3 crs.)
ADP 662. SUPERVISION. The purpose of this course is to develop the student's understanding of the supervision process, the impact it
has on leadership and the importance of staff supervision. (3 crs.)

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ADP 664. SUPERVISED FIELD PROJECT/ ADMINISTRATION LEADERSHIP. Problem-solving activities and field experiences
planned cooperatively with university and school district personnel are designed in the area of Administration Leadership. This practicecentered approach requires students to apply their knowledge and demonstrate proficiency in those skills that contribute to effective
performance as an administrator. (3 crs.)
ADP 670. INTERNSHIP. The Internship is designed to be a theory into practice experience where formal course work is applied in a field
setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge, and to practice and develop the skills
identified in the program standards. (Variable crs.)
ADP 671. ELEMENTARY RESEARCH PROJECT. Students will develop a research project which makes a contribution to the student,
either professionally or in an increased mastery of the subject matter. A project may pertain directly to the graduate student's own
professional work, or it may be a subject suggested by course work or other pertinent interests. (2 crs.)
ADP 672. SECONDARY RESEARCH PROJECT. Students will develop a research project which makes a contribution to the student,
either professionally or in an increased mastery of the subject matter. A project may pertain directly to the graduate student's own
professional work, or it may be a subject suggested by course work or other pertinent interests. (2 crs.)
ADP 673. SUPERVISED FIELD PROJECT/RESEARCH AND EVALUATION. Problem-solving activities and field experiences
planned cooperatively with university and school district personnel are designed in the area of Research and Evaluation. This practicecentered approach requires students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective
performance as an administrator. (3 crs.)
ATE -- Athletic Training
ATE 700. GROSS ANATOMY OF THE EXTREMITIES. The study of anatomical structures in the extremities of the human body,
coupled with laboratory dissection of human cadavers. (4 crs.)
ATE 715. SPORTS LAW. General legal principles and case law. Specific attention is placed upon the impact of law and case law on sport
and sports medicine practitioners. (3 crs.)
ATE 720. SPORTS THERAPY. Lecture and laboratory exercises that explain the theoretical and practical implementations of physical
therapy modalities in the care of athletic injuries. The use of therapeutic exercise and testing in the rehabilitation of sports injuries
comprises an equal portion of this course. (4 crs.)
ATE 725. PEDAGOGICAL STUDIES IN ATHLETIC TRAINING. This seminar course allows the graduate student the opportunity to
design and develop presentations based on previous knowledge and experiences in athletic training for the purpose of information delivery
in multiple settings. Professor directed peer review and content critique will follow delivery of presentations for guidance prior to
integration into classroom and clinical presentations in athletic training education. (3 crs.)
ATE 745. CONTEMPORARY ISSUES IN ATHLETIC TRAINING. Administrative functions, professional relationships, facility
design, professional conduct, management problems, record keeping, medical policies and procedures, physical examinations, budgetary
considerations, certification and licensing. This course will discuss current trends within the profession of athletic training. In addition, the
student will be involved in research in academic areas, concepts and practical ideas in the area of athletic training and sports medicine. (3
crs.)
ATE 755. INSTRUCTION AND ADMINISTRATION IN ATHLETIC TRAINING. This course provides the graduate student with a
variety of experiences in teaching and administration. Commonly encountered administrative problems are examined. The students develop
lesson plans, make presentations, and sharpen teaching skills. Other experiences include shadowing of faculty and administrators.
ATE 800. RESEARCH METHODS FOR ALLIED HEALTH SCIENCES. The course studies the basic tenets of scientific research as
they apply to the allied health fields. Topical discussions include development and limitation of a research problem, research methodology,
basic principles of tests and measurements, the review of literature and library utilization, and writing the research document. (3 crs.)
ATE 810. THESIS SEMINAR. This course is designed to assist graduate level students in development of the first three chapters of their
thesis. Students will defend their proposals in a mock prospectus meeting. (3 crs.)
BUS -- Business
BUS 741. BUSINESS LAW. The legal aspects of contracts and the results of contractual obligations, negotiable instruments, agency,
partnerships, corporations, real and personal property and sales. (3 crs.)

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BUS 743. BUSINESS, SOCIETY, AND GOVERNMENT. A survey of social control of industry and business; the course covers
government regulation, consumerism, and the role of technological change in society. (3 crs.)
BUS 771. QUANTITATIVE METHODS. Introduces mathematical and statistical techniques that have applications in management. (3
crs.)
BUS 795. SEMINAR. Seminar in selected theoretical and empirical literature in a functional area (to be designated) of business. (3 crs.)
BUS 797. RESEARCH STUDIES IN BUSINESS. A special tutorial arrangement between a graduate student and a faculty member that
permits guided reading and research in management. The graduate student must submit a proposal to the program coordinator containing an
outline and a brief discussion of the planned work and the name of the professor under whom the graduate student wishes to work. The
proposal must be approved by the program coordinator and the department chairperson before the graduate student may register for the
course. At the end of the term, the supervising professor will submit the graduate student's grade and research paper to the program
coordinator. (3 crs.)
BUS 799. STRATEGIC MANAGEMENT. An integrated course dealing with corporate-level strategic planning and policy from the point
of view of chief administrative officers and boards of directors. The case study approach is used. (3 crs.)
CED -- Counselor Education
CED 700. PRINCIPALS of GUIDANCE. Overview of the development of guidance in American education, including a review of pupil
services teams, K-12 developmental guidance models, principals of developmental guidance, managing guidance services, ethical and legal
issues in school guidance, and current issues facing the school counselor.
CED 701. ORGANIZATION AND ADMINISTRATION OF COUNSELING SERVICES. This course is the initial and fundamental
one in the programs for school and agency counselors. It examines the rationale, development, scope and nature of counseling services in
these aspects: history and current stage of development; systems of organization and administration; implementation of services;
professional qualification and preparation; legal and ethical responsibilities; non-standardized assessment; records maintenance; public
relations; and future trends. (3 crs.)
CED 702. COUNSELING THEORY. This course deals with theories, objectives, principles, and practices of counseling individuals,
including children and the family. These theories are applicable in schools and other human-service institutions. (3 crs.)
CED 703. 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 the 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. Prerequisites: CED 701, 702, 710, 714. (3 crs.)
CED 705. DEVELOPMENTAL GROUP COUNSELING. This course includes the meaning, function, types, and principles of the group
approach to counseling; the dynamics of group interaction; leadership; role playing; personal development in groups; and the influence of
the group processes on individual development. Prerequisite: CED 702 or permission of instructor. (3 crs.)
CED 708. SUBSTANCE ABUSE AND ADDICTION. This course focus is on prevention and rehabilitation in concerning 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 those affected individuals and their significant others. (3 crs.)
CED 709. INDEPENDENT STUDY. The graduate student will have an opportunity to do independent study or research in counseling
under the guidance of a member of the faculty in Counselor Education. Prerequisite: Permission of the adviser. (Variable crs.)
CED 710. COUNSELING SKILLS AND TECHNIQUES. Graduate students develop counseling skills by learning and practicing
therapeutic techniques that facilitate the counseling process. In a laboratory setting, the students practice basic counseling skills such as
attending to nonverbal behavior, focusing, reflection of feeling, etc. Students will audiotape and videotape practice sessions. Prerequisites:
CED 701,702, 714. (3 crs.)
CED 711. PRACTICUM I. The student implements effective helping skills and techniques using one or more recognized counseling
theories. They must see individual clients; and group experiences are recommended. Students spend two full days per week on site, under
the supervision of an experienced counselor, receive individual and/or triadic supervision from the site supervisor and the faculty
supervisor, and also attend a regularly scheduled seminar. Students must be able to audio or videotape counseling session. Prerequisites:
CED 701, 702, 714, 710, candidacy and departmental approval. (3 crs.)

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CED 712. PRACTICUM II. A continuation of Practicum I, CED 711. Students are required to spend two full days per week under
supervision of a site supervisor. The will meet for a class period with a faculty supervisor to critique tapes, conceptualize client problems,
and discuss professional and ethical issues. Prerequisites: all core courses and departmental approval. (3 crs.)
CED 715. ADVANCED COUNSELING THEORY. The initial phase of this course reviews the theories and the role they play in the
counseling process. The second phase deals with building around the various theoretical approaches to counseling. Counseling approaches
that are considered include: (1) rationale, (2) learning theory, (3) analytic, (4) phenomenological, and (5) existential. The final aspect of the
course involves graduate students attempting to incorporate a counseling approach into their own personality and making an attempt to use
this approach through role playing. Prerequisite: instructor approval. (3 crs.)
CED 716. ADVANCED CONSULTING THEORY. A continuation of CED 703, in which students function as process consultants in a
consulting project. Students draw up a consulting contact with an actual client or client system, collect and analyze data using contemporary
consulting techniques, perform an agreed-upon intervention in the client system, and make a final evaluation of the project. Prerequisite:
instructor approval. (3 crs.)
CED 717. DIAGNOSIS AND TREATMENT IN MENTAL HEALTH. Students will learn to make accurate child and adult diagnosis
according to the DSM IV-TR. Basic psychopathology and treatment strategies will be explored. Limitations inherent in the use of DSM
and other diagnostic classifications are discussed. (3 crs.)
CED 720. CROSS-CULTURAL COUNSELING. Students will explore the cognitive, affective, and behavioral considerations of
culturally diverse client groups. Accordingly, counseling theories and programmatic approaches relevant to the mental health needs and
concerns of these groups will be introduced. This will include an examination of how cultural attributes, strategies, and coping skills can be
effectively synthesized into the counseling process. (3 crs.)
CED 724. EXPERIENTIAL GROUP PROCESSES. This course requires that students participate in a personal growth group with other
graduate counseling students. The purpose of the group is to have students develop an increased understanding of their thoughts, feelings
and behaviors. The department feels that openness to understanding oneself is very important for counselors. In order to maintain
confidentiality an adjunct faculty member teaches this course. Grading is pass/fail. (3 crs.)
CED 785. RESEARCH SEMINAR IN COUNSELOR EDUCATION. The purpose of this course is to give the graduate student a
comprehensive review of the research and current literature in counselor education. Critical study and evaluation of research findings are
emphasized. (3 crs.)
CED 786. SEMINAR IN CAREER INFORMATION. This course reviews the theory and process of giving career information and of
counseling in school and agency settings. Topics include: sources of career information; appraisal; classification of careers; career
resources; career and vocational education; systems of career guidance; and theories of career development. (3 crs.)
CED 787. INTEGRATED SEMINAR. Intended for students who are near the end of their programs. The purpose is to integrate the
materials learned, and to discuss the professional topics and practices of agency and school counselors. This is done by focusing on the
counselor as an ethical practitioner. (3 crs.)
CED 789. INTRODUCTION to COMMUNITY COUNSELING. This course is a survey of theoretical and applied information for
counselors working in community settings. Course content includes an examination of community counseling as a helpful profession, an
overview of the history of community counseling, the practice of community counseling, and the roles and tasks expected of community
counselors. Community counseling setting, relationships with other human service professionals, and characteristics of individuals and
communities are discussed. The topics of policy, consultation, and advocacy, as well as current issues in community counseling are
covered.
CMD -- Communication Disorders
CMD 600. RESEARCH AND PROFESSIONAL PRACTICE IN SPEECH/LANGUAGE PATHOLOGY. This course is designed to
teach the graduate student to be both a consumer and producer of research. A research endeavor (research paper, project, or thesis) is a
requirement of graduation and is initiated in this class. Practice patterns in the profession (ethical, clinical, and legal aspects) are also
addressed. (3 crs.)
CMD 701. LANGUAGE DISORDERS IN ADULTS. The purpose of this course is to prepare the student to provide assessment
techniques and therapy to manage the language and speech problems of individuals who have suffered stroke, head-trauma, dementia or
other neurological disorders or injuries. (3 crs.)
CMD 702. LANGUAGE DISORDERS IN CHILDREN. The study of language disorders in children is presented. Students learn to
analyze and treat disorders involving language content difficulties, language form deficits, and/or pragmatic disabilities. Students obtain and
analyze language samples and plan appropriate remediation of language disorders in children. (3 crs.)

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CMD 703. FLUENCY DISORDERS. This course summarizes the various generations' theory concerning why people stutter, and what
treatment is effective. The student learns to assess the multiple overt and covert symptoms of stuttering, and to plan effective treatment. (3
crs.)
CMD 705. VOICE DISORDERS. This course provides comprehensive academic and clinical training in the etiological factors,
description, diagnostic 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. (3 crs.)
CMD 707. PHONOLOGY AND ARTICULATION. This course provides the graduate student with traditional views about articulation
and phonology disorders, their assessment, and treatment. Current assessment and management procedures will be practiced in and out of
the classroom. (3 crs.)
CMD 708. NEUROLOGY. The graduate student becomes familiar with those structures and functions of the central and peripheral
nervous systems which appear relevant to the comprehension and production of speech and language. Brain asymmetry in normal and
brain-damaged persons, left- and right-hemisphere language abilities in split-brain patients, handedness as it relates to speech and language
functioning, gender differences, disruption of language functions after brain injury or disease, the effects of aging and stress on neurological
functioning, and neurologic endowment are all discussed. The central theme of this course is brain "governance" over all other body
systems. (3 crs.)
CMD 711. APPLIED THERAPEUTIC PROCEDURES IN PRESCHOOL SETTING. The student participates in "hands on" work in
the department's preschool where 10 normally-developing and 10 children with speech-language problems are included. Focus is on actual
work with children, inclusion theory, and normal and disordered development. (1-3 crs.)
CMD 712. APPLIED THERAPEUTIC PROCEDURES IN OUT-PATIENT SETTING. The student participates in "hands-on" work
with clients in the University Speech and Hearing Clinic. Under supervision, the student will provide therapy for one or more clients
presenting with one of the following disorders: speech or language, stuttering, voice, delayed development, stroke, or others. (1-3 crs.)
CMD 713. APPLIED DIAGNOSTIC PROCEDURES IN SPEECH PATHOLOGY. The student participates in "hands-on" diagnostic
(testing) work as a member of the diagnostic team. Under supervision, the student administers communication-based tests to clients from
the community presenting with one or more of a wide variety of communication deficits. (1-3 crs.)
CMD 714. APPLIED AUDIOLOGIC DIAGNOSTIC AND REHABILITATIVE PROCEDURES. The student participates in "handson" audiological assessment as a member of the audiological team. Under the supervision of a certified audiologist, the student tests the
hearing ability of clients from the community who seek audiological intervention in this clinic. (1-3 crs.)
CMD 715. APPLIED THERAPEUTIC PROCEDURES IN EDUCATIONAL SETTING. Externship in an educational setting. (1-3
crs.)
CMD 716. APPLIED NEUROGENIC PROCEDURES IN HEALTHCARE FACILITIES. Externship in a healthcare setting. (1-3 crs.)
CMD 718. ADVANCED AUDIOLOGY FOR THE SPEECH-LANGUAGE PATHOLOGIST. The purpose of this course is to assist
the speech-language pathologist in working with hearing-impaired and deaf patients of all ages. (3 crs.)
CMD 725. AURAL REHABILITATION. The purpose of this course is to identify the problems of the aurally-disabled in society, and to
learn to provide instruction to clients so that they appropriately compensate for their hearing losses. (3 crs.)
CMD 730. PROFOUND ORGANIC DISORDERS. This course provides an overview of cleft lip and palate, cerebral palsy, craniofacial
disorders, and other organic syndromes in children and adults. Emphasis is placed on the interdisciplinary care of these individuals. (3 crs.)
CMD 731. EARLY INTERVENTION IN SPEECH LANGUAGE PATHOLOGY. This course offers the opportunity for
comprehensive study of delayed and/or disordered speech-language ability, deficits of social interaction and development, hearing loss and
deafness, and feeding and swallowing difficulties in children from infancy through preschool age. The student will comprehend processes
from referral, to assessment, through treatment and transition. (3 crs.)
CMD 732. COUNSELING THE COMMUNICATIVELY DISABLED. This course teaches students to use evidenced-based counseling
techniques during their work with clients. They learn to choose and use techniques for specific purposes: to change attitudes, to help
clients accept their disorders, to motivate and change client behaviors, and to increase understanding. The graduate student learns to use
general counseling techniques through role play and guided client contact. He also investigates the special counseling issues related to the
pathologies commonly treated by the SLP. (3 crs.)

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CMD 733 ORGANIZATION AND ADMINSTRATION IN SPEECH-LANGUAGE PATHOLOGY. This course summarizes the
business, ethical, and legal aspects of providing speech-language pathology services within healthcare facilities, school systems, and private
practices. (3 crs.)
CMD 734. MOTOR SPEECH DISORDERS. This course focuses on various dysarthias, apraxias, and psychogenic disorders that result
from nervous system damage or dysfunction. Major content areas include defining and categorizing disorders, examining the speech and
language of clients, making differential diagnoses, and developing clinical interventions. (3 crs.)
CMD 749. INDEPENDENT STUDY. This course allows students to investigate appropriate areas of speech pathology or audiology by
working within a faculty-student learning partnership in content areas not addressed through CMD coursework. (3 crs.)
CMD 764. INSTRUMENTATION IN SPEECH/LANGUAGE PATHOLOGY. This course is designed to provide the graduate student
with a background in the clinical use of instrumentation. Students will learn how instrumentation has been and can be used to measure
various parameters of the speech signal and how these measurements can be employed in the assessment and management of individuals
with speech-language disorders. Emphasis is on PC-based instrumentation. (3 crs.)
CMD 765. DYSPHAGIA. This course addresses the evaluation and management of children and adults with disordered swallowing
secondary to neurologic, structural, and psychogenic abnormalities. The relationship of dysphagia to speech disorders is discussed. (3 crs.)
CMD 766. TRAUMATIC BRAIN INJURY. The purpose of this course is to organize and understand the explosions of information
related to the medical, communication and psychosocial aspects of traumatic brain injury (TBI). When possible and practical, practitioners
from rehabilitation agencies will supplement the instructor's lectures. (3 crs.)
CMD 772. AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. This course is an in-depth study of: 1) The underlying
theory of augmentative and alternative communication systems (AAC) including state-of-the-art and emerging technologies; and 2)
methodology for assessing and training individuals with communication disorders to use AAC systems. The various modes of nonvocal
communication are presented. These include, but are not limited to, sign and gestural languages, computer-assisted communication, etc.
Students learn to assess client need and potential, to select the augmentative or alternative method, to access resources as needed, and to
provide intervention. Emphasis is placed on functional strategies for the practicing clinician in AAC. Hands-on experience with various
AAC systems is an integral part of this course. (3 crs.)
CMD 773. COMMUNICATION AND DIVERSITY. This course will focus on the difference in speech/language of non-native or nonstandard users of English, with attention given to assessing when and what types of intervention are ethically and professionally appropriate.
Regarding communication skills, diverse groups may be defined by their gender, culture, ethnicity, social membership, physical or
cognitive ability (i.e., disability), sensory capacity (i.e., deafness, blindness), economic status (i.e., access to healthcare), national origin, or
age (i.e., changes in communication structure and function which accompany aging), or other. Verbal and nonverbal congruency (or lack
thereof) is addressed in depth. (3 crs.)
CMD 785. SEMINAR IN SPEECH PATHOLOGY. This class occurs in seminar fashion, where each student (or student group) advances
his/their knowledge in a specific content area not typically covered in other coursework. The role of the speech-language pathologist as a
diagnostician and interventionist in specific pathological topics is addressed. Students are expected to research the pathology, current
diagnostic methods, evidenced-based treatment, idiosyncratic counseling needs and foci, disciplinary and interdisciplinary issues, business
and continuum of care issues, national trends, etc., and to present this material to classroom peers. (3 crs.)
CMG -- Communication
CMG 701. COMMUNICATION PERSPECTIVES AND PARADIGMS. The intellectual history of the study of human communication
from its classical foundations to contemporary perspectives and approaches. Students will explore the development of significant ideas and
concepts within the dominant perspectives and paradigms in communication and rhetorical theory. Prerequisite: admission to the
Communication Graduate Program or consent of the coordinating committee and instructor. (3 crs.)
CMG 702. RHETORIC AND LINGUISTICS. An introductory course in the underlying assumptions and applications of theories to
language and composition, literary studies, cross-disciplinary and cultural studies. Prerequisite: admission to the Communication Graduate
Program or consent of the coordinating committee and instructor. (3 crs.)
CMG 703. DRAMATIC THEORY AND CRITICISM. An introduction to dramatic theory and criticism. A seminar with interactive
discussion between the students and the instructor. Prerequisite: admission to the Communication Graduate Program or consent of the
Coordinating Committee and instructor. (3 crs.)
CMG 704. SEMINAR IN COMMUNICATION. A capstone seminar that develops and explores themes and issues that reflect the
interdisciplinary nature of study in the communication field. Prerequisite: admission to the Communication Graduate Program or consent of
the Coordinating Committee and instructor. (3 crs.)

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CMG 710. SOCIAL SCIENTIFIC RESEARCH IN COMMUNICATION. An introduction to social scientific research and practice in
the construction of research that is appropriate to the student's area of interest in communication. Prerequisite: admission to the
Communication Graduate Program or consent of the Coordinating Committee and instructor. Dual listed with: COM 481
COMMUNICATION RESEARCH TECHNIQUES. (3 crs.)
CMG 711. COMMUNICATION THEORY. A survey of current theories of human communication this course gives students an
opportunity to analyze and evaluate theories and to engage in the development and testing of new theory. Prerequisite: admission to the
Communication Graduate Program or consent of the Coordinating Committee and instructor. Dual listed with: COM 490
COMMUNICATION THEORY. (3 crs.)
CMG 712. COMMUNICATION CRITICISM. A study of historical and critical perspectives and methodologies in communication
criticism. Analysis of significant texts from a variety of contexts and genres. Prerequisite: admission to the Communication Graduate
Program or consent of the Coordinating Committee and instructor. Dual listed with: COM 460 SPEECH CRITICISM. (3 crs.)
CMG 713. PUBLIC RELATIONS CAMPAIGNS. This course seeks to integrate all the skills required of the professional in designing
and executing a complete public relations campaign. This is a seminar in which team and group efforts, rather than individual productivity,
are emphasized. Prerequisite: admission to the Communication Graduate Program or consent of the Coordinating Committee and instructor.
Dual listed with: COM 483 PUBLIC RELATIONS CASES, PROBLEMS, AND CAMPAIGNS. (3 crs.)
CMG 714. MASS MEDIA AND SOCIETY. An examination of the ways current mass media systems enhance and undermine the kinds
of communication necessary for an open and democratic society. It provides an advanced orientation to the history, theory and process of
mass communication. Particular emphasis is given to the relationships among various media and their audiences, media law and ethics,
media and politics, media effects, and emerging trends and their implications for society. Prerequisite: COM 105 or consent of the
instructor. Dual listed with: COM 445 RADIO AND TELEVISION IN A FREE SOCIETY. (3 crs.)
CMG 715. INTERNATIONAL BROADCAST SYSTEMS. International broadcasting presents an overview of world broadcasting
systems. It prepares the student to function as a person with a world view of the field of electronic mass communication. Prerequisites:
COM 355 and COM 105. Dual listed with: COM 401 INTERNATIONAL BROADCASTING SYSTEMS. (3 crs.)
CMG 716. PROFESSIONAL VIDEO COMMUNICATION. Professional Video Communication presents to the student the field of
business and institutional video. It prepares the student to function as a corporate writer, producer, director, and editor of desktop videos,
video press releases, video conferences, training tapes and other business and institutional videos. Prerequisites: COM 100, COM 105 and
COM 355. Dual listed with: COM 410 PROFESSIONAL VIDEO COMMUNICATION. (3 crs.)
CMG 721. SEMINAR IN INTERPERSONAL COMMUNICATION. An examination of current theory and research in interpersonal
communication from different perspectives with an emphasis on students conducting basic and applied research in a variety of interpersonal
arenas such as personal relationships, families, superior/subordinate relationships, etc. Prerequisite: admission to the Communication
Graduate Program or consent of the instructor. (3 crs.)
CMG 722. SEMINAR IN ORGANIZATIONAL COMMUNICATION. An examination of current theory and research in organizational
communication with an emphasis on key organizational variables such as the influence of internal and external communication networks on
organizational activities, and the development and management of organizational culture and climate. Applications to research and
interventions in actual organizations will be included in the course. Prerequisite: admission to the Communication Graduate Program or
consent of the instructor. (3 crs.)
CMG 770. DIRECTED STUDY IN COMMUNICATION. The student will work with a faculty member on a special project designed to
enhance the student's understanding of a topic area not covered in another graduate level course. Prior to registering for directed study
credit, the student will develop a learning contract in consultation with the faculty member directing the study. The contract must be
approved by the student's advisor and the Coordinating Committee prior to registration for directed study credit. Prerequisites: admission to
the Communication Graduate Program and permission of the Coordinating Committee, the student's advisor, and the instructor. (up to 6
credits)
CMG 771. COMMUNICATION INTERNSHIP. The student will complete assigned duties related to his or her interest area in
communication and commensurate with graduate level work in an organization under the guidance of a faculty supervisor and on-site
supervisor. Prior to registering for internship credit the student will develop a learning contract in consultation with the faculty supervisor
and on-site supervisor. The contract must be approved by the Coordinating Committee prior to registration for internship credit.
Prerequisites: admission to the Communication Graduate Program and permission of the student's advisor and Coordinating Committee. (up
to 6 credits)
CMG 800. INTRODUCTION TO GRADUATE STUDY IN COMMUNICATION. This course provides an introduction to the study of
communication and to research methodology and methods from the social sciences and humanities that contribute to understanding
communication. The interdisciplinary nature of communication research must be emphasized as the course prepares students for graduate
study. The nature of the course as an introductory survey of research in the Communication field does not preclude students completing

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additional credits in research methods courses within their programs of study. Prerequisite: admission to the Communication Graduate
Program or permission of the Coordinating Committee and the instructor. (3 crs.)
CMG 890. RESEARCH PROJECT. The student will conduct an independent study of a significant topic under the guidance of an
advisor. The topic may have either a basic or an applied research focus. The final report on the project will be presented as a written
document that conforms to the most recent version of the Modern Language Association style or the American Psychological Association
style. Prerequisites: admission to the Communication Graduate Program and permission of the Coordinating Committee and the student's
advisor. (3 crs.)
CMG 891. THESIS. The student will conduct an independent, original study or application of a significant topic under the guidance of an
advisor and committee. The thesis will be presented as a written document that conforms to the most recent version of the American
Language Association style or the American Psychological Association style. Prerequisites: admission to the Communication Graduate
Program and permission of the Coordinating Committee and the student's advisor. (3 crs.)
CRJ -- Criminal Justice
CRJ 746. LAW, ETHICS AND THE AMERICAN LEGAL SYSTEM. This course will consider a variety of legal and law-related
artifacts, which either demonstrate important features of American Law or raise questions regarding American law, ethics and legal process.
Course participants will consider these questions including: What is law? How does it differ from religion and morality? What are the
foundations of law in Western Culture? Why is law especially important in the United States? Can law, ethics and morality be
differentiated? How can the American legal system be just? Is there a natural or moral law tradition? Can virtue be found? Can law shape
morality or does morality shape law? (3 crs.)
CRJ 747. FINANCIAL INVESTIGATIONS. This course introduces you to current perspectives dominant in the field of financial
investigations. Concepts of law and evidence, sources of information, accounting, methods of tracing funds, banking and financial record
keeping, and interviewing tactics will all be covered. Primary emphasis will be placed on legal principles and applications of financial
investigation techniques, and the pertinent crimes. (3crs.)
CRJ 748. CRIMINAL JUSTICE ORGANIZATION AND MANAGEMENT. The study of command level problems and trends in
criminal justice organizations and management. These include the functional concepts of the administrative process as well as the
principles of organizing, controlling, planning and leadership relating to criminal justice agencies. (3crs.)
CRJ 749. SEMINAR IN JUSTICE STUDIES. This is a course for advanced graduate students which allows the opportunity for
scholarly research in a specific topic relevant to the justice system. The course is a seminar because it offers students the chance to interact
in small groups and meet closely with the instructor. A focused, esoteric examination of a specifically approved research topic is the
course's chief purpose. Authorship of a large research paper shared with the class and instructor is required. (3crs.)
CRJ 795. LEGAL AND JUSTICE RESEARCH METHODS. A Criminal Justice exploration of the specialized methods and sources of
legal and justice research in these areas: publications and resources, case collections, computer-assisted research, constitutional materials,
legal history, legal periodicals, legislative history, practice and procedure, and social science materials related to law. Application of legal
research strategies will be required. (3crs.) *also see: MGT 742; EDP 600; SOS 716; POS 747; SWK 815; SOS 717; GEE 537.
EAS -- Earth Science
EAS 527. TECTONICS. The nature of the earth's tectonic framework. The following topics are of major concern: the location of tectonic
elements; theories of orogenesis, especially plate tectonics, crustal types and provinces; magma and plate boundaries; the nature of
convergent, divergent, and strike-slip margins, and the Appalachian orogen. (3 crs.)
EAS 538. COMPUTER APPLICATIONS IN WATER RESOURCES. An upper-level course designed to provide students the
opportunity to apply computer and mathematical procedures to the solution of hydrologic problems. Applications from other areas within
the earth sciences may be considered. (3 crs.)
EAS 541. ADVANCED ENVIRONMENTAL GEOLOGY. This course deals with the natural environment, particularly geologic factors
that may impact upon life or way of life of human beings. Emphasis is placed on an in-depth study of environmental problems and possible
alternative solutions to such problems. Basic engineering principles as applied to geological problems are considered. Laboratory exercises,
problems, and written reports are an integral part of the course. (3 crs.)
EAS 542. APPLIED CLIMATOLOGY. An advanced course that deals with the application of various analytical methods and
classification systems in climatology. The Koppen classification of climates is stressed. The climate patterns of each continent and the
factors which produce them are investigated. Prerequisite: EAS 242 or instructor permission. (3 crs.)

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EAS 548. WATERSHED EVALUATION. The purpose of this course is to analyze in detail rocks which serve for the storage and
ultimately for the production of petroleum. The characteristics of these rocks will be studied in hand specimen, in thin section, in cores, and
on well logs. Laboratory work and problem solving are emphasized. (3 crs.)
EAS 551. INVERTEBRATE PALEONTOLOGY. This course involves a detailed study of fossil representatives of the various
invertebrate phyla as well as a consideration of the more important of these as index fossils. Emphasis is on laboratory exercises and
problem solving. This course will prove to be of interest to students in biology as well as those in geology. (3 crs.)
EAS 563. COASTAL GEOMORPHOLOGY AND MARINE RESOURCES. A study of the physical processes that shape coastal
landforms and the pelagic and neritic resources of the oceans. Topics include longshore transport, wave action, swash zone dynamics,
estuarine and deltaic geomorphology, ferromanganese and petroleum resources, and beach structure. Prerequisite: EAS 163 or permission of
the instructor. (3 crs.)
EAS 713. APPLIED EARTH SCIENCE. Investigation of problems in the earth sciences that cross the disciplinary boundaries of
hydrology, meteorology, geology, and climatology. Library research, field investigations, and laboratory work will lead to an extensive
research paper. (3 crs.)
EAS 720. HYDROLOGY. A survey course relating to the existence of water on Earth. Topics include the occurrence and movement of
water, physical and chemical characteristics of water, and climatologic and geologic consideration of water. (3 crs.)
EAS 725. WEATHER ANALYSIS. The course presumes that the student has a background in elementary principles of meteorology. It is
concerned with the measurements and predictions of weather. Students present findings to the class. (3 crs.)
EAS 740. SEDIMENTOLOGY. An advanced course that deals with the detailed analysis of sediments and sedimentary rocks. Both
qualitative and quantitative techniques are utilized to derive the maximum information from rock samples. This information relates to the
erosional, transportational and depositional history of the rocks. To the greatest extent possible, the student works independently through a
complete set of problems. (3 crs.)
EAS 741. STRATIGRAPHY. A study of the basic principles governing the interpretation, correlation, classification, and naming of
stratified rock units. The stratigraphy of North America is discussed, with special emphasis placed on rocks of the Pennsylvanian System.
Problem solving and individual investigations are important elements of the course. (3 crs.)
EAS 742. STRUCTURAL GEOLOGY. This course deals with the origin and analysis of geologic structures including folds, faults, and
joints. Brittle and ductile deformation processes are examined in relation to fractures, faults, and folds. Geologic maps and cross-sections
are formulated and analyzed. (3 crs.)
EAS 751. OPTICAL MINERALOGY. An in depth examination of the optical behavior of mineral crystals in polarized light with
emphasis on identification. The optical theories of Snell and Huygens will be detailed as they relate to the transmission of light through
mineral crystals. Microscopic examination of mineral grain mounts and thin sections is emphasized (3 crs.)

EAS 755. GEOCHEMISTRY. The basic chemical principles employed in the solution of some geologic problems are considered.
Geologic dating, sedimentary geochemistry, chemical weathering, colloids, and structural aspects of clay minerals and soils are covered. (3
crs.)
EAS 760. FIELD PROBLEMS IN EARTH SCIENCE. This course is devoted to field work and mapping techniques. It also involves
visits to field locations of interest to the earth scientist and to governmental and private agencies devoted to several of the earth science
disciplines. A major written report and oral presentation are required. (3 crs.)
EAS 762. FIELD PROBLEMS IN HYDROLOGY. Opportunities for the graduate student to do practical work concerning water and
water budgets. Graduate students work with problems concerning storage of water, stream measurement, evaporation, infiltration and
migration, aquifer testing, tracer studies, mine drainage, and domestic use. (3 crs.)
EAS 764. FIELD COURSE IN EARTH SCIENCE. For the student who wants to learn about his/her environment in situ. The course will
include a number of trips to actual sites of meteorologic, geologic, or oceanographic significance where materials and processes can be
studied. A journal of site descriptions and a report on a specific site or process will be required. (Variable crs.)
EAS 765. FIELD COURSE IN GEOLOGY. For the earth science student who desires to apply his/her classroom and laboratory
experiences at field sites which typify geologic principles. Site selection will reflect different emphases in geology: mineralogy, petrology,
paleontology, geomorphology, or hydrology. Field trips to a minimum of ten sites of geologic significance will be supplemented by
laboratory exercises; detailed journal entries and a final report that will enable the student to develop analytical skills. (Variable crs.)

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EAS 771. FIELD MAPPING. This is a field course designed for the student to learn various mapping procedures and the use of mapping
instruments. Problems involve the determination of distance, direction, and evaluation. Plane table surveying and map making in the field
are emphasized. (3 crs.)
EAS 780. READINGS IN EARTH SCIENCE. The course deals with selected readings in the student's area of interest in earth science. It
is designed to exemplify a sense of earth science problems and to develop abilities of critical appraisal. (3 crs.)
EAS 781. RESEARCH IN EARTH SCIENCE. The organization of research in an area selected by the student with the approval of the
instructor. This research is in depth and may be on a micro scale or on a macro scale. (3 crs.)
EAS 792. SEMINAR IN GEOLOGY. A scientific writing course in which the student pursues a geologic topic through library or field
research. Students learn to define a geologic problem, to obtain relevant literature, to gather raw data, and to write and present a research
paper. (3 crs.)
EAS 795. SEMINAR IN ATMOSPHERIC SCIENCE. The latest developments in the field of meteorology and climatology. Students are
required to complete a research project and present findings to the class. (3 crs.)
EAS 796. SEMINAR IN OCEANOGRAPHY. Selected topics in geological, biological, physical, and chemical oceanography. Students
are required to present a series of eleven short papers and one long paper. Class periods will involve the students in discussions of
oceanographic topics presented. (3 crs.)
EAS 800. METHODS OF RESEARCH IN EARTH SCIENCE. Consideration of purpose, scope and procedures of earth science
research including problem statement, data collection and data analysis. The course culminates with the development of a problem which
demonstrates research ability. (3 crs.)
EAS 829. RESEARCH PROJECT. A written report on a specific topic of investigation, based on knowledge of the subject, research
techniques, and accurate presentation of the material. (2 crs.)
EAS 849. MASTER'S THESIS. A written report of exhaustive research into a specific area of investigation, demonstrating thorough
knowledge of the background of a subject, the published literature on a subject, and high standards of original research and presentation. (4
crs.)
ECO -- Economics
ECO 601. SURVEY OF ECONOMICS. A one-semester introduction to the principles of economics and their applications to the leading
economic problems of society. (3 crs.)
ECO 711. MICROECONOMIC ANALYSIS. Analysis of the theories of consumer behavior, resource allocation, externalities, production
and pricing policies of firms. (3 crs.)
ECO 712. MACROECONOMIC ANALYSIS. An analysis of the determination of national income, employment and price levels, with
discussion of consumption, investment, inflation, government fiscal and monetary policies, international trade, and their relevance to
business and industry. (3 crs.)
ECO 716. APPLIED ECONOMIC ANALYSIS. This course gives students practical skills in the application of economic principles to a
variety of problems confronting business and government. The first half of the course reviews certain microeconomic principles which are
then applied to real situations in which a private or public official must make a specific decision. This includes a diagnosis of the problem,
analysis of the economic choices, and development of a plan of action to help the enterprise or government agency reach a reasonable
strategy or decision. The second section reviews macroeconomic principles which are used to gain understanding of the forces determining
current business conditions, make macroeconomic forecasts, and evaluate the effects on the economic and business environment of various
macroeconomic and regulatory policies. (3 crs.)
ECO 721. MANAGERIAL ECONOMICS. The tools and techniques of economic analysis are used to analyze and solve business and
industrial decision-making problems. (3 crs.)
ECO 731. ECONOMETRIC METHODS. An introduction to statistical estimation in mathematically formulated economic relationships,
including the discussion of auto correlation, heteroskedasticity, dummy variables, functional forms, and distribution lags. Computer use is
emphasized. (3 crs.)

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EDE -- Elementary Education
EDE 700. HISTORICAL BACKGROUND OF THE ELEMENTARY SCHOOL. An historical review of elementary education from
the distant to the very recent past, designed to develop interplay between past and current educational controversies by contrasting and
comparing various personalities and issues. (3 crs.)
EDE 701. DEVELOPMENT AND ORGANIZATION OF THE CURRICULUM. Provides a complete understanding of the history,
organizational patterns and resources available for the development of the school curriculum. Special emphasis is given to recent trends in
elementary curriculum development. Students receive an introduction to the many facets of curriculum development. Varied opportunities
are provided for the students to acquire comprehensive knowledge through papers and readings. (3 crs.)
EDE 702. INSTRUCTIONAL STRATEGIES. Topics in this course include: Research on effective teaching, written behavioral
objectives, Bloom's taxonomy of cognition, questioning and discussing behaviors, utilization of thinking skills, integration of subject areas,
inductive and deductive teaching, observation and assessment of children, cognitive, psychomotor and affective concerns of children,
content presentation skills, conflict resolution, values, and problem solving as classroom management strategies, portfolio development for
children and professionals, use of technology for students and teachers and strategies for teaching special learners in the regular classroom.
Through class discussions, practice sessions, role-playing, and microteaching, students will learn how to plan for and utilize strategies and
effectively teach elementary and early childhood children. (3 crs.)
EDE 703. FIELD EXPERIENCE. This course is designed to provide students with an overview of elementary schools and to prepare
them to teach in the schools of the twenty-first century. Observation and participation in field sites is an integral part of the course
activities. Current teaching technology and strategies to meet the needs of all children will be researched and observed. (3 crs.)
EDE 706. EVALUATION AND MEASUREMENT IN THE ELEMENTARY SCHOOL. To gauge success in the practice of teaching
and to explore the science of learning, educators (and psychologists) need measuring instruments. We look at the construction, calibration,
and application of those instruments used to measure achievement, intelligence, and aptitude. We examine the limitations inherent in such
instruments, and take note to debunk the most egregious and exaggerated claims of some test publishers. This course presumes no statistical
sophistication on the part of the students. (3 crs.)
EDE 708. TEACHING READING. Emphasis is placed on reading trends and various procedures for teaching reading. Through research
findings, current literature and discussions, the student will be able to organize, administer, and evaluate a developmental reading program.
(2 crs.)
EDE 715. TEACHING LANGUAGE ARTS. Research findings and current classroom practices in the teaching of language arts. Methods
of updating past teaching practices are considered and evaluated. (3 crs.)
EDE 716. TEACHING SOCIAL STUDIES. Current problems in teaching social studies, planning programs, methods of teaching, and
evaluating materials for use in public schools are discussed. (3 crs.)
EDE 718. TEACHING MATHEMATICS. Understanding the child's perceptions and cognitive development as they relate to
mathematics. Activities appropriate to the developmental and academic levels of elementary school children are demonstrated. (2 crs.)
EDE 731. EXPRESSIVE ARTS. This course explores artistic expression in the early childhood, elementary, and middle school classroom.
Content focuses on the teaching of art, music, and physical education and the integration of these expressive arts into the elementary and
middle school curriculum.
EDE 737. LITERATURE AND LITERACY K-12. This course presents future teachers and in-service teachers with approaches and
strategies for using children's and adolescents' literature as a basis for the reading program and as a framework throughout the curriculum.
The course uses the constructivist model to accomplish its objectives. (3 crs.)
EDE 740. TEACHING SCIENCE. Representative samples of elementary science curricula. Emphasis is on the inquiry approach to
teaching science, which actively involves children with science materials. The implications of psychological studies are included in relation
to the elementary science curricula. Teachers engage in actual laboratory activities appropriate for elementary science. (3 crs.)
EDE 795. STUDENT TEACHING INTERNSHIP. The student teaching experience provides the opportunity for the pre-service teacher
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 materials, constructivist teaching strategies and techniques,
technology in the classroom, and Pennsylvania school laws relevant to the work of the classroom teacher. In addition to these school-based
experiences, the pre-service teacher is encouraged to engage in a series of community and cultural events with the surrounding school
community. (3 crs.)

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FIN-- Finance
FIN 531. BANK MANAGEMENT. Banking environment and an analysis of operational decisions faced by bank managers in the areas of
loans, investments, deposit management, and capital management. (3 crs.)
FIN 711. FINANCIAL MANAGEMENT. An introduction to the role of financial manager in executive decision-making. Topics include
valuation models, financial planning, analysis and control, capital budgeting, cost of capital, capital structure, and dividend policy. (3 crs.)
FIN 712. ADVANCED FINANCIAL MANAGEMENT. Topics include capital markets, common stock, debt and preferred stock
financing, lease financing, warrants and convertibles, reorganization and bankruptcy, and international business finance. (3 crs.)
FIN 721. INVESTMENT MANAGEMENT. Evaluation of debt and equity security alternatives for the use of investment funds and the
theory and techniques basic to control of investment risks and optimization of investment returns. (3 crs.)
FIN 731. FINANCIAL MARKETS AND INSTITUTIONS. Survey of financial markets and institutions and their relationship to the
economic process; financial innovations and current topics in financial markets and institutions. (3 crs.)
FIN 751. INTERNATIONAL FINANCIAL MANAGEMENT. The course provides the conceptual framework within which the

key financial decisions of the multinational firm can be analyzed. Topics include Exchange Rates, Foreign Exchange
Market, Currency Futures and Options Markets, Foreign Exchange Risk Management, Multinational Working Capital
Management, International Banking, and Foreign Investment Analysis. (3 crs.)
GEE -- General Education
GEE 501. CAREER TRANSITION SEMINAR. This course provides knowledge of a practical preparation for the world of work.
Students conduct self-assessment for career planning, learn how to research particular jobs, careers, and employer,; develop skills needed
for obtaining a job, learn how the workplace is organized, and explore the options for combining career and life expectations. (1 cr.)
GEE 520. LANGUAGE AND SOCIETY. The course approaches the traditional goals of the study of language by the methods of modern
semantics, i.e., through an understanding of the role of language in human life and through an understanding of the different uses of
language. The course also shows that the language of each nation is its most distinctive cultural pattern as well as its strongest unifying
force. (2 crs.)
GEE 525. COMMUNITY PROBLEMS OF HEALTH AND SAFETY. The physical, social, and emotional dimensions of the health and
safety problems prevalent in our society. These issues are perceived in terms of our lifestyle and concepts of personal and community
health. Epidemiology, prevention, treatment, rehabilitation, legislation, education, and the role of community agencies are presented. The
purpose is to enable counselors within a school or community setting to help clients deal more effectively with their problems. (3 crs.)
GEE 528. EARLY CHILDHOOD AND THE EXPRESSIVE ARTS. A general experimental course which, first, provides encounters
stimulating the students to discover that the arts can be modes of personal expression and communication; second, provides experiences to
evoke fluency, flexibility, and originality; and, third, is an integrative experience as a holistic approach to learning involving the cognitive,
affective, and psychomotor domains. (3 crs.)
GEE 529. DEATH, DYING, AND IMMORTALITY. The phenomenon of death and dying in the areas of anthropology, psychology,
philosophy, education, literature, religion and song. (2 crs.)
GEE 536. ARCHAEOLOGY FIELD SCHOOL. Scientific archaeological field and laboratory techniques. The basic orientation is that of
research. It is assumed that students have little or no background in archaeology or anthropology. (Variable crs.)
GEE 537. COMPUTER SCIENCE. This is a general course in computer science for any graduate student. Topics will include the early
history and development of computers, simple programming concepts with the emphasis of applications in business, industry and education.
Emphasis will be placed on using computers for arithmetic operations, information retrieval, data base development, statistical program
packages for research, data communications, e-mail and the internet. This course combines lecture, demonstration and hands-on use of the
computer in the labs. The content of this course changes as computer technology changes. This course has no prerequisites and is designed
for the student who has either no or little previous computer background. (3 crs.)
GEE 586. STUDY IN HUMAN CREATIVITY. The primary purpose of this course is to formally introduce the student to the study of
human creativity as an academic endeavor. It is specifically designed to establish each perso's competence as a creative problem-solving
facilitator (a teacher, one who is knowledgeable and skilled at applying creative problem solving methodologies). Individual, managerial
and technical types of problem-solving activities will be engaged. Each student will conduct (facilitate) several problem-solving excursions.
Each student will study, administer and evaluate several standardized tests that evaluate creative problem-solving skills. Students may

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evaluate themselves, others or both. This is a learning laboratory, action oriented course, intended to simulate real world creative problemsolving techniques. (3 crs.)
GEO -- Geography
GEO 520. PHYSIOGRAPHY OF THE UNITED STATES. A systematic survey of the major physiographic provinces in the United
States. Emphasis is placed on the relationship of the underlying geology, geologic history and climate to the development of today's
landscapes. Laboratory work principally involves interpretations from air photos and topographic maps. (3 crs.)
GEO 550. ADVANCED GEOGRAPHIC SYSTEMS. This course will include two lecture/discussion hours and one lab hour. In the
lecture/discussion part, students will gain a deeper knowledge of geographic information systems. They also will be exposed to extension
programs to Arc View including network analysts, spatial analysts, and 3-D analysts. In the lab, students will work on exercises in all three
extensions. (3 crs.)
GEO 711. DEMOGRAPHIC ANALYSIS. An analysis of demographic processes, current situations, and consequences of population
trends as they relate to urban and rural distributions. (3 crs.)
GEO 714. URBAN ENVIRONMENT. An investigation and analysis of cities in terms of their location, distribution, classification by
function and internal morphology. Geographic aspects of urban planning are emphasized. (3 crs.)
GEO 729. REGIONAL ECONOMIC GEOGRAPHY. The study of the overt results of economically oriented behavior as they appear in
the landscape. Various frameworks and models are developed and applied to the "core" of economic geography, the subsystem of
agriculture, manufacturing, tertiary activities, and transportation. (3 crs.)
GEO 733. LAND USE ANALYSIS. An analysis of the structure of urban and rural areas with particular emphasis on the description,
patterns and trends in land use. Methods for defining, representing and evaluating land use are developed. Explanations of land use patterns
are incorporated. (3 crs.)
GEO 734. SITE SELECTION. The effects of physical features and spatial economic organization upon the selection of locations for
industrial and commercial activities. Attention is given both to regional position and to local site. (3 crs.)
GEO 735. MARKETING GEOGRAPHY. The distributive trades of retailing and related wholesaling and service activities. Spatial
patterns of consumer catchment areas and the business centers within which they are located will be emphasized. (3 crs.)
GEO 737. GEOGRAPHIC INFORMATION SYSTEMS. This course provides an analysis of different methods and techniques of
representing geographic data through the use of various manual and computer-based technologies. The focus is upon the processes involved
in the collection, compilation, and display of geographic data within a data base. (3 crs.)
GEO 738. GEOGRAPHY AND PUBLIC POLICY. This course will present a practical overview of the theory and techniques used in
the policy process. Students will be instructed in the complex process followed in the development, implementation, and management of
the policy agenda. Policy will be studied as it pertains to land use, the environment, service delivery, budgeting, social and economic
problems, and politics. (3 crs.)
GEO 739. REGIONAL PLANNING. A systematic development of regionalism as a geographic concept emphasizing the regional concept
as it evolved from area studies to regional science particularly as it applies to planning. (3 crs.)

GEO 765. FIELD METHODS. Study of techniques used in making geographic observations in the field. Emphasis is on the study of
natural and cultural landscape features at selected localities. (3 crs.)
GEO 766. FIELD PROBLEMS. Application of field methods to the landscape. Micro studies are conducted. (3 crs.)
GEO 764. REMOTE SENSING: MAP AND AERIAL PHOTO INTERPRETATION. The use of maps and aerial photographs as
sources of quantitative and qualitative information and the interpretation of the natural and cultural landscapes through identification and
measurements. (3 crs.)
GEO 769. COMPUTER CARTOGRAPHY. This laboratory course is designed to further the student's cartographic skills through the
preparation of a cartographic project. (3 crs.)
GEO 785. READINGS IN GEOGRAPHY. Selected readings in the student's area of interest in geography, designed to exemplify a sense
of geographic problem and to develop abilities of critical appraisal. (3 crs.)

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GEO 786. RESEARCH IN GEOGRAPHY. The organization of research in an area selected by the student with the approval of the
instructor. This research is in-depth and may be on a micro scale or on a macro scale. (3 crs.)
GEO 789. COMPREHENSIVE PLANNING. Provides students with insights and experiences in applying academic skills to the planning
functions of local government. A background in the many factors affecting planning decisions is provided. Emphasis is directed to
proposing recommended courses of action to real and hypothetical community problems. (3 crs.)
GEO 791. SEMINAR IN REGIONAL PLANNING. In depth analysis of topics of current interest: primarily research and oral
presentation of selected topics. (3 crs.)
GEO 798. SEMINAR IN GEOGRAPHY. Review of the field of geography culminating with an oral presentation of written research in
the student's area of interest. (3 crs.)
GEO 800. METHODS OF RESEARCH IN GEOGRAPHY. Consideration of purpose, scope and procedures of geographic research
including problem statement, data collection and data analysis. The course culminates with the development of a problem which
demonstrates research ability. (3 crs.)
GEO 829. RESEARCH PROJECT. A written report on a specific topic of investigation, based on knowledge of the subject, research
techniques, and accurate presentation of the material. (2 crs.)
GEO 849. MASTER'S THESIS. A written report of research into a specific area of investigation, demonstrating thorough knowledge of
the background of the subject, the published literature on the subject, and high standards of original research and presentation. (4 crs.)
HPE -- Health and Physical Education
HPE 500. EMERGENCY MEDICAL TECHNICIAN (EMT). Prepares students to become certified as Emergency Medical Technicians.
Emphasis is placed on the care and treatment of the ill or injured in a variety of emergency situations. Students are required to devote at
least ten hours to actual in-hospital observation. Prerequisite: age 16. (4 crs.)
AST—Homeland Security
AST 700: U.S. Homeland Security. The goal of this course is to provide students with a thorough understanding of the strategic, political,
legal, and organizational challenges associated with the defense of the U.S. homeland, the efforts that are under way to meet these
challenges, and possible policy options. The course starts by examining the range of potential threats to the U.S. homeland, focusing on
potential terrorist acts. The course then examines strategies and means for addressing these threats, including both military and non-military
options. The course goes on to analyze organizational issues and impediments to effective policy coordination. Finally, the course addresses
the implications of homeland security challenges and policies for constitutional rights, legal protections, and civil liberties.
AST 740: Terrorism, Threat and Vulnerability Analysis and Protection. The course will help "bound the problem" of Homeland
Security by examining how terrorism has spurred sharp changes in US strategy, policy and governmental design, and how those changes
should continue over the near and longer term. Elements of Threat and Vulnerability Assessments will be thoroughly discussed as well as
various procedures for assessments and the method of tailoring the assessment to the facility/area under study. Manners of protecting the
facility/area in question will then be addressed as well as evacuation plans and emergency plans.
AST 760: Biological, Chemical, Nuclear and WMD Threats in Homeland Security. This course gives a thorough overview of the
different types of biological, chemical, nuclear and weapons of mass destruction in existence today. The intelligence preparation for
vulnerability analyses from nuclear, biological and chemical weapons employment including low-level radiation, depleted uranium, and
toxic industrial chemical concerns are addressed. Vulnerability reduction measures that can be implemented for protection are also
discussed. Formats for conducting risk assessments and vulnerability analyses are covered.
AST 780: Intelligence Practice in Homeland Security. This course examines threats, vulnerabilities, objectives, strategy, instruments of
national power, resources, and risks associated with ensuring homeland defense. Students will have the opportunity to fully address and
create policy, and discuss organizational and substantive issues regarding Homeland Security intelligence support. An overview of diverse
intelligence disciplines and how the Intelligence Community operates will be discussed. Course emphasis will be on issues affecting policy,
oversight and intelligence support to Homeland Security and national decision-making.
LAW -- Legal Studies
LAW 600. LAW AND PUBLIC POLICY. The cornerstone course of the graduate degree comprises this program of study. Exactly how
law plays out in a multitude of settings, from political and legal institutions, to schools and educational entities, to business and free
enterprise forms, in social structures and cultural institutions should be a perpetual concern for the policymaker. How the law impacts
individuals also receives some needed attention and course participants will weigh and gauge the effects of proposed and implemented

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legislation in a wide array of contexts including: police and the citizenry, correctional institutions and the incarcerated, government benefit
plans and targeted recipients, entitlement programs and the public treasury, tax policy and the incentive based model, charitable giving and
the law's role in fostering giving, to name a few. Measuring impacts and effect on individuals and institutions stands in the forefront of
course delivery.
LAW 601. LAW AND ETHICS. An inquiry into the interplay of law, morality, ethical reasoning and Western Legal tradition. The course
exposes the tradition and foundations of the American legal system with special emphasis on its jurisprudential foundations. Questions of
right, justice, equity, law as moral command and order, natural law reasoning and the dignity of the human person are central to the
instruction. The course delivers a critical look at how our legal and justice institutions have come about and provides a method for dealing
and delving into perennial legal and moral problems that plague cultures. Course also delivers an overview of the major legal theories about
the nature of law and its place in the political system. Among the issues considered is the origin of law, its relationship with divine law,
obligations of obedience and disobedience, and the relationship between political sovereignty and law.
LAW 602. LAW, CIVIL LIBERTIES AND THE CONSTITUTION. The place of the Constitution and Supreme Court in American
policy, using both empirical and case materials is the primary content of this course. Focus also includes the structure and powers of
national government, with special emphasis on the Supreme Court as a policy-making institution. Civil liberties and corresponding
constitutional protections will be examined in depth including a close up of the Bill of Rights and Civil War Amendments. Issues of
jurisdiction, search and seizure, police powers, free speech, privacy and its penumbras, state action, eminent domain, states rights, and other
constitutional issues will be fully analyzed. Even more attention will be given to questions involving discrimination whether based on race,
disability or gender.
LAW 603. LAW AND LEGAL METHOD. A review of the American legal system, including the courts and the legislatures, role and
functions of its personnel, form and substance of law from a procedural and substantive perspective, and primary and secondary sources of
the law. Students will be exposed to federalism, the function of law making, and dispute resolution in the judicial system. The course also
surveys the processes of the judicial, legislative, and executive branches and the role of administrative agencies. Another facet of the course
is dedicated to the mastery of legal method and the research tools essential to that success including: judicial reports, including federal and
state court reports and citation forms; case finding aids, including federal, state and Supreme Court digests and encyclopedias; citators such
as Shepard's Citations; digests; annotated law reports; legal periodicals, including periodical indexes and research procedure; the nature,
function and characteristics of treatises; research procedures; state and federal administrative law; federal, state and local court rules;
miscellaneous research aids and non-legal research aids. The student will also be exposed to the various types of law including crimes, civil
actions, contract and business actions as well as other typologies of law. Course participants will have ample opportunity to hone and
develop critical legal skills by argument, advocacy, interpretation and preparation of legal documents.
LAW 605. LAW AND POLICE PROCESS. A comprehensive examination of the role of police as gatekeepers in the justice system with
particular attention given to their role, function and responsibilities inside the legal system commences the course analysis. How police and
law enforcement carry out their duties in a free society will be the subject of debate and advocacy as will the perennial issues surrounding
police behavior - police misconduct, police abuse of discretion and police alienation from communities. An equally important aspect of the
course will relate to the legal issues that surround police practice on a day-to-day basis. Police search and seizure, confessions and witness
cooperation, identification and investigative field practices, and the law of arrest and detention will be assessed from a professional,
statutory and constitutional perspective. Attention will be given to the efficacy of judicially ordered remedies in the conduct of police and
whether other methods of intervention may generate better results. A comprehensive view of litigation tactics and strategies in police
misconduct cases from initial investigation to appeals, receive significant coverage.
LAW 606. LAW, PUNISHMENT AND CORRECTIONS. Concepts related to correctional law and its applications are the central
theme of the course. Aside from the usual review of correctional law issues, relating to prison modalities and regimen, discipline and due
process, constitutional protections during incarceration, with special analysis of 8th and 14th Amendment claims, the course expends
considerable time on the role of function of institutional processes and operations in the correctional sphere - allowing an even handed
discussion of the rights and responsibilities of both the correctional officers and supervisory personnel and the inmates within their custody.
Further treatment includes emerging questions in the prison environment including AIDS in the facility, free expression and political
speech, the right to vote, family and conjugal visitation, matters involving parole and furlough as well the theory of rehabilitation, both
medical and mental in prison operations. Lastly, the course evaluates the diverse schools of thought in the matter of punishment including
its legitimacy and its condemnation and addresses the more controversial questions in prison practice and therapeutic activity as
punishment.
LAW 607. LAW AND CRIMINAL CONDUCT. A comprehensive analysis of the law of crimes from a historical, philosophical, moral
and statutory perspective is the chief end of the course. Topics include criminal responsibility, criminal liability, and criminal defenses.
Students will be adept at understanding the roots of criminal conduct and just as capable in the analysis of criminal legislation. Aside from
dissecting the fundamental elements of each crime, the participant will become learned in more than simple definition and delineation of
crimes, but able to pose and advocate defense tactics as well. How constitutional and social issues interplay with criminal proscription will
be central to course delivery. The course will include a study of criminal litigation process and procedure with a particular emphasis on
appeal strategy.
LAW 608. LAW AND CIVIL LITIGATION. A comprehensive review of civil action and remedies that are part and parcel of the
American legal system is the central focus of this course. Civil actions, in the law of torts and contracts, and in the arena of administrative
process, impact the justice system in varied ways. From litigation to court docketing, to enforcement and fines, as well as other legal
responses, civil litigation consumes the resources of the justice model. In the law of torts and damages, the civil system provides intentional

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causes of action, from assault to defamation, from invasion of privacy to false imprisonment, to injured parties. Negligence delivers
remedies to those injured by a lack of due caution and expected behavior from the reasonable person. Covered too will be the principles of
strict, product and vicarious liability in particular relationships such as employer/employee, parent/child or product manufacturer and
consumer. Methods and issues of damage awards will be fully critiqued as well as the current debate over reform in the law of torts,
workers compensation and other no-fault claim processes.
LAW 609. LAW, CULTURE AND SOCIETY. An interdisciplinary survey of the functions of law in society is the prime end of this
course. Course not only analyzes law and legal theory, and legal and social institutions, but also evaluates the interplay and interdependence
between law and the social order it resides within. The study delivers special emphasis on issues of justice, fairness, and equality. The
relationship between law and the legal system and political/economic institutions and ideologies is continually emphasized. Law and the
legal systems are viewed from a critical perspective, including the relationship between the law and the individual as to matters of
inequality, race, class, and gender. Issues relating to art, free expression, religion and its practice, media, censorships, concepts of
pornography and obscenity, sexual activity, association and political action will also be analyzed.
LAW 610. LAW, JUSTICE AND THE FAMILY. A survey of the law of domestic relations from a statutory and common law
perspective is the course's chief aim. Special emphasis will be given to the diverse controversies inherent in the law of the family including
annulment, divorce, separation, and other temporary and permanent dissolution agreements. In addition, course coverage weighs and
evaluates the controversies and practical difficulties inherent in the division of property, custodial and equitable dissolution awards, and the
judicial oversight of parent-child relationship. Other topical concerns are visitation, adoption, proof of paternity, questions of incorrigibility
and delinquency, adoption, and the diverse forms of litigation tactics so often witnessed in the law of domestic relations. Contemporary
dilemmas related to the family will be thoroughly scrutinized and include gay and lesbian adoption, same-sex marriage, the rights of
grandparents, state's right to intrude in family life in matters of medical care and worship, and other controversial claims.
LAW 700. LAW AND THE INTERNATIONAL COMMUNITY. Course examines the major legal systems of the modern world,
commencing with the West, moving to the East and some emerging third world republics. In the era of globalization, knowledge of the legal
traditions and legal systems of the world's major powers is essential. The course scrutinizes and critiques legal systems as systems, with
distinctive components, internal relations and functionalities and includes a review of their respective history, culture, and structure. The
purpose of the course is to compare the rules of law in the different legal systems in an effort to discern the general principles of law, and
gain insight and understanding into the emerging globalization of legal principles and ideas. Serious assessment will also be provided
relative to human rights questions, definitions of "political prisoner" and the principles defined by treaty and agreement as to the protection
of individuals in a global context.
LAW 701. LAW AND ADMINISTRATIVE AGENCIES. Course exposes participants to administrative law theory and the practical
aspects of administrative law practice, both within and outside the administrative agency. Coverage equips the student with the necessary
skills to understand, apply, and research relevant statutory and regulatory provisions at the federal and state level; to read, interpret and draft
proposed rules and regulations; to become familiar with the process known as the administrative law hearing, the concept of administrative
discretion and corresponding remedies. Preliminary drafts of documents, briefs, and opinions relative to the appellate stage of an
administrative law proceeding will also be covered.
LAW 702. LAW, SCIENCE AND FORENSIC APPLICATIONS. An interdisciplinary course covering law, criminal justice and
technology in the evidentiary arena. Coverage in the course provides a broad-based assessment of expert witnesses, microanalysis,
pathological evidence, admissibility and investigatory practice, ballistics, fingerprints, VASCAR/radar, and photographic techniques.
Contrasted with criminalistics, subject matter of this course is primarily evidentiary. More particularly, the course will delve into the rules
of evidence that guide the admissibility of forensic evidence in a court of law. Examination includes: threshold tests for reliability and
admissibility; qualification of witnesses competent to testify; scientific rigor required for admission; and case law determinations on the use
and abuse of scientific evidence.
LAW 703. LAW AND THE ENVIRONMENT. Surveys the major Federal statutes and regulatory schemes relating to environmental
quality and analyzes and compares the contrasting approaches to regulation that have been used in judicial settings. Focuses on the
interaction of law and policy and considers the role of Congress, the regulatory agencies, and the courts in defining and implementing
environmental mandates. Focused attention is given to air quality and its regulation, water and pollutants, the control and dissemination of
toxic substances, management of hazardous materials and the debate around the government's role as protector of the environment.
LAW 704. LAW, BUSINESS AND THE WORKPLACE. Course content includes the various business entities and the steps necessary
for creation and operation, from initial and amended articles of incorporation, state filing requirements, stock certificates and securities,
stock ledgers and books, resolutions, dividends and stock splits, employment agreements, as well as introducing other business forms from
partnerships to limited liability corporations. In the employment sector, coverage will examine constitutional and statutory protection
related to employee rights from benefits and pensions to discrimination remedies. Collective bargaining and other labor questions will be
keenly assessed as well as emerging workplace questions involving maternity and family leave, wages and compensation, COBRA, free
expression and religious rights and novel forms of disability claims.
LAW 730. INDEPENDENT STUDY IN LAW AND PUBLIC POLICY. An independent opportunity for mature and scholarly graduate
students to build on and further develop research, writing and analytical thinking skills by authoring a serious work of scholarship. Student
is required to use advanced research and writing skills in the resolution of a current substantive or procedural legal problem. Student works
directly under the guidance of a graduate faculty member and prepares, executes and submits for departmental review, the proposed course
of study.

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MGT -- Management
MGT 711. GENERAL MANAGEMENT. An analysis of modern complex organizations, with emphasis on those areas of individual and
group behavior that are directly relevant to all levels of management. (3 crs.)
MGT 712. ORGANIZATIONAL BEHAVIOR. Focuses on the behavioral science concepts and research findings directed toward the
understanding and explanation of human behavior within organizations. Topics covered include individual processes, group processes,
organizational processes, work setting and change processes. (3 crs.)
MGT 721. PRODUCTION MANAGEMENT. Problems, techniques, and other topics associated with the management of production in
industry. Topics include forecasting, inventory control, scheduling, sequencing, and design of production facilities. (3 crs.)
MGT 731. INDUSTRIAL RELATIONS. A survey of the legislation regulating employer-employee relations in the United States today
and an examination of the relationships between workers and their managers. Special emphasis is given to collective bargaining, wage and
hour requirements, equal opportunity regulations, and conflict resolution. (3 crs.)
MGT 742. HUMAN RESOURCE MANAGEMENT. Theory and practice of personnel management and analysis of personnel problems
for managers. Topics include human resource planning, selection, training and development, performance appraisal, compensation
administration and equal employment opportunity. (3 crs.)
MGT 751. INTERNATIONAL BUSINESS MANAGEMENT. The problems and policies of international business enterprise at the
management level. Cases in comparative management are utilized. Includes strategies of the firm in international business, structure of the
firm in international business, the international environment, restraints on international competition, multinational enterprises, and national
institutions. (3 crs.)
MKT -- Marketing
MKT 501. INTERNATIONAL BUSINESS MARKETING. Upon completion of the course, the student will be able to evaluate and
make recommendations and decisions concerning the strategy and tactics of real-life targeting and marketing mix development for both
global and country-specific markets. The course will also cover selected elements of international marketing research (3crs.)
MKT 711. MARKETING MANAGEMENT. Description and analysis of the nature, strategies, and techniques in marketing management.
(3 crs.)
MKT 721. RESEARCH METHODS IN MARKETING. Examines the process of acquiring, classifying and interpreting primary and
secondary marketing data required for intelligent marketing decisions. (3 crs.)
MKT 731. MARKETING FOR NON-PROFIT ORGANIZATIONS. A marketing course designed for MBA students that differentiates
between for-profit and not-for-profit organizations, investigates the competitive environment facing non-profits (e.g., hospitals, churches,
charities, colleges, and performing arts groups,) and applies research techniques and marketing/management tools (product, policy,
distribution and delivery systems, monetary pricing, and communication strategies) to the non-business entity. (3 crs.)
MKT 751. ADVERTISING MANAGEMENT. A detailed analysis of the components of the advertising mix, reviewing the components
in order to determine selection techniques for appropriate media vehicles for various business advertising demands. The graduate student
will analyze and develop a media presentation as a member of an advertising team which will be presented at the end of the term. This
process includes basic research, campaign development and media selection. (3 crs.)
MKT 761. BUSINESS MARKETING STRATEGY. This course focuses on the expanded contemporary marketing strategies that are
essential for businesses to survive in today's competitive global marketplace. Emphasis will be placed on case studies, group presentations,
and class interaction to equip the graduate student with a level of understanding to effectively function with a greater comprehension of
business marketing while serving in business management. Prerequisite: MKT 301 (3 crs.)
MSE -- Master of Arts Teaching
MSE 705 Orientation to Secondary Education. A course for prospective teachers designed to begin their professional development.
Different instructional activities will allow the student to become proficient in the theories of modern secondary education instructional
development, basic history and philosophy of secondary education and of pedagogy in general. (3 crs)
MSE 710 Secondary Instructional Strategies. This course will allow the Master of Arts Teaching, Track I major to explore and develop
the many types of instructional strategies/methodologies that are accepted as valid in the teaching of 7-12 students in differing content areas.
Students will explore the principles underlying the construction of valid and reliable tests along with simple statistical measurement with
stress on the application to classroom work.(3 crs)

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MSE 715 Technology in Education. This course in educational technology provides the learner with fundamental concepts and skills that
build a foundation for applying computers, hardware and software in educational settings. The course focuses on the computer as an object
of instruction, a productivity tool, and an adjunct to instruction in the classroom. (3 crs)
MSE 720 Classroom Management. This course will allow the Master of Arts Teaching, Track I major to explore different methods of
classroom management, from the physical set-up of the classroom, classroom rule sand procedures for secondary education to dealing with
problem students in your classroom.(3 crs)
MSE 725 Action Research in Secondary Education. This course provides a broad understanding of the foundations, purposes and
principles of action research in secondary education. Activities will include developing a research topic along with literature research
strategies, methodology, data collection and analysis, and reporting the findings. Students will develop a working action research proposal
that they will be able to implement in their classroom or school.(3 crs)
MSE 740 Advanced Technology in Education. This course provides the learner with concepts and skills that build a foundation for
applying computers, software and web-based activities in educational settings. The course focuses on computers and the World Wide Web
as an object of instruction, a productivity tool, and an adjunct to instruction in the classroom. (3 crs)
MSE 745 Advanced Classroom Management. This course will explore the research that demonstrates the different methods of classroom
management, from the physical set-up of the classroom, classroom rules and procedures for secondary education to dealing with problem
students in your classroom.(3 crs)
MSE 755 Secondary Constructivist Strategies. This course emphasizes strategies that engage students in active inquiry, collaboration
with peers, and acquiring and using tools of learning in an experiential learning environment. The approach of the course is experiential,
inquiry-oriented and reflective.(3 crs)
MSE 760Reflective Practitioner. This course provides guidelines successful teacher to continually engage in the cycle of review and
adjustment for the purpose of professional growth and improvement of instruction.(3 crs)
MSE 761Student 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. A university supervisor observes periodically and a weekly practicum brings student teachers together to discuss common problems
and concerns and those aspects of school law pertinent for classroom teachers. Student teaching is scheduled during either the fall or spring
terms of the senior year. Pass/fail grade.(9 crs)
MSE 765Curriculum Design. This course in curriculum design provides the learner with the fundamental concepts and skills that will help
teachers develop a through understanding of curriculum development. This course is designed for teachers to help bridge theory and
practice in curriculum development. The focus will be to present the concepts and skills of curriculum development and show how to apply
them to actual curriculum planning. (3crs)
MSE 770 Differentiating Instruction. This course in differentiating instruction provides the learner with the fundamental concepts and
skills that will help teachers develop a thorough understanding of differentiation, understanding the diverse needs of students, and various
instructional techniques to maximize student learning. The course focuses on understanding the meaning of differentiated instruction and
planning instruction to meet various learning needs of students.(3crs)
MSE 775 Teacher Leadership. This course in teacher leadership provides the learner with the fundamental concepts and skills that will
help teachers develop a thorough understanding of what it means to be a “teacher leader” in today’s schools. The course focuses on
understanding the meaning of teacher leadership, examining what research says about teacher leadership, and learning how to lead in
communities of practice. (3crs)
MSE 780 Assessment of Learning. This course in assessment of student learning provides the learner with the fundamental concepts and
skills that will help teachers develop a thorough understanding of various forms of assessment, designing effective assessments to measure
student learning, analyzing student work to improve learning and instruction, and apply the results of assessment. (3crs)
MSE 605 Current Issues In Secondary Education. An intensive seminar to bring secondary teacher sup-to-date with current standards,
trends and best practice, including new technologies, materials and methods. ( 6crs)
MSE 606 Internship Practicum. The internship experience requires a minimum of 180 hours under the supervision of a
sponsor/sponsoring organization. Students will intern in an area that relates either to their content area specialization, child development or
to their thesis content area. Valid and current PA Teacher clearances required. (6 crs)
MSE 790 Research Thesis in Secondary Education. The thesis will usually be empirical in nature and involve the manipulation of
independent variables, use of statistical methods or experimental design. The American Psychological Association Style Manual will be
required for this thesis. The thesis requires at least three members. Prerequisite: MSE 725. (3crs)
MMT -- Multimedia Technology
MMT 701. MULTIMEDIA TECHNOLOGY. Introduces the student to the software components and terminology of multimedia
technology as a basis for subsequent courses. Multimedia computer systems, storage devices, printers, sound and video digitizing and

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playback, digital cameras, scanners, LCD and projection panels, graphic file formats, animation and digital video, computer networks and
the Internet, hypertext markup language and distance learning are investigated. The focus is the application of these topics to the student's
professional field of study. (3 crs.)
MMT 702. MULTIMEDIA SYSTEMS. Focuses on the application of graphic design and the integration of multimedia components. The
organization of visual elements such as type, color, texture, contrast, perspective, balance and unity will play an important part in the
development of both interactive and non-interactive presentations. Emphasis will be placed on the process of blending the components
using various hardware platforms and software tools. For a final project, the student will create and master a CD-ROM based multimedia
presentation as the basis of a personal digital portfolio. Prerequisites: MMT 701 (3 crs.)
MMT 703. DIGITAL EDITING. Presents techniques of achieving strong components in: audio, imaging and video,
generation/acquisition, enhancement, storage and retrieval of these components in the digital realm are major topics. Through a series of
laboratory and collaborative site activities, the student will gain experience using hardware and software tools to achieve effective digital
editing of audio/video clips and images. Prerequisites: MMT 701, MMT 702 (3 crs.)
MMT 704. WEB PUBLISHING. The course delves into the intricacies of publishing on the web and what makes a proficient webmaster
by examining areas such as client-server computing network operation, intranets and the Internet, advanced HTML and server-based
support. End-user interaction using web page elements such as animations sounds and videos emphasized. Java/JavaScript, Active-X and
Afterburner are highlighted. A collaborative site will be used as a real world examination of its mode of operation, performance and
maintenance of that published web site. Prerequisites: MMT 701, MMT 702. (3 crs.)
MMT 705. INTERACTIVE DESIGN. Besides having relevant and organized content, an effective presentation must engage its audience.
Such presentations include storybooks, simulations, tutorials, demos and kiosks. Techniques employing multimedia driven scripting and
object-oriented tools to achieve user interaction are centric to this course. This course and corresponding laboratory activities will assist
students in applying multimedia tools to their field of study. Students design and create multimedia rich pieces which integrate text,
graphics, video, photographs, audio, animations and interactive elements, and then are exported in appropriate formats for delivery via CD
or the web. Prerequisites: MMT 701, MMT 702, MMT 703. (3 crs.)
MMT 720. EMERGING TECHNOLOGY AND APPLICATIONS IN MULTIMEDIA. The technology and applications associated
with multimedia are rapidly changing. This course will provide the student with skills and knowledge on emerging multimedia topics not
currently incorporated into the curriculum. This is a repeatable course in which a student can receive credit each time the course is taken
and completed satisfactorily. Prerequisites: Varies depending on the specific offering/topic. (3 crs.)
MMT 760. MULTIMEDIA PRODUCTION. This course will involve the student in a collaborative multimedia project that is designed,
developed, and evaluated by a team of students. All of the multimedia concepts and elements presented in previous courses will be analyzed
by the team to produce a well designed, large scale, multimedia-based production designed, developed, and evaluated by a student team and
in collaboration with professionals. Prerequisites: MMT 701, MMT 702, MMT 703, MMT 704, MMT 705. (3 crs.)
GMA -- Mathematics
GMA 786. COMPUTER SCIENCE FOR TEACHERS. This course is for the secondary-school mathematics teacher who is interested in
an introduction to the elementary concepts of computer programming, the early history and development of computers, and the uses of the
computer in the school and society. Emphasis is placed on writing computer programs related to topics in secondary school mathematics. (2
crs.)
PRF -- Performance Enhancement and Injury Prevention
PRF 705 Industrial, Clinical, and Corporate Wellness. This course is designed to develop knowledge and awareness of the major issues
in the field of worksite 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 life style 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.
PRF 710 Performance Enhancement in Physical Activity. This course offers a comprehensive discussion of functional anatomy,
functional biomechanics, and motor learning as it related 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 Examination for Performance Enhancement Specialist certification.
PRF 711 An Integrated Approach to Fitness and Wellness. This course will introduce the revolutionary exercise programming strategies
of the Optimum Performance Training model. The student will receive a 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

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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.
PRF 712 Corrective Exercise in Rehabilitation. This course will introduce the student to corrective exercise theory based on the
pathokinesiological model. The student will be introduced to a systematic evaluation approach based on the pathokinesiological model.
The pathokinesiological model will examine human movement systems in regards to key regions of the human body. These regions will be
recognized as potential sites for an integrated corrective exercise programs.
PRF 715 Business and Entrepreneurship in the Fitness Industry. This course offers a comprehensive discussion of the practical aspects
of starting and running a business in performance enhancement and fitness. The course focuses on launching new ventures, as well as
business and management practices for individuals who are already in business but who want to learn how to improve their operations.
Specific topics include, management theory, financial management, personnel management, record keeping, risk management and
technology issues.
PRF 720 Essentials of Human Movement Science. This course will introduce a scientific approach to the essentials of human movement
science. The student will receive 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.
PRF 750 Performance Enhancement Program Design. This course requires the student to integrate knowledge learned from the course
Performance Enhancement with professional experience and prior learning in fitness and rehabilitation. Students will work in teams to
prepare a performance enhancement program proposal 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 NASM Performance Enhancement Specialist certification.
PRF 751 Program Design in Fitness & Wellness. This course will introduce the revolutionary exercise programming strategies of the
Optimum Performance Training model specifically for the fitness and wellness professional. The student will receive a 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.
PRF 752 Corrective Exercise Program Design. This course will introduce corrective exercise strategies based on loss of function. The
student will receive detailed insight into the design of corrective exercise programs. The systematic approach of an integrated corrective
exercise design uniquely blends the variables of available flexibility, isolated and integrated corrective strengthening, and corrective
exercise design to allow the student the necessary foundation in designing and developing safe corrective exercise programs.
PRF 760 Leadership and Professional Development. This course is intended to prepare students for the leadership decisions and actions
that are inherent in performance enhancement management and fitness practice. Professional and personal growth will be discussed.
Principles and applications of leadership will be explored, including persuasiveness, leading and directing teams, leading within
organizations, and leadership opportunities in shaping fitness policy. Techniques for managing change and empowering others are included
in this course. Topics related to effective leadership are issues of power, motivation, delegation, team building, persuasion and negotiation,
and total quality improvement.
PRF 765 Nutrition for Peak Performance. An in-depth examination of contemporary issues such as performance enhancement dietary
supplements, dietary lipids and heart disease, dietary fiber and health, influence of lifestyle factors on nutrition. Controversies in nutrition,
ergogenic aides, and cultural aspects of food 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.
PRF 770 Exercise Physiology: Assessment and Exercise Prescription. This course offers a comprehensive discussion of the knowledge,
skills, and abilities needed for American College of Sports Medicine certifications and current clinical practices in sports medicine.
Emphasis will be placed on the value and application of exercise testing and prescription in persons with and without chronic disease.
Special topics to be addressed include, exercise prescription in children, the elderly, pulmonary patients, cardiac patients, and pregnant
women.
PRF 780 Current Topics in Performance Enhancement and Injury Prevention. The purpose of this course is to increase student
understanding of various performance enhancement and injury prevention issues facing America and the world today. This course
introduces students to the field of exercise science as a discipline and profession with a specific focus on contemporary topics facing all
performance enhancement and injury prevention professionals.
PRF 781 Current Topics in Fitness & Wellness. The purpose of this course is to increase student understanding of various fitness and
wellness issues facing America and the world today. This course introduces students to the field of exercise science as a discipline and
profession with a specific focus on contemporary topics facing all fitness and wellness professionals.

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PRF 782 Current Topics in Rehabilitation. The purpose of this course is to increase student understanding of various rehabilitation issues
facing America and the world today. This course focuses students toward the ever-changing contemporary issues that impact direct and
indirect client care.
PRF 800 Research in Fitness and Wellness. This course is designed to immerse the student in fitness & injury prevention research,
focusing on current clinical outcomes research, psychology and physical activity research, and performance enhancement research. Topics
include, research in resistance training, core stabilization, and aquatic therapy. Fitness and injury prevention research is discussed related to
special populations, such as athletes at opposite ends of the age spectrum.
PRF 810 Research in Performance Enhancement. This course is designed to immerse the student in injury prevention research, focusing
on current clinical outcomes research, psychology and physical activity research, and performance enhancement research. Topics include,
research in resistance training, core stabilization, reactive training, posture, supplementation, and sport vision training, Injury prevention
research is discussed related to special populations, such as athletes at opposite ends of the performance spectrum.
PRF 820 Research in Rehabilitation. This is an introductory class on Evidence-Based Practice. The intended outcome is to familiarize
the student with the evidence-based guidelines and prepare the student with a practical strategy to incorporate into their daily practice.
POS -- Political Science
POS 700. PUBLIC POLICY. A study of the concepts, frameworks, models and methods of policy making and analysis (American with
international comparisons) at the national, state, and local government level. Graduate students learn to structure policy problems, analyze
the assumptions of stake holders and policy makers and evaluate the impact of public policies. (3 crs.)
POS 704. AMERICAN POLITICAL IDEAS. Advanced political theory: the major political ideas and controversies that are associated
with the development of American political thought. (3 crs.)
POS 705. HISTORY OF POLITICAL THEORY. A study of early and modern political theories, their development and application as
controlling factors in the growth of western civilization and American democracy. (3 crs.)
POS 711. POLITICS OF LATIN AMERICA. A comparative analysis of institutions, processes, and politics of Latin American countries
and how these have been shaped by the international relations of the region. (3 crs.)
POS 728. POLITICS OF UNDERDEVELOPED NATIONS. A comparative study of emerging political systems and their attempts to
achieve modernity. (3 crs.)
POS 740. AMERICAN DEFENSE POLICY. An analysis of the forces influencing decision-making in the quest for American national
security. (3 crs.)
POS 745. THE LEGISLATIVE PROCESS. An analysis of policy determination in the American legislative system. (3 crs.)
POS 746. AMERICAN CHIEF EXECUTIVES. The role of the presidency in policy determination in both domestic and foreign affairs.
(3 crs.)
POS 747. CIVIL LIBERTIES AND JUDICIAL PROCESS. The Supreme Court as the principal guardian of libertarian principles. (3
crs.)
POS 779. INDEPENDENT STUDIES IN POLITICAL SCIENCE. The graduate student has this opportunity to do independent study or
research in political science, under the direction of a member of the political science faculty. The nature of the research study and the
assigned credit hours are determined individually. (variable credits)
EDP--Professional Education
EDP 600. STATISTICAL METHODS. This course introduces the student to statistical concepts and techniques that are essential for
valid and reliable educational research. Emphasis is placed upon understanding the logic of various statistical inference procedures, their
correct use and proper interpretation. Numerous descriptive and inferential statistical methods are covered including; box plots, stem and
leaf displays, scatter diagrams, single sample t test, independent samples t test, related samples t test, Wilcoxon signed rank test, Mann
Whitney U test, confidence intervals, correlations, multiple regression, one-way and two-way analysis of variance, analysis of variance for
repeated measures designs, analysis of covariance and multivariate analysis of variance. At the conclusion of the course, the student is
expected to be able to describe and critique the statistical methods used in published research studies and correctly apply the appropriate
statistical methods in his or her own research. The SPSS statistical package is extensively referenced throughout the course. (3 crs)

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EDP 605. PHILOSOPHY OF EDUCATION. An introduction to the discipline of philosophy and the significant contribution that this
discipline makes to education. Major schools of traditional and contemporary philosophy are examined, with particular emphasis on the
influence these philosophies have had on educational theory and practice over the years. (2 crs.)
EDP 606. GENERAL HISTORY OF EDUCATION. The course is designed to develop an historical awareness, appreciation, and
understanding of the people and of the major cultural and educational events that have shaped education in Western culture. The
significance and relevance of these people and events for contemporary American culture are stressed. (2 crs.)
EDP 608. COMPARATIVE EDUCATION. This course centers on the province of Quebec. Students are introduced to basic rules of
educational comparison followed by readings aimed at investigating the traditions, social organization, and political and economic
conditions that have determined the development of Quebec. Source reading is brought into special perspective by a one-week program of
school visitations in Quebec where students can observe classes and interview educational personnel. (3 crs.)
EDP 610. EDUCATIONAL SOCIOLOGY. The role of the school in child socialization, intergroup education, the integration of school
and community, group processes and the teacher, teacher problems in human relations, and educating for leadership. (2 crs.)
EDP 611. HISTORY OF AMERICAN EDUCATION. The course is designed to develop an historical awareness, understanding, and
appreciation of major cultural and educational events and of individuals that have shaped American education from 1620 to the present.
The significance and relevance of these events and individuals for contemporary American education are stressed. (2crs.)
EDP 615. TEACHER AWARENESS. A practical approach to the solution of daily problems arising from action and interaction with
students, other faculty members, administrators, school board members, parents, and the community. The course is experience-oriented and
focuses on student rights, duties and responsibilities and the legal rights of teachers; evaluations; classroom procedures; and lesson
planning. (3 crs.)
EDP 619. STUDENT TEACHING SUPERVISION. For teachers who are acting as cooperating teachers and for those interested in
serving in this capacity in the future. A prerequisite for admission to this workshop is three years' teaching experience. The course provides
an opportunity to strengthen, clarify, re-think, and revitalize one's approach to student-teaching supervision. (Variable crs.)
EDP 620. CURRICULUM AND METHODS OF TEACHING BIOLOGY IN THE HIGH SCHOOL. The BSCS courses of study and
how and why they were developed, along with a critical analysis of each of the three versions in light of various school backgrounds.
Laboratory projects will be pursued that can serve as source material in a teacher's classroom. Two hours of lecture and two hours of
laboratory. Prerequisite: Certification to teach biology. (2 crs.)
EDP 624. CHARACTER EDUCATION. This course will examine how schools contribute to the moral development of children.
Specifically, students will be introduced to the approaches to character education that have been used in the nation's schools. Particular
attention will be paid to developing a comprehensive approach to moral development that integrates earlier strategies. This integrative
approach holds that character education must be a way of life for a school, not just a program. That is, all aspects of a school's life
contribute to moral development. (3 crs.)
EDP 656. COMPUTER-ORIENTED RESEARCH. This course teaches necessary computer skills to master (1) the techniques of
research, methods of scholarly investigation, and search tips/strategies using library facilities, on-line library data bases, commercial data
bases, and the Internet, (2) writing the research report as a publishable paper, (3) publishing the research report as series of web pages on the
Internet, and (4) developing and giving an oral presentation of the research results to the university community. This primarily hands-on
course will review computer system concepts, will introduce the student to all facets of computer-oriented research search strategies (online CUP library searching, searching using on-line databases, searching using commercial databases, searching the Internet, evaluating
Web resources, and evaluating search engines), will develop the student's proficiency in writing the publishable research paper, will develop
a student's proficiency in web page design and publishing, and will develop a student's proficiency in developing and giving an oral
presentation. (3 crs)
EDP 663. COMPUTER-ASSISTED INSTRUCTION. The development of computer applications in education provides a significant new
resource in teacher education. This course is designed to include both theory and practice. This course serves to acquaint the learners with
computers and their uses as instructional tools. Laboratory assignments are designed to provide generalizable and transferable
competencies. No previous computer related knowledge is assumed. (3 crs.)
EDP 685. SEMINAR IN AUDIO-VISUAL TECHNIQUES. This course is designed to bring together the recent research on teacher
behavior with the theories and research of social psychology and group dynamics. It aims to give the student some understanding of group
processes and some personal experience helpful in developing a repertoire of ideas and behaviors that will be pertinent in supervision and in
the classroom. (2 crs.)
EDP 760. SEMINAR IN THE TEACHING OF MATHEMATICS. A mathematics methods course in the M. Ed. program designed for
secondary school teachers who want to develop or broaden their teaching skills and knowledge of a particular content area in the secondary
mathematics curriculum. The content area will be one of the following: algebra, geometry, (AP) calculus, trigonometry, probability and
statistics, applied mathematics, or integrated mathematics. Relative to the particular chosen content area of mathematics, students in the

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class will study current innovative teaching approaches; review current textbooks, software, and curricula; develop lessons and activities;
integrate the NCTM standards in instruction; discuss different methods of problem solutions; and analyze and develop assessment
measures. (3 crs.)
PSY -- Psychology
PSY 702. Psychopathology of Childhood. Intensive study of the cognitive, emotional and behavioral disorders in children and adolescents.
Emphasis is on etiology, early recognition and approaches to treatment or intervention in schools.
PSY 710. Principles of Instructional Design. This course is designed for the non-teaching educational specialist to assist them in gaining a
fundamental understanding of Pennsylvania’s K-12 curriculum standards and the basic principles of instructional design. Specific academic
and behavioral strategies will be examined, as they relate to curriculum based assessments, the development of evaluation reports, and the
implementation of IEP recommendations. Students will also examine a variety of theoretical frameworks that focus on the specific
components of instructional design, consultation, and staff development. Throughout the course, students will review, analyze, and develop,
such specific design components as: subjects, needs assessment, instructional content, objectives, sequencing, media system, assessment,
feedback, and evaluation (3 crs.)
PSY 712. Advanced Psychology of Learning. This course examines the diverse, intricate process of learning. Behavioral and cognitive
views of learning are emphasized with special attention being given to the educational implications of learning theory. (3 crs.)
PSY 713. Psychology of Growth and Development. This course explores how people grow and develop from infancy through old age.
Physical growth patterns, along with emotional, intellectual, and social development are emphasized. Maturation, learning, and their
interrelationships are also examined in terms of their implications for the home, school, and community.(3 crs.)
PSY 720. Neuropsychology. This course examines the biological basis of behavior. The central nervous system, in particular the brain, is
studied in-depth. This course also presents the neuropsychological approach to the identification and education of children with learning
disorders. (3 crs.)
PSY 721. Advanced Tests and Measurements. This course is designed to provide the graduate student with an understanding of the use
of tests for diagnostic studies of children, adolescents, and adults in a diverse society. It explores the ways in which tests are constructed,
evaluated, administered, and interpreted. In addition, the course provides a survey of some representative tests of achievement, aptitude,
personality, intelligence, and occupational interests. Students also receive practice in administering, scoring and interpreting such tests
through a practicum involving an evaluation of themselves and at least one other person. (3 crs.)
PSY 722. Individual Psychological Evaluation I with Practicum. Emphasizes theory and competence in the administration, scoring, and
interpretation of the Stanford-Binet Intelligence Scale V, and the Bender Visual Motor Gestalt Test. Extensive supervised practice in the
administration, scoring, and interpretation of these tests with subjects aged 2 to adult. Theory and experience with other infant and child
measures of intelligence such as the Bayley II and the K-ABCII are included. Ethics and cultural diversity in assessment are included.
Psychological report writing and generation of educational interventions are stressed. (3 crs.)
PSY 723. Individual Psychological Evaluation II with Practicum. This course emphasizes the theoretical underpinnings of intellectual
assessment and the development of competence in the administration, scoring, and interpretation of the Wechsler Scales: WISC- IV,
WPPSI-III, and WAIS-III. Attention is directed toward the use of these scales in measuring intellectual levels, and identifying cognitive
strengths and weaknesses. Practical experiences are required and the student must demonstrate competency in the administration, scoring,
and interpretation of each scale. Psychological report writing is also addressed. (3 crs.)
PSY 724. Practicum in School Psychology. This course is a practicum in psychoeducational assessment and intervention planning in
which students develop competence in the administration, scoring, and interpretation of individually administered achievement tests, with
an emphasis on diagnostic testing and comprehensive report writing. Under faculty supervision, students conduct comprehensive
evaluations of children, including gathering background information, test administration, report writing, and consultation with clients in the
process of problem solving in the educational setting. Ethical considerations, as well as the particular problems encountered when working
with a diverse population, are included. (3 crs.)
PSY 734. Assessment of Personality and Behavior I. An introduction to the assessment of personality and behavior. Experience is given
to the student in the administration, scoring, and interpretation of the more widely used personality assessment measures. Particular
attention is given to assessment techniques used in planning for remediation and treatment. (3 crs.)
PSY 741. Theories of Counseling and Psychotherapy. This course is designed to introduce students to the most common therapeutic
approaches in use today (e.g., Person-centered, Cognitive, Behavioral, Family Systems and Reality Therapy). 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 which may be involved in the therapeutic process. Student participation is
required. A position paper describing the student's own orientation is required. (3 crs.)

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PSY 742. Techniques of Counseling and Psychotherapy with Practicum. This course is intended to provide both a didactic and an
actual experience in counseling. Graduate students familiarize themselves with the phases, procedures, and goals of counseling and therapy
through assigned readings, audiotapes, and group discussion of case presentations. This will include consideration of ethical
boundaries/issues and cultural factors that are germane to the therapeutic process. Graduate students will be assigned or are asked to recruit
five volunteer subjects for purposes of role-play activity utilizing counseling technique. Clients from the University's Counseling Center
and the School Psychology Clinic will also be assigned as they become available. Those graduate students currently working in a school
district may select cases from that setting; cases are to be approved by the instructor. Supervision of all cases is provided both in group
sessions and on an individual basis. Graduate students are seen outside of regularly scheduled group sessions for individual supervision. (3
crs.)
PSY 752. Fundamentals of School Psychology. This course is an introduction to the profession of school psychology. Topics examined
revolve around the roles and functions of school psychologists. A partial list of the topics examined includes: school systems, the law and
school psychology, and professional ethics. Field experiences in educational settings are required for students enrolled in the school
psychology program. (3crs.)
PSY 756. Consultation and Group Processes with Practicum. This course is intended to familiarize the student with a 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. This course also
explores the variety of consultative techniques that may arise in a school system. (3 crs.)
PSY 766. Psychological Statistics. This course is designed to give students the basic information they need to interpret the statistics that
are used most frequently in research and application in psychology. The focus is on understanding and interpreting basic descriptive and
inferential statistics including univariate and multivariate analyses. In addition, it will cover the strengths and limitations of applied
statistical techniques in application and research. The course is designed to prepare students for graduate courses in testing, research
methods, and research interpretation as well as to provide them with the statistical skills required to solve problems in an educational
setting. (3 crs.)
PSY 767. Research Methods in Psychology. This course is designed to give students the necessary background in psychological research
design that they need to understand, interpret and evaluate proposed and published research in the behavioral sciences. The focus is on
acquiring the skills to critically evaluate a research report, analyze and interpret data, and to write a research paper. This course is designed
to provide the background for students desiring to conduct a master’s level research thesis. (3 crs.)
PSY 773. 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.
PSY 795. Seminar in Behavior Modification with Practicum. This course provides the student with the knowledge and skills needed to
design, implement, and evaluate behavioral interventions. Interventions applicable to school settings are emphasized and students are
required to develop and implement an applied behavior analysis program (3crs.)
PSY 796. Seminar in the Analysis of Research in School Psychology. This course consists of an examination of current research in
School Psychology. Critical study and evaluation of empirical research findings applicable to selected topics from current editions of Best
Practices in School Psychology are undertaken. The student develops skills in using current data bases to access empirically based research
reports, as well as the abilities to critically analyze and synthesize the content of these reports as it relates to situations and issues faced by
the practitioner school psychologist. Students develop an understanding of the importance of using empirical data in making sound
educational decisions. (3 crs.)
PSY 798. Seminar in Professional School Psychology. Concepts fundamental to the practice of school psychology are discussed and
evaluated in this course. A range of topics are discussed including the roles and functions of school psychologists, legal and ethical issues,
the organization and operation of school systems, student diversity, and community resources. As this course is taken in conjunction with
the Internship in School Psychology, discussions tend to be dynamic and framed within the context of actual experiences encountered by
interns. (3 crs.)
RES -- Research
RES 800. METHODS IN RESEARCH. This course explores the design and analysis of experimental and quasi-experimental research. It
explores both quantitative and qualitative techniques. In addition to being able to design and conduct basic research; an outcome of this
course is to develop effective consumers of the research literature (3 crs.)
RES 819. RESEARCH PAPER. (1 cr.)
RES 829. RESEARCH PROJECT. A study or presentation on some topic in Special Education. The Research Project is more in depth
than a Research Paper but less thorough than a Master's Thesis. Approval of only the graduate student's advisor is needed. The Publication

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Manual of the American Psychological Association is to be used. Emphasis is on etiology, early recognition and approaches to treatment or
intervention in the schools. (3 crs.)
RES 849. MASTER'S THESIS. The thesis will usually be inferential in nature and involve some intervention and manipulation of some
independent variables, employing a statistical analysis or experimental design. The Publication Manual of the American Psychological
Association is to be used. The thesis requires a committee with at least one professor from outside the Special Education Department. (4
crs.)
RSP -- Reading Specialist
RSP 700. FOUNDATIONS OF LITERACY THEORY AND INSTRUCTION. The acquisition of multiple literacy strategies,
discussion and presentation of these strategies, and research implications to match theory with practice are the foci of this course.
Additionally, because of the need for technological literacy, the use of technology is also required. The goal of this course is to prepare
students for the role of the reading specialist in the inclusion model. (3 crs.)
RSP 702. DIAGNOSIS AND TREATMENT OF READING PROBLEMS. The purpose of the course is to provide graduate students
with the skills needed for diagnosing and remediating reading difficulties of students in grades K-12, within a transactional, constructivist
framework. Factors related to reading disability and principles of student-centered and process-oriented forms of assessment will be taught.
Prerequisite: RSP 700. (3 crs.)
RSP 703. PRACTICUM: DIAGNOSTIC CASE STUDIES. The purpose of this course is to provide practical experience with
determining, in a holistic manner, a child's reading needs, and making suggestions for individualized instruction for those needs in a case
study format. Prerequisite: RSP 700 & RSP 702. (3 crs.)
RSP 704. PRACTICUM: REMEDIAL CASE STUDIES. This course must be taken the semester immediately following the completion
of RSP 703. The student applies knowledge of materials and methods gained in prerequisite classes to plan and implement a program of
instructional intervention for a remedial reader. The course contains a seminar component in which the student utilizes modeling and
communication skills to discuss and demonstrate plans for reading instruction with other students as well as with the practicing teacher.
Prerequisites: RSP 700, RSP 702 & RSP 703. (3 crs.)
RSP 705. PSYCHOLOGY OF READING. This course is designed to provide students with knowledge of reading theory as it relates to
the psychology of learning. (3 crs.)
RSP 706. ADULT LITERACY. This course will expose the students to the point of view that the adult learner is a complex individual and
has diverse needs, most of which have some bearing on any reading difficulties. Theories of the causes of adult illiteracy will be presented
and diagnostic and remedial techniques will be given. (3 crs.)
RSP 731. SUPERVISION AND ADMINISTRATION OF A READING PROGRAM. This course emphasizes the investigation of the
challenges of implementing a district-wide reading program, through the use of research, individual projects, conferences and interviews
with various reading staff members and school administrators, and the evaluation of reading programs and materials. Emphasis is placed on
the implementation of change in a reading program, reflecting new roles of the reading specialist and reading supervisor. (2 crs.)
RSP 732. READING CURRICULUM AND INSTRUCTIONAL MATERIALS. This course focuses on the introduction, selection and
evaluation of the reading curriculum and instructional materials in grades K-12. The developmental sequence of materials throughout the
curriculum, the implementation of those materials, and their possible strengths and weaknesses are explored. (2 crs.)
RSP 733. READING INTERNSHIP. The student is provided with a supervision practicum in clinical and school experiences in a reading
program. (4 crs.)
RSP 734. CONTENT AREA READING IN MIDDLE AND SECONDARY SCHOOLS. This course is designed to investigate the
problems inherent to reading to learn in the content areas at the secondary level. Theory-based, practical strategies for content area reading
instruction are studied. To help students construct meaning the strategies examined range from developing frames of reference during prereading to constructing and using reading guides and vocabulary activities. The process of writing to learn and studying along with relevant,
meaning based strategies are also explored. Professional growth and improved reading instruction through planned and informal staff
development programs are discussed. (3 crs.)
RSU -- Reading Supervisor
RSU 680. IMPROVEMENT OF INSTRUCTION THROUGH SUPERVISION. This seminar is intended to prepare participants for
performing the supervisory function in schools. The purpose is to increase competency in a practical sense by finding ways to help reading
specialists and teachers ask questions about their present and future methods of instruction. In structure, the seminar deals with theory,
research, practice, and evolving concepts that have realistic implications for supervision in the school environment. (2 crs.)

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SPT—Sport Management
SPT 700 Research Methods in Sport. This course is intended to introduce students to methods and design problems specific to research in
sport management. It is designed to promote an understanding of the theory, tools, and processes involved in designing sport management
research studies. Course emphasis will be placed on differentiating between qualitative and quantitative data, data collection, data analysis,
data interpretation, and sources of data specific to the sport industry.
SPT 710 Socio-Cultural Aspects of Sport. This course will analyze the sport industry as a social institution, using critical thinking skills to
solve controversies and issues related to the sport culture. Discussion will center around the social, political, and economic significance of
sport in society. Emphasis will also be placed on understanding the positive and negative social effects of sport and physical activity on
society.
SPT 720 Sport Marketing. This course will compare and contrast the field of sport marketing with the practices and applications of
mainstream marketing. The course will examine the application of marketing principles within the sport industry. Course emphasis will
center on linking the marketing plan to an organization’s mission statement and core values. Topics will include SWOT analysis, market
segmentation, distribution, packaging, promotion, positioning, and pricing.
SPT 730 Public Relations in Sport. This course explores theories of communications and public relations management necessary for
successfully working with internal and external publics of a sport organization. The course will demonstrate how community relations
professionals serve their organizations by meeting social needs and connecting with key publics. Topics will include employee relations,
community relations, media relations, customer relations, and image enhancement.
SPT 740 Legal Aspects of Sport. This course examines the law as it applies to sport organizations. An in-depth analysis be conducted on
the topics of contract law, constitutional law, tort law, administrative law, antitrust law, labor law, and collective bargaining as they relate to
the sport industry.
SPT 750 Sport Finance. This course is an in-depth study of financial analysis processes utilized in decision making by sport managers. The
focus of the course is on basic principles of micro economics, business structures in sport organizations, basic tools of financial
management, e-commerce, sources of revenue, and stadium finance.
SPT 760 Sport Ethics. This course will focus on the ethical issues impacting sport organization policy formation and practice. Students
will recognize and identify moral and ethical problems related to sport in its intrinsic and extrinsic dimensions and develop a personal
philosophy regarding social responsibility in the sport management setting. Topics include moral and ethical development theories, models
of ethical analysis, code of professional ethics, personal and management values, and situational analysis.
SPT 770 Management and Leadership in Sport. The course is an analysis of leadership and managerial functions, concepts, and practices
used to foster interpersonal and small-group relationships as found in sport organizations. Topics include networking, power,
communication, motivation, fostering creativity, group dynamics, TQM, and negotiation.
SPT 799 Sport Mentorship. The sport mentorship allows the student to practice sport management theory in the practical setting while
under the direct supervision of a recognized leader in the student’s chosen area of specialty in the sport industry. Course requirements
dictate that students complete a minimum of 300 contact hours. Students may not enroll in SPT 799 until all other coursework has been
completed.
SLE -- Superintendent Letter of Eligibility
SLE 701. ADMINISTRATION THEORY, ORGANIZATION AND OPERATION. This course offers the participant opportunities to
gain competencies in and an understanding of the applications of administrative theory relating to the operations of a school district.
Through inquiry into the subject of administrative theory, candidates will gain critical and creative attitudes toward humanistic and
scientific principles of public school organization and administration. Along with required course activities, each participant will be able to
complete a field experience involving leadership or organizational theory and practice. (3 crs.)
SLE 702. CONTRACT LAW: SCHOOL DISTRICT LEGAL ISSUES. This course is designed to familiarize aspiring superintendents
with the legal bases for the administration of public schools. In this course emphasis will be placed on Pennsylvania School Law. Course
activities will include lectures, class discussions, student research, oral and written reports, examinations and a related field episode. (3 crs.)
SLE 703. SCHOOL FINANCE. The purpose of this course is to familiarize the future school district superintendent with the political and
legal aspects of school finance. Students will analyze local, state and federal revenue and expenditure plans as they relate to the school
district educational plan. The course includes a field episode individually designed for study and experience in school finance. (3 crs.)
SLE 704. TECHNOLOGY AND FACILITIES DEVELOPMENT. This course will offer the participant an opportunity to learn and
demonstrate competencies in planning, developing and managing technology and facilities in Pennsylvania school districts. Through

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classroom activities and on-site visitations, the participant will deal with challenges that are faced by school superintendents. The course
includes a related field experience. (3 crs.)
SLE 705. CURRICULUM AND INSTRUCTION, LEADERSHIP/ SUPERVISION. This course offers the participant opportunities to
gain an understanding of and skills related to the district level administration of curriculum and instruction, leadership, and supervision. The
core emphasis is on current practice in the field, state level requirements, and national trends that are shifting theory and practice in their
regard. The required field experience is deeply woven into the course content. (3 crs.)
SLE 706. SCHOOL C0MMUNITY PUBLIC RELATIONS/ MARKETING. This course will offer the participant an opportunity to
become acquainted with the day-to-day operation of public relations in a school district. Through hands-on activities, creation of public
relations documents, interviewing, and dealing with various publics, participants will become aware of the role of public relations as it
relates to the superintendent of schools. (3 crs.)
SLE 707. STRATEGIC PLANNING, POLICY ANALYSIS, BOARD RELATIONS. Major concepts and ideas of strategic leadership
through strategic planning, policy making, school board relations, and interpersonal relations will be explored in this course through
traditional and experimental methods. The course includes a related field experience (3 crs.)
SLE 711. UNIVERSITY SEMINAR: ADMINISTRATION THEORY, ORGANIZATION AND OPERATION. This course is
designed to expand and enhance course objectives covered in Administration Theory, Organization and Operation (SLE 701). (1 cr.)
SLE 712. UNIVERSITY SEMINAR: CONTRACT LAW, SCHOOL DISTRICT LEGAL ISSUES. This seminar is designed to expand
and enhance course activities covered in Contract Law: School District Legal Issues (SLE 702). (1 cr.)
SLE 713. UNIVERSITY SEMINAR: SCHOOL FINANCE. This seminar is designed to expand and enhance course activities covered in
School Finance (SLE 703). (1 cr.)
SLE 714. UNIVERSITY SEMINAR: TECHNOLOGY AND FACILITIES DEVELOPMENT. This seminar is designed to expand and
enhance course activities covered in Technology and Facilities Development (SLE 704). (1 cr.)
SLE 715. UNIVERSITY SEMINAR: CURRICULUM AND INSTRUCTION, LEADERSHIP/SUPERVISION. This seminar is
designed to expand and enhance course activities covered in Curriculum and Instruction, Leadership/Supervision (SLE 705). (1 cr.)
SLE 716. UNIVERSITY SEMINAR: SCHOOL COMMUNITY PUBLIC RELATIONS/MARKETING. This seminar is designed to
expand and enhance course activities covered in School Community Public Relations/Marketing (SLE 706). (1 cr.)
SLE 717. UNIVERSITY SEMINAR: STRATEGIC PLANNING, POLICY ANALYSIS, BOARD RELATIONS. This seminar is
designed to expand and enhance course activities covered in Strategic Planning, Policy Analysis, board Relations (SLE 707). (1 cr.)
SLE 731. BUSINESS/INDUSTRY/MANAGEMENT PARTNERSHIP I This course will offer students the opportunity to interact with
business leaders from the for-profit sector. Students will discover what practitioners and theorists say about applying leadership attributes
from the corporate world to the school arena. (Profit) (2 crs.)
SLE 741. BUSINESS/INDUSTRY/MANAGEMENT PARTNERSHIP II This course will offer students the opportunity to interact with
leaders from the non-profit sector and to explore the leadership role of the superintendent through the lens of the business and general
leadership literature. (Non Profit) (2 crs.)
SOS -- Social Science
SOS 717. ANALYSIS OF POWER STRUCTURE. An appraisal of the nature, composition, structure, and function of groups along with
sociological theory concerning group functioning, with particular emphasis on decision-making at various levels of government, labor,
military and business. (3 crs.)
SOS 800. SEMINAR IN SOCIAL SCIENCE RESEARCH TECHNIQUES. The techniques involved in both research and writing in the
social sciences, including the selection of a topic, acquaintance with research materials, organization of materials, and monograph writing.
An overview of contemporary social science is also undertaken. (3 crs.)
SWK -- Social Work
SWK 701. GENERALIST PRACTICE I. Foundation framework for generalist social work practice including the problem solving
process, social work values/ethics, and social work roles as they apply to varying size client systems. Develops specific intervention skills,

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such as interviewing, assessment, contracting, goal setting and evaluation for diverse client systems with the emphasis on rural and small
communities. (3 crs.) Prerequisite: Program Admission
SWK 702. GENERALIST PRACTICE II. Continues foundation for generalist social work practice and builds on SWK 701, with a focus
on the community/rural content of practice. Explores basic intervention/advocacy, management and evaluation. Provides examples from a
variety
of
practice
areas,
including
practice
with
populations
throughout
the
lifespan.
(3
crs.)
Prerequisite: Social Work 701
SWK 705. HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT. This course provided the foundation for working with
individuals, families, groups, and communities. Basic concepts of human development throughout the life cycle are presented within the
person-in-environment perspective. The framework is multidimensional considering the impact of ability, age, aging, class, exploitation,
ethnicity, gender, oppression, political belief system, race, religion, sexual orientation, and the social environment on human behavior and
development. Examples from social work practice integrating micro, mezzo, and macro assessment and intervention strategies are taken
from
local,
national,
and
international
rural
and
small
communities.
(3
crs.)
Prerequisite: Program Admission or MSW Program Director Approval
SWK 707. HUMAN DIVERSITY. This course provides foundation knowledge about human diversity and an understanding of the
emphasis of the social work profession on culturally competent social work practice. Students develop skills to identify strengths, bicultural
adaptation, patterns of oppression, and both change and continuity during the aging process, with particular emphasis on rural and small
town communities. The course assists students in understanding the impact of oppression on human growth and development and social
functioning for the integration of micro, mezzo, and macro level interventions to promote or enhance social justice. (3crs.) Prerequisite:
Program Admission or MSW Program Director Approval
SWK 709. SOCIAL WELFARE POLICY AND SERVICES. Examination of the history and value base of the social work profession
and U.S. social policy with a framework for policy analysis. Special emphasis on the impact of these policies, and related services on small
towns, rural communities, the aging and diverse populations. (3 crs.) Prerequisite: Program Admission
SWK 710. POLICY PROCESS AND PROGRAM DESIGN. Examination of the policy process from social problem to
legislation/adoption to actual program development. Focus on development of federal policies, state policy and legislation and accessing
policy impact. Skills developed include policy analysis for creating, developing and changing programs. Special attention is placed on state
policies that effect small and rural communities. (3crs.) Prerequisite: SWK 709 or Advanced Standing
SWK 713. SOCIAL WORK RESEARCH METHODOLOGY. Examines the logic of scientific inquiry, the social research process,
application of research to social work practice, problem conceptualization, measurement options, research design and beginning level
analysis of data. (3crs.) Prerequisite: Program Admission
SWK 714. QUANTITATIVE AND QUALITATIVE DATA ANALYSIS. Use of descriptive and inferential statistics in analyzing
research data. Understanding quantitative and qualitative methodologies. Development of skills for understanding and conducting
research, with emphasis on research related to social work practices and programs serving small towns, rural communities and diverse
populations. (3crs.) Prerequisite: SWK 713 or Advanced Standing
SWK 730. FIRST YEAR PRACTICUM. MSW supervised placement in a social agency that provides opportunities for generalist social
work practice with individuals, families, and groups of all ages from rural and small communities, including advocacy skills to enhance
social justice. The minimum hours requires in a field agency is 240. (4 -6 varied) Prerequisite: SWK 701, SWK 705
SWK 801. ADVANCED GENERALIST PRACTICE. Builds on the generalist practice skills, knowledge and values taught in Generalist
Practice I and II. Integrates the use of advanced individual, family, group and organizational skills within the agency and community
settings that serve diverse rural and small town client systems. Addresses practice concerns such as: acquiring sanction for work, assessing
needed resources, supervision, certification, and evaluation of practice. (3 crs.) Prerequisite: SWK 702, SWK 705, or Advanced standing
SWK 803. ASSESSMENT OF DIFFERENTIAL CLIENT FUNCTIONING. Students in this course learn how to work with clients and
client systems to help them identify needs and assess problems as well as strengths. A number of different assessment methods are explored
with particular emphasis on those appropriate for diverse populations across the lifespan from local, national, and international rural and
small communities. (3 crs.) Prerequisite: Program Admission, SWK 705 and SWK 707, or Director Approval
SWK 806. RURAL FAMILY AND COMMUNITY POLICY. Explores the design, function and impact of community and family
policies. Historical development of specific policies and the effects of policy on rural family and community institutions and organizations.
Skills in analyzing and synthesizing policy are applied to rural situations and change strategies. (3 crs.)
Prerequisite: SWK 705, 709, 710 and 713 or Advanced Standing Admission to MSW Program
SWK 808. ADVANCED PRACTICE EVALUATION. Advanced use of research to evaluate social work practices and programs,
particularly those serving small towns, rural communities, aging and diverse populations. Includes single system design and program
evaluation. Skills developed for assessing and adding to the knowledge base of social work practice. (3 crs.) Prerequisite: SWK 714

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SWK 811. PRACTICE WITH AGING. Integration of knowledge about aging, rural aging, services for the aging, and the principles of
social work and practice with various diverse populations in rural environments. (3 crs.) Prerequisite: SWK 701, SWK 702 or Permission of
the MSW Program Director
SWK 812. PRACTICE IN SUPERVISION AND ADMINISTRATION. Supervision, management, and control in human service
organizations. Theoretical and functional models to assist staff to grow and function competently as professionals. Understanding the
elements of programming, budgeting, staffing, communications, and control within the organization. Identifying formal and informal
systems, the impact of human diversity, and how all of this functions in the rural setting. (3 crs.) Prerequisite: SWK 701, SWK 702 or
Permission of the MSW Program Director
SWK 813. HEALTH CARE PRACTICE. Examines the logic of scientific inquiry, the social research process, application of research to
social work practice, problem conceptualization, measurement options, research design and beginning level analysis of data. (3 crs.)
Prerequisite: SWK 701, SWK 702 or Permission of the MSW Program Director
SWK 814. PRACTICE IN MH/MR. Overview of MH/MR policies and services; issues of rehabilitation, advocacy and case management;
and treatment approaches (crisis behavioral and chemical) are related to social work roles and values in the context of community needs. (3
crs.) Prerequisite: SWK 701, SWK 702 or Permission of the MSW Program Director
SWK 815. CRIMINAL AND JUVENILE JUSTICE PRACTICE. Overview of the juvenile and adult criminal justice in urban and rural
communities places emphasis on the development of an understanding of the ever-changing philosophies that under gird the criminal justice
systems. In addition, the focus of the course will include an examination of the relationship between human diversity and aging in the
criminal justice system. (3 crs.) Prerequisite: SWK 701, SWK 702 or Permission of the MSW Program Director
SWK 816. PRACTICE WITH CHILDREN AND YOUTH. Examines the major problems, legal and clinical issues encountered when
working with children. Special concern for victimized and at risk children in rural settings. (3 crs.) Prerequisite: SWK 701, SWK 702 or
Permission of the MSW Program Director
SWK 821. DRUG AND ALCOHOL ABUSE. This course provides students with a substantive knowledge base and critical skills for
planning to work in the addictions fields as well as for those who will encounter chemical dependency problems in their work with a
different age groups in the variety of arenas in which they practice. (3 crs.) Prerequisite: 2nd year standing or Program Director Permission
SWK 829. ADVANCED FIELD PRACTICUM I. First semester advanced MSW supervised placement in social agency setting for three
days per week requiring advanced generalist practice with varying size and aging client systems, working in rural and small town
communities. Students in the Regular Program are required to complete a minimum of 330 hours and Advanced Standing students are
required to complete a minimum of 360 hours. (5-6 varied) Prerequisite: Second-Year Standing, SWK 730
SWK 830. ADVANCED FIELD PRACTICUM II. Second of a two-semester Advanced MSW supervised placement in social agency
setting for three days a week a providing opportunity for advanced generalist practice with varying size and age client systems for working
in rural environments. Students in the Regular Program are require to complete a minimum of 330 hours and Advanced Standing students
are required to complete a minimum of 360 hours. (5-6 varied) Prerequisite: Second-Year Standing, SWK730

SWK 832. RURAL ADVANCED GENERALIST INTEGRATIVE SEMINAR. Integration of advanced generalist social work theory
and practice within the context of professionalism, social work ethics, and ethical dilemmas common to rural and small communities.(1cr.)
Prerequisite: Concurrent with SWK 830
SWK 840. SPECIAL TOPICS. Study of selected topics of significance or current importance and interest to the social work profession.
Prerequisites: Instructor permission. (Variable crs.)
ESP -- Special Education
ESP 501. INTRODUCTION TO EXCEPTIONALITY. This course introduces the student to the physical, social, emotional and
educational characteristics, incidence, prevalence, and educational intervention for the major categories of exceptionality enrolled in public
and private educational facilities in the K-12 grade range. In addition, the course will identify ancillary services and agencies frequently
impacting special populations including the major professional organizations and those concerned with residential programming and
vocational training. The course will also identify the major litigation and legislation that have significantly influenced the nature of service
to exceptional populations. (3 crs.)
ESP 502. EDUCATION OF THE SEVERELY/PROFOUNDLY HANDICAPPED. This course teaches/prepares students to work with
children and/or adults who possess severely or profoundly handicapping conditions. Students are required to do tutoring at facilities for this
population. (Variable crs.)

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ESP 503. DIAGNOSTIC TESTING 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. (Variable crs.)
ESP 504. CURRICULUM PLANNING AND METHODS I. This course is offered to Special Education majors the semester prior to
their student teaching experience. Curriculum Planning and Methods I is a materials and methodology course for pre-service special
education teachers. An emphasis is placed on assessment, instructional techniques, and materials necessary to teach reading and language
arts skills and concepts to children with disabilities. The course stresses: (1) a behavioral diagnosis of communication strengths and
weaknesses, (2) the development and implementation of intervention strategies for various populations of exceptional children, (3) the
selection and/or development of appropriate materials for instruction, and (4) the procedures and techniques for continuous evaluation for
the instructional process. (Variable crs.)
ESP 505. CURRICULUM PLANNING AND METHODS II. This course is offered to Special Education majors the semester prior to
their student teaching experience. Curriculum Planning and Methods II is a methods course for Special Education teachers in training which
emphasizes the assessment, instructional skills and materials necessary to teach arithmetic concepts to children with disabilities. The course
stresses: (1) a behavioral diagnosis of arithmetic strengths and weaknesses, (2) the development and implementation of intervention
strategies for various populations of exceptional children, (3) the selection and/or development of appropriate materials for instruction, and
(4) the procedures and techniques for continuous evaluation for the instructional process. (Variable crs.)
ESP 506. HABILITATION TRAINING/TRANSITION. 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. (Variable crs.)
ESP 701. INTRODUCTION TO BEHAVIOR ANALYSIS. The basic learning principles of operant and classical conditioning, with the
application of these principles with handicapped individuals. (3 crs.)
ESP 712. SEMINAR ON CONTEMPORARY TRENDS AND ISSUES IN SPECIAL EDUCATION. Recent developments in all areas
of special education. Sample topics are inclusion, block scheduling, interactive teaming, alternative assessment, deinstitutionalization and
curriculum issues. (3 crs.)
ESP 720. SPECIAL EDUCATION TEACHING PRACTICUM/INTERNSHIP. Required of all graduate students. Educational work
with handicapped children or adults in a variety of settings, including special public school classes and classes in residential treatment
centers, special schools, and hospitals. Opportunities for case conferences, learning seminars, and teaching critiques are offered, as well as
numerous field experiences to observe successful programs. (3-9 crs.)
ESP 732. SEMINAR IN SPECIAL EDUCATION ADMINISTRATION AND SUPERVISION. For supervisors and administrators,
those seeking alternatives in education, and teachers who wish to communicate effectively with supervisors and administrators. Sample
topics may include such matters as the role and function of supervisors and administrators, budgeting and financial issues, measures of
teacher effectiveness, accountability, and legal standards. (3 crs.)
ESP 734. SEMINAR IN COUNSELING PARENTS OF EXCEPTIONAL CHILDREN. Designed to improve the skills of
professionals related to their interaction with parents of exceptional children, this course provides an opportunity to learn the special needs
of parents, techniques of communication, processes by which change can be implemented, legal rights and implications and resources.
Participants are encouraged to assume the role of a parental consultant. (3 crs.)
ESP 735. SEMINAR IN EDUCATING THE GIFTED. Presentation by class members of selected topics related to the gifted. State
standards and guidelines for programs are discussed, as well as materials for use in classes for the gifted. Students observe classes for the
gifted and talented. (3 crs.)
ESP 737. SEMINAR ON LEGISLATION AND LITIGATION. Laws and court cases, both federal and local that have precipitated the
initiation of programs for the exceptional child and with parents' efforts to receive legal support for opportunities for their children to
receive an appropriate education. (3 crs.)
ESP 738. SEMINAR ON TEACHER BEHAVIOR AND GROUP DYNAMICS. An advanced course in methodology and applications,
in which the graduate student is given the opportunity to refine many of the skills and behaviors acquired in previous courses in Special
Education, especially as related to the skills and methods that contribute to effective classroom instruction and management. (3 crs.)
ESP 739. FIELD EXPERIENCE SEMINAR IN SPECIAL EDUCATION. A means for graduate students to obtain needed experiences
with various groups of handicapped children, in such settings as an institution, a sheltered workshop, an activity center, a summer camp, a
community MH/MR facility, or by doing a specific piece of research with a particular population of students. Specific requirements for
individual graduate students are developed by those students and the supervising professor. (3 crs.)

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ESP 800. SEMINAR IN ADVANCED BEHAVIOR ANALYSIS AND RESEARCH DESIGN. This is the required research course in
special education. The course covers the field of research design and methodology in intrasubject experimentation. Required of all students
in the masters degree program. (3 crs.)
TED -- Technology Education
TED 500. TEACHING TECHNOLOGY IN THE ELEMENTARY SCHOOL. This course is designed for pre-service and in-service
Technology Education majors. The primary objectives are to define the study of technology as an academic discipline and develop a
perspective of the role of technology as a universal integrator of primary school learning activities. Each student is required to develop a
series of technology-based thematic units that integrate the learning of math, science, social science, language arts, etc., constructs. This
course includes three lecture hours and one laboratory hour per week. Prerequisite: PSY 208. (3 crs.)
TED 565. SPECIAL PROBLEMS IN TECHNOLOGY EDUCATION. Original investigations in the field of technology education. The
nature of the problem will determine the credit-hour load. The student will provide evidence of the ability to conduct independent study and
gain credit by reporting the findings effectively. (1-3 crs.)
TED 701. 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. (3 crs.)
TED 702. Assessment in a Constructivist Classroom. Assessment is the key to understanding student learning. In this course students
analyze a variety of assessment techniques that are both authentic and traditional in nature. Topics such as formative and summative
assessment, portfolios, rubrics, test development and analysis, interviews, simulations, and observations will be discussed. The second
phase of the course examines how research techniques can be incorporated into the assessment process to gain a more robust understanding
of student achievement. (3 crs.)
TED 703. Strategic Management in Education. This course will enable the student to systematically analyze the enrollments, student
performance, and current status of a program in light of environmental resources, constraints and pressures. From this systematic analysis,
an overall strategic plan can be developed to guide the goals, objectives and priorities for program development and future success. These
skills can be used in many contexts, but will most aid the technology education teacher in positioning, improving, and growing their
programs. Finally, students will research, develop, and defend a grant proposal that will enhance their program. (3 crs.)
TED 704. Integrating Math, Science, and Technology. This course is focused on integrating the content of mathematics, science, and
technology education for the purposes of teaching in middle and high schools. Curriculum issues and planning related to integrating
mathematics, science, and technology according to state and national standards are discussed and practiced. Finally, students will have an
opportunity to develop instructional units and carry them out in an activity-based laboratory. (3 crs.)
TED 705. Technology and Sustainable Development. Consideration of international systems and issues in technology and of technology
assessment methodologies will help students meet new state and national standards. Technology content and activities can be developed
with a broadened international focus and an emphasis on the economic, ecological, and social costs and benefits of technological systems.
Activities based on ways in which different people meet basic needs for water, food, structures, medical care, and clothing will be stresses.
(3 crs.)
TED 716. SUSTAINABLE ARCHITECTURE & 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. Two lecture hours and three lab hours per week.
TED 776. LAB DESIGN & MAINTENANCE. This is an advanced placement course designed to further prepare students who are about
to begin teaching in a technology-based laboratory or who are already teaching in one. The course will have three main focuses. It will
examine the requirements of a technology-based laboratory and contrast it with the needs of an industrial arts-based facility. Secondly, it
will look at the safety requirements of such a facility and its associated activities. Finally, the course will present information on routine
laboratory maintenance, maintenance systems, troubleshooting and machine repair. This course consists of three hours of lecture/laboratory
per week for 15 weeks.
TOU—Travel and Tourism
TOU 701 Conditions of Tourism (3 credits). This course will provide a foundation in tourism principles, practice, and process for an
interdisciplinary, graduate audience in the Masters of Tourism Planning and Development. After students acquire an overview of
foundational concepts, advanced theories and concepts will be explored. Students will obtain an advanced awareness of the tourism
industry, tourism system, and applications in an international context.

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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.
TOU 711 Tourism Impacts, Sustainability, and Ethics (3 credits).This course will explore concepts of tourism, based on its
environmental, socio-cultural, and economic impacts. Students will become more aware of these impacts and learn to understand tourism
based on how it influences both host and guest. In addition to advanced knowledge of the business of tourism, this course will enable skills
development in the larger environmental, socio-cultural, and economic contexts of the industry.
TOU 725 Geographic Information Systems for Geo-Business (3 credits).This course provides an analysis of different methods and
techniques of representing geographic data using various manual and computer-based technologies. The focus is upon the processes
involved in the collection, compilation and display of geographic data within the database for business applications.
TOU 737 Tourism Planning (3 credits).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.
TOU 742 Destination Development and Management (3 credits). This course will explore advanced tourism planning concepts.
Economic theory will be related to the principles and practices of tourism theories and concepts. Principles of management will be applied
to the development of tourism destination development. Advanced product and market development concepts and organizational behavior
will be reviewed. Upon conclusion of the course, students will be encouraged to apply for the Association of Destination Management
Executives, Destination Management Certified Professional Program Examination (ADME, DMCP). This examination is optional.
Examination applications will be made directly to Association of Destination Management Executives. Completion of the MA Tourism
Planning and Development or this course does not guarantee that you will be eligible for the examination. Please see www.adme.org for
more information.
TOU 767 Tourism Marketing (3 credits).This course will examine the phenomena of tourism demand. Students will learn to examine a
given tourism location based upon how and why tourists make destination choices. Advanced strategic marketing systems will also be
reviewed.
TOU 770 Tourism Research Process and Methods (3 credits).This course prepares students for the Thesis/Master’s Degree Project
Option in the Masters of Arts in Tourism Planning and Development. Advanced principles of the Thesis/Master’s Degree Project Option
research process will be discussed. Qualitative and quantitative data collection methods, analysis, display, and presentation are studied.
Strategies for thesis development and presentation are reviewed.
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
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.

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University Services
Louis L. Manderino Library
The Louis L. Manderino Library is committed to providing resources that support the research needs of Cal U
students and faculty. This includes a substantial collection of print and electronic books, audiovisual materials
(videos, DVDs, CDs), U.S. and Pennsylvania government documents, print and electronic journal subscriptions,
and online research databases.
Shared Library Resources and Interlibrary Loan
In addition to our own collections, Cal U participates in two major resource sharing programs that offer our
patrons a wealth of additional resources.
The PALCI E-Z Borrow program allows patrons to search and retrieve materials from more than fifty
Pennsylvania, New Jersey, and West Virginia universities and colleges. Participating libraries include premier
institutions like: Carnegie Mellon, Penn State, Temple, Univ. of Pittsburgh, Univ. of Pennsylvania, West
Virginia, Rutgers, and others.
The other resource sharing project is UBorrow, which enables users to search and retrieve materials from the 19
Keystone Library Network libraries. UBorrow also includes a “reciprocal borrowing” feature that enables Cal U
patrons to walk into another UBorrow library and check out materials using their Cal U library card. The item
can then be returned to any UBorrow library.
When needed materials are not available in our library, through E-Z Borrow, or UBorrow, patrons may place a
request through our Interlibrary Loan office. This service is free, except for some very rare circumstances
involving unusual books.
Electronic Resources
Computerized information retrieval has made library research faster, more thorough, and more efficient. The
library’s online public access catalog can be accessed by anyone on the Internet to quickly locate books,
audiovisual materials, or government documents in the library’s collection. Cal U students can search more than
75 databases, and access more than 20,000 online, full-text periodical titles. We also offer about 60,000 online
books and reference resources (encyclopedias, literary resources, etc.).
Virtually all of the library’s electronic resources are accessible from on- and off-campus locations. This allows
students to do research from anywhere they have Internet access: campus, dorm, apartment, home, etc. Since
the library seeks to provide the best resources for our students, please visit our Web site
(http://www.library.cup.edu) for the most current list and descriptions of our electronic resources.
Reference Services
With so many resources, and so much content available to students, knowing how to find appropriate
information efficiently can be daunting. Our Reference Librarians are available, in the library, by telephone, or
by email, to help guide students in their research. Manderino librarians are also faculty members, and
collaborate with classroom instructors to teach effective researching skills for particular university courses.

Other Services
The library offers a number of other services, including: public access computers connected to the Internet,
wireless Internet connectivity on all floors of the library, wireless lap-top computers that students can borrow
from the Circulation Desk, photocopiers, a media services center with audiovisual equipment and materials, and
lamination and binding services. In addition, Manderino Library is an official Federal Government Documents
Depository. The Documents Librarian is available to provide assistance with the use of these important
resources.

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Technology on Campus
IT Services Center
The University IT Services Center is located in the basement of Manderino Library and houses both the
Department of Computing Services and the Department of Networking. Staff offices are open Monday through
Friday from 8:00 A.M. until 4:00 P.M. The IT facilities and resources serve both the administrative and
instructional needs of the university.
Computer Accounts
Students who register for classes automatically have a Windows computer account created for their use during
the semester. This account allows access to the campus computers, provides an email account and a network
drive (N Drive) for storing coursework. There is no charge for the service or for the use of the computer
network.
Campus Network
The university campus buildings are connected together via a high-speed state-of-the-art GigE local area
network. The network provides GigE connectivity to every floor on the campus and each floor has switched
10/100 Ethernet to every office, classroom, lab and residence hall room. Southpointe Center and RET
(Regional Enterprise Tower) are connected via a high-speed ATM WAN which extends all computer resources
to both remote sites. The network also provides the capability for distance learning programs. The university is
connected to the State COPA (Commonwealth of PA) Network and Internet2. This statewide network includes
the Commonwealth of PA and all of The State System of Higher Education Universities and the Office of the
Chancellor.
Instructional Computing Facility
The Instructional Computing Facility (ICF) located in Noss Hall, is the main center for student campus network
access and general use desktop computing. This facility contains personal computing systems, printers and
scanners and provides access to adaptive technology systems. Generally, the labs are open seven days a week
during fall and spring semesters and five days a week during summer sessions. However, schedules may change
and the hours are posted each semester in the ICF and can be requested by calling 724-938-4335 or using the
URL http://spider.cup.edu/icf.htm. The labs are closed during holidays and session breaks.
Distance Education via Interactive TV (ITV)
As a leader in technology instruction, California University of Pennsylvania has numerous courses that are
currently delivered via distance learning. Classes can originate and be received at the main campus and from
off-campus sites like the Southpointe Center and RET. These courses are delivered instantly using state-of-theart videoconferencing systems across the university’s data network. Distance Education equipment allows the
transmission of audio and video between two or more locations for the purpose of delivering instruction,
enhancing educational experiences, conducting meetings, and participating in conferences.
[Distance Education classrooms contain video cameras and sensitive microphones that can be controlled from a
remote site. Always assume what you are doing and saying is being seen and heard ANYTIME you are in or
near a classroom. Also, be aware that transmission of audio and video can occur with the monitors off, and
conversations in the hall outside of classrooms may be heard. Private conversations should occur at some other
location than the Distance Education classroom.]

Other Campus Facilities
Many departments have computers for student use; only some of the facilities are listed here. Additional
campus computer laboratories are located in and operated by various departments on campus including: Applied
Engineering and Technology, Business and Economics, Mathematics and Computer Science, Earth Science, and
English. The College of Education and Human Services maintains a Teacher Education Computer Lab in the
Keystone Education Building. There is also a Student Access Center Computer Lab located on the first level of
the Natali Student Center. The Southpointe Center provides laboratories for instructional use. Contact your
department for specific information about laboratory facilities available for educational purposes.

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Campus Learning Labs
Mathematics Lab
The following services and resources are offered free in the Mathematics Laboratory:
1. tutorial support in math and math-related courses
2. video tape tutorials on most algebra topics
3. computer-directed instruction software for many topics
4. math anxiety software and reference books
Success in a math course is achieved by working on assignments as soon as possible after class and by making
accomplishments each day. Students who have difficulty with math courses should call 724-938–5893 to
schedule a 30–minute appointment. They should bring attempted homework with them.
The Lab's video tape tutorials are written by one of the authors of the Introductory Algebra text, and are
available for use in the Math Lab and on overnight sign-out basis. Nationally renowned authors claim that half
of all college students are math anxious, and that many math anxious students exhibit physiological symptoms,
such as headaches or stomach aches. Students with these symptoms only in math environments should discuss
the situation with a Math Lab tutor or with the Math Lab Director.
Reading Clinic
The Reading Clinic offers free one–hour tutoring sessions to all students. The Clinic is staffed by a faculty
member and a graduate assistant who teach techniques to improve reading comprehension and vocabulary. Help
is also available in identifying main ideas, making inferences, drawing conclusions, understanding concepts and
facts, test–taking skills and building vocabulary. In addition, education majors can work in sessions to prepare
them for the PRAXIS exam. Students can make appointments to work privately with a tutor or schedule an
independent lab session that is staff-directed. The Reading Clinic is housed in Noss Hall, Rooms 107 and 118,
and can be reached by calling 724-938-4364.
Writing Center
The Writing Center provides free writing assistance to Cal U students--undergraduate and graduate--in all
academic majors and programs. Trained writing consultants work one-on-one with students who wish to
improve their writing process, including getting started, developing a first draft, revising and editing. While
writing consultants don't copyedit or proofread student papers, they will work closely with students as they
learn strategies (including editing and proofreading) for improving their own writing through revision. The
Writing Center also offers a writing resource library, informative handouts about writing, and a Writers Hotline
at (724) 938-4336 for quick questions about writing. Located in Noss Hall, Room 110, the Writing Center is
open Monday through Friday. Hours vary. Walk-ins are welcome, but appointments are encouraged. For more
information or to make an appointment, call (724) 938-4336.

Career Services
The office of Career Services supports the mission of California University of Pennsylvania in building
character and building careers by providing services and resources that facilitate the lifelong career
development process. Using the Career Advantage Program as a framework, we partner with our stakeholders:
students, alumni, employers, university faculty and staff, and parents to provide these mutually beneficial
services.
Students are encouraged to visit Career Services to:
•
learn how to effectively use our website resources at www.cup.edu/careers;
•
assess their interests and explore career options using our computerized career guidance and
information system, eDISCOVER;
•
meet with a career counselor in person or via phone
•
learn about the Cal U Career Network job shadowing/career networking program
•
investigate cooperative education opportunities (paid, career-related experience);
•
register and search full time, part-time, co-op, internship, seasonal, and volunteer positions on
the College Central Network website at www.collegecentral.com/cup.

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•
•
•
•
•

learn about career workshops, job fairs, and special programs;
participate in a “mock” interview;
review information guides for resume writing, interviewing, cover letters, job search and more;
get the most up-to-date information on company recruiting visits; and
sign-up for campus interviews and information sessions

Cooperative Education
Cooperative Education (Co-op) is a program provided by the Career Services Department, which enables
students in all majors to gain paid career-related experience. Co-op positions are pre-professional, and
coordinated by the university. Students may be employed part or full time and may choose to work during the
fall, spring and or the summer semester. Graduate students, in all academic majors are encouraged to
participate provided they meet the eligibility requirements.
Co-op Eligibility for Master’s degree students
• Completion of 6 credits
• Students must have at least a 3.0 overall quality grade point average
Three Ways to Fit Co-op into an Academic Program:
1. Work part-time while still enrolled full time in classes.
2. Work full time with no classes scheduled for the summer.
3. Work full time or part-time in the summer.
Where Can I Work?
• Students can work either locally or nationwide.
• Co-op advertises positions located throughout the U.S. and abroad.
• The Co-op staff also assists students in developing Co-op sites in any location.
How does Co-op Differ from Internships?
• All Co-op positions are paid - Internship positions can either be paid or unpaid.
• Co-op is administered through Career Services - Internships are administered through Academic
Departments.
• Students do not receive credit for Co-op experience - All internship experiences are for credit. ( Students do
receive notation on their transcript for the Co-op experience)
Co-op Positions are posted on the website: www.collegecentral/pasystem.com. Students who enroll in
Cooperative Education are eligible to apply for advertised positions. Additional information and appointments
with members of the Cooperative Education staff are available in the Career Services Department.
Visiting Student Program
Students at California University may choose to enroll for a period of time at any of the other 13 institutions in
the Pennsylvania State System of Higher Education; and, similarly, students from those 13 may enroll at
California. These institutions are Bloomsburg, Cheyney, Clarion, East Stroudsburg, Edinboro, Indiana,
Kutztown, Lock Haven, Mansfield, Millersville, Shippensburg, Slippery Rock, and West Chester Universities
of Pennsylvania.
The purposes of this program are to allow students at one institution to participate, for a limited period of time,
in courses, programs or experiences not available at their home institution, without loss of institutional
residency, eligibility for honors or athletics, or credits toward graduation; and to expand options available to
students in such matters as student teaching, clinical experiences, internships, and international exchange
programs.
Further information may be obtained from the Office of the Provost. Catalogs of the participating institutions
may be consulted in the offices of the college deans, or in Manderino Library.

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The procedures and standards for the Visiting Student Program apply equally to students at any of the State
System institutions and are as follows:
1.
The student must have satisfactorily completed at least 27 credits at California, and be in good
academic standing.
2.
The student must obtain advance approval from California University to complete specified studies at a
sibling university under this program. Each university specifies the approval procedure for its own students’
participation and for students from other State System universities.
3.
The student must present evidence of approval from California University and evidence of visiting
university acceptance at the time of registration at the sibling university.
4.
A student may complete up to 18 credits in a single semester and up to 16 credits of summer work as a
visiting student.
5.
All credits and grades accrued at the sibling university will be accepted in full by California
University, and thereafter treated as California University credits and grades.
6.
The student registers at, and pays tuition and fees to, the State System University visited. A student
wishing to divide a course load between two institutions during the same term registers and pays appropriate
tuition and fees at both universities.
Public Safety
The Department of Public Safety and University Police at California University is a fully recognized law
enforcement agency as authorized by 71 P.S. 646, the Administrative Code of 1929 as amended and Title 18 of
the Pennsylvania Consolidated Statutes, (Crime and Offenses) and 24 P.S. 20–1006–A(14) 20–2010A (5) of the
State System of Higher Education Act.
The department consists of professionally trained individuals capable of responding to requests for assistance in
routine and emergency situations. The department, a diverse group of police officers, communications officers,
and secretarial staff, provides continuous 24 hour assistance to the university community.
The staff includes a director, assistant director, two shift supervisors and eleven additional commissioned police
officers who have received training at the Pennsylvania State Police Academy. Two public safety
communications officers and one departmental secretary contribute to the operation of the department. Public
safety personnel are certified in CPR, basic first aid procedures, and the emergency medical airborne evacuation
policy and procedure for transportation of the seriously ill or critically injured. Personnel are also AED trained
and equipped.
Additional services offered to university students, faculty, and staff consist of parking and traffic management;
criminal investigations; health, fire, and safety surveys; special event planning; accident investigation; and
crime prevention information and presentations.
Pursuant to the Pennsylvania College and University Security Act, and the Federal Crime Awareness and
Campus Security Act of 1990, post–secondary institutions, including colleges and universities, must annually
provide to all applicants, students and employees, information with respect to campus crime statistics and the
security policies of the institution.
The information is compiled by California University and made available through the Office of Admissions, the
Office of Student Development and Services, and the Office of Public Safety, and on the University Web site at
http://www.cup.edu/administration/publicsafety/index.jsp.
Character Education Institute
The California University of Pennsylvania Character Education Institute opened in January 1995 in response to
Emphasis on Values, a report produced by the Pennsylvania State System of Higher Education urging its
universities to give increased attention to values during the 1990s and beyond.

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Goals of the Institute
The Character Education Institute has three broad goals based on the University’s core values of Integrity,
Civility, and Responsibility:
1.

To provide character development training to regional organizations.

2. To serve as a resource to the University’s colleges, departments, and student organizations as they
contribute to the moral development of California University students.
3. To provide a resource center to help prepare education majors for their unavoidable role as character
educators, and to provide assistance to school districts and local organizations that seek to contribute to the
moral development of the citizens in their communities.

Services
The Character Education Institute provides the following services and resources:
1. The Institute establishes relationships with regional businesses and organizations to provide character
education and principle-based consulting services and training. As a result of this training, businesses and
organizations establish endowed scholarships at the University.
2. The Character Education Institute provides resources to members of the University community as they give
increased attention to moral reflection and dialogue. These resources include materials relevant to all education
majors concerning their future role as character educators.
3. The Institute maintains a resource center that contains character education curriculum materials, books,
journals, newsletters, audio and videotapes, and a clipping file on special subjects; e.g., values in athletics.
These materials are available to University faculty, staff, administrators, and students, to local civic groups, and
to school directors and staff from local school districts.
The Character Education Institute is located in 207 Old Main. To obtain additional information about the
California University Character Education Institute, please contact:
Ron Paul
Executive Director, Character Education Institute
California University of Pennsylvania
250 University Avenue
California, PA 15419
Telephone: 724-938-5491
www.cup.edu/education/charactered
University Advancement
The Office of University Advancement was established in 1992 to provide a full range of internal and external
services to California University of Pennsylvania. Advancement endeavors to enhance relationships with all
alumni and friends, the general public, prospective students, foundations, businesses, policy makers and others
who have the ability to assist California University and its students. This office conducts fundraising efforts on
behalf of the University including annual fund, telephone, and capital campaigns, and scholarship enhancement
and planned giving programs. The Office of University Advancement also has responsibility for liaison with
the Foundation for California University of Pennsylvania and the California University Alumni Association.
The office of the Vice President for University Advancement is located in Room 114 of Old Main. Phone: 724938-5938; fax: 724-938-5880.
Alumni Relations
The Office of Alumni Relations, located on the first floor of the Michael and Julia Kara Alumni House, is the
liaison between the University and its more than 45,000 living alumni. All alumni are eligible to receive The
Cal U Review (University magazine) and information about various programs, services, and events. The office

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coordinates alumni events such as Homecoming, Alumni Weekend, and numerous class, geographic, and
society programs both on and off campus. Alumni Relations also works with the
Alumni Association (see below) to conduct various projects. Phone: 724-938-4418; fax, 724-938-4327; e-mail,
alumni@cup.edu.
Alumni Association
The California University of Pennsylvania Alumni Association serves California University and its alumni by
fostering a wide circle of beneficial relationships among alumni, students, the university, and the
greater community. The University¹s alumni have been officially organized since 1939. Today, more than
45,000 graduates are members of the Association. A board comprises 24 directors, elected by the members of
the Association. The board works closely with the Office of the University President, the Office of University
Advancement, and the Office of Alumni Relations. Phone: 724-938-4418; fax, 724-938-4327; e-mail,
alumni@cup.edu .
The Campaign To Build Character and Careers
In 2005, the University launched a five-year capital campaign to build our endowment, and to secure long-term
funding for scholarships, academic programs and facilities including a new Convocation Center. The Office of
the Capital Campaign, located in Room 111 of Old Main, coordinates fundraising, donor relations and
stewardship activities. Responsibilities of the office include the annual fund, donor relations and research,
planned giving and the Giving to Cal Web page. A volunteer steering committee of 50 prominent alumni and
friends is a part of a larger volunteer pool that works with the Capital Campaign staff leadership to identify and
solicit major gifts to the University. The ³quiet phase² of the campaign will continue through 2008 when the
public campaign and overall capital campaign goals will be announced. Phone: 724.938.5706.
Foundation for California University of Pennsylvania
The Foundation for California University of Pennsylvania, with offices on the second floor of the Michael and
Julia Kara Alumni House, receives funds from foundations, businesses, alumni, staff, faculty and friends to
benefit the University and its programs. The Foundation manages endowment funds that provide support for
student scholarships and other University activities. Phone: 724-938-4329 or fax, 724-938-4480.
Marketing
The Office of Marketing identifies opportunities to promote the California University. In conjunction with
consultants and members of various university constituencies, Marketing defines, plans and executes
campaigns, producing supporting materials that satisfy the stated goals of various University areas. The office
collects and analyzes data, evaluates results, and communicates its findings to the appropriate constituency.
Marketing publishes the University¹s alumni magazine, The Cal U Review, the California
Journal, the University¹s official weekly publication, as well as a quarterly publication, President¹s Perspective,
which is circulated to several external targeted constituencies. The office is also responsible for the California
University Web Site, www.cup.edu. Phone: 724-938-4195; fax, 724-938-5932.
Public Affairs
The Office of Public Affairs serves as the University¹s liaison with various public constituencies, gathering
information from the California University community and distributing it regularly to print and electronic media
outlets. In collaboration with the marketing agency of record, administration and internal clients, this office sets
goals and develops strategies for the University¹s relationship-building efforts. The Director
of Public Affairs serves as the University spokesperson. Phone: 724-938-4195; fax, 724-938-1500.
OFFICE OF THE CAPITAL CAMPAIGN
Planning and development of a five-year campaign to raise funds for scholarship endowments and facilities.

Student Development and Services
Inherent in the University’s educational mission is a commitment to building Character and Careers as well as
supporting the University’s Core Values of Integrity, Civility and Responsibility. The central focus of the
Student Development and Services division is the personalization of the university experience, with concern for
individual intellectual development and personal, social, leadership, and physical development. The division is

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committed to recognizing and assisting in the full realization of student potential. This includes supporting the
University’s bill of rights and responsibilities, incorporating continuous improvement into all programs and
activities, promoting community service, diversity and instilling the culture of philanthropy throughout the
student body.
In order to foster this holistic development of students, the division designed and implemented student learning
outcomes. It is Student Development and Services’ objective to enable students to achieve the seven learning
domains listed below through a variety of programs and services.
Values, Moral, and Ethics
Self-Awareness/Intrapersonal Development
Interpersonal/Social Development
Leadership and Citizenship
Preparation for Lifelong Learning
Purpose/Vocational Competence
Physical Development
For additional information and regulations governing student life and conduct besides those presented here,
students should refer to the current edition of The Student Handbook.
Opportunities for work-study jobs, graduate assistantships, internships, and volunteer work assignments are
available for qualified students. Check with the various offices or departments to inquire about openings.
Registration at the university assumes the student’s acceptance of responsibility for compliance with all
regulations published in this catalog, as well as rules found in official publications or officially announced to the
university community. For additional information and regulations governing student life and conduct, please
refer to the current edition of The Statement of Student Rights and Responsibilities: Student Code of Conduct in
the Student Handbook.
Alcohol and Other Drug Awareness Programs
The university Alcohol and Other Drug Awareness Programs are located in Carter Hall (formerly Building F).
These programs provide educational programs for the university aimed at increasing awareness of alcohol and
other drug-related issues. Through these programs, students are provided access to consultation, intervention,
counseling, education, awareness programs and substance-free activities.
CHOICES is the assessment and intervention program designed to assist those whose behavior may be
harmful to themselves or others because of alcohol or other drug use. Students are required to take part in
the CHOICES program if they have been cited by the University Judicial Officer for having violated the
Student Code of Conduct and alcohol and other drugs were involved. CHOICES I, the first level of this
program, involves students in two individual sessions and eight hours of education. CHOICES II involves
students in more in-depth intervention efforts aimed at assisting them in making healthy decisions. The
CHOICES program is one component of the University’s effort to provide a drug- free community. For
more information call 724-938-4191.
OPTIONS is an educational outreach component of the drug and alcohol program. Awareness,
alternatives, peer education and other programs are offered through OPTIONS. For more information call
724-938-4191.
GAMMA, a component of the national BACCHUS (Boost Alcohol Consciousness Concerning the Health
of University Students) national peer education network organization, maintains a local chapter of members
of the social Greek system. GAMMA strives to actively promote campus and community-wide leadership
on healthy and safe lifestyle decisions concerning alcohol abuse, tobacco use, illegal drug use, unhealthy
sexual practices and other high-risk behaviors. For more information call 724-938-4303 or visit the
GAMMA website at www.bacchusgamma.org.

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California Campus Community Coalition, which is a committee comprised of both the university and
community, addresses underage and dangerous drinking on campus and in the community. For information, call
724-938-4191.
Southwestern Pennsylvania Drug and Alcohol Consortium is a combined effort by California and neighboring
universities to provide a forum for discussion of relevant and current issues in drug and alcohol prevention and
education, as well to share developmental programming ideas.
CalCard - University Identification Card
The CalCard is both a campus identification card and a convenient way to make purchases and use services on
campus. The CalCard is available to all California University of Pennsylvania students, faculty, staff and
eligible guests. The CalCard comes ready to use, pre-programmed with basic services, and then enhanced based
on your needs.
CalCard Services
AAA - Part of the basic service of each student CalCard is the AAA - Roadside Assistance Program. Under this
program, Cal U students can receive two free limited roadside assistance calls from AAA per academic year. To
use this feature, simply call the toll free number on the back of your CalCard. Your AAA Roadside Assistance
identification number is your University email address. For more details, stop by the Information Desk in the
Natali Student Center for a AAA brochure.
Access - Students who reside on campus use their CalCard to access their residence halls. Students
residing at Jefferson at California use their CalCard to access the clubhouse.
Banking / Financial Services
On-campus financial services are offered to students, faculty and staff in conjunction with the CalCard.
Students can elect to have their CalCard activated for use as an ATM/debit card associated with their
account. The electronic banking facility is located on the lower level of the Natali Student Center. ATMs
are located at the Natali Student Center and at the Jefferson@California apartments.
Entertainment* - Cal U students receive free admission to most entertainment events sponsored by the
Student Association, Inc.
Fitness Center* - Cal U students receive unlimited access to the Herron Recreation and Fitness Center.
Faculty, staff, and alumni who have purchased a membership use their CalCard to gain admission to the
fitness center.
Manderino Library - The CalCard is used to check out materials and access the library’s PILOT system.
Tickets* - Cal U students receive free admission to all home, regular-season intercollegiate sporting
events. Tickets for other events can be purchased using Shop Dollars at the Information Center.
Transit - Just present your valid student CalCard and you can ride any of the Mid Mon Valley Transit
Authority bus routes free of charge. Schedules are also available on campus at the Natali Student Center
and Public Safety Office or online at www.mmvta.com .
CalCard Accounts
CalCard accounts work like a debit account; you deposit funds in advance and your account is debited each time
you make a purchase.
Meal - Everyone enrolled in a meal plan will use the CalCard to pay for his or her meals. When purchasing
a meal, just give your CalCard to the cashier. Your meal account will be automatically reduced by one
meal. Everyone enrolled in a meal plan will automatically receive a Dine Account.
Dine - Opening a declining balance Dine Account is as simple as making a deposit at the Bursar’s Office.
Your Dine Account can be used to pay for food at all food service locations.

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Shop - The CalCard Shop Account is the master debit account for on-campus use. Just make an initial
deposit at the CalCard Office by check or credit card, or by cash at a Value Transfer Station, located in the
Natali Student Center or Manderino Library. Your Shop Dollars can be used to make purchases at all food
service locations, Cal U Student Bookstore, vending machines, laundry facilities, Manderino Library for
photocopies and overdue book fines, pool hall, Information Center for tickets, manuals, stamps, CalCards
and at the Hamer Hall concession stand. Shop dollars are carried over from semester to semester. You can
also deposit shop dollars via the web at http://sai.cup.edu/calcard.
*Students who are not matriculating at the main campus must pay the Student Association, Inc. fee or purchase
tickets for recreational and entertainment events on campus.
Lost Cards
Report lost CalCards to the CalCard Office during regular business hours and to Public Safety after regular
business hours. CalCards can also be suspended via the web at http://sai.cup.edu/calcard. Those who have
selected the option to have their CalCard activated as an ATM/debit card also need to contact their financial
institution if their card is lost or stolen.
Additional Information
For additional information, stop by the Information Desk in the Natali Student Center, call the CalCard Office
at 724-938-4300 or e-mail calcard@cup.edu. Be sure to check the CalCard website for information at
http://sai.cup.edu/calcard.
California Times (California Student Newspaper)
The California Times is the university’s student newspaper, owned and operated by the Student Association,
Inc. The Times supports the educational mission of California University and the Pennsylvania State System of
Higher Education by providing students with practical journalism production experience. Students are given
leadership responsibilities in virtually all aspects of creating a weekly print and online newspaper publication
for the university community. Areas of specialization are available in news writing, reporting, graphic design,
photography, advertising, and editing. For further information, call 724-938-4321 or e-mail helsel_j@cup.edu
Cal U Student Bookstore
The Cal U Student Bookstore, located on the first level of the Natali Student Center, offers varied services to all
students, faculty and staff, including a textbook reservation service that allows students to order books before
the first week of class with its online service at www.calupa.bkstr.com. Payments accepted are Visa,
MasterCard, Discover, American Express, cash, and checks. If you would like to charge against excess
financial aid during the first week of class (spring and fall semesters) please file the authorization form found at
http://sai.cup.edu/book/ with the bookstore prior to beginning of the semester. The Cal U Student Bookstore
offers a variety of other items including Cal U clothing and giftware, magazines, study guides, greeting cards
and computer software.
Campus Ministry
Spiritual development is an integral part of the process of education and human growth. A campus ministry,
staffed by professional campus ministers, fosters the development of spiritual and religious student life. (724938-4573). The Campus Ministry of California University of Pennsylvania is located in the Natali Student
Center, room 143. Office hours are 10 a.m. until 4 p.m. on weekdays while the university is in session.
Clubs and Organizations
A large array of active clubs and student organizations are offered through academic departments and the
Student Association, Inc. These groups provide social, educational, community service and leadership
opportunities for students. A complete list of SAI-funded organizations, their current advisors and phone
numbers may be found in The Student Handbook or sai.cup.edu/sai/clubs.
Commuter Center/Commuter and Nontraditional Student Services
Commuter students, including nontraditional students, comprise approximately two-thirds of the total student
population. The commuter center, located on the first level of the Natali Student Center, offers a host of

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services such as Share-A-Ride, computer access, and opportunities for involvement to commuter and
nontraditional students. In addition to providing a comfortable place away from classes, the Center is also a
place for commuting students to involve themselves in university life by socializing with their peers, taking
advantage of activities provided for students and their families, and by becoming involved in student leadership
as members of the Commuter Council. For more information, please call 724-938-4553.
Commuters and guests of the University who wish to avoid parking on the lower campus are urged to use the
Park and Ride across the street from Jefferson@California. Regular shuttle service is available to the lower
campus through the Mid Mon Valley Transit Authority. The shuttle service is free of charge for California
University of Pennsylvania students with a valid CalCard. There is a nominal fee for non-students to ride the
shuttle. For more information, call 724-489-0880.
The Office of Student Development and Services and the Student Association jointly support commuter
students at Cal U. For further information, all are encouraged to visit the Commuter Center and to visit the
Commuter Center web page at sai.cup.edu/commuter/.
Counseling and Psychological Services
The Counseling Center faculty members provide short-term psychological services to university students with
problems that interfere with their adjustment to campus life, personal development, or effective educational
performance. The Center provides the following psychological services to university students: evaluation,
consultation, and emergency intervention. Students requiring intensive or specialized care will be referred to
community mental health providers. Services are confidential in accordance with federal confidentiality rules
and state law. To make an appointment, call 724-938-4056, 8:00 a.m. to 4:00 p.m. Monday through Friday
while school is in session. Evening sessions may be available by special appointment. After hours and
weekend crisis intervention is facilitated through public safety (724-938-4299).
CUE (California University Experience) Transcript
The California University Experience Transcript is an official record of the extracurricular activities,
accomplishments and learning experiences of students attending Cal U. Students can register and manage their
transcripts online at http://calyou.cup.edu/cue/ .
CUTV (California University Television)
California University Television (CUTV) is the University’s cable television station, which is owned and
operated by the Student Association, Incorporated. CUTV is seen in nearly 100,000 homes, 24 hours a day on
the Atlantic Broadband, Armstrong and Comcast cable systems. The mission of CUTV is to produce and
provide programming of regional community interest, while providing valuable “hands-on” educational
experience for interested students. This applied learning supports the mission and goals of California
University, as well as the priorities and imperatives of the State System of Higher Education. Students can
develop skills in television technology through experience in a variety of technical areas including camera
work, editing, direction and other production roles, as well as on-air talent positions. For more information
contact J.R. Wheeler, Assistant Dean for Student Services, room 150 of the Natali Student Center, 724-9385823 or e-mail: wheeler@cup.edu.
Dining Services
The goal of 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 hall, as well as commuters, may choose
from a variety of meal plans. All students who live in lower campus university residence halls must participate
in the meal program. A detailed dining service brochure may be obtained at the Information Desk located in the
Natali Student Center.

Housing: Living@Cal U
Living@Cal U offers a variety of options for students, all designed to fit your lifestyle from the first year of
college through graduate school. University housing was designed with significant input from students,

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resulting in facilities and services tailored to your changing needs. Suite-style residence halls on the lower
campus house students who are primarily freshmen, but also include a mix of upper-class students to promote
community development and sharing campus traditions. Since the first year of college typically involves
numerous academic, personal and social transitions, our staff’s emphasis is on support and building community
so you feel connected to Cal U, adjust to your new home and succeed academically. As you mature and want to
branch out on your own to more independent living, our garden-style apartment complex, Jefferson@California,
is the place for you. Fully equipped apartments that house students just 1.4 miles from the lower campus give
you the increased freedom and independence you’re ready for. Staff is still available to assist you, but take a
less proactive role as transitional issues have generally been resolved by this time.
You must purchase a food service plan if you live in the suite-style halls on the lower campus.
Jefferson@California apartments have fully equipped kitchens, so a meal plan is optional.
Lower Campus Housing: The Suite Life
Housing on the lower campus is not guaranteed for everyone. A majority of lower campus spaces are reserved
for incoming first-year students, who are assigned on a first-come, first-served basis, so it helps to apply as
early as possible. Each year, a percentage of the spaces available is set aside for upperclassmen, and a lottery is
held to determine who can contract for lower campus housing. First-year students not selected in the lottery
must fulfill the remainder of their four-semester residency requirement at Jefferson@California, as university
policy states that all first-time freshmen who continue enrollment are required by the university to reside in
University housing (either lower campus halls or Jefferson@California) for the first four semesters of their
college career, with the following exceptions:
1. Students commuting from the residence of their parents or legal guardians.
2. Married students.
3. Students who are 21 years of age or older by the date of registration.
The housing contract is binding and includes both the fall and spring semesters of an academic year.
The university retains the right to assign all students to particular residence halls, floors and roommates in the
best interests of the university. You may request a room or roommate(s), and we will attempt to honor the
request, but will not be obligated to do so. The university will not guarantee any student a given room,
roommate or residence hall based on class rank, previous occupancy or any other criteria. The assigned space
remains the property of the university and regulations apply for its use. Failure to abide by set regulations may
result in disciplinary action. If your behavior indicates that you are not suitable for the residence hall
environment, the university has the authority to take possession of a given room at any time without refunding
fees. Contracting for housing on the lower campus in any academic year does not obligate the university to offer
housing in the same location in future semesters. For more information, contact the Housing and Residence Life
Office at 724-938-4444.
The university has co-ed residence halls, all of which are completely smoke free and consist of suites in various
configurations. All suites are single gender. Fully air-conditioned and carpeted, the Suite Life provides the
most popular amenities students requested during construction planning. Each residence hall has a computer
lab, community room, TV area with large screen TV, a kitchen and vending area, recycling area, full CalCard
use and digital video cameras. Each floor also has lounge and study rooms, and a laundry room, while each
suite provides free local telephone service, TV cable and high-speed Internet connection.
The lower campus residence life program at California University serves your needs as a residential student and
is designed to create a stable living and learning environment based on the University’s core values of Integrity,
Civility and Responsibility. Here, the halls are more than a place to sleep; they are a learning experience. For
many of you, coming to college is your first opportunity to be away from parents, siblings and lifelong friends.
Residential living encourages you to develop a sense of independence and to build new relationships with a
variety of people, often resulting in long-lasting friendships.
Each semester, our staff works with you to plan activities and programs that promote learning outside the
classroom and help create a sense of community within the halls. In addition, hall living can also be a cultural
learning experience because you will be living and interacting closely with a variety of students. This

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interaction helps to dispel myths and stereotypes about people and their backgrounds. There are many
opportunities for student governance, including Hall Council, Inter-Residence Hall Council, and InterResidence Hall Judicial Board.
If you take advantage of the full experience offered by residence hall living, you will learn about yourself as
you gain hands-on experience in applying what you learn in class, develop your communication and leadership
skills, and create lifelong friendships.
A detailed description of the residence life program, facilities and residence hall rules and regulations is
included in The Student Handbook.
Specialty Housing
Residence Life offers you the opportunity to live in a community consisting of students who share interests or
concerns for similar issues. Current special interest housing, offered when there is sufficient demand, includes
wellness, quiet, limited visitation, single gender, and the university Honors Program.
Residence Life Staff
Each residence hall is supervised by a professional Residence Hall Director who assures that your experience
with the Suite Life is comfortable, safe, and contributes to your personal development and academic success.
This advisor is supported by community assistants, undergraduate or graduate student leaders who live on each
floor of the halls.
Safety and Security
While safety requires the cooperation of all members of the residence hall community, we use several strategies
to promote a secure living environment. In addition to the live-in staff that is available through a 24-hour oncall schedule, residence hall desks are staffed or monitored 24 hours a day. Hall access is controlled through
main doors near the desk, with other doors alarmed for emergency use only. The residence halls are locked at
all times. Only residents using their CalCards have unrestricted access. Guests must call from the entrance and
be signed-in and escorted at all times. A state-of-the-art sprinkler, fire and smoke detection system ensures
prompt response to fire emergencies. Digital video cameras are positioned at all entrances and exits, and all
halls have emergency phones outside the entrances.
Inter-Residence Hall Council
This body represents the interests of students who live in the residence halls on the lower campus. The Council
provides a forum for residence life issues and sponsors various activities.
Tech Support
California University provides a computer lab with a printer in each residence hall for residence hall student
use. The labs are fully integrated into the university’s network. You have access to any of the network services
on campus, including Manderino Library, other State Systems libraries, students’ e-mail and web space, the
Internet, and other services. All labs are available 24 hours a day, seven days a week, during the school term
and are accessed by using your room key. The residence hall labs are for residents and their guests with a valid
ID (residents have priority). Rules posted by staff must be followed. Each lab has a laser printer, but you must
supply your own paper. If you bring your own computer: all residence hall rooms have Cat-6 connections for
hookup to the network. This service is provided at no additional cost. There is no need to use a modem or
contract with an outside Internet provider. You need an Ethernet cable and 10BaseT Ethernet card installed and
working. The university does not provide or install the Ethernet card or cable. All students living in the
residence halls must have their computer scanned for the proper antivirus software for service and review the
acceptable use policies. For more information, visit: http://sai.cup.edu/calhousing/services.htm, or call
Residence Life Tech Support at (724) 938-1575.
Upper Campus Housing: Jefferson@California
Just 1.4 miles from the lower campus and next to the university’s recreational sports complex are 10, three-story
buildings whose apartments are home for primarily upper-class students. Jefferson offers a variety of
configurations to meet your needs. There are four-bedroom units with a private bath for each resident,
apartments that include four private bedrooms and two shared baths, and units that house two students, each

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with a private bedroom and private bath. Jefferson@California is staffed by a live-in professional and there are
Community Assistants who live throughout the property and develop both social and educational opportunities
for the residents.
Each apartment has a full-size range, microwave, refrigerator, a dishwasher, garbage disposal, and washer and
dryer. High speed Internet, telephone and cable TV connections are available in each bedroom and in the
common area. Each unit has an intrusion alarm system, full sprinkler system and handicap accessibility. The
clubhouse features a fully equipped fitness center, a recreation room including pool, table tennis and foosball
tables, two computer labs, media room, convenience store and a leasing center. Other amenities include outdoor
sand volleyball and basketball courts and an outdoor swimming pool. Parking is available at each building and
regular bus service is provided by the Mid Mon Valley Transit Authority, to the lower campus. This service is
available at no charge with a valid CalCard. For information, call 724-938-8990.
Off-Campus Housing
The Office of Off-Campus Housing works with students, landlords, and borough officials to educate and
promote the safety and welfare of all students residing in off-campus facilities. The office also assists students
in their search for off-campus housing by providing an off-campus housing list and various resource and
educational materials such as the “Student Educational Guidebook for Off-Campus Living.” For more
information call 724-938-4021 or visit our website at http://sai.cup.edu/housing/och.
Disclaimer: The information contained in the off-campus list is provided as a service to students. The data
collected or transcribed may at times be inaccurate. The university, its employees or students are not responsible
for any claims or damages that may be incurred. The Office of Off-Campus Housing makes no warranty on the
conditions, terms, prices, or other information contained therein. This information is to be used as a guide to
help students locate off-campus housing and is not to be taken as approved or sanctioned off-campus housing.
This does not create an enforceable obligation to any party from California University of Pennsylvania, the
Pennsylvania State System of Higher Education, or the students of California University.
Intercollegiate Athletics
The university sponsors a comprehensive athletic program for both men and women. The athletic program is
regulated by the policies of the athletic forum and administered by the director of athletics. It is governed by the
Office of Student Development and Services with the vice president as the senior
administrative officer.
Eighteen varsity sports are available to students who desire to participate in intercollegiate athletics and who
meet the academic standards of the university, the PSAC and the NCAA. For men, California offers baseball,
basketball, cross country, football, golf, soccer, and indoor and outdoor track and field; for women California
offers basketball, cross country, golf, softball, soccer, tennis, indoor and outdoor track and field, swimming, and
volleyball. Freshman students must apply to the NCAA Clearinghouse to be eligible to compete in
intercollegiate athletics during their freshman year. Specific requirements may be obtained from the high
school counselor, the university athletic director or the admissions office.
Academic progress for athletes is monitored and a professional staff of athletic trainers is always available. All
student athletes are encouraged to participate in the athletic CHAMPS leadership development program at some
time during their athletic careers. The program combines student athletes from all sports to discuss values,
communication, career services, resume writing, manners, etiquette and diversity.

International Student Services Office
California University currently welcomes international students representing twenty-six countries. International
students provide cultural diversity and furnish the institution and the surrounding community with an expanded
and enlightened perspective. The mission of the International Student Services Office is to meet the unique
needs of the international students enrolled at California University and to provide each one with a sense of
“belonging.” In addition, the International Student Office strives to provide opportunities for the international
student to experience not only American culture, but other representative cultures as well. One such opportunity
that is open to the entire university community is membership in the International Club. The International Club

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sponsors a host of activities, including the annual International Dinner each spring semester. The International
Student Services Office and the International Club are located in Binns Hall but will be relocating to Carter Hall
in fall 2007. For more information call 724-938-4056.
Student Exchange Programs
California University is affiliated with both the National Student Exchange (NSE) and Cultural Experiences
Abroad (CEA). NSE (www.NSE.org) enables students to exchange domestically to their choice from 190
schools throughout the U.S. CEA (www.GoWithCEA.com) offers exchange to multiple locations throughout
fifteen countries worldwide.
The student exchange program office provides guidance to students on how to participate, determine available
funding and obtain full time credit while on exchange. A successful candidate for exchange has a willingness to
undertake exposure to unfamiliar environments and is able to demonstrate academic integrity.
National Student Exchange (NSE)
Students can exchange to other NSE member campuses located throughout the U.S. and its territories without
having to pay the high cost for out-of-state tuition. Since its establishment in 1968, NSE has grown to over 190
member campuses. A student may study at the NSE member institution of their choice for up to a full academic
year, undertaking courses approved for application to their degree program at California University through
approval of their academic advisor. Students have the choice to pay either California University tuition/fees or
in-state tuition/fees at the institution to which they exchange. For further information, contact the SAW
coordinator at 724-938-4056 and contact the NSE coordinator at 724-938-4056 and log on to the website at
www.nse.org.
Cultural Experiences Abroad (CEA)
CEA provides students with the opportunity to experience international education and cultural exchange
through offerings at institutions located in twenty-six cities within Argentina, Australia, China, Costa Rica,
Czech Republic, England, France, Germany, Hungary, Ireland, Italy, Mexico, Poland, Russia and Spain. CEA
has been chosen to collaborate with the Study Around the World program in large part due to their practices of
special attention to students in customer service, cultural immersion, academic services and the well-being of
participants. Students undertake courses approved for application to their degree program at California
University through approval of their academic advisor. CEA offers partial student scholarships to qualified
students. For further information, contact the SAW coordinator at 724-938-4056 and log-on to the CEA website
at www.GoWithCEA.com.
Intramurals
The intramural program is designed to provide students with a flexible, yet structured environment in which to
participate in sports. Activities are administered in league format with various divisions servicing men’s,
women’s, and open and co-ed recreational teams. Teams and individuals must formally register for activities.
The program is open to all current students, faculty and staff. For more information contact Recreational
Services, 724-938-5907.

Judicial Affairs
The Division of Student Development and Services is responsible for administering the judicial system and
developing behavioral standards. The Office of Judicial Affairs conducts pre-hearing interviews with students
charged with a violation of the conduct regulations which may take place on or off campus, takes administrative
disciplinary action in certain cases, conducts student/faculty judicial board hearings, maintains all university
disciplinary records and serves as a resource to faculty, staff and students for behavioral problems.
The Statement of Student Rights and Responsibilities: Student Code of Conduct outlines the behavioral
standards students are expected to abide by in order to create a positive community. The Office of Judicial
Affairs and designated hearing officers in Residence Life and Greek Affairs are responsible for resolving any
alleged violations of these behavioral standards through the process described in the Statement, which is
available in the Student Planner and on the university's website. These behavioral expectations are based on the
university’s core values of integrity, civility and responsibility. The university reserves the right to impose

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sanctions such as declining readmission, removal from university housing and/or the university following
appropriate university judicial procedures. Immediate actions may be taken on an interim basis for actions
deemed to create a danger to the university community.
Multicultural Affairs
The Office of Multicultural Affairs provides programs and activities that support the ideals of a culturally
diverse student population. It serves as an advocate for students from various backgrounds and offers
consultation to other members of the university community when planning programs or activities. The office
number is 724-938-5697.
Multimedia Access Center
Located on the first level of the Natali Student Center, the Access Center offers an Apple computer lab that is
available for general student use. The Multimedia Access Center also houses the offices for SAI Web
Development and the CUE Transcript. Office hours are Monday through Friday, 8 a.m. to 4 p.m. Open lab
hours are from 2 p.m. to 9 p.m., Monday through Thursday, and from 2 p.m. to 5 p.m. on Friday.
The P.E.A.C.E. Project
The P.E.A.C.E. Project (Prevention, Education, Advocacy for Change and Empowerment) raises awareness and
educates the campus and community on sexual assault, stalking, and relationship violence. In addition,
P.E.A.C.E. offers survivors and their loved ones advocacy, counseling, and support on their journey to healing.
The project is funded by a grant from the United States Department of Justice through the Violence Against
Women Act. The P.E.A.C.E. Project presently located in Longanecker Hall will be relocated to Carter Hall
beginning with the fall 2007 semester. Members of the campus and the larger community are welcome to call
724-938-5707, or e-mail peace@cup.edu for further information.
Recreational Services
The mission of the Department of Recreational Services is to provide recreational facilities, programs, and
developmental opportunities for the university community. Recreational Services provides exposure to a
variety of activities that contribute to individual physical fitness. The department also creates opportunities for
cooperative and competitive play in the game form. Six service areas fall within the department: extramurals,
fitness, informal recreation, instructional programs, intramural sports, and sports clubs.
Social Fraternities and Sororities
A sorority or a fraternity is an organization whose members have chosen to establish a close affirmation and
friendship with each other. Membership helps to provide leadership opportunities and career preparation.
University. Every chapter encourages and expects above average scholarship and participation in various
activities that offer valuable experience. Community service is also encouraged. For additional information, see
The Student Handbook or contact the Fraternity & Sorority Life Office at 724-938-4303.
Student Activities Board (SAB)
Many diverse forms of cultural and contemporary entertainment are offered to our students primarily through
the Student Activities Board (SAB.) This organization is composed entirely of full-time undergraduate and
graduate students who meet weekly to view and discuss the possibilities of hosting different entertainment and
cultural programs for the entire university community. The type of programs that SAB sponsors include the
weekly movies shown in the Vulcan Theatre, spoken word and singer/songwriter performances, novelty events
such as laser tag and off-campus trips to Pittsburgh sporting events, performances at the Pittsburgh Public
theatre and opportunities to see national and local recording artists in concert venues in the Pittsburgh area. The
organization is comprised of seven committees including concerts, lectures, weekend programming, special
events, cultural and fine arts, recreation, and film.
To find out more about SAB, the types of entertainment and programs they provide, and how you can become a
member, call 724-938-4303 or stop by the office located on the first level of the Natali Student Center.
Student Association, Inc.
The Student Association, Inc. (SAI) is a non-profit corporation financed in part
by the Student Association Fee, which is paid each term by every student. The

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executive director serves as the liaison between SAI and the university. Programs provided by the Student
Association, Inc., are determined by the student congress and by the Student Association, Inc., board of
directors.
SAI coordinates the co-curricular activities provided by the university, including homecoming, Roadman
University Park, concerts, plays, musical productions, movies, outdoor recreation, the Herron Recreation and
Fitness Center, intramural sports, dances, picnics, California University Television (CUTV), WCAL Radio, The
California Times (the student newspaper), Monocal (the yearbook), and special events. Intercollegiate athletics
are partially funded by SAI. In addition, SAI coordinates the activities of student clubs and organizations. The
student handbook provides a complete listing of active student clubs and organizations.
SAI is responsible for the development and maintenance of the George H. Roadman University Park, a 98-acre
area located one mile from campus on Route 88 South. Facilities include tennis courts, baseball, football,
soccer, softball, rugby, intramural fields, picnic areas and Adamson Stadium. For more information see
SAI.cup.edu/SAI.
Student Congress
Student Congress is the official student governing body. It represents and serves the entire student population.
It provides for a student forum, establishes channels for the communication of students’ concerns to the proper
administrative and faculty personnel, implements programs and activities that enrich campus life, and creates
opportunities for students to exercise and develop leadership skills. For more information contact 724-9384303.
Student Health Services
The Downey–Garofalo Student Health Center is temporarily located in Residence Hall B but will be relocating
to Carter Hall in fall 2007. The goal of the Student Health Services Department is to provide high quality
health care to our students; to direct students to other health care providers when appropriate; to provide
emergency care for all members of the university community; to address the specific health needs of those
members of the student population with special problems; and to conceive, develop and implement relevant
health education programs for the university community. All students must complete a pre-entrance health
form that is kept on file. All medical records are strictly confidential. The Downey–Garofalo Student Health
Center is open from 7 a.m. to 11 p.m., Monday through Friday, while the university is in session. A staff of
full-time registered nurses is on duty during these hours. A qualified Physician and Certified Nurse Practitioner
are on duty Monday through Friday during specified hours. The Physician/CRNP may refer students to local
hospitals in emergencies and for treatment beyond the capabilities of the Student Health Center. The Student
Health Center does not assume responsibility for doctor bills, hospital bills or prescription costs accrued by the
students for treatment beyond capabilities of the Student Health Center. The final choice in hospital selection is
the student’s decision.
Ambulance Service
The Brownsville Ambulance Service, Inc. (BASI) provides services to Cal U students without direct charge.
Through a contract with SAI, BASI will accept assignment from your health insurance carrier at its
reimbursement rate. This service is available to any university student living within the service area, provided
he or she has a valid CalCard.
Medical Absences
Students who are unable to attend classes because of illness should contact their professors, explain their
absences, and arrange for completion of any work that may have been missed. The Student Health Center does
not issue medical excuses, but will send a written notification to the professors in the following circumstances
(provided the student initiates the request):
•
If a student consults a health care professional at the Student Health Center, and the health care
professional determines that the student has or had sufficient medical reason not to attend class.
•
If a student has consulted a private physician, who has determined that the student has or had
sufficient medical reason not to attend class.
•
If a student is confined for longer treatment or care at the infirmary section of the Student Health
Center or requires extended recovery with bed rest.

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•

Upon notification from the Student Health Center or any other health care professional, the
professor may decide whether to consider the notification as a valid excuse from class or other
academic obligations.

Health Education Awareness Resource Team (H.E.A.R.T.)
H.E.A.R.T. is a group of students trained to promote health and wellness and to provide opportunities for the
campus community to learn about healthy lifestyles through programs, events, and individual consultations.
H.E.A.R.T. can present programs on many different subjects such as weight loss/management, nutrition,
physical fitness, sexually transmitted diseases and stress management. The H.E.A.R.T. Peer Educator group is
open to all Cal U students.
Student Leadership Development
The Student Leadership Development Department fosters ethical leadership development and encourages
involvement in leadership opportunities to enhance a student’s capacities for dealing effectively with complex
problems, real life leadership situations, and cross-cultural issues. Programs are designed to promote an
understanding of leadership theory and research, skills and competencies that support leadership effectiveness, a
more fully developed code of personal ethics, and an enhanced sense of lifelong commitment to social
responsibility and citizenship. The Emerging Leaders Program equips potential student leaders with skills
including public speaking, team building, goal setting, and event planning. This program primarily focuses on
first-year students and is offered during the fall and spring semesters. Workshops are offered throughout the
semester and focus on a particular area of leadership development. For more information, call 724-938-5826.
Office for Students with Disabilities (OSD)
California University of Pennsylvania welcomes otherwise qualified students with disabilities. The University
recognizes its responsibility to these students and is committed to providing reasonable accommodations to
insure equal access and full participation as guided by Section 504 of the Rehabilitation Act of 1973, as
amended, and the Americans with Disabilities Act (ADA). Students with disabilities follow the same admission
procedures and standards as required by California University of PA’s Admissions Office for all students.
Questions regarding admission procedures and acceptance status should be directed to the Admissions Office
724-938-4404. Questions regarding accommodations for students with disabilities and required documentation
should be directed to the Office for Students with Disabilities at 724-938-5781. OSD is located in Azorsky Hall
– Room 105.
Accommodations for Students with Disabilities
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 inservice personnel, students must meet the essential functions of the job.
For accommodation assistance, contact the Office for Students with Disabilities: Azorsky Hall – Room 105 or
by phone 724-938-5781 or visit the OSD Web site: http://sai.cup.edu/osd.
Parking spaces for persons with disabilities are marked as such on campus. These spaces are solely for the use
of persons who have the required permit displayed. Persons who wish to request a temporary disabled parking
permit (six weeks or less) must apply through and submit documentation to the Office of Public Safety 724938-4299. Parking permits for persons with disabilities beyond those of a temporary status require application
to the PA Department of Transportation; the applications are available at the Office of Public Safety.
University Conference Services
California University offers a variety of summer camps and conference programs. In addition to youth camps,
University Conference Services can assist in the planning of family reunions, corporate retreats, academic
camps, sports camps, and leadership enrichment. For more information or to inquire about University
Conference Services, call 724-938-1573 or check our website at http://sai.cup.edu/univconfsrv/.

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Veterans Affairs
The Office of Veteran Affairs, located in room 105 of the Azorsky building, is open from 8 a.m. to 4 p.m.,
Monday through Friday. Evening hours may be arranged by appointment. The phone number is 724-938-4076.
All matters pertaining to veterans and those entitled to veterans’ benefits are handled in this office. The staff
processes all VA forms and enrollment certifications for eligible students. All veterans, reservists, Nation
Guard personnel, and eligible dependants applying for entrance to the university should contact the Office of
Veterans Affairs at an early date so that necessary VA paperwork can be processed to assure timely payments of
educational benefits. Undergraduate veterans are also advised to take advantage of the university’s program to
award college credits for military service schools.
Reservists or members of the National Guard must contact the Office of Veterans Affairs in the event of
activation. The director is the University’s designated point of contact to coordinate withdrawal due to military
activation.
The on-campus Veterans Club sponsors the Colonel Arthur L. Bakewell Veterans’ Scholarship. Two $1,000
scholarships are currently awarded to eligible undergraduate veterans.
WCAL (California Radio Station)
Owned and operated by the Student Association, Incorporated (SAI), WCAL is a 24-hour a day, 3300 watt FM
station with a coverage radius of 40 miles. WCAL typical audience member is in the 15-45 age bracket,
residing in the five county region (Washington, Fayette, Greene, Westmoreland and Allegheny), with secondary
listeners in parts of Maryland and West Virginia. WCAL has a mission of providing students with “hands-on”
radio experience, while broadcasting to regional audience news, sports, public service information and the best
in popular musical entertainment - from a variety of genres. Students who successfully complete a training
program are able to become on-air DJs. You may contact J.R. Wheeler at 724-938-5823 or by e-mail:
wheeler@cup.edu.
Web Site Development
The Student Webteam consists of student employees and volunteers who are responsible for developing and
maintaining all the sites within student life. The team is available to help clubs and organizations, auxiliary
services, athletics, student activities and all areas of Student Development and Services to design and post their
sites. Explore the vast offerings for Cal U students, beginning with the Student Life homepage located at
http://sai.cup.edu.
Women’s Center
The Women’s Center seeks to provide a central focus for meeting the needs of women and students. It has five
primary objectives: advocacy, empowerment, educational programming, collaboration with existing groups,
and leadership. The Women’s Center is a service provided primarily for female students of the university, but
all students are welcome to participate. The Center, open Monday through Friday from 8 am – 4 pm, serves as a
gathering place, a resource center, and a meeting space for independent campus organizations. The Center is
located in the Natali Student Center but will be relocated to Carter Hall for fall 2007 semester. For further
information, please contact us at 724-938-5857 or visit our website at http://sai.cup.edu/womenscenter.

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July 11, 2007
ACADEMIC INTEGRITY
Policy and Procedures

From its beginnings as an academy in 1852 to its present status as a multi-purpose university, California
University of Pennsylvania has endeavored to provide quality education, a preparation for life, an
intellectual and moral regimen that has always emphasized responsibility, civility, and integrity. These
core values must guide the university into the 21st century, serving as the foundation for all learning. As
long ago as 1914, when the school became California State Normal School, it possessed a written honor
code incorporating these values. Such a precedent requires our endorsement and our commitment to
uphold the standards expressed in this hallowed document. Consequently, these policies and procedures
have been developed to preserve academic integrity.
As Leo J. O’Donovan, S.J., of Georgetown University asserts, “Academic integrity reminds us that the
pursuit of intellectual truth has always been basic to the pursuit of learning, and the pursuit of learning is
the raison d’être of the university.”
California University of Pennsylvania fully embraces academic integrity, and therefore does not tolerate
cheating, academic impersonation, plagiarism, improper research practices, or dishonesty in publication.
Violations of academic integrity will not be ignored and will become part of the student’s permanent
academic record at the university.

I.

Types of Academic Integrity Violations
Academic integrity may be violated by any of the following:
A. Cheating: Cheating is the attempt to gain an improper advantage in an academic evaluation.
For example, obtaining a copy of an examination before it is officially available or learning an
examination question before it is officially available; copying another person’s answer to an
examination question; consulting an unauthorized source during an examination; and
obtaining assistance by means of documentary, electronic or other aids not approved by the
instructor.
B. Academic Impersonation: The impersonation by another of one’s self in class, during a test
or examination, or in connection with any other type of assignment in a course is a breach of
academic honesty. Both the impersonator and the individual impersonated may be charged.
C. Plagiarism: Plagiarism is the representation of another’s ideas or writing as one’s own. The
most obvious form of this kind of dishonesty is the presentation of all or part of another’s
published work as one’s own. However, paraphrasing another’s writing without proper
acknowledgement may also be considered plagiarism. Further, to represent another’s artistic
or technical work or creation as one’s own violates academic honesty.
D. Improper research practices: Improper research practices include the dishonest reporting of
investigative results either through fabrication or falsification; taking or using the research
results of others without permission or due acknowledgement; misrepresentation of research
results or the methods used; and the selective reporting or omission of conflicting information
or data to support a particular notion or hypothesis. Furthermore, all researchers have a
responsibility to refrain from practices that may unfairly inhibit the research of others now or
later.

127

E. Dishonesty in publication: Dishonesty in publication includes the publishing of information
that will knowingly mislead or deceive readers, including the false fabrication of data or
information, as well as failing to credit collaborators as joint authors or listing as others who
have not contributed to the work. Plagiarism is also considered a form of dishonesty in
publication.
(The above definitions have been adapted with permission from the Senate Policy on Academic Honesty,”
August 1995, of York University.)
II.

Procedures for Dealing with Charges of Violating Academic Integrity
An instructor who believes a student has violated academic integrity has an obligation to meet
with the student to discuss the charge before assigning a penalty. If the instructor decides the
situation warrants no penalty, the matter is concluded. If after talking with the student the
instructor believes academic integrity has been violated and assigns a penalty to the student, the
instructor must prepare a written record. Charges of violating academic integrity will be handled
in this manner;
A. The instructor will meet with the student to discuss the charge and will prepare a written
record (on the Academic Integrity form) of the meeting to be read and signed by the student
and the instructor. The instructor keeps a copy, the student keeps a copy, and the instructor
sends a copy to Academic Records (or to the Graduate School) to be placed in the student’s
permanent file. (The student’s signature indicates merely that the student has read the record
and has received a copy.)
B. If the meeting with the instructor is unsatisfactory to the student, the student may appeal to the
department chair within 10 working days. The department chair will then hold a meeting with
both the student and the instructor present and will also prepare a written record (on the
Academic Integrity form) of the meeting to be read and signed by the student, the instructor,
and the chair. Each keeps a copy and the chair sends a copy to Academic Records (or to the
Graduate School) to be placed in the student’s permanent file. (The student’s signature and
the instructor’s signature indicate merely that each has read the record and has received a
copy.)
C. If the meeting with the department chair is unsatisfactory to the student, the student may
appeal within 10 working days to the Dean of the college in which the course is taught. The
Dean will then hold a meeting with both the student and instructor present. The Dean will
also prepare a written record (on the Academic Integrity form) of the meeting to be read and
signed by the student, the instructor, the chair, and the Dean. (In the case of a graduate
course, the undergraduate Dean and the graduate Dean will be involved, and the graduate
Dean will prepare the written record.) Each keeps a copy, and the Dean sends a copy to
Academic Records (or the Graduate School) to be placed in the student’s permanent file.
(The signatures of the student, of the instructor, and of the chair indicate merely that each has
read the record and has received a copy.)
1.

If the student decides to pursue the Academic Integrity appeals process to the Dean,
he/she forfeits the right to drop the course.

D. If the appeal to the Dean is unsatisfactory to the student, the student may appeal to the
Academic Integrity Committee. Forms for this appeal may be obtained from the Dean’s
Office and must be filed within 30 days of the meeting with the Dean. The Dean will forward
the form to the Chair of the Academic Integrity Committee, who will arrange a hearing within
twenty-one (21) working days.
E. When the Chair of the committee receives the appeal form from the Dean, he/she will
immediately 1) contact the student to arrange for a hearing; 2) contact Academic Records (or

128

the Graduate School) for copies of the records of the preceding meetings; and 3) send copies
of these records to all committee members.
III.

Academic Integrity Committee
A. Purpose and function
The purpose of the Academic Integrity Committee is to oversee and implement the academic
integrity policy. Specifically, the committee serves as the final level in the appeal process and
will render a recommendation to the Provost regarding such academic integrity matters.
B. Membership and membership selection
1.

The membership will consist of 1 full-time tenured faculty member from each
undergraduate college and 1 full-time tenured faculty member from the Graduate School;
1 full-time student in good standing from each undergraduate college, and 1 student in
good standing from the Graduate School; and 1 representative from the Provost’s Office,
who will serve as Chair.
a.

One alternate for each of the above members will be selected according to the same
criteria. Alternates are expected to attend all hearings.

2.

Faculty members (and alternates) will be selected by the Dean through the appropriate
College Council. The Provost will select his/her representative.

3.

Appointment to the Committee will be for a period of two years, and members may be reappointed. In order to create staggered terms, half of the initial appointments will be for
1 year.

4.

Members are expected to attend all hearings and to do whatever work is necessary for a
hearing. A member may have 2 absences in any semester before being dismissed from
the Committee and replaced by the appropriate alternate. No member may participate in
a final vote unless he/she has attended all hearings of the case.

C. Procedures for Hearings
1.

At the beginning of the hearing, the Chair will introduce those present and see that
arrangements have been made for keeping an accurate record of the proceedings.
a.

If the student fails to appear and does not submit an acceptable excuse to the Chair
within 48 hours of the hearing, the student forfeits the opportunity for a hearing, and
the professor’s initial recommendation will stand. If the professor fails to appear and
does not contact the Chair within 48 hours of the hearing with an acceptable excuse,
the professor will forfeit the opportunity for a hearing, the case will be dismissed,
and the professor’s penalty eliminated.

2.

The faculty member will then present his/her case to the Committee. Next, the student
presents his/her case. Either party may have witnesses available. These witnesses will
remain outside the hearing room until their testimony is called for.

3.

Committee members may question either party or any witness.

4.

When the Chair determines that both faculty member and student have presented their
cases fully, and when the Committee members have completed their questioning, the
Chair will dismiss all those present except for the Committee members who will begin
their deliberations.

129

5.

The Committee’s decision will be determined by a majority vote of those present. The
standard shall be that of a preponderance of the evidence.

6.

Within ten (10) working days, the Chair will submit the Committee’s decision and
recommendation to the Provost, to the student, and to Academic Records (or to the
Graduate School) to be filed in the student’s permanent record.

7.

Within twenty (20) working days, the Provost will inform the student and the Committee
of his decision whether or not to uphold the Committee’s recommendation. The Provost
is free to exercise his or her discretion. The Provost will also send a copy to Academic
Records (or to the Graduate School) to be placed in the student’s permanent record.

8.

If the student is found innocent of the charge of violating academic integrity, the
Provost’s Office will see that all paperwork relating to the charge is removed from the
student’s permanent record.

D. If a student is found to have violated academic integrity, sanctions will be applied. If the
professor has clearly indicated penalties for violations on a syllabus distributed at the
beginning of the course, those penalties will apply, and may include penalties (a) through (d)
from the list below. If the professor has not specified any penalties in the syllabus or in other
appropriate circumstances where required, the Provost, upon recommendation of the
Academic Integrity Committee, will determine which sanction to apply from the list below.
E. List of Sanctions
Any of the following may be applied:
a.
b.
c.
d.
e.
f.
g.
h.

written disciplinary reprimand
a make-up assignment or examination
lower grade or failure on the assignment or exam
failure in the course
suspension from the University for a defined period
notation on transcript
withholding or rescinding a California University of Pennsylvania degree, diploma, or
certificate
retroactive failure of the course with a transcript notation of the reason for the grade
change

(The above sanctions are adapted with permission from the “Senate Policy on Academic Honesty,”
August 1995, of York University.)

130

ACADEMIC INTEGRITY
Record of Meeting on Charge of Violating Academic Integrity
Student

Soc. Sec. #
(Last)

(First)

(Prefix) (Number)

(Title)

(MI)

Course
(Term)

(Year)

Professor
Type of Suspected Violation (cheating, academic impersonation, plagiarism, improper research practices,
and dishonesty in publication)
Documentation (state where and how suspected violation occurred; explain and/or attach proof of violation)
Summary of Meeting: Date
Time
(recount discussion and list those present; use additional paper if necessary)

Outcome of Meeting
Student accepts responsibility for violating academic integrity and accepts
professor’s penalty.
No resolution/agreement; appeal forwarded to (Chair, Dean, AIC)
I agree the above record is accurate.
Student

Professor
Department Chair
Dean(s)

131

Faculty (Date of permanent appointment to California University of Pennsylvania.)
Holiday Eve Adair. (1998) Associate Professor, Psychology. B.A., M.A., Ph.D., University of Akron
Aref M. Al-Khattar. (2002) Associate Professor, Justice Studies. B.A., University of Jordan; M.A., Ph.D., Indiana
University of Pennsylvania
Amanda Allen. (2006) Assistant Professor, Health Science and Sport Studies. B.S., Ashland University; ATC, MS,
California University of Pennsylvania; Ph.D. Ohio University
David G. Argent. (2000) Assistant Professor, Biological and Environmental Sciences. B.S., Indiana University of
Pennsylvania; M.S., Virginia Polytechnic Institute and State University; Ph.D., The Pennsylvania State University
Connie Armitage (2005) Assistant Professor, Elementary and Early Childhood Education, B.S., M.Ed., California
University of Pennsylvania, Ed.D. University of Pittsburgh
Maggy Aston. (2005) Assistant Professor, Art and Design, B.F.A., Maryland Institute -College of Art, M.F.A., West
Virginia University
Dencil K. Backus. (1983) Assistant Professor, Communication Studies. A.B., Glenville State College; M.A., West
Virginia University
Rollin M. Barber. (1976) Professor, Sociology. B.S., M.S., Ph.D., Ohio State University
Sylvia J. Barksdale. (1999) Associate Professor, Social Work. B.A., M.S.W., Ph.D., University of Pittsburgh
Bruce D. Barnhart. (1986) Professor, Health Science and Sport Studies. B.S., California University of Pennsylvania,
ATC, M.Ed. California University of Pennsylvania; Ed.D. West Virginia University
Justin Barroner. (2005) Instructor, Health Science Sport Studies, P.G.A., B.S., Pennsylvania State University, M.S.
California University of Pennsylvania
Ralph J. Belsterling. (2001) Assistant Professor, Communication Disorders. B.S., M.Ed., M.S., California University of
Pennsylvania; M.S., Clarion University of Pennsylvania; Au.D., University of Florida
Mohamed Benbourenane. (2001) Assistant Professor, Mathematics and Computer Science. B.S., University of Science
and Technology of Algeria, Algeria; M.A., Ph.D., University of California, San Diego
Carol M. Biddington. (2005) Assistant Professor, Health Science Sport Studies, B.S., M.S., Ed.D., West Virginia
University.
William B. Biddington. (1977) Professor & Chair, Health Science and Sport Studies. B.S., M.S., ATC, Ed. D., West
Virginia University Cheryl L. Bilitski. (2001) Director, Student Services, Office for Students with Disabilities. B.S.,
California University of Pennsylvania; M.S., University of Dayton
Lee Roy Black. (2001) Associate Professor, Justice Studies. B.A., Roosevelt University; Ph.D., Union Graduate School
William F. Blosel. (1976) Associate Professor, Business and Economics. B.S., Pennsylvania State University; M.B.A.,
University of Pittsburgh; C.P.A.
Melanie J. Blumberg. (2001) Associate Professor, History and Political Science. B.A., Youngstown State University;
M.A., The University of Akron; Ph.D., Kent State University
Carol Bocetti. (2004) Assistant Professor, Biological and Environmental Sciences. B.S., University of Florida. M.S.,
Ph.D., Ohio State University
David F. Boehm. (1989) Professor, Biological and Environmental Sciences. B.S., West Liberty State College; M.S.,

132

Ph.D., West Virginia University
Gina M. Boff. (2003) Assistant Professor, Mathematics and Computer Science, B.S.B.A, M.S., D.Sc., Robert Morris
University
Jane Bonari. (2000) Instructor, Elementary and Early Childhood Education. B.S., M.Ed., California University of
Pennsylvania
Barbara H. Bonfanti. (1994) Associate Professor & Chair, Communication Disorders. B.S., Indiana University of
Pennsylvania; M.S., St. Francis College of Illinois; M.Ed., California University of Pennsylvania; Ph.D., University of
Pittsburgh
Kaddour Boukaabar. (1997) Professor, Mathematics and Computer Science. B.S., University of Wahran, Algeria;
M.S., Florida Institute of Technology; Ph.D., Bowling Green State University
James Bové (2005) Assistant Professor, Art and Design. B.F.A. West Chester University, M.F.A., Edinboro
University
Mark E. Bronakowski. (1984) Professor, Applied Engineering and Technology. B.S., M.Ed., California
University of Pennsylvania; Ed.D., West Virginia University
Burrell A. Brown. (1989) Professor & Chair, Business and Economics. B.S., California University of Pennsylvania;
MBA., J.D., University of Pittsburgh
Edward Brown. (1967) Associate Professor, Social Work. B.S., University of Pittsburgh; M.L.S., Carnegie Mellon
University; M.S.W., University of Pittsburgh
Scott L. Bruce. (2004), Assistant Professor, Health Science Sport Studies, B.S., East Stroudsburg University; AT.C.,
M.S., Eastern Illinois University.
Gloria Cataldo Brusoski. (1997) Associate Professor & Chair, Counselor Education and Services. B.A., Duquesne
University; M.Ed., Gannon University; Ph.D., University of Pittsburgh
John J. Burns. (1969) Professor, Philosophy. B.A., University of Notre Dame; M.A., University of Toronto; J.D.,
Duquesne University
Malcolm P. Callery. (1978) Professor, Theatre and Dance. B.S., California University of Pennsylvania; M.F.A.,
Southern Illinois University
Nancy Carlino. (2000) Assistant Professor, Communication Disorders. B.A., Duquesne University; M.A., University of
Pittsburgh
Anthony Todd Carlisle. (2002) Instructor, English, B.A. California University of Pennsylvania, M.A. Duquesne
University
James O. Carter. (1990) Assistant Professor, Communication Studies. B.A., Marshall University; M.A., Ohio
University
Richard Cavasina. (1992) Professor, Psychology. B.S., M.S., Duquesne University; Ph.D., West Virginia University
John R. Cenich (2002) Professor & Chair, Justice Studies. B.S., St. Paul’s College; M.S., Virginia Commonwealth
University; LL.M., Kent Law School, University of Kent at Canterbury, Graduate Forensic Science and Law
Certificate, Duquesne Law School
M. Arshad Chawdhry. (1976) Professor, Business and Economics. B.S., University of Agriculture (Pakistan); M.S.,
University of Agriculture (Pakistan); M.A., University of Maryland; M.S., Ph.D., University of Illinois
Margaret Christopher. (1995) Associate Professor & Chair, Social Work . B.A., Mount St. Mary College; M.S.W.,
M.Ph., Ph.D., University of Pittsburgh
Edward J. Chute. (1990) Professor, English. Director of Honors Program. B.A., St. Vincent College; M.A., Ph.D.,
University of Minnesota

133

Pamela B. Cignetti. (1990) Professor, Elementary and Early Childhood Education. B.S., M.Ed., California University
of Pennsylvania; Ed.D., University of Pittsburgh
Jesse A. Cignetti. (1968) Professor. Chemistry and Physics. B.S., Slippery Rock University of Pennsylvania; M.Ed.,
Duquesne University; Ph.D., The Ohio State University
Debra M. Clingerman. (1984) Associate Professor, Business and Economics. B.A., California University of
Pennsylvania; M.B.A., West Virginia University
Ismail Cole. (1988) Professor, Business and Economics. B.A., Harvard College; M.A., Tufts University; Ph.D.,
University of Pittsburgh
Parmeshwar Coomar. (2004) Assistant Professor, Applied Engineering and Technology, B.S., M.S. in Industrial
Technology, M.S. in Industrial Engineering, University of Wisconsin
Joni L. Cramer Roh. (1991) Professor, Health Science and Sport Studies. B.S., West Virginia University, ATC,
M.A.T., University of North Carolina-Chapel Hill, Ph.D., West Virginia University
Christine Crawford. (1992) Assistant Professor, Academic Development Services. B.A., California University of
Pennsylvania; M.A., West Virginia University
Rick A. Cumings. (1992) Associate Professor, Communication Studies. B.A., University of Illinois; B.A., Moody Bible
Institute; M.A., Marquette University; Ph.D., Pennsylvania State University
Laura DeFazio. (2000) Assistant Professor, Art and Design. B.F.A., Indiana University of Pennsylvania; M.F.A., Kent
State University
Mark D. DeHainaut (2002) Associate Professor, Business and Economics Department. B.S., M.B.A., Indiana
University of Pennsylvania; Ed.D., University of Pittsburgh
Gary DeLorenzo (2005) Assistant Professor, Mathematics and Computer Science, B.S., Indiana University of
Pennsylvania, M.B.A., Duquesne University, D.Sc., Robert Morris University
Holly Diehl, (2005) Assistant Professor, Elementary Education BS West Virginia University, M.Ed. Frostburg State
University, Ed.D. West Virginia University
William E. Dieterle. (2000) Assistant Professor, Chemistry & Physics. B.S., Arizona State University; Ph.D.,
University of California at Berkeley
Gail S. Ditkoff. (1986) Professor, Psychology. B.A., State University of New York at Binghamton-Harpur College;
M.S., Ph.D., State University of New York at Albany. Pennsylvania and New York Certified School Psychologist,
Licensed Psychologist
Ronald G. Dreucci. (1973) Professor, Applied Engineering and Technology. B.S., M.Ed., California University of
Pennsylvania; Ed.D., West Virginia University
Jodi L. Dusi. (2005) Assistant Professor, Health Science and Sport Studies. B.S., Duquesne University,
M.P.T.,Duquesne University
Dilawar Mumby Edwards. (1972) Professor, Educational Studies. I.Sc., St. Aloysius’ College, Jabalpur, India;
B.E. (First Class Hons.), Govt. Engineering College, Jabalpur, India; M.E.(I), Indian Institute of Science,
Bangalore, India; M.Sc. in Ed., Ph.D., Indiana University, Bloomington, Indiana Grafton Eliason. (2004) Assistant
Professor, Counselor Education, B.A. Duquesne University, M.Div., Princeton Theological Seminary, M.Ed.,
Shippensburg University, Ed.D., Duquesne University
Daniel E. Engstrom. (2001) Assistant Professor, Applied Engineering and Technology. B.S., Millersville
University of Pennsylvania; M.Ed., Bowling Green State University; Ed.D., Duquesne University Alan Fager. (2005)
Associate Professor, Secondary Education and Administrative Programs, B.S., Thiel College, M.Ed., Shippensburg
University, Ed.D., Temple University

134

Deborah A. Farrer. (2001) Assistant Professor, Elementary/Early Childhood Education. B.S., California University of
Pennsylvania; M.A., Ed.D., West Virginia University;
Sylvia L. Foil. (1990) Professor, Communication Studies. B.S.S., M.A., Ph.D., Northwestern University Nicholas S.
Ford. (1992) Professor, Mathematics and Computer Science. B.S., Michigan State University; M.S., West Virginia
University; Ph.D., Michigan State University
Marc S. Federico. (1999) Assistant Professor, Health Science and Sport Studies. B.S., University of Pittsburgh;
M.P.T., D.P.T. Slippery Rock University of Pennsylvania Jamie Foster. (2006) Assistant Professor, Health Science and
Sport Studies. B.S., Slippery Rock University; ATC, DPT, Slippery Rock University
Craig Fox. (2006) Assistant Professor, Philosophy. B.A., Boston University; M.A., Tufts University; Ph.D.,
University of Illinois at Chicago Kyle Frederick. (2007) Assistant Professor Earth Sciences. B.S., University of
Wisconsin; Ph.D., University of Buffalo
Swarndeep S. Gill. (2002) Assistant Professor, Earth Sciences. B.S., University of Alberta; M.S., University of
Oklahoma; Ph.D., University of Wyoming
Lizbeth A. Gillette. (1986) Professor, Educational Studies. B.S., Carnegie Mellon University; M.Ed., University of
Pittsburgh; M.Pub.Mgmt., Carnegie Mellon University; Ed.D., University of Pittsburgh
Max A. Gonano. (1982) Professor & Chair, Music. Director of Bands. B.F.A., M.F.A., Carnegie Mellon University
Arcides Gonzalez. (2002) Assistant Professor & Chair, Modern Languages and Cultures, B.A., Brooklyn College;
M.A., Ph.D., University of California, Los Angeles
Gregg Gould. (1991) Professor & Chair, Chemistry and Physics. B.A., Colgate University; Ph.D., University of North
Carolina at Chapel Hill
Elizabeth A. Gruber. (1990) Assistant Professor, Counselor Education. B.S., Bowling Green State University; M.A.,
Youngstown State University
Judith I. Hall. (1984) Associate Professor, Mathematics and Computer Science. B.S., University of Pennsylvania; M.S.,
University of Pittsburgh
Yelda Hangun-Balkir. (2004) Assistant Professor, Chemistry and Physics. B.S., Istanbul Technical University; M.S.,
Duquesne University; Ph.D., Carnegie Mellon University.
Scott Hargraves. (2006) Assistant Professor, Health Science and Sport Studies. B.S., Delaware Valley College; M.P.T.,
Rutgers University; D.P.T., Slippery Rock University
Chris T. Harman. (2005) Assistant Professor, Health Science Sport Studies, B.S., University of Vermont; A.T.C., M.S.,
Indiana University; Ed.D., Oklahoma State University.
Greg Harrison. (2001) Assistant Professor, Art and Design. B.A., California University of Pennsylvania; M.F.A.,
Edinboro University of Pennsylvania; Associate Degree, Art Institute of Pittsburgh
Mary A. Hart. (1984) Assistant Professor, Health Science and Sport Studies. B.S., Nebraska Wesleyan University;
M.A., Duquesne University; Graduate Aging Specialist Certificate, University of Nebraska, Omaha
Jeffrey R. Hatton. (2001) Assistant Professor, Health Science and Sport Studies. B.S., Lock Haven University; B.S.,
College of Misericordia; OTR/L, M.S., California University of Pennsylvania
Wilburn Hayden, Jr. (1998) Associate Professor& Director of MSW Program, Social Work. B.A., St. Andrews
College; M.S.W., University of North Carolina; Ph.D., University of Toronto
Jim Hefti. (2004) Assistant Professor, Health Science Sport Studies, P.G.A., B.A., Middlebury College, M.S. California
University of Pennsylvania
Joseph C. Heim. (1988) Professor, History and Political Science. B.A., M.A., University of Pittsburgh; M. Phil.,
Cambridge University; Ph.D., University of Pittsburgh; Certificate, International Finance, Wharton Graduate School of
Business, University of Pennsylvania

135

William Hendricks. (1990) Professor, English. B.A., Case Western Reserve University; M.A., Ph.D., University of
Pittsburgh
Keith D. Hepner. (1995) Professor & Chair, Secondary Education and Administrative Programs. B.S., M.Ed.,
California University of Pennsylvania, Ed.D., University of Pittsburgh.
Richard Hershberger. (2003) Assistant Professor, Biological and Environmental Sciences, B.A., Carnegie Mellon
University. M.B.A., University of Pittsburgh. Ph.D., Case Western Reserve University.
Barbara Hess. (1990) Associate Professor & Chair, Mathematics and Computer Science. B.S., Clarion University of
Pennsylvania; M.Ed., Indiana University of Pennsylvania
Rebecca A. Hess. (2001) Assistant Professor, Health Science and Sport Studies. B.S., West Virginia University; M.S.,
West Virginia University; Ph.D., University of Pittsburgh
Glenn R. Hider. (1998) Associate Professor, Applied Engineering and Technology. A.S., State University of New
York; B.S., State University College Oswego; M.S., Eastern Illinois University; Ed.D., West Virginia University
Karen Hjerpe. (2006) Associate Professor, Health Science and Sport Studies. B.S., Gannon University; M.S., California
University of Pennsylvania
Karla A. Hoffman. (1990) Associate Professor, Mathematics and Computer Science. B.S., Towson State University;
M.Ed., CAGS, University of Massachusetts
Larry D. Horath. (1990) Professor, Applied Engineering and Technology. B.S., M.S., Eastern Illinois University;
Ph.D., Texas A&M University
Nancy J. Hudson. (2005) Assistant Professor, Philosophy, B.A.., Wheaton College; M.A., M.Phil., Ph.D., Yale
University.
Yugo Ikach. (2004) Assistant Professor, Music. BFA, Carnegie-Mellon University; MM, Peabody Conservatory of
Music at Johns Hopkins University; DMA, West Virginia University.
Susan A. Jasko. (1998) Associate Professor, Communication Studies. B.A., William Paterson College; M.A., Ph.D.,
The Ohio State University
Kirk R. John. (1990) Professor, Psychology. B.A., California University of Pennsylvania; M.Ed., Ed.D., Indiana
University of Pennsylvania; NCSP; Pennsylvania Certified School Psychologist; Pennsylvania Licensed Psychologist
Patricia A. Johnson. (2004), Assistant Professor, Academic Development Services, B.S., M.Ed. California University
of Pennsylvania
David T. Jones. (1985) Associate Professor, Business and Economics. B.S., Waynesburg College; M.S., West Virginia
University; C.P.A.
Elizabeth Jones. (1992) Associate Professor & Chair, Sociology. B.A., M.A., Ph.D. American University
Denise M. Joseph. (2005) Assistant Professor, Communication Disorders, B.S.E.D., Duquesne University, M.S.,
Syracuse University, Ph.D., University of Pittsburgh
Macdonald N. Kalé. (1985) Associate Professor, Communication Studies. B.A., Governors State University; M.A.,
University of Illinois, Chicago; Ph.D., Indiana University, Bloomington
John R. Kallis. (1985) Professor, Applied Engineering and Technology. B.S., M.Ed., California University of
Pennsylvania; Ed.D., University of Pittsburgh
Penina Adhiambo Kamina. (2004) Assistant Professor, Mathematics and Computer Science, B.Ed., M.Ed., Kenyatta
University, Kenya; Ph.D., Syarcuse University
Robert H. Kane, Jr. (1988) Professor, Health Science and Sport Studies. B.S., University of Connecticut; A.T.C., P.T.,
M.S., University of Southern Maine; Ed.D., West Virginia University

136

Chad M. Kauffman. (2001) Assistant Professor, Earth Science. B.S., Salisbury University; M.A., Ph.D., University of
Nebraska-Lincoln
Kurt P. Kearcher. (2001) Assistant Professor, English. B.A., Michigan State University; M.A., Western Michigan
University; Ph.D., The University of Toledo
William G. Kimmel. (1976) Professor, Biological and Environmental Sciences. B.A., Wilkes College; M.S., Ph.D.,
Pennsylvania State University
Thomas Kinsey. (2007) Professor, Health Science and Sport Studies. B.S., Towson University; M.S., University of
Maryland, College Park; Ph.D., University of Maryland, College Park
Richard L. Kline. (1972) Assistant Professor & Chair, Student Services;. Director of Institutional Research. B.S.,
Pennsylvania State University; M.S., California University of Pennsylvania
David V. Kolick. (1988) Associate Professor, Applied Engineering and Technology. B.S., A.S., M.Ed., California
University of Pennsylvania
Mohamed Kholief. (2002) Assistant Professor, Mathematics and Computer Science, B.S., M.S., Alexandria University,
Egypt; Ph.D., Old Dominion University
Stanley A. Komacek. (1987) Professor & Chair, Applied Engineering and Technology. B.S., California University of
Pennsylvania; M.Ed., Miami University; Ed.D., West Virginia University
Kevin A. Koury. (1999) Professor & Chair, Special Education. B.S., West Virginia Westleyan College; M.A., Ed.D.,
West Virginia University
Lisa L. Kovalchick. (2004) Assistant Professor, Mathematics and Computer Science, B.S., California University of
Pennsylvania; M.S., West Virginia University
René L. Kruse. (1989) Professor, Applied Engineering and Technology. B.S., Peru State College; M.S., Ph.D., Texas
A&M University
Mary Kreis. (2004) Assistant Professor, Health Science Sport Studies, B.S., University of Virginia; M.S., University of
Texas - San Antonio; Ph.D., University of Miami
John P. Lambertson. (1998) Associate Professor & Chair, Art and Design. B.A., Mary Washington College; A.M.,
Ph.D., University of Illinois
Regis Lazor. (1972) Associate Professor, Special Education. B.S., California University of Pennsylvania; M.Ed.,
University of Delaware
Shirley A. Lazorchak. (2001) Assistant Professor, Business and Economics. B.S., West Virginia University; M.S.,
Robert Morris University; Ph.D., The Ohio State University
R. Scott Lloyd. (2002) Assistant Professor, Art & Design. B.A., University of Pittsburgh; M.F.A., Pratt Institute; Ed.D.,
University of Pittsburgh
John W. Loney. (1984) Associate Professor, Applied Engineering and Technology. B.S., Youngstown State University;
M.S., Michigan Technological University
Sammy P. Lonich. (1989) Associate Professor & Chair, Psychology. B.S., M.S., California University of Pennsylvania;
Pennsylvania Certified School Psychologist, Licensed Psychologist
Ayanna Lyles. (2006) Assistant Professor, Health Science and Sport Studies. B.S., University of Connecticut; A.T.C.,
M.S., California University of PA
Cerenna S. Mace. (2001) Assistant Professor, Academic Development Services. B.S., California University of
Pennsylvania; M.A., West Virginia University
Sean C. Madden. (1989) Professor, History and Political Science. B.A., Xavier University; M.A., University of Notre
Dame; D.A., Carnegie Mellon University

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Robert Mancuso. (2005) Assistant Professor, Communication Disorders, B.A., Wes Liberty State College, M.S., West
Virginia University
Andrae M. Marak. (2004) Assistant Professor, Department of History and Political Science. B.A., Marquette
University; M.A., Syracuse University; Ph.D., University of New Mexico
Margaret A. Marcinek. (1983) Professor of Nursing & Associate Provost of Academic Affairs,. B.S., Pennsylvania
State University; M.S.N., University of Maryland; Ed.D., West Virginia University; R.N.
Nicholas Martin. (2000) Instructor, Psychology. B.S., M.S.W., University of Pittsburgh; M.S. California University of
Pennsylvania; Ed.D., Indiana University of Pennsylvania; Certified School Psychologist; Licensed Psychologist
Elizabeth Mason. (1987) Professor, Psychology. B.S., M.Ed., Indiana University of Pennsylvania; Ph.D., Ball State
University; NCSP; Pennsylvania and West Virginia Certified School Psychologist; Licensed Psychologist
Barry E. McGlumphy. (2003) Associate Professor, Health Science and Sport Studies. B.S., Lock Haven University;
M.S., University of Arizona
J. Drew McGukin. (1990) Associate Professor & Chair, Communication Studies. B.A., Freed Hardeman College; M.A.,
S.C.T., Murray State University; Ph.D., University of Nebraska-Lincoln
James T. McVey. (1966) Assistant Professor, English. B.A., Youngstown State University; M.A., University of
Virginia
James R. Means, Jr. (1986) Associate Professor, Applied Engineering and Technology. B.S., West Virginia University;
M.S., University of Pittsburgh
Beverly J. Melenyzer. (1991) Professor, Elementary and Early Childhood Education. B.S., M.Ed., California
University of Pennsylvania; Ed.D., Indiana University of Pennsylvania
William Meloy. (2004) Assistant Professor, Library Services, B.A., Lafayette College, M.L.S., Kent State University,
M.A.T., University of Maine
Edward Mendola. (1989) Associate Professor, Business and Economics. M.S., Waynesburg College; M.S., Robert
Morris College; C.P.A.
Linda Meyer. (2006) Associate Professor, Health Science and Sport Studies. B.S., Lock Haven University; A.T.C.,
M.S., West Virginia University; Ed.D. Duquesne University
Ellen M. Michael. (1992) Associate Professor, Music. B.A., St. Catherine; M.M., University of Wisconsin; Ph.D.,
University of Pittsburgh
Richard Miecznikowski. (1990) Professor, Art and Design. B.S., Indiana University of Pennsylvania; M.F.A., State
University of New York, College of Ceramics at Alfred University
Patricia Milford. (1989) Associate Professor, Communication Studies. B.A., George Mason University; M.A., Eastern
Michigan University; Ph.D., Pennsylvania State University
Laura Miller. (2006) Assistant Professor, Health Science and Sport Studies. B.S., The Pennsylvania State UniversityBehrend College, M.S., The University of Southern Mississippi, Ph.D., The University of Southern Mississippi
Jamie D. Mitchem. (2004) Assistant Professor, Earth Sciences. B.S.; M.S., North Carolina State University; Ph.D.,
University of South Carolina
Katherine J. Mitchem. (2005) Associate Professor, Special Education Department. B.S., Manchester University: M.Ed.,
Drury University, Missouri; Ph.D., Utah State University
Dawn M. Moeller. (2004) Assistant Professor, Counseling Center, B.A., University of Virginia; M.S., Syracuse
University; Ph.D. Syracuse University
Susan J. Mongell. (1990) Associate Professor, Business and Economics. B.A., Seton Hill College; M.A., Ph.D.,
University of Pittsburgh

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Connie Monroe. (2006) Assistant Professor, Secondary Education. B.A., Case Western Reserve University; Post-Bac
Teaching Certification, University of Texas at San Antonio; M.A., Regis University; PhD, University of Dayton
Lawrence L. Moses. (1969) Professor, Earth Sciences. B.S., Edinboro University of Pennsylvania; M.Ed., Pennsylvania
State University; Ph.D., University of Pittsburgh
Thomas R. Mueller. (1999) Associate Professor, Earth Sciences. B.S., Towson State University; M.A., University of
Connecticut; Ph.D., University of Illinois
John P. Nass. (1990) Associate Professor, Justice Studies. B.A., Michigan State University; M.A., Western Michigan
University; Ph.D., The Ohio State University
J. Alan Natali. (1986) Assistant Professor, English. B.S., M.A., California University of Pennsylvania
Charles P. Nemeth. (2000) Professor & Chair, Professional Studies. BA, University of Delaware; MS, Niagara
University; MA, Ph.D, Duquesne University; JD, University of Baltimore; LLM, George Washington University
Diane H. Nettles. (1989) Professor, Elementary and Early Childhood Education. B.A., M.A., University of South
Florida; Ph.D., University of South Florida
Daria L. Nikitina. (2001) Assistant Professor, Earth Science. B.S., M.S., Moscow State University, Russia;
Ph.D.,University of Delaware
Marsha L. Nolf. (1987) Associate Professor, Chair, Library Services. B.A., Waynesburg College; M.L.S.,University of
Pittsburgh
George D. Novak. (1959) Associate Professor, Mathematics and Computer Science. B.S., California University of
Pennsylvania; M.Litt., University of Pittsburgh
Mark L. Nowak. (1985) Professor, Applied Engineering and Technology. B.S., University of Wisconsin, Stout; M.S.,
Ed.D., Texas A&M University; C.P.R.
William W. O’Donnell. (1995) Associate Professor, Theatre and Dance. B.F.A., Pennsylvania State University;M.F.A.,
Wayne State University
Michele A. Pagen. (1998) Associate Professor, Theater and Dance. B.A., California University of Pennsylvania; M.A.,
Ph.D., Bowling Green State University
Suzanne M. Palko. (1984) Associate Professor, Nursing. B.S.N., Edinboro University of Pennsylvania;
M.S.N.,University of Pennsylvania; R.N.
Young J. Park. (1977) Professor, Business and Economics. B.P.A., Korea University; M.A., Ph.D., Temple University
Pratul C. Pathak. (1990) Professor, English. B.A., M.A., L.L.B., University of Delhi, India; M.A., Ph.D., University of
Wisconsin-Milwaukee
John Patrick. (2001) Assistant Professor, Counselor Education and Services. B.A., Bloomsburg University of
Pennsylvania; M.S., University of Scranton; Ed.D., Pennsylvania State University
Brian K. Paulson. (1989) Professor & Chair, Biological and Environmental Science. B.A., Gustavus Adolphus College;
M.S., Michigan Technological University; Ph.D., University of Oklahoma
Mariana Pensa (2004) Assistant Professor, Modern Languages & Cultures, B.A. University of Buenos Aires,
Argentina, M.A., PH.D. Carleton University, Canada.
Gwendolyn D. Perry-Burney. (2001) Assistant Professor, Social Work. B.S.W., M.S.W., Temple University; Ph.D.,
University of Pittsburgh
Todd Pinkham. (2004) Assistant Professor, Art and Design, M.F.A., Rochester Institute of Technology

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Albert R. Pokol. (1965) Associate Professor, & Reference Librarian, Library Services. B.S., California University of
Pennsylvania; M.Ed., Duquesne University; M.L.S., University of Pittsburgh
Joel Press. (2006) Assistant Professor, Philosophy. B.A., Arizona State University/Northern Arizona University; M.A.,
Arizona State University; Ph.D., University of Arizona
Mary Popovich. (2007) Instructor, Health Science and Sport Studies. B.S., California University of Pennsylvania;
A.T.C., EMT.-B, M.S., California University of Pennsylvania
Joel Press. (2006) Assistant Professor, Philosophy. B.A., Arizona State University/Northern Arizona University/ M.A.,
Arizona State University; Ph.D., University of Arizona
Loring A. Prest. (1998) Assistant Professor, Library Services. A.A., Brevard Community College; B.R.E. Baptist Bible
College; Th.M. Grace Theological Seminary; M.S. (L.I.S.), University of Illinois at Urbana-Champaign
Matthew J. Price. (2005) Assistant Professor, Chemistry and Physics. B.S., Adams State College; Ph.D., University of
Utah
Aleksandra Prokic. (2001) Assistant Professor, Applied Engineering and Technology. B.S., Belgrade, University,
Yugoslavia; M.A., School of Visual Arts, New York
Thomas G. Pucci. (1991) Professor, Athletics. Director of Athletics. B.S., California State University at Sacramento;
M.Ed., Pacific University; Ph.D., University of New Mexico.
Anthony S. Pyzdrowski. (1990) Professor, Mathematics and Computer Science. A.S., Pennsylvania State University;
B.S., M.S., Ph.D., West Virginia University
Mary Randall. (2005) Assistant Professor, Modern Languages & Cultures, B.A. Montana State University, M.A.
University of Montana, Ph.D. University of Colorado-Boulder
Rebecca A. Regeth. (2001) Assistant Professor, Psychology. B.A., M.S., Western Washington University; Ph.D.,
University of New Hampshire
Ben Reuter. (2004) Assistant Professor, Health Science Sport Studies, B.S., Gettysburg College; M.S., Old Dominion
University; A.T.C., Ph.D., Auburn University
Margarita Ribar. (1986) Associate Professor, Modern Languages and Cultures. B.S., Universidad Pedagógica, Bogotá,
Colombia; M.S., Duquesne University
Clyde A. Roberts. (1992) Professor, Business and Economics. B.S., M.B.A., Marshall University; D.D.A., University
of Kentucky
JoAnn Rodriguez-Naeser. (1992) Assistant Professor, Academic Development Services. B.A., M.Ed., California
University of Pennsylvania
Christine Romani-Ruby. (2001) Assistant Professor, Health Science Sport Studies, B.S., Indiana University of
Pennsylvania, A.T.C., M.P.T., Slippery Rock University of Pennsylvania
Carrie R. Rosengart. (2005) Assistant Professor, Psychology Department. B.S., Tufts University of Medford, M.A.;
M.S., University of Georgia; Ph.D., University of Georgia.
Susan D. Ryan. (2002) Assistant Professor, Earth Sciences. BA, University of Western Ontario; M.A., Bournemouth
University, England; Ph.D., University of Calgary
Ghassan A. Salim. (2001) Assistant Professor, Applied Engineering and Technology. B.S., Wright State University;
M.S., West Virginia University
Mary Ann Salotti. (1994) Associate Professor & Counseling Center Licensed Psychologist, Student Services. B.A.,
University of Pittsburgh; M. Ed., Duquesne University; Ph.D., University of Pittsburgh
Jeffrey Samide (2005) Assistant Professor, Counselor Education, B.A., St. Vincent College, M.Ed., Ed. D., Indiana
University of Pennsylvania

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Sylvia Sapone (2004) Assistant Professor, Secondary Education and Administrative Programs, B.S., M.S., Duquesne
University, Ed.D., University of Pittsburgh
Joseph G. Schickel. (1988) Assistant Professor, Applied Engineering and Technology. B.S., California University of
Pennsylvania; M. Ed., Clemson University
William F. Schweiker. (1972) Professor, Sociology. B.A., West Virginia University; M.A., Ph.D., University of
Minnesota
Lisa M. Schwerdt. (1990) Professor, English. B.S., B.A., Florida International University; M.A., Ph.D., Purdue
University
Richard D. Scott. (1971) Professor, Psychology. B.A., Pennsylvania State University; M.S., University of
Massachusetts; Ph.D., University of Tennessee
Gary Seelye. (2003) Assistant Professor, Academic Development Services, B.S., M.A., Indiana University of
Pennsylvania
Mary Seman. (1998) Associate Professor, Special Education. B.S., California University of Pennsylvania; M.Ed.,
University of Vermont; Ed.D., West Virginia University
Louise E. Serafin. (1991) Professor, Business and Economics. B.S., California University of Pennsylvania; E.M.B.A.,
Ph.D., University of Pittsburgh
Ali Sezer. (2006) Assistant Professor, Chemistry and Physics. B.S., Yildiz University, M.S., The University of
Nebraska-Lincoln, Ph.D., The University of Nebraska-Lincoln
Betty Shaw. (1988) Associate Professor, Library Services. B.S., University of Pittsburgh; M.L.S., Carnegie Mellon
University; M.A., Indiana State University
Caryl J. Sheffield. (1991) Professor & Chair, Elementary and Early Childhood Education. B.S., California University
of Pennsylvania; M.Ed., Slippery Rock University of Pennsylvania; Ed.D., University of Pittsburgh
Debra A. Shelapinsky. (1986) Associate Professor & Chair, Nursing. B.S.N., University of Akron; M.S.N., University
of Pittsburgh; R.N.; P.N.P.
John W. Shimkanin. (1990) Professor, Elementary and Early Childhood Education. B.S., Moravian College; M.S.,
Clarion University of Pennsylvania; Ph.D., Penn State University
Sylvia E. Sholar. (1995) Associate Professor, Communication Studies. B.A., Georgia Southern University; M.A.,
University of Georgia; Ph.D., Temple University
Paul Sible. (2002) Assistant Professor, Mathematics and Computer Science, B.S., California University of
Pennsylvania; M.S. West Virginia University
Nancy A. Skocik. (1990) Associate Professor, Mathematics and Computer Science. B.S., M.Ed., California University
of Pennsylvania; Ed.D., West Virginia University
Tamara Skroupa. (2002) Assistant Professor, Mathematics and Computer Science/Business and Economics, B.S.,
M.I.S.M., Carnegie Mellon University
Robert Skwarecki. (2000) Assistant Professor, Communication Disorders. B.S., Duquesne University; M.S., Ph.D.,
University of Pittsburgh
Michael D. Slaven. (1995) Associate Professor, History and Political Science. B.A., M.A., Ph.D., West Virginia
University
Michael J. Slavin. (1989) Professor & Chair, Theatre and Dance. B.S., California University of Pennsylvania; M.A.,
West Virginia University; Ph.D., Bowling Green State University
Rosalie Smiley. (1999) Associate Professor, Social Work. M.S.W., L.M.S.M., M.P.H., Ph.D, University of Pittsburgh

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Madeline C. Smith. (1990) Professor & Chair, English. B.A., Mt. St. Mary College; M.A., SUNY-New Paltz; Ph.D.,
West Virginia University
Lisa Solomon. (2004) Assistant Professor, Academic Development Services, B.A. Waynesburg College, M.S.
California University of Pennsylvania
Gregory A. Spicer. (1998) Assistant Professor, Communication Studies. B.S., Clarion University of Pennsylvania;
M.S., Southern Illinois University; Ph.D., University of Pittsburgh
Nancy Steeley. (2006) Assistant Professor, Elementary/Early Childhood Education. B.S., Elementary/N-3, Plattsburgh
State University; ME.D., Special Education/Essential Early Education, University of Vermont; Ed.D., Education/Early
Childhood, Indiana University of Pennsylvania
Jacqueline Stefanik. (1984) Professor, Nursing. B.S.N., Pennsylvania State University; M.S.N., M.P.A., Ed.D., West
Virginia University; C.R.N.P.
Jeffrey S. Sumey. (1990) Assistant Professor, Applied Engineering and Technology. B.S., California University of
Pennsylvania; M.S., West Virginia University
Dennis C. Sweeney. (1991) Professor, Psychology. B.S., University of North Carolina; M.A., Ph.D., Bowling Green
State University
Emily M. Sweitzer. (2001) Assistant Professor, Psychology. B.A., M.S., California University of Pennsylvania; Ed.D.,
West Virginia University; Certified School Psychologist
Sherrill Szalajda. (2007) Assistant Professor, Special Education. B.S., Grove City College; M.Ed., University of
Pittsburgh
Robert G. Taylor. (2001) Assistant Professor, Health Science and Sport Studies. B.S., San Diego State University;
M.Ed., Frostburg State University; Ph.D., The University of Southern Mississippi
Marc C. Tebbitt. (2007) Assistant Professor, Biological and Environmental Sciences. B.S., University of Wales, M.S.,
University of Reading, Ph.D. University of Glasgow
John M. Thompson. (1987) Professor, Applied Engineering and Technology. B.S., M.S., Ph.D., University of
Pittsburgh
Linda Toth. (2000) Assistant Professor, Psychology. B.S., California University of Pennsylvania; M.S. Duquesne
University; Ed.D., West Virginia University, Pennsylvania Licensed Psychologist
Laura Ann Tuennerman-Kaplan. (2000) Assistant Professor & Chair, History and Political Science. B.A., The College
of Wooster; M.A., University of Delaware; Ph.D., University of Minnesota
Pamela C. Twiss. (1999) Associate Professor, Social Work. B.A., Point Park College; M.S.W., Ph.D., University of
Pittsburgh
Susan G. Urbine. (1990) Assistant Professor, Applied Engineering and Technology. B.S., California University of
Pennsylvania; M.Ed., Clemson University
John R. Vargo. (1970) Associate Professor, Elementary and Early Childhood Education. B.S., California University of
Pennsylvania; M.A., West Virginia University, Reading Specialist
Luise van Keuren (2002) Assistant Professor, English, B.A., Emerson College M.A.T. State University of New YorkCortland, D.R.S.A.M. from Royal Scottish Academy of Music, Ph.D. University of Delaware
Jaroslav V. Vaverka. (1990) Professor, Applied Engineering and Technology. B.S., Dux School of Mines, Czech
Republic; M.B.A., Baldwin-Wallace College; M.S., Columbia Pacific University; D.I.T., University of Northern Iowa
Jacqueline Walsh. (1998) Assistant Professor, Counselor Education and Services. B.S., M.S., California University of
Pennsylvania; Ph.D., Kent State University
Carole A. Waterhouse. (1986) Professor, English. B.A., M.F.A., University of Pittsburgh; Ph.D., Ohio University

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Ellen West. (2005) Assistant Professor, Health Science Sport Studies, B.S., California University of Pennsylvania,
A.T.C., M.S., West Virginia University.
Thomas F. West. (2004), Associate Professor, Health Science Sport Studies, M.S., West Virginia University; B.S.,
A.T.C., Ph.D., The Pennsylvania State University
Robert Whyte. (2005) Assistant Professor, Biological and Environmental Sciences, B.S. East Lansing MI, M.En.S.,
Ph.D. Institute of Environmental Science Oxford, OH
Thomas Dean Wickham. (2000) Assistant Professor & Chair, Earth Sciences. B.S., Slippery Rock University of
Pennsylvania; M.S., West Virginia University; Ph.D, Pennsylvania State University
Paul D. Williams. (1986) Professor, Mathematics and Computer Science. B.S., California University of Pennsylvania;
M.S., Clarkson University; Ed.D., University of Pittsburgh
Margo K. Wilson. (2002) Assistant Professor, B.A., University of Wisconsin, M.A., University of California Los
Angeles, M.F.A., Goddard College
Brian D. Wood. (2005), Assistant Professor, Health Science Sport Studies, B.S., University of Wisconsin-LaCrosse;
M.S., Minnesota State University – Mankato; Ph.D., University of New Mexico
James Wood. (1987) Professor, History and Political Science. B.A., Colorado State University; M.A., Ph.D., Arizona
State University
Kimberly A. Woznack, (2004) Assistant Professor, Chemistry and Physics. B.S., Hartwick College; Ph.D., University
of Wisconsin-Madison
Peter H. Wright. (2000) Associate Professor, Applied Engineering and Technology. B.A., Yale University; M.A.,
Ed.D., West Virginia University
Richard M. Wyman. (1992) Professor, Elementary and Early Childhood Education. B.A., Franklin and Marshall
College; M.Ed., Tufts University; Ed.D., University of Washington
William A. Yahner. (1989) Professor, English. B.S., M.A., Edinboro University of Pennsylvania; Ph.D., Indiana
University of Pennsylvania
Mohamed Yamba. (1989) Professor, History and Political Science. B.A., University of Ghana; M.A.I.A., M.A., Ohio
University; Ph.D., University of Pittsburgh
Roy Yarbrough. (1999) Professor, Health Science and Sport Studies. B.S., Greenville College; M.S., Eastern Illinois
University; Ed.D., University of North Carolina at Greensboro
George Yochum. (1988) Associate Professor, Communication Studies. B.A., M.A., Ph.D., University of Pittsburgh
Joseph Zisk. (2000) Assistant Professor, Educational Studies. B.S., M.Ed., California University of Pennsylvania; M.S.,
Drexel University; Ed.D., Temple University
Edwin M. Zuchelkowski. (1985) Professor, Biological and Environmental Sciences. B.S., California University of
Pennsylvania; Ph.D., West Virginia University

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