California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
724-938-4187
www.cup.edu

Graduate Catalog
2001-2003

Number 2

Volume 98
California University of Pennsylvania is a member of
the Pennsylvania State System of Higher Education

California University of Pennsylvania
MEMBER of the
American Association of State Colleges and Universities
1307 ew York Avenue NW, Fifth Floor, Washington, DC 20005-4701
202-293-7070 Phone 202-296-5819 Fax
www.aascu_edu.org

ACCREDITED in Social Work by the
Council on Social Work Education
1725 Duke Street, Suite 500, Alexandria, VA 22314
703-683-8080 Phone 703-683-8099 Fax
www.cswe.org

MEMBERof the
American Association of Colleges of Teacher Education (AACTE)
1307 ew York Avenue NW, Suite 300, Washington, DC 20005-4701
202-293-2450 Phone 202-457-8095 Fax
www.aacte.org

ACCREDITED in Athletic Training by the
Commission on Accreditation of Allied Health Education Programs

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.m ache.org
ACCREDITED in Teacher Education by the
ational 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

(CAAHEP)

35 East Wacker Drive, Suite 1970, Chicago, IL 60601-2208
312-553-9355 Phone 312-553-9616 Fax
www.caahep.org
caahep@caahep.org
ACCREDITED in Nursing by the
National League for Nursing
61 Broadway, ewYork, NY 10006
800-669-9656 Toll Free 212-363-5555 Phone 212-812-0393Fax
www.nln.org
nlnweb@nln.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

Equal Opportunity
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. D irect 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 regardi ng services or facilities accessibility to the ADN504 Compliance Officer, Office of Student Development
and Services, Johnson Hall 01 2, 724-938-4076. Direct Title IX inquiries to the Senior Women's Adminiscrator/Ticle IX Coordinator, Department of Athletics, Hamer Hall 248, 724-938-435 1
Integrity, Civility and Responsibility are the official core values of California University of Pennsylvania, an affirmative action/
equal opportunity employer. Women, minorities and the physically challenged are encouraged to apply.

This catalog is neither a contract nor an offer of a contract. The information it contains was
accurate at the time of publication. 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.
2

California University Of Pennsylvania

From the President
Graduate education in the United States is an ever-evolving
enterprise, and California University of Pennsylvania is on the crest
of that evolution. I am proud of our curricular offerings, as well as
our diverse modes of delivery. The heart of our School of Graduate
Studies and Research is still on the main campus in California;
however, each year more programs are offered at our Southpointe
Center and the Regional Enterprise Tower. Technology has allowed
this campus to offer programs in creative ways.

At California, we place great emphasis on people and relationships.
That concept is clear in the Graduate School. Many of our programs
are designed to deliver courses to a cohort of learners. Each cohort,
along with our dedicated faculty, form a learning community that
makes the most of in-class experiences, as well as co-curricular learning opportunities.

This University provides Master's degrees in a variety of fields and, as you peruse this catalog, you will see the
richness of the full graduate curriculum. Whether the program is in an applied field, a rapidly advancing
technology field, or a traditional liberal arts field, our faculty members are dedicated to providing graduate
students with challenging and cutting edge experiences.

A graduate education must evolve students from being consumers of knowledge to critical evaluators of
knowledge to, finally, producers of new knowledge; and 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. , President

Graduate Catalog 2001 -2003

3

TABLE OF CONTENTS
Message from the President ........ ... ........ .. ........ ..... 3

Course Descriptions
Accounting-ACC ... .... .... ... ................. ........ ... ... .. 60

Graduate Programs (Directory) ......... ............ ....... 5

Administrative Program for Principals-ADP ....... 60

Goals and Objectives .... ... ...... .... ... ........ ...... ....... .. 6

Anthropology-ANT .... ..... .......... .... .. ............ ...... 61
Athletic Training-ATE ............... ............... .......... 61

Application and Admission ... ..... ........... ..... ..... ..... 7
Academic Policies..... ......... .... .... ......... .......... ..... . 10
Tuition & Fees ............. .... ... .... .... ........ .......... ..... 16

Biology-BIO ... ........ ... ........ ..... ..... .. .. ........ .......... 62
Business-BUS ... ... ..... ...... .. .... .... .. ....... ............ .. ... 64
Counselor Education-CED ..... .... ..... ..... .. ...... ... .. 64
Communication Disorders-CMD ...... ..... ..... ...... 66
Communication -CMG .... ....... .. .......... ...... ... .... . 67

Financial Aid ...... ... .. .... ..... .... ..... ................. ...... .. 18
D epartments, Majors, Programs ... .. ............. ....... 27

Computer Science-CSC ............. .......... .... .... ..... . 7 1
Earth Science-EAS ......... ................... .. ... ...... ...... 72
Economics-ECO ....... ..... ........ ...... ... ....... ...... ...... 73

Course Descriptions ......... .... .. ...... .... .... .... ..... ..... 60
University Services .. ..... ..... ... .. ...... ........ .... ..... ..... 89
University Advancement .. ... .... .... ................ ....... 95

Elementary Education-EDE ... ........... .. ......... .... . 73
*English-ENG
Environmental Science-ENS ... ........ ...... ... ........ .. 74
Finance-FIN ........... .. ...... ........... ....... ......... ........ 7 4
General Education-GEE ......... ... ..... ... .. ..... ... ... ... 74

Student Development and Services ..... ......... .... .. 96
Faculty ......... .... ... ..... ............ ..... ........... .... ....... . 105

Geography-GEO ...... .... ......... .. ......................... . 75
H istory-HIS ..... ......... .... ... ........ .. ....... .. ....... ...... .. 76
Industrial Management-IMT ... ......... ....... ... .... .. . 77

Maps ........... ............. ... .... .... ... ..... .. .. ... ..... ..... .... 111
1999-2000 Academic Calendar .... .... ... ..... .... ... . 114
Index .. .... ..... ... .... ... .. .... ............. ... ... .. .. .... ..... .... 115

Management-MGT .. .... ... ..... ............... .............. 77
Marketing-MKT .................. .... ... ............. ..... ..... 77
Master of Arts in Teaching ....... .... ........ .... .......... 78
Multimedia Technology-MMT ... ....... ...... ... ....... 78
Mathematics-GMA .................. .. ...... ......... ... ...... 79
Political Science-POS ....... .......... ....... ...... .. .. ... .... 79
Professional Education-EDP .... .. .... .. .. ... ... ..... .... . 80

NEW GRADUATE PROGRAMS/
CURRICULAR CHANGES
At the time of publication the Master of Arts in
Communication Studies graduate program is
undergoing curricular changes and a new program,
Master of Science in Technology Management, is
being developed. Please visit our website,
www.cup.edu, for the most accurate and current
information about these and other graduate
programs.

Psychology-PSY ............ ..... ................ ....... ......... 81
Reading Specialist-RSP ... ..................... ......... ..... 83
Research-RES ... ..... ......... .... ......... ........... ........... 8 3
Reading Supervisor-RSU .. ...................... ....... .... 84
Social Sciences-SOS ... ... ........................ .... .. ....... 84
Social Work-SWK ...................... ............. .... ..... .. 85
Special Education-ES P ........ ........... .... ......... ....... 86
Superintendent Letter of Eligibility-SLE .. ... ...... . 84
Technology Education-TED ...... .......... .... ... ....... 87

4

California University Of Pennsylvania

Graduate Programs

Master of Arts in Teaching ........... ................. .... 39

Athletic Training ................................ ........ ........ 27

Mathematics and Computer Science .................. 41

Biology .......... .... ................... ...... ...... ... ....... ....... 28

Mentally/Physically Handicapped Education ..... 42

Business and Economics ......... ................. ... ....... 29

Multimedia Technology ..................................... 44

Communication Disorders .............. .......... ......... 30

Administration Program for Principals ..... ...... .... 46

Communication ..... .. ... ........ ...... ................... ..... 31

Reading Specialist .. ... ...... ............ .... .... .... ..... .... .. 48

Counselor Education .... ........ ..... ............. ........... 32

School Psychology ............................... ............... 50

Earth Science ...... ................................... ... ........ . 3 5

Social Sciences ......................... ... .... ......... ..... .. ... 51

Elementary Education ........... ........... ......... ...... ... 36

Social Work ... .... ....... .................. ................. ...... 56

*English

Superintendent's Letter of Eligibility .................. 58

Geography and Regional Planning ..................... 38

Technology Education ............. ... ....................... 59

*currently not accepting students

Application for Admission
If you would like an application for admission to graduate
study or a copy of the latest schedule, you can write, email
or telephone the office of the School of Graduate Studies
and Research, or visit our website at www.cup.edu.
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California, PA 15419-1394
Email: gradschool@cup.edu
Phone: 724-938-4187

Graduate Catalog 2001-2003

5

California University of Pennsylvania

~wr~

-~l~a~

DEGREE PROGRAMS
The School of Graduate Studies and Research at Cal U offers five advanced degrees: The Master of Arts (M.A.), the Master
of Education (M.Ed.), the Master of Science (M.S.), the Master of Social Work (M.S.W.) and the Master of Arts in Teaching
(M.A.T.).
The Master of Education program is intended primarily for in-service teachers and other applicants who meet the standards
of graduate study established by the university.
The Master of Arcs and the Master of Science degrees are intended for applicants who have an academic major or other
adequate preparation in the area in which they wish to matriculate in graduate studies. Graduate students have an opportunity to
study in depth in their areas of specialization and become more proficient in their disciplines.
The Master of Social Work has been developed with a unique emphasis on rural areas. The Masters of Arts in TeachingSecondary Education prepares people with bachelor's degrees to become certified in secondary science and math; it also provides
an opportunity for certified teachers to meet new state professional development standards.

CERTIFICATION
The university offers certain graduate programs that lead to initial, specialized certification beyond the baccalaureate level.
In these graduate programs, individual departments determine the competency of the graduate student for certification. le will be
noted that receiving a Master's degree does not automatically and of itself email receiving initial certification.

GOALS AND OBJECTIVES
Graduate study at Cal U is especially designed to include classroom, laboratory, clinical, internship and research experiences
that add knowledge, depth, breadth and practical experience to the graduate student's educational background. The program for
each person admitted to the School of Graduate Studies and Research is planned in cooperation with an adviser and is based on
the previous training and experience of the entering graduate student.
A minimum of 30 to 36 credits (semester hours) is required of all degree students, depending on the program and the
options within that program chosen by the graduate student. The requirements in the certification programs are determined by
the program and the background and experience of the applicant. (SEVERAL PROGRAMS REQUIRE MORE THAN 36
CREDITS.) Curricula differ according to the various areas of specialization. Certain ocher standards of proficiency described
elsewhere in this catalog must also be met for completion of graduate programs and the conferring of the graduate degree.
Each of the graduate programs at the university has its particular goals and approaches based on the subject matter of the
unique discipline, the backgrounds and strengths of the faculty members, and a flexible approach to the needs and levels of
preparation of individual students. All of the programs share the following objectives as principal common purposes.

COMMON OBJECTIVES
To offer opportunities and resources for graduate students to increase competence in and basic understanding of
their disciplines;
To provide opportunities to attain professional growth;
To assist in the development of modes of inquiry and substantive understandings that promote a critical and
creative attitude toward humanistic and scientific principles;
To develop research skills;
To develop responsible leadership roles and the ability to relate effectively to other people; and
To encourage academic and professional growth beyond the Master's degree.
California University of Pennsylvania
2001-2003 Graduate Catalog * May 2001 • Vol. 98 , No. 2
Cover Design: Lorish, Inc. * Printer: Nittany Valley Offset
6

California University Of Pennsylvania

ADMISSIONS
Application for Admission
If you would like an application for admission to
graduate study or a copy of the projected course schedule please
visit our website at www.cup.edu; email our office at
gradschool@cup.edu; or write or telephone the office:
School of Graduate Studies and Research
California University of Pennsylvania
250 University Avenue
California PA 15419-1394.
Phone 724-938-4187.
Some of the graduate programs described in this catalog
lead to specialized initial certification in certain fields of
education. In addition, it is possible, in certain disciplines, to
combine graduate study towards a Master's degree and pursuit
of initial teaching certification. For further information please
contact the College of Education at 724-938-4125/4126.

Application Deadlines
You should apply for admission to the School of
Graduate Studies and Research as early as possible. Application
deadline dates are:
May 1 - Fall Semester
October 1 - Spring Semester
March 1 - Summer Term

Some programs have rolling admissions (beyond those
dates), to be sure your application gets full consideration, it
should be complete by the deadline date.
The applications should be returned, with the $25.00
application fee, to the School of Graduate Studies and
Research. 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. It is not necessary to send a transcript of work
done at California University.
For more detailed information about any program you
find in this catalog or on our website you may telephone, email, or write to schedule an appointment with either the
chairperson or the graduate studies coordinator of the
department offering that program or with the Director of
Graduate Recruitment and Admissions

Application Process
1. Applicants must present all official transcripts of
undergraduate work, showing at least a 3.0 quality point
average (on a four-point scale); other quality point averages
may be required for admission to certain programs. 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
Biology, Communication, Communication Disorders and
Social Work must take the Graduate Record Examination
(GRE). The Graduate Management Admissions Test (GMAT)
is not required as a pre-requisite for admission into the Business
Administration program but must be taken during the first
semester of enrollment.
3. Some departments require additional documents such
as recommendations and other supporting material. Please
check with the department.
4. Applicants who do not have a 3.0 undergraduate
average, will have to take the Miller Analogies Test for
conditional admission (in programs other than Business
Administration, Communications, Communications Disorders,
Social Work and Biology.)
5. For the Master of Arts and Master of Science degrees,
applicants will have to present evidence of adequate
undergraduate preparation in the field in which they wish
enroll.

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
and that develop appropriate competencies in specific areas of
specialization. They are in the fields of Administration (for
either the Elementary Principal or the Secondary Principal
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 as a possible applicant for a degree, you will
nevertheless have to apply for admission to the university (and
pay the normal application fee), and your acceptance will be
based on the amount and quality of your preparation as
Graduate Catalog 2001-2003

7

determined by the academic department in which yo u will be
caking courses.
Upon admission as a non-degree student, yo u will be
permitted co cake any number of courses, but complecion of
these courses does not automatically and in itself lead to
admission co a degree or certification program. Only six credits
taken as a non-degree student are normally applicable upon
transfer co a degree program.
Graduate students from ocher universities (sometimes
known as "visiting students") who wish co cake courses at
California University of Pennsylvania should be certain, before
they enroll, chat the courses they plan co cake here will be
counted cowards their graduate program at their home
institurions.
Policies about the transfer of grad uate credits vary from
institution to institution; but commonly universities do not
permit graduate students co transfer more than six semester
credits taken elsewhere.

International Students
California University welcomes applications from
students from countries ocher than the United States. All
international students who apply for graduate studies must
meet the same entrance requirements as all ocher students. For
admission, the following documents must be submitted:
1. A completed application and application fee;
2. 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 co California
University of PA's Graduate School.
3. Internacional students must also arrange to have
photocopies of their pose-secondary diploma(s)
submitted to one of the following organizations for a
document-by-document evaluation.*
Joseph Silney and Associates, International Education
Consultants, P.O. Box 248233 , Coral Gables, FL 33124,
Phone:305-666-0233, Fax: 305-666-4 133, Website:
www.jsilney.com
World Education Services, Inc. P.O. Box 745, Old
Chelsea Station, New York, NY 10113-0745. Phone:
212-966-6311 , Fax: 2 12-966-6395, Website:
www.wes.org
Students should contact the organization co request an
application (or visit its website co download an application),
complete the application listing California University of PA
Graduate School as the recipient, and return it co the
organization with the required fees and credentials. This
transcript evaluation can take up co four weeks co complete
after all documents are received. C heck with the service(s)for
their specific fee structure(s).
Canadian Applicants: Students holding undergraduate
degrees from a Canadian college or university need only
submit their official transcripts directly co the Graduate

School. If they are similar co the materials from the
United States model, they will be evaluated locally. If
not, students will be requi red co comply with the above
internacional 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 cop ies are not acceptable. A
minimum score of 550 on the paper-based test and 213
on the computer-based test is required for most
programs.
6. A statement of financial support; and
7. Any ocher necessary forms .
Final admission is contingent upon clearance from the
education authorities of the home country and from the
Immigracion and Naturalization Service of the United States.
Internacional 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
internacional students, chiefly in the form of graduate
assistantships requiring a certain amount of wo rk at the
university; but students must be certain of adequate funds for
their academic and living expenses before enrolling.
Internacional students muse be enrolled for at least one
semester before a graduate assistantship may be granted.
Internatio nal students should contact the Dean of the
Graduate School regarding graduate assistantships and the
financial aid office regarding ocher financial option.
All international students muse subscribe co the
university's medical insurance plan.

Registration by Mail/Fax
After you have been accepted and first enrolled in
graduate studies at California University, yo u may schedule for
the next semester by mail or fax (724) 938-5712. Contact the
School of G raduate Studies fo r information on Summer Session
registration.
Graduate students must consult with their academic
advisers before scheduling their courses. After approval has
been obtained, the registration forms may be returned by mail
(or fax at 724-938-57 12) co the School of Graduate Studies
and Research. For summer registratio n, forms should be
returned co the Office of Lifelong Learning.
If you have been accepted into a program of graduate
studies but have not been recently enrolled at California
University, you may obtain a schedule or registration materials
by writing or telephoning the School of Graduate Studies and
Research (See telephone number and address above) or by
going co our website: www.cup.edu
You may pay yo ur tuition and fees by check, Visa
Card, MasterCard or Discover Card. If you preregister by mail,
yo u may complete the credit card authorization included in
your registration packet. If you register in person, authorization
forms may be obtained at the Bursar's Office.
*After review ofofficial credentials, departments may subsequently request
that the student obtain a course-by-course evaluation.

8

California University Of Pennsylvania

Registration on Campus
If yo u prefer, you may register at the University shortly
before the opening of classes on days anno unced in the
schedule of classes. Facul ty advisers from all academic
disciplines are present to assist during these registration periods.
Registration after these dates is considered late regis tration and
entails a late registration fee.
Graduate students who register at this time should be
prepared to pay their fees then, but existing arrangements for
deferment of payments fo r recipients of financial aid, fo r
veterans, etc. will be honored. (Payments m ust be by check,
money order, credi t card, or bank draft, payable to Califo rnia
University of Pennsylvania.)
Graduate students are allowed to alter their schedules
within the fi rst week of classes. Exceptions are allowed with the
permission of the D ean, provided that there is no overall
change in the number of credi ts involved and that the changes
do not constitute a withdrawal from the School of Graduate
Studies and Research fo r the semester or summer.
At the time of publication of this catalog, the
university is in transition to a web-based registration
process which could change the previously listed
information. Please check our website, www.cup.edu or the
published course schedule for changes and updates.

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.

Graduate Catalog 200 1-2003

9

ACADEMIC POLICIES
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 specifically for them in conference with their advisers,
and research advisers are assigned to graduate students by the
Dean's office after they have been admitted to candidacy for the
Master's degree.
Candidates doing a Research Study may choose a specific
research adviser, after consultation with their department
chairperson or 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.

Appealing a Grade or Other Academic Decisions
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
10

California University Of Pennsylvania

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.

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.
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 write or telephone the
School of Graduate Studies and Research or the College of
Education and Human Services.

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.

Binding Fee
Three copies of the Master's Thesis, Research Project, or
Research Paper must be submitted to the University and bound
at the candidate's expense. Arrangements for binding are
handled through the School of Graduate Studies and Research.

Additional copies for the candidate's own use may be bound, at
the same cost per copy.

Course Load
A full-time student is normally one who has scheduled a
minimum of nine credits per semester. The Dean may allow
graduate students with fewer scheduled credits to be considered
as full-time students, under certain circumstances.
Part-time graduate students may schedule no more than
six credits in the fall or spring semester.
During the summer session a graduate student may earn
a maximum of twelve credits.

Candidacy
After admission to a graduate program and after a certain
amount of course work, 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, which
may be understood as full approval to continue to pursue the
degree. 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. Credits completed in excess of twelve will
not ordinarily be accepted for inclusion in a degree program.
Application is requested by means of a form available in the
office of the School of Graduate Studies and Research.
Applications requesting admission to candidacy should
customarily be made within three weeks of the beginning of a
semester or a summer session; and candidacy is customarily
granted (according to a date announced in each published
Schedule of Classes) approximately midway through the
semester or the summer session.
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. The University reserves the
right to deny the applicant's request for admission to candidacy
for the Master's degree.

"Residency" Requirement
In most programs leading to the Master's degree a total of
between 30-36 semester hours of academic work (depending
on the option selected) is required, in addition to the other
special requirements stipulated in this catalog.
Of this number, all but six credits must be taken at
California University. (This requirement is known as the
"residency" requirement, but it has nothing to do with one's
place of residence and does not require living on campus.)
An effort is always made to schedule courses so that
graduate students may complete their degrees as expeditiously
as possible, either with or without the use of summer academic

work; but courses with very small total enrollments cannot
always be scheduled when some students may wish them to be.
A maximum of six semester hours of graduate study done
at another institution in an accredited graduate program may
be transferred to California University.
Transferred credits must represent courses equivalent to
those offered at California University, and only grades of A or B
are accepted. Such credits must have been earned within five
years of the date of the application for admission to the
graduate program at California University. Transfer credits are
not figured into the quality point average. Extension credits are
not accepted for transfer.
A graduate student already enrolled at California
University who wishes to enroll in a graduate course at another
institution and to have the course transfer to his/her program at
California must request and obtain written approval from his/
her program adviser and from the Dean of Graduate Studies
and Research at California before enrolling at the other
institution. An official transcript from the institution at which
the course was offered must be submitted to the School of
Graduate Studies and Research before the course can be entered
on the graduate student's permanent record at California.

Withdrawals
All withdrawals are subject to university regulations
concerning credit or refunds of fees .
Graduate students who find it necessary to leave the
university while they are taking courses should, if possible,
confer with the Dean of Graduate Studies and Research before
they withdraw. The appropriate withdrawal forms must be
completed before withdrawal can be official; and customarily it
is not possible to make a withdrawal except in person.
Graduate students who do not follow the requisite
procedure may jeopardize their academic status or, by not
meeting the necessary deadlines, fail to receive the full amount
of any financial refunds to which they would otherwise be
entitled.
Graduate students who cease to attend classes without
raking other action are not considered to have officially
withdrawn, and in such cases the failing grade of F is recorded
on their permanent records.

Withdrawal from Individual Courses/Dropping and
Adding Courses
Courses may be dropped during the first six weeks of a
semester without academic penalty. Graduate students are
allowed to alter their schedules, with the permission of the
Dean of Graduate Studies and Research. Provided that there is
no overall change in the number of credits involved and that
the changes do not constitute a withdrawal from the School of
Graduate Studies and Research for the semester or summer
session concerned, there is no penalty for this drop/add
procedure.
After the first six weeks, withdrawals from individual
courses require the grade of either WP (indicating that the
graduate student was passing the course at the time of the
Graduate Catalog 2001-2003

11

withdrawal) or WF (indicating that the graduate student was
failing the course at the time of withdrawal). Both WP and WF
are entered on the permanent record, but the grade of WF is
figured into the graduate student's quality point average, while
the grade of WP is nor.

Complete Withdrawal
Graduate students are permitted to withdraw completely
from the university until the final week of the semester.
Permission to do this is granted by the Dean of Graduate
Studies and Research . The grade of WP or WF is assigned to all
courses.

Administrative Withdrawal
Administrative withdrawals are initiated by officials of
the university fo r compelling reasons, such as registration in
violation of university regulations, failure to comply with
academic requi rements, failure to pay university fees on time,
disciplinary suspension, severe psychological or health
problems, or other such reasons deemed appro priate by the
proper administrative officer.

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 mo re severe penalty, the professor
may refer the matter to the graduate dean or the Provos t, with a
request fo r more formal disciplinary action by the University's
Discipline Committee, which may result in suspension or
expulsion fro m the university.

Grades
Only the grades of A, B, C , F, P, and I are awarded in the
School of G raduate Studies and Research . A quality point
average of at least 3.0, equivalent to a B average, is required of
all graduate students in all graduate programs.
T he grade of A is wo rth fo ur quality points, B is worth
three, C is wo rth rwo, and F is wo rth zero.
T he quality point average is computed by mulciplying
the number of semester hours specified fo r each course by the
quali ty points attained in that course, adding the total of these
results, and dividing this to tal 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
wo rk of the course, either because of illness or for other reasons
that the professo r considers acceptable. (The professor may,
however, submit a course grade on the basis of wo rk that has
been completed.)
The student must arrange to complete the work
necessary to remove the grade of I within one calendar year of
receivi ng it. If it is not removed within that period, the grade of
12

Califo rnia University Of Pennsylvania

I automatically becomes a grade ofI-F, which cannot be
removed from the graduate student's transcript unless the
course is repeated fo r credit.
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 remai n on the transcript
until the Thesis, Paper, or Project is completed.
The grade of P is awarded in certai n courses, to indicate
the perfo rmance of satisfacto ry 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 qualiry 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.
If satisfactory wo rk is not performed in such a course, the
grade ofF 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 mai ntain 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. Students placed on academic probation
will be given one semester to raise the quali ty 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 drop
the student from the Graduate School. Students receiving a
QPA below 2.50 after the probationary period will
automatically be dismissed from the G raduate School. Some
departments may have additional requirements regarding
academic probation and dismissal. Students should consult
with their program advisor fo r specific requirements. G raduate
students who have been dismissed and wish to be readmitted to
ano ther graduate program must reapply to the School of
Graduate Studies and Research.

Comprehensive Examinations
All graduate students who are candidates for the Mas ter's
degree must pass a comprehensive examination. T he 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.
T he com prehensive examinations are administered by the
department and are scheduled approximately halfway through
the semester or the summer session. The dare fo r this
comprehensive examination is always announced by the
department. Such examinations normally require three hours.
Info rmation abour departmental examinations should be
obtained from the facul ty adviser or chai rperson.

Applications to register for the Comprehensive
Examination can be obtained at the School of Graduate Studies
and Research in Dixon Hall.

the diploma, etc. The application for the Master's degree must
be signed by the graduate student's adviser, to signify that all
requirements have been completed.

Period for Completion of Degree

Confidentiality Of Records

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.

Credit Options for the Degree
In a number of the degree programs, the student may
choose between a 30-credit degree program that requires a
Research Project or Master's Thesis, and a 36-credit program,
which permits the student to complete six credits of researchrelated courses in place of the Research Project or Master's
Thesis. (In certain programs, a greater number of credits are
required.) Details concerning these options will be found in the
program descriptions in this catalog or may be obtained from
the department concerned.

Approval for Degree
Each semester and during the summer, the Graduate
School establishes and publishes a schedule of dates that must
be met by all degree candidates for that period. The candidate
must, within this schedule, submit to the Graduate Office an
application for graduation and an up-to-date course
distribution sheet, both of which must be approved and signed
by the graduate student's adviser; must register for and take the
Comprehensive Examination; and must submit the completed
Research Study to the Graduate Office. (A 3.0 or greater is
required for graduation.)
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.

Conferring Degrees
Degrees are conferred by the university three times each
year: in May, at the end of the spring semester, in August at the
end of the summer session, and in December at the end of the
fall semester, but Commencement is held only once a year, in
May. Graduate students may receive their diplomas in exercises
of the following May, but their diplomas and official university
records and transcripts record the date when their degrees were
conferred.
Applications for the Master's degree should be made early
in the semester or the summer session in which it is anticipated
that the degree will be conferred, usually (according to a date
published in every Schedule of Classes) no later than three
weeks after the beginning of classes. The graduate student
should consult with the School of Graduate Studies and
Research not only to make formal application for the degree,
but also to ensure that all requirements have been met, that all
fees have been paid, that one's name will appear accurately on

The university's policies on the confidentiality and
disclosure of student records are based on the Family Education
Rights and Privacy Ace of 1974 (Public Law 93-380), as amended.
I. Introduction
Official student records are established and maintained in
a number of administrative offices for a variety of legitimate
educational purposes. In assuming responsibility for the
reasonable protection of these student records, the university
recognizes its obligation to comply with the Family Education
Rights and Privacy Ace of 1974. Important sections of chis
federal law are summarized below.
II. Ownership of Records
Ali records kept concerning students, including chose
records originating at ocher colleges or universities and required
for admission, are the property of California University of
Pennsylvania.
III . Definition of a Student
A student is defined as any person currently or previously
matriculated on an official basis in any academic program of
the University.
IV. Public Information Regarding Students
1. The following is classified as public and may be
released without the prior consent of a student: a student's
name, address (both local and permanent), telephone number,
e-mail address, place and dare of birth, academic curriculum,
dares of attendance, date of graduation, degrees and awards
received, most recent educational institution attended,
participation in student activities (including athletics), and
height and weight (for athletic reams) .
2. Students may request that any or all of this
information not be made public. Such requests muse be
submitted in writing to the Registrar's Office or (in the case of
graduate students) to the Dean of the School of Graduate
Studies before the beginning of any academic term.
V. Disclosure of Student Records
1. Upon proper identification, students may inspect
their own official records in the presence of the administrator
in charge of records.
2. After a request to inspect a record has been received,
the request muse be honored within a reasonable period of
time: according co federal law, not to exceed 45 days.
3. Limitations on the Right of Access by Students
The following are not subject co inspection by students:
a. Confidential letters and statements of
recommendation char were placed in the educational records
before January 1, 1975.
b. Financial records of the parents of the student, or any
information contained therein.
c. Medical, psychiatric or similar records char are used
solely in connection with treatment. Such records can be
reviewed by a physician or other appropriate professional of the
student's choice.
Graduate Catalog 2001-2003

13

4. Disclosure oflnformation to Third Parties
In most circumstances students have the right to
withhold their records from external third parties requesting to
inspect these records. Exceptions to this general principle are as
follows :
a. Disclosure of student information will be made to a
third party if written consent is given by the student in
question.
b. Information concerning a student will be released if
properly subpoenaed pursuant to a judicial proceeding.
c. All necessary academic and/or financial records of
students may be disclosed to the appropriate persons or
agencies without a student's prior consent in connection with a
student's application for, or receipt of, financial aid.
d. Further limited disclosure of certain kinds of
information may be required in special circumstances in
compliance with the federal law previously cited.
VI. Student Challenge to Record Entries
1. Students have the right to submit written or typed
rebuttals to negative information contained in their files. A
rebuttal statement shall become part of the file, and in cases
where the negative information is reviewed by or transmitted to
a third party, it must be accompanied by the student's
statement of rebuttal.
2. Students may challenge the accuracy and/or
appropriateness of material combined in their files. Once such
a challenge has been made in writing, it will be the
responsibility of the university official in charge of the file to
determine the validity of the challenge, if possible. The
university official shall make a written response to the challenge
of the student, specifying the action taken . Should a factual
error be found in any materials, the university official is
authorized to make the appropriate corrections.
3. If options 1 and 2 of this section are unsatisfactory,
students may request a formal hearing to challenge inaccurate,
misleading, or inappropriate information in their records. The
University Record Hearing Committee shall conduct a hearing
in accordance with the procedures outlined in Public Law 93380, as amended.
4. The substantive judgment of a faculty member or
administrator about a student's work, as expressed in grades
and/or written evaluations, is not within the purview of this
policy statement. Such challenges by students may be made
through the regular administrative channels already in existence
for such purposes.
VII. Responsibility of University Officials
1. University officials in charge of student files are
responsible for the reasonable care and protection of such files
in accordance with University policy. This includes the
responsibility for the release of confidential information only to
authorized persons.
2. A log sheet, indicating the inspection or release of a
student's file, must be kept in the student's file.
3. University officials may classify student materials and
records under their supervision as active or inactive as
circumstances warrant. At the discretion of the official in
charge, inactive records may remain in the file bur need not be

14

California University Of Pennsylvania

circulated. A student upon request may review inactive records.
4. A university official may take the initiative in an
attempt to purge unfavorable evaluations, or opinion records of
a prejudicial nature, in a student's file. This may be done by
returning the material to the person who submitted it or by
requesting from the author that the material be destroyed.
VIII. University Officials Responsible for Student Records
The following university officials are responsible for
student records within their respective administrative areas:
1. Provost and Vice-President for Academic Affairs
2. Vice-President for Student Development and Services
3. Vice-President for Administration and Finance
4. Vice-President for University Advancement
These officers are responsible for the maintenance of all
official student records under their jurisdiction in accordance
with the policies of this statement and the relevant state and
federal laws. If further information is required, a student should
contact the appropriate university official.

Confidentiality Of Records
The university's policies on the confidentiality and disclosure of
student records are based on the Family Education Rights and
Privacy Act of 1974 (Public Law 93-380), as amended.
I. Introduction
Official student records are established and maintained
in a number of administrative offices for a variety of
legitimate educational purposes. In assuming
responsibility for the reasonable protection of these
student records, the university recognizes its obligation
to comply with the Family Education Rights and
Privacy Act of 1974. Important sections of this federal
law are summarized below.
II. Ownership of Records
All records kept concerning students, including those
records originating at other colleges or universities and
required for admission, are the property of California
University of Pennsylvania.
III. Definition of a Student
A student is defined as any person currently or
previously matriculated on an official basis in any
academic program of the University.
IV Public Information Regarding Students
1.
The following is classified as public and may be released
without the prior consent of a student: a student's name,
address (both local and permanent) , telephone number,
e-mail address, place and date of birth, academic
curriculum, dates of attendance, date of graduation,
degrees and awards received, most recent educational
institution attended, participation in student activities
(including athletics), and height and weight (for athletic
teams) .
2.
Students may request that any or all of this information
not be made public. Such requests must be submitted in
writing to the Registrar's Office or (in the case of
graduate students) to the Dean of the School of
Graduate Studies before the beginning of any academic

term.
V Disclosure of Student Records
l.
Upon proper identification, students may inspect their
own official records in the presence of the administrator
in charge of records.
2.
After a request to inspect a record has been received, the
request must be honored within a reasonable period of
time: according to federal law, not to exceed 45 days.
3.
Limitations on the Right of Access by Students
The following are not subject to inspection by students:
a.
Confidential letters and statements of recommendation
which were placed in the educational records before
January l, 1975.
6.
Financial records of the parents of the student, or any
information contained therein .
c.
Medical, psychiatric or similar records that are used
solely in connection with treatment. Such records can
be reviewed by a physician or other appropriate
professional of the student's choice.
4.
Disclosure oflnformation to Third Parties
In most circumstances students have the right to
withhold their records from external third parties
requesting to inspect these records. Exceptions to this
general principle are as follows:
a.
Disclosure of student information will be made to a
third party if written consent is given by the student in
question.
6.
Information concerning a student will be released if
properly subpoenaed pursuant to a judicial proceeding.
c.
All necessary academic and/or financial records of
students may be disclosed to the appropriate persons or
agencies without a student's prior consent in connection
with a student's application for, or receipt of, financial
aid.
d.
Further limited disclosure of certain kinds of
information may be required in special circumstances in
compliance with the federal law previously cited.
VI. Student Challenge to Record Entries
Students have the right to submit written or typed
1.
rebuttals to negative information contained in their
files. A rebuttal statement shall become part of the file,
and in cases where the negative information is reviewed
by or transmitted to a third party, it must be
accompanied by the student's statement of rebuttal.
Students may challenge the accuracy and/or
2.
appropriateness of material combined in their files.
Once such a challenge has been made in writing, it will
be the responsibility of the university official in charge
of the file to determine the validity of the challenge, if
possible. The university official shall make a written
response to the challenge of the student, specifying the
action taken . Should a factual error be found in any
materials, the university official is authorized to make
the appropriate corrections.
If options 1 and 2 of this section are unsatisfactory,
3.
students may request a formal hearing to challenge
inaccurate, misleading, or inappropriate information in

their records. The University Record Hearing
Committee shall conduct a hearing in accordance with
the procedures outlined in Public Law 93-380, as
amended.
4.
The substantive judgment of a faculty member or
administrator about a student's work, as expressed in
grades and/or written evaluations, is not within the
purview of this policy statement. Such challenges by
students may be made through the regular
administrative channels already in existence for such
purposes.
VII. Responsibility of University Officials
1.
University officials in charge of student files are
responsible for the reasonable care and protection of
such files in accordance with University policy. This
includes the responsibility for the release of confidential
information only to authorized persons.
2.
A log sheet, indicating the inspection or release of a
student's file, must be kept in the student's file.
3.
University officials may classify student materials and
records under their supervision as active or inactive as
circumstances warrant. At the discretion of the official in
charge, inactive records may remain in the file but need
not be circulated. Inactive records may be reviewed by a
student upon request.
4.
A university official may take the initiative in an attempt
to purge unfavorable evaluations, or opinion records of a
prejudicial nature, in a student's file. This may be done
by returning the material to the person who submitted it
or by requesting from the author that the material be
destroyed.
VIII.
University Officials Responsible for
Student Records
The following university officials are responsible for student
records within their respective administrative areas:
1. Provost and Vice-President for Academic Affairs
2. Vice-President for Student Development and Services
3. Vice-President for Administration and Finance
4. Vice-President for University Advancement
These officers are responsible for the maintenance of all official
student records under their jurisdiction in accordance with the
policies of this statement and the relevant state and federal
laws. If further information is required, a student should
contact the appropriate university official.

Graduate Catalog 2001-2003

15

Tuition (per semester)**

Fees***

Tuition for the 2000-2001 Academic Year

Fees for the 2000-2001 Academic Year

Pennsylvania Residents
Full Time Graduate
for 9 to 15 Credits
for each additional SCH
Part Time Graduate (per semester)
Per SCH (less than 9 SCH)
Non-Pennsylvania Residents
Full Time Graduate (per semester)
for 9 to 15 SCH
for each additional SCH
Part Time Graduate (per semester)
Per SCH (less than 9 SCH)
Distance Education Course
Non-resident graduate - minimum
$234 Per SCH (less than 9 SCH)

$2,069.00
230.00
230.00

$3,504.00
389.00
389.00

The part-time rates per credit hour shall pertain to all
summer session and interim session course offerings.

Room and Board
Rates for the 2001-2002 Academic Year
Room (per semester)
Single
Double

$1,798.00
1,299.00

On and Off-Campus Dining Plans
Board (per semester)
$1,268.00
19 meals (On and Off Campus)
14 meals (On and Off Campus)
1,209.00
1,309.00
10 meals (On and Off Campus)
7 meals (Off Campus Only)
774.00
125 block (On and Off Campus)
1,100.00
125 block (Off Campus Only)
925.00
75 block (Off Campus Only)
585.00
Various plans contain different amounts of dine dollars.
Details are available.

16

California University Of Pennsylvania

Student Association Fee
Graduate
6 or more credits
Part-time (6 to 8 credits)
1 to 5 credits

$85.00
$57.00
$35.00

Student Union Building Fee (Undergraduate and Graduate)
9 or more credits
$81.00
6 to 8 credits
$41.00
1 to 5 credits
$21.00
University Service Fee
Graduate
6 or more credits
1 to 5 credits

$85.00
$50.00

Student Center Operations and Maintenance Fee
Graduate
9 or more credits
$77.00
6 to 8 credits
$54.00
$39.00
1 to 5 credits
Academic Support Fee
Fall/Spring
9+ credits
8 credits
7 credits
6 credits
5 credits
4 credits
3 credits
2 credits
1 credit
Summer/Special Sessions (per credit)

$189.60
$168.40
$147.35
$126.30
$105 .25
$84.20
$63.15
$42.10
$21.05
$7.65

*Southpoince students should contact the Southpointe Center
office for fee information.

Note: All university tuition , fees , room and board rates are
subject to change upon proper approval of the Council of
Trustees and/or the State System Board of Governors.

** Please contact the School of Graduate Studies and
Research at 724-938-4187 or the Bursar's Office at 724-9384431 for the current tuition and fees or visit our website at
www.cup.edu.

Payment Information
Students who take advantage of early/ rolling registration
will receive a billing statement with instructions by mail.
Students who enroll at residual registration should be prepared
to make payment at the time of registration.

NOTE: Financial aid recipients should refer to "refund/
repayment policies" located in the Financial Aid section of the
catalog.

Late Registration Fee
Payment at Residual Registration
All fees will be assessed at the time of registration.
Payment may be made by cash, check, money order, or
certified bank draft made payable to California University of
Pennsylvania, or by VISA, MasterCard, or Discover Card. If
financial aid has been awarded, this amount will be deducted
from the bill. Payment plans (with initial payment) may be
contracted at this time.

Students who register afrer the first day of the semester will
be charged a $25.00 lace registration fee.

Late Payment Fee
A late payment fee of $25.00 will be assessed when a
student fails to pay the required fees by the due date or when a
student fails to pay according to an approved payment plan.

Return Check Charge

Payment Plans
Payment plans are available each semester. Payment plans
enable you to pay your costs on a monthly basis. Payment
plan information and contracts will be included with each
semester bill.

Third Party Billing
Some companies and government agencies pay tuition
directly to the university. If tuition is to be paid in chis
manner, please supply authorizing forms or letters to the
Bursar's Office.

A $25.00 fee will be charged for any check which is made
payable to California University of Pennsylvania and returned
by the bank.

Degree Fee
A fee of $10.00 must be paid by each candidate for a
degree from California University of Pennsylvania. A student is
not permitted to complete graduation from the university until
chis fee has been paid.

Veterans Deferment
Military veterans receiving G. I. Bill benefits may request
deferment, if needed, from the Veterans Affairs office.

University Refund Policy
This refund policy applies to any student who withdraws
or changes enrollment status afrer their first semester of
attendance at California University. Students who meet this
basic criterion will have their university charges calculated
according to the following schedule:

Time ot withdrawal or drop:
First 10% (in time) of the enrolfment period
11 % to 25% (in time) of the enrollment period
26% to 50% (in time) of the enrollment period
afrer 50% (in time) of the enrollment period

Refund
90%
50%
25%
0%

Pro-Rata Refund Policy
This refund policy applies to any student who meets the
following criteria: receives federal financial aid; attends the
university for the first time; and withdraws or changes
enrollment status on or before the 60 percent point of the
enrollment period. Students who meet all three criteria will be
assessed university charges (tuition and fees, room and board,
etc.) equal to the portion of the enrollment period completed.

Schedule of Pro-Rata Refunds
Time of withdrawal or drop:

Refund

Prior to the second day of classes
First 10% (in time) of the enrollment period
First 20% (in time) of the enrollment period
First 30% (in time) of the enrollment period
First 40% (in time) of the enrollment period
First 50% (in time) of the enrollment period
First 60% (in time) of the enrollment period
After 60% (in time) of the enrollment period

100%
90%
80%
70%
60%
50%
40%
0%

Graduate Catalog 2001-2003

17

FINANCIAL AID

Eligibility Requirements

Mission Statement

In order ro be eligible for federal financial aid, you must meet
the following eligibility requiremencs:
• have financial need, except for some loan programs;
• have a high school diploma or a General Education Development (GED) Certificate, pass a test approved by the U.S.
Department of Education, or meet other standards established
by your state and approved by the U.S. Department of
Education;
• be enrolled or accepted for enrollment as a regular student
working towards a degree or certificate in an eligible program.
• be an U.S. citizen or eligible non-citizen;
• have a valid Social Security Number;
• make satisfactory academic progress;
• sign a statement of educational purpose and a certification
statement indicating that you neither are not in default on a
student loan nor owe an overpayment on a grant. Both
statemencs are found on the FAFSA;
• register with the Selective Service, if required. You can register
online at the Selective Service web site. The Selective Service
Web site is located at: www.sss.gov.

The primary mission of the Financial Aid Office at California
University of Pennsylvania is to provide financial planning and
assistance to studencs and their families in meeting the costs of
education. In fulfilling this mission, each studenc will be given
careful consideration and the University will determine
financial assistance based on federal, state, and institutional
guidelines. Financial aid programs have been established to
provide access to higher education with guidelines to insure
fairness in disbursing available funds to qualifying studencs.
The Financial Aid Office strives to insure that courteous,
timely, and accurate financial aid services are delivered to all
studencs seeking assistance from our office.

Location & 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. Appoincmencs are encouraged, but a daily on-call
counselor is available to assist walk-ins.
Studencs can contact the Financial Aid Office by calling (724)
938-4415 or by Fax at (724) 938-455 I. In addition, a 24-hour
voicemail and question/answer box telephone system is
available to assist studencs and parencs with general financial
aid information or to request financial aid materials.

How to Apply
About Financial Aid
A college education is one the most important investmencs a
studenc and family can make. You and your family will be
expected to concribute 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 studencs meet
his/her educational expenses that cannot be met through his/
her own resources. Financial aid can be either need-based or
non-need-based. The results of the Free Application for Federal
Studenc Aid (FAFSA) along with the cost-of-education will
determine whether a scudenc has financial need.
There are four main sources of financial aid. These include the
federal governmenc, the state governmenc, the institution and
private encities. The federal governmenc is by the far the largest
source of financial aid. The Federal Stafford Loan is the only
federal program that graduate scudencs can qualify for at
California University.

18

California University Of Pennsylvania

Completing the FAFSA
Each year, yo u must complete the Free Application for Federal
Student Aid (FAFSA) or Renewal FAFSA. Prior year aid
recipients will receive a renewal version of the FAFSA that can
be used to apply for federal financial aid for the new award
year. The Renewal FAFSA will be sent to the address you used
on your prior year FAFSA and will have some information
about you preprinted as well as items yo u must update. If you
do not receive your Renewal FAFSA or you are a new aid
applicant, you must complete a blank FAFSA. You can obtain
the FAFSA from a public library or the financial aid office of a
college or university, including the Financial Aid Office at
California University.
It is important that you read the instructions before completing
your FAFSA because the instructions should answer most of
your questions. If, after reading the instructions that accompany the FAFSA, you need help completing your form, there
are several places yo u can contact to receive assistance. You can
call 1-800-4-FED-AID (1-800-433-3243) , or contact the
Financial Aid Office. Please Note: California University does
not have an institutional financial aid application.

FAFSA on the Web
FAFSA on the Web is an Internet application developed by the
U.S. Department of Education which allows students to complete and submit an electronic version of the Free Application
for Federal Student Aid (FAFSA) directly to the federal processor. The "FAFSA on the Web" site supports both Netscape Navigator (4.0 or higher) and lncernet Explorer (5.0 or higher) Internet
browsers. Students wanting to complete the upcoming year
FAFSA via the web can do so after January 1. After transmitting
an application over the Internet, students mail their signed signa-

cure page to the Department (see Personal Identification Number topic listed below for additional information on signature
options). The federally approved Central Processing Service (CPS)
provider will determine their eligibility for financial aid within
72 hours after receiving the completed application. The FAFSA
on the Web site provides students/parents with numerous electronic options, such as checking on the status ofthe student's FAFSA

form, requesting a duplicate set ofSAR's, tips and shortcuts, and requesting a Personal Identification Number (PIN). The FAFSA on
the Web site is located at: www.fafsa.ed.gov. In addition, to the
web site a customer service line (1-800-801-0576) is available in
order to assist students/parents access to the same type of information provided at their web site.

Renewal Financial Aid Applicants
As a renewal financial aid applicant, you have rwo choices in completing your Renewal FAFSA. You can complete the paper version of the Renewal FAFSA or submit an electronic version of the
form over the Internet. To use the electronic version you will
need a special code called a Personal Identification Number (PIN).
The PIN serves as your identifier to let you access your personal
information in various U.S. Department of Education systems.
The PIN is similar to the Personal Identification Number that
you get from your bank that enables you to access your bank
account. Because your PIN serves as your electronic signature,
you should not give it to anyone. Students can request a PIN by
going to the FAFSA on the Web site (www.pin.ed.gov) and select
the option "Requesting a PIN" Once you successfully complete a
request, the federal processor will mail your PIN to you via the
U.S. Postal Service. All prior year FAFSA on the web applicants
will receive a "PIN" automatically. It will take approximately 710 days after you request your PIN for you to receive it in the
mail. Your PIN is a valuable electronic tool, which allows you to
electronically complete your Renewal FAFSA on the Web, sign
your Free Application for Federal Student Aid (FAFSA) or Renewal FAFSA and make electronic corrections. The application
process is faster if you use a PIN to sign your Renewal FAFSA on
the Web application.
Both versions of the Renewal FAFSA contain preprinted
information chat you and your family (if applicable) reported
last year, making it faster and easier for yo u to complete. Please
carefully review and update any preprinted information, which
needs to be change for the upcoming school year.

After you Apply
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 rwo 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
You can obtain an estimate of your EFC yo urself 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 Loan is the only federal program that
graduate students can qualify for at California University of
Pennsylvania. Therefore, a graduate 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 chis verification process, the FAO
office must verify the accuracy of FAFSA data reported by
students. If yo ur FAFSA is selected for verification by the
federal government, we will notify you and cell 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.

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.
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 ofFAFSA record). Please Note: Only accepted students
receive an award packet.

Graduate Catalog 2001-2003

19

Financial Aid Programs

Federal Family Educational Loan Programs (FFELP)

Graduate students at California University can qualify for
limited assistance from federal , university, and private aid
programs. Listed below are chose financial aid programs chat
are available to assist you in meeting your education expenses at
California University.

In order to apply for any type of FFELP (subsidized and/or
unsubsidized loan), you must complete the Free Application for
Federal Student Aid (FAFSA) or the Renewal FAFSA for the
appropriate school year and meet all general student eligibility
requirements necessary to receive federal financial aid.

Loans

In addition, you can receive a loan if you are a regular student
(must be admitted to California University as a degree seeking
student; non-degree students are not eligible), enrolled in an
eligible program of study, and attending at least half-time each
term. Half-time enrollment is defined as six hours for undergraduate students and five graduate hours for graduate students .

About Loans
Student loans are a major source of financial aid for many
students. All loans, including student loans, represent debts
that must be repaid; however, most student loans do not go in
to repayment until afrer you leave school or graduate. In
addition to delayed repayment, most student loans have
relatively low interest rates, several repayment options from
which to choose, circumstances under which you can postpone
repayment, and other favorable terms and conditions. Student
loans can be thought of as an investment in your future as long
as you are prepared to meet your repayment responsibilities.
Failure to repay your student loans will have serious adverse
consequences.
It is true that most students would prefer not to borrow; but
student loans represent the largest source of financial aid
assistance available to students today. Building a budget is one
of the most important aspects of student loan borrowing.
When borrowing, it is important to carefully plan your budget
so chat you only borrow what you need, keep track of the total
amount borrowed each year, and have some idea as to how you
will pay your loans back when the time comes. The \1 "Loan
Estimator" Loan Estimator (www.salliemae.com/calculators/
estimate.htrnl#Loan Estimator) and \1 "Repayment
Calcularor"Repayment Calculator (http:/ /www.salliemae.com/
calculators/repayment.html#Repayment Calculator) are two
electronic tools found at the SallieMae website that can help
you with this task. In addition, the Career Services Office can
provide you with information concerning entry level salaries in
most fields.
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 chis 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. The LoanLocator web
site is located at: www.cup.edu/financial_aid/
loanset.htm"loanlol .jpg"

20

California University Of Pennsylvania

Federal Stafford Loan Program (Subsidized/
Unsubsidized)
The Federal Stafford Loan chat 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 ocher aid chat 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 che 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 chat 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
option of allowing the interest to accumulate, or accrue, on che
loan while you are in school and during your six-month grace
period before repayment. You also have the option of paying
the interest on the loan as it accumulates. If you decide to delay
interest repayment, the interest chat accumulates will be
"capitalized", chat is, will be added to your loan principal when
you begin repayment. This means your total loan principal will
increase. le 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 char is why
you have che option of leering che interest accumulate.

Graduate Loan Borrowing Chart
Annual Loan Limit:
Subsidized
$ 8,500
Unsubsidized
$10,000
Total
$18,500 or Cost of Attendance (less EFC
and other aid) which ever is less

appropriate time to California University. Finally, all firsttime 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 going to our homepage at: www.cup.edu and
clicking on "Financial Aid." Proceed by clicking on "On-line
Student Loan Entrance Counseling," located at the bottom of
the page.

Lifetime Maximums:

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

Application Process (Master Promissory Note)
Step A: File the electronic or paper version of the FAFSA and
check "Yes" to question "interested in student loans."
Step B 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'' which is available in the Financial Aid Office (FAO).
Step C The FAO will transmit your Federal Stafford Loan
information to PHEAA. If you have never completed a Federal
Stafford Promissory Note, you will receive a pre-printed
Federal Stafford Loan Master Promissory Note (MPN) Packet
from PHEAA. If yo u completed a MPN lase year at either
California or another four-year college in Pennsylvania, you
will only receive an approval notice (see seep E) from PHEAA.
Please Note: The MPN only needs to be completed once
ever:y ten years!
Step D You will completes the borrower section of the MPN
(if applicable) . Please be sure that all answers are complete and
that you sign and dace the MPN. Submit the completed MPN
to PHEAA. Please Nore: If you are a non-resident student
selecting a lender for the first time, our office strongly encourages you to select one of our preferred lenders listed on the preprinted Stafford Loan material which will be mailed to you by
PHEAA.
Step E PHEAA will mail an "Approval Notice" which confirms
the amount of yo ur loan char was approved and processed.
P/,ease Note: You will have an additional opportunity at this
point to cancel or reduce your Stafford Loan(s) by contacting

PHEAA.

In addition to the federal loan programs, there are also private
sources of educational loans. These are typically private, creditbased 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 chis alternative loan can
be obtained by contacting che Financial Aid Office or Terri at
1-800-255-8374 or by visiting their website at: www.teri.org.

Citi Assist
Application and informaiton regarding this loan can be
obtained at www.studenrloan.com.

Employment
Graduate Assistantships
Graduate students may find employment opportunities within
the University through the Graduate Assistantship Program.
This program provides full-time graduate students with
opportunities to work in various offices and departments on
campus. Graduate assistantships carry a tuition waiver. In order
to accommodate the demands of both academic and personal
schedules, a variety of paid assistantship options are available.
Students interested in a graduate assistantship should contact
che Office of the School of Graduate Studies and Research for
an application and additional information.

Private Assistance
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.

Step F PHEAA will authorize che disbursement of loan
proceeds (Electronic Funds Transfer [EFT] or check) at the

Graduate Catalog 2001-2003

21

Electronic Scholarship Search Engines

ENROLLMENT STATUS

The Financial Aid Office staff is frequently asked the
following questions:

REGISTERED:

NUMBER OF CREDITS

FULL-TIME

9 CREDITS OR MORE

"Which awards made by California University might I
qualify to receive?"

THREE-QUARTER-TIME

7 TO 8 CREDITS

"Are there other scholarships I should pursue?"

HALF-TIME

5 TO 6 CREDITS

"If so, where can I get a listing of them and then obtain an
application?"

LESS-THAN-HALF-TIME

LESS THAN 5 CREDITS

We trust that the links provided below will assist you in
yo ur search.

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

Financial Aid Refunds
"FastWeb " FastWEB (www.fascweb.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/ scholarshi psi other. ph mu)
will take you to other scholarship search engines.

Disbursement of Financial Aid
Crediting Financial Aid 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, enrolled in eligible program.

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, threequarter-time, half time, and less-than-half-time. The chart
below indicates the number of credits used to determine a
student's enrollment status.
22

California University Of Pennsylvania

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. This
refund can be used to cover non-institutional educational costs
such as books & supplies, off-campus 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.

Financial Planning
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
Purpose of 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 a degree program based on
the appropriate enrollment status (full-time, three-quarter time,
or half time). For a student to remain eligible for federal aid,
the student must conform to the following time frame for
completion of a Graduate Degree:
Enrollment Status
* Number of Eligible Semesters
5 semesters
full-time (9 or more credits)
7 semesters
three-quarter time (7 to 8 credits)
9 semesters
half-time (5 to 6 credits)

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:
*Total Earned Credits Per Year
Enrollment Status
18 credits
full-time (9 or more credits)
14 credits halfthree-quarter time (7 to 8 credits)
IO credits
time (5 or 6 credits

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

Minimum Cumulative Grade Point Average
Each semester the University reviews the "grade point average"
(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 ofTitle 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, bur 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.
Graduate Catalog 2001-2003

23

Appeal Procedures
All Title IV recipients have a right to appeal a financial aid
suspension decision by submitting a "SAP Appeal Form" to rhe
Financial Aid Office. Written explanation of rhe reason(s) why
rhe student failed to meet rhe Satisfactory Academic Policy
Standards must be attached to rhe appeal form. Appeal forms
are available in the Financial Aid Office. The deadline date for
filing an appeal is rhe rhird week of classes in any semester rhat
the student is applying for financial aid. Students will be
notified of a decision wirhin 7 to 10 days after filing rhe 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
wirhin 10 working days from rhe date of rhe first denial letter.

Refund/Repayment Policy
Refund Policy
Students who officially wirhdraw 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 rhat semester. Refunds are based on
rhe official date of wirhdrawal as recorded by the Academic
Records Office (for additional information see "Withdrawal
from the University" listed in rhe Academic Policies section of
rhe catalog). Students who do not follow rhe official withdrawal procedure but who stop attending classes for all of their
courses will considered to have wirhdrawn at the 50% point of
the semester unless attendance is documented after that time.

Distribution Policy
Once rhe amount of the federal funds to be returned has been
calculated, the funds will be returned to rhe appropriate
program(s) in rhe following priority order:
Unsubsidized Stafford Loans
Subsidized Stafford Loans
PLUS Loans
Perkins Loans
Pell Grant
Supplemental Educational Opportunity Grant

Repayment of Unearned Financial Aid Assistance
Students who receive a refund of financial aid before withdrawing from rhe University may owe a repayment of federal
financial aid funds received. Students will be notified by rhe
Bursar's Office and will be given 30 days to repay the funds to
rhe University. Students who fail to return the unearned
portion of federal financial aid funds given to rhem will have a
"hold" placed on rheir University records, rhereby 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

Return of Title IV Funds Formula
Two formulas exist for determining rhe amount of the refund:
California University's Refund Policy (for additional information see "University Refund Policy in Billing Section) and the
federal " Return ofTide IV Aid" formula. The federal formula
is applicable to any student receiving federal aid and wirhdraws
from the University during rhe first 60% of a semester. These
students will have rheir federal financial aid (Federal Stafford
and Plus Loans) adjusted based on rhe percent of the semester
completed before the wirhdrawal. In essence, students will be
entided to retain the same percent of the federal financial aid
received as rhe percent of the semester completed. This percent
is calculated by dividing rhe number of days in the semester
(excluding breaks of five days or longer) into the number of
days completed prior to rhe wirhdrawal (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
Tide IV aid, the refund will be used to repay California
University funds, state grant funds , and orher private sources
and rhe student in proportion to the amount paid by each nonfederal source, as long as there was no unpaid balance due at
rhe time of withdrawal. If rhere is an unpaid balance, rhen all
aid sources will be repaid before any refund is paid to rhe student.
24

California University Of Pennsylvania

a fin ancial 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.
Award Lener: An official letter issued by the Financial Aid Office

that lists the financial aid awarded to the student. You are required
to check the awards you wish to receive, sign the award letter, and
return it to the Financial Aid Office.
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 ofloan 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.

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 stude nt'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.

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 criterion:

Age 24 or older
Veteran of the U.S. Armed Forces
Enrolled in a graduate or professional program beyond a bachelor's
degree.
Married
Orphan or ward of the court or a ward of the court until age 18
Legal dependents other than spouse for which you are responsible
Loan: A loan is a type of Financial aid chat 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.

Graduate Catalog 2001-2003

25

r

~

Financial Aid
Timeline

~

I.

~

~

~

~

r,J

I.

~

~~

Gather Financial Aid documentation
necessary for the completion of the FAFSA

✓ ✓ ✓ ✓ ✓

Obtain FAFSA (Free Application for
Federal Student Aid)

✓ ✓ ✓ ✓ ✓

Mail FAFSA to the Federal Processor,
THE EARLIER THE BETTER!
(Keep a copy for your records)

✓ ✓ ✓ ✓ ✓

Financial Aid award letters mailed to
students, who roust ign and return letter FAO.

Q,

Q,

Items to Complete:

Provide the Financial Aid office with
all requested information.

~

✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓

MAY 1- FAFSA Priority Deadline for
consideration for Federal Campus-based
Programs (FWS, FSEOG & Perkins)

✓

MAY 1- FAFSA deadline for PHEAA
grant eligibility

✓

Receive results of PHEAA Grant Eligibility

✓ ✓ ✓ ✓

Receive billing statement from Bursar's Office
Due Date for paying Fall semester bill

'-

26

..c:

== = ~ =~ ~
=~
~ ~~ =-~<=
~

I.

Review your Student Aid Report (SAR)
for errors and make any corrections

-

~

I.

California U niversity Of Pennsylvania

✓
✓

./

ATHLETIC TRAINING
The Department of Health Science and Sport Studies is housed
in Hamer Hall and includes a new athletic training facility with
state-of-the-art modality and rehabilitation equipment. In
addition, the cadaver anatomy laboratory, equipped with
numerous anatomical models and slides, is connected to a
spacious classroom.

their clinical experience. Students who have a background
covering a variety of male and female sports will be given
preference. Applicants selected will be expected to provide
their own transportation to and from the school to which they
are assigned. Several non-assistantship positions are available
each year.

Master Of Science In Athletic Training
The Master of Science degree program is intended for postbaccalaureate students who want a more intensive background
and clinical experience in the specialized area of athletic
training. For admission into this program, the graduate
student must have completed and/or met the following general
requirements:
1. A bachelor's degree from a fo ur year, accredited college or
university.
2. A minimum 3.0 undergraduate grade point average, based
on a 4.0 scale. If a prospective student does not meet this
requirement, candidates will be considered if they have a
minimum QPA of2.50 and have scored a 40 or higher on
the Miller Analogies Test*.
3. Acceptance to the School of Graduate Studies and
Research.
4. All applicants must be certified or eligible for certification
by NATABOC in order to be considered as a candidate for
admission into the program.

If you have questions abo ut this program, please phone or write

In addition, the candidates must have a recorded minimum of 800 clock hours of clinical experience under the direct
supervision of a NATABOC certified athletic trainer.
Graduate Assistantships

Graduate assistantships are available with the athletic training
interns being assigned to local high schools and colleges for

the Department of Health Science and Sport Studies,
California University of Pennsylvania, 250 University Avenue,
California PA 15419-1394, 724-938-4562, or the School of
Graduate Studies and Research, 724-938-4187. Visit our
website at www.cup.edu/education/hsss.
Curriculum

I.
Athletic Training: 25 credits
ATE 500 Pharmacology for the
Allied Health Sciences
ATE 700 Gross Anatomy of the Extremities
ATE710 Advanced Athletic Training
ATE 715 Sports Law
ATE720 Sports Therapy
ATE 730 Internship in Sports Medicine I
ATE 735 Internship in Sports Medicine II
ATE 745 Contemporary Issues in Athletic Training
II. Research: 12 credits
ATE 800 Methods of Research in the
Allied Health Sciences
ATE 810 Thesis Seminar
EDP 600 Statistical Methods
RES 849 Master's Thesis

2

4
3
3
4
3
3
3

3
3
2

4

*Students who are currently certified by the NATABOC will
be given preference.

Graduate Catalog 2001-2003

27

BIOLOGICAL AND ENVIRONMENTAL SCIENCES
Master of Science D egree in Biology
The Master of Science degree program is intended for graduate
students who want intensive uaining in specialized areas of the
life sciences. A student entering this program is expected to have
completed extensive course work in biology, mathematics and
the physical sciences. After students have been admitted to the
program, they are given the opponunity to select a graduate
adviser and a research program to meet their educational and
professional needs. Graduate students completing this degree
program are prepared to enter biological careers in research, allied
health professions, teaching, and to pursue advanced degrees in
life, veterinary, environmental and medical sciences.

Admission to the Program
The student should have the following:
1. A QPA of at least 3.0 on a 4.0 system.
2. Two semesters of organic chemistry with no lower than a
C grade for each course. Organic chemistry II may be
waived with the approval of the student's adviser.
3. One semester of physics.
4. One mathematics course beyond college algebra (calculus
is preferred) .
5. A minimum of24 credits in the life sciences with a grade
of C or better.
6. Two letters of recommendation from faculty who can
attest to the candidate's academic capabilities and promise
for success in graduate school (submitted to the Graduate
Committee) .
7. Student muse write a letter to the Departmental Graduate
Committee specifying the following:
a) Reason for pursuing a graduate degree in life sciences.
6) Future study/career plans for the life sciences.
c) Which program option the student intends to pursue.
d) Area of research interest.
e) Need of financial assistance (assistantship and/or tuition
waiver).
f) Other information the student deems important for
Graduate Committee members to learn more about his/
her suitability for graduate study.
8. A student must take the Graduate Record Examination
(Verbal and Quantitative) and the Advanced Test in
Biology prior to admission into the department.
Students having a combined score of 1,000 on che
verbal and quantitative sections of the GRE meet
minimal requirements for admission into the graduate
program.

Time Requirement to Complete D egree
Full-time students are expected to complete all requirements
(course work and research) for their degree within three years.
Part-time students should complete all requirements for their
degree within six years.
Students requesting extensions to final ize their programs must
substantiate reasons for the additional time. All courses taken
28

California University of Pennsylvania

seven years from the first semester of matriculation may not
count towards graduation.
Ancillary graduate level courses amounting to as many as six
credits in fields closely related to the major program may be
substituted for Biology courses, with the approval of the research
adviser and the Deparunental Graduate Committee.

Curriculum
(An asterisk indicates a requirement.)
I. Biological Science: Twenty-seven credits from the fo llowing
Biology courses:
BIO 520 Neurobiology
3
BIO 575 Water Pollution Biology
4
BIO 700 Cellular Ultrastructure
3
BIO 706 Bacteriology
4
BIO 708 Microbal Ecology and Physiology
4
BIO 710 Immunology
3
BIO720 Human Genetics
3
BIO 721 Biochemistry I
4
BIO 723 Animal Histology
4
BIO 724 Embryology
4
BIO 725 Molecular Biology
4
BIO 727 Ichthyology
4
BIO 735 Comparative Vertebrate Anatomy
4
BIO 738 Herperology
4
BIO 740 Ornithology
4
BIO 741 Advanced Research Studies
1-4
BIO 742 Scientific Photography
2-4
BIO 744 Ethology
4
BIO 745 Entomology
4
BIO 746 Parasitology
4
BIO 751 Plants & People
4
BIO 757 Plant Systematics
4
BIO 758 Plant Anatomy and Morphogenesis
4
BIO 765 Design and Analyses
3
BIO 766 Biometry
3
BIO 768 Techniques in Electron Microscopy
4
BIO 772 Mammalogy
4
BIO 773 Principles of Wildlife Management
4
BIO 778 Organic Evolution
3
BIO 788 Cell Biology
4
BIO 790 Wildlife Management Techniques
4
BIO 795 Seminar in Biology
2

II. Research: Six credits
*BIO 800 Methods of Research in Science
*RES 840 Master's Thesis

2
4

BUSINESS AND ECONOMICS
Master of Science Degree in Business Administration
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 direccly 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
chat significancly affect modern business enterprises.
Successful completion of chis curriculum will effectively equip
the graduate for a more challenging role in contemporary
business enterprises.
The program is particularly appropriate for those currencly
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 currencly employed,
this advanced degree is easily within the reach of most who are
willing to devote the time and effort required, on either a full
or pare-time basis.

BUS 741
Business Law
BUS 743
Business, Society, and Government
ECO 721 Managerial Economics
ECO 731 Econometric Methods
FIN 531
Bank Management
FIN 712
Advanced Financial Management
FIN 721
Investment Management
FIN 73 1
Financial Markets & Institutions
MGT 711 General Management
MGT721 Production Management***
MGT742 Human Resource Management
MGT751 Internacional Business Management***
MKT721 Research Methods in Marketing
MKT731 Marketing for Nonprofit Organizations
MKT751 Advertising Management
MKT761 Business Marketing Strategy
BUS 795
Seminar

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

**Must include BUS 743 unless it has already been taken at
undergraduate level. Approval of the advisor is required.
**Any student who has an undergraduate major in business or
economics or has taken the following course with a B or
better are in exempt.
***One of these muse be taken as a core course.

I. Foundation Courses (15 Credits)
ACC 200 Fianancial Accounting
ECO 201 Intro Microeconomics
ECO 202 Intro Macroeconmics
MAT 225 Business Statistics
MKT 271 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 77 1 Quantitative Methods
BUS 799
Strategic Management
ECO 7 15 Applied Economic Analysis

3
3
3
3
3
3
3

Select one of the following:
MGT 712 Organizational Behavior
MGT 731 Industrial Relations
MGT 74 1 Human Resource Management

3
3
3

B. Electives (12 credits)**
Choose any four (4) from the following courses:
ACC 721
ACC 731

Financial Accounting
Tax Concepts and Planning

3
3

Graduate Catalog 2001-2003

29

COMMUNICATION DISORDERS
Master of Science Degree in Communication Disorders
The Communications Disorders Department offers a
Master of Science degree in Communication Disorders.
Certified by the American Speech-Language Hearing
Association, the department provides specialized training in all
areas of communication disorders. Graduates are qualified to
work in public and private schools, hospitals, rehabilitation
centers, long term care facilities, private practice, government
agencies and other areas. Graduates of this program provide
clinical services to infants, children, adolescents, adults and
geriatric patients. They also provide consultative services to
government and industries, agencies, teachers and other health
professionals (physicians, psychologists, physical and
occupational therapists, etc.) . According to the 1995 Money
magazine report on the "Fifty Hottest Jobs," speech-language
pathology positions were ranked number 11 and will be one of
the fastest growing jobs over the next five years. Also stated by
the U.S. Department of Labor's Bureau of Labor Statistics
1994-1995 Occupational Handbook, through the year 2005,
SLP positions are expected to grow. Today's changing
population contributes to the growth of the field of speechlanguage pathology. The younger population has a growing
incidence of head, neck and brain injuries that causes speech
and language disorders. The aging population is more
susceptible to hearing loss, strokes, brain pathology, and other
communication disorders. In addition, there are individuals
who stutter, have learning or physical disabilities, or experience
voice problems, which seek the professional services of a
speech-language pathologist.
The university has excellent facilities that provide ample
space for study, research and therapy. Both a large clinic and a
modern preschool are physically located within the department.
A technologically advanced Communication Science
Laboratory was grant funded in 2000 and will be upgraded on
an ongoing basis.

Admission Requirements
Applicants should hold a baccalaureate degree in communication disorders from an accredited college or university.
Applicants without a degree in Communication Disorders will
need to complete all undergraduate courses prior to beginning
graduate courses. A minimum 3.0 on a 4.0 scale is required for
admission.
Applicants should submit the foUowing: 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. Only a limited number
of students are selected, so admission into the program is
competitive. Most students begin the program in the fall of the
year. A special "Summer Only" program, however, allows the
individual who is employed in the field of Communication
Disorders to complete the program in five summers. No Spring
admission is available.
30

California University of Pennsylvania

In addition to formal coursework, the student obtains
ample client contact. During the first and second terms of
graduate study, the student gains his/her professional experience exclusively in the university clinic. He/she will be assigned
at least one client for whom he/she will provide therapy under
the clinical direction of a faculty member. He/ she may also be
assigned to a speech-language or audiology diagnostic team to
evaluate new clients. During either the third or fourth term,
the student is assigned to work at any of 60+ off-campus
facilities with which the department has contractual relationships. These externships (in schools, acute and rehabilitation
hospitals, clinics, long-term care facilities, and home-care
services) provide on-the-job training with a wide variety of
clients.
Once admitted to the graduate program, students must
maintain a 3.0 or better grade point average and must receive
satisfactory evaluations from their practica supervisors. In
addition, a passing score on the Speech-Language Pathology
Praxis Series Test is a requirement for graduation. The Master
of Science Degree in Communication Disorders is a 42+ credit
program, including a research endeavor. Students are assisted in
the completion of this multi-term research project; a single
research step is completed each term. Courses for the Master of
Science Degree include the following:
Curriculum
*CMD 600 Research and Professional Practice in Speech/
Language Pathology
3
*CMD 701 Language Disorders in Adults*
3
*CMD 702 Language Disorders in Children*
3
*CMD 703 Fluency*
3
*CMD 705 Voice Disorders*
3
*CMD 707 Phonology and Articulation Disorders
3
*CMD 708 Neurology
3
***CMD 710 Advanced Clinical Methods
1-12
CMD 764 Instrumentation in Speech-Language Pathology 3
*CMD 765 Dysphagia
3
*CMD 772 Assistive Therapy
3
*CMD 773 Communicatoin and Diversity
3
**EDP 600 Statistical Methods
3
RES 819 Research Paper
1
RES 829 Research Project
2
RES 849 Master's Thesis
4
Total credits for graduation

42

* Required.
** Required if not taken by student at undergraduate level.
*** Only 6 credits may be counted toward the degree.
If you would like further information about these programs,
phone or write the Department of Communication Disorders,
California University of Pennsylvania, 250 University Avenue,
California PA 15419-1394, 724-938-4175, or the School of
Graduate Studies, 724-938-4 187. Email Bonfanti@cup.edu.

COMMUNICATION
Master of Arts Degree in Communication
The Master of Arts in Communication is undergoing curricular
revisions and is not accepting students. Once these revisions
have been completed the new curriculum will be available on
the California University of Pennsylvania web site
(www.cup.edu) or from the Office of Graduate Studies and
Research, 724-938-4187.

Graduate Catalog 2001-2003

31

COUNSELOR EDUCATION
The Department of Counselor Education offers graduate
programs in counseling leading to (1) The Master of Education
degree and certification as either an Elementary or Secondary
School Guidance Counselor, (2) a Master of Science degree in
Community Agency Counseling with a specialization
in Community Agency or Rehabilitation Counseling, Certification as an elementary or secondary school counselor. The
M.Ed. and M.S. in community agency counseling require a
minimum of 48 credits. The Rehabilitation Counseling track
requires 54 credits.

as a professional. At this juncture, students will be either;
admitted to candidacy status; asked to leave the program
because of inadequate academic progress or poor fit between
department and student; or put on hold. Students put on hold
status will be asked to do specific things (such as retake courses,
attend personal counseling ere.) and then apply for candidacy
at a later time. 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

These programs have been developed as a result of recommendations of the accrediting bodies for each profession. In order
to keep the programs current, minor changes may be made in
requirements as needed. The National Board of Certified
Counselors (NBCC) recognizes courses caught in the Department for Continuing Education credits. The program prepares
students to take the National Counselor Exam (NCE) and the
Certified Rehabilitation Counselor exam (CRC).

Practicum/Internship
Practicum and Internship are generally taken near the end of
the students program. Students should plan to spend a
minimum of2 days per week (minimum of 150 hours) for the
entire term at their practicum sites. On site they will be
supervised by a specialist in the area in which they are interested.

If you would like further information about any of these
programs, call or write the Department of Counselor Education California University of PA, 250 University Avenue,
California PA 15419-1394, (724) 938-4123 , or the Graduate
School at (724) 938-4187. Prospective students are advised to
request a Department Handbook which will describe the
philosophy, admissions, and departmental procedures in some
detail.
e-mail: brusoski@cup.edu
Admission to the Programs
Students must first meet the general requirements for admission to the Graduate School. Then 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 45 on the Miller Analogies
Test (MAT), and have earned 12 undergraduate or graduate
credits in psychology. (Exceptions to the above will be considered on an individual basis). Before applications will be
considered, the department must receive:
1. copies of all graduate and undergraduate 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.

Once admitted students will be assigned an advisor with whom
they will work closely to plan their program.
Degree Completion
Several steps are required to complete the degree process. After
finishing 9-12 credits students must apply for candidacy and a
candidacy interview will be scheduled. This interview is
designed to assess students' academic progress and development

32

California University of Pennsylvania

Certified teachers returning for Elementary or Secondary
Guidance must do practicum at the grade levels appropriate to
their certification. Time adjustments may be made for teachers
currently teaching in public schools.
Internship experiences require a minimum of 600 hours under
the supervision of a professional in the students' area of
interest. This will be arranged with the student's advisor.
Master of Education Degree: Elementary Guidance and
Certification
This program is designed for students wanting to work as
counselors in the elementary schools. (K-6)
M.ED. ELEMENTARY GUIDANCE AND CERTIFICATION
Department of Counselor Education and Services
Area I

Core Courses

CED 701
CED 702
CED 724
CED 705
CED 708
CED 710
CED 786
CED 703
*CED 711
*CED 712
CED 787

33 Credit Hours Required

Org. & Adm. Of Couns. Services
Counseling Theory
Experiential Group Process
Developmental Group Counseling
Substance Abuse & Addiction
Counseling Skills & Techniques
Seminar in Career Information
Consulting Theory
Practicum I
Practicum II
Integrated Seminar

Area II Social & Cultural Foundations
CED 720
Cross-Cultural Counseling

Credits
3
3
3
3
3
3
3
3
3
3
3

3

Area III Psychological Foundations
PSY 721
PSY 752
PSY 7 13

Advanced Tests & Measurements
Fundamentals of School Psychology
Psychology of Growth & Development

Area IV

Research

3
3
3

CED 785 Res. Seminar in Counselor Education

3

Minimum Credits Required 48
*CED 7 11 and 7 12 each require two full days of on-sire
expenence.
Prerequisites: 12 graduate or undergraduate credits in psychology including either Psychology of Learning,
Educational Psychology or equivalent. (may take after acceptance into program)
1 Computer Course: recommend "EDF 301 Computers for
Teachers, EDF 302 Applied Instructional Technology''.
1 Srarisrics Course.
Master of Education Degree:
Secondary Guidance and Certification

This program is designed for students wanting to work as
counselor in secondary schools (7-12)
M.ED. SECONDARY GUIDANCE AND CERTIFICATION
Department of Counselor Education and Services
Area I Core Courses 33 Credit Hours Required
CED 701
Org. & Adm. Of Couns. Services
CED 702
Counseling Theory
CED 724
Experiential Group Process
CED 705
Developmental Group Counseling
CED 708
Substance Abuse & Addiction
CED 7 10
Counseling Skills & Techniques
CED 786
Seminar in Career Information
CED 703
Consulting Theory
Practicum I
*CED 711
Practicum II
*CED 7 12
CED 787
Integrated Seminar

Credits
3
3
3
3
3
3
3
3
3
3
3

Area II Social & Cultural Foundations
CED 720
Cross-Cultural Counseling

3

Area III Psychological Foundations
PSY 721
Advanced Tests & Measurements
PSY 752
Fundamentals of School Psych.
PSY 713 Psych. of Growth & Development

3
3
3

Area N Research
CED 785
Research Seminar In Couns. Ed.

3

including either Psychology of Learning,
Educational Psychology or equivalent. (may rake after acceptance into program)
1 Computer Course: recommend "EDF 301 Computers for
Teachers, EDF 302 Applied Instructional Technology''.
1 Statistics Course
Elementary or Secondary Guidance Certification only
This is designed primarily for students who already have a
Master's Degree in another area and want only to add the
certification to their credentials. Coursework done previously
will be evaluated to see whether there are equivalent courses
that can be applied to the certification.
ELEMENTARY/SECONDARY GUIDANCE
CERTIFICATION ONLY
Department of Counselor Education and Services
Area I Core Courses 30 Credit Hours Required
CED 701
Org. &Adm. OfCouns. Services
CED 702
Counseling Theory
CED 724
Experiential Group Process
CED 710
Counseling Skills & Techniques
CED 705
Developmental Group Counseling
CED 708
Substance Abuse & Addiction
CED 786
Seminar in Career Information
CED 703
Consulting Theory
*CED 711
Practicum I
Practicum II
*CED 7 12

Credits
3
3
3
3
3
3
3
3
3
3

Area II Social & Cultural Foundations
CED 720
Cross-Cultural Counseling

3

Area III Psychological Foundations
PSY 752
Fundamentals of School Psych.
PSY 721
Advanced Tests & Measurements
PSY 7 13
Psych. of Growth & Development

3
3
3

Area IV Research
CED 785
Research Seminar in Couns.Ed.

3

Minimum Credits Required 45
*CED 7 11 and 7 12 each require two full days of on-site
expenence.
Prerequisites: 12 graduate or undergraduate credits in psychology including either Psychology of Learning,
Educational Psychology or equivalent. (may rake after acceptance into program)
1 Computer Course: recommend "EDF 301 Computers for
Teachers, EDF 302 Applied Instructional Technology''.
1 Srarisrics Course

Minimum Credits Required 48
*CED 7 11 and 7 12 each require two full days of on-sire
expenence.
Prerequisite: 12 graduate or undergraduate psychology credits
Graduate Catalog 2001-2003

33

Master of Science Degree: Community Agency Counseling
This is a program intended to prepare students to work in a
variety of agencies that provide care within the community.
The focus is on identifying and mobilizing client strengths.
M.S. IN COMMUNITY AGENCY COUNSELING
Department of Counselor Education and Services
Area I Core Courses 33 Credit Hours Required
CED 701
Org. & Adm. Of Couns. Services
CED 702
Counseling Theory
CED 724
Experiential Group Process
CED 708
Substance Abuse & Addiction
CED 705
Developmental Group Counseling
CED 710
Counseling Skills & Techniques
CED 786
Seminar in Career Information
CED 703
Consulting Theory
CED 711
Practicum I (See Footnote*)
CED 712
Practicum II
CED 787
Integrated Seminar

Credits
3
3
3
3
3
3
3
3
3
3
3

Area II Social & Cultural Foundations
CED 720
Cross-Cultural Counseling

3

Area III Psychological Foundations
CED 717
Diagnosis And Treat. in Meneal Health 3
PSY 721
Ad. Tests & Measurements
3
PSY 713
Psych. of Growth & Development 3
Area IV Research
CED 785
Research Seminar In Couns. Ed.

3

Minimum Credits Required 48
*CED 711 and 712 each require two full days of on-site
expenence.
Prerequisites: 12 graduate or undergraduate credits in psychology. (may cake after acceptance into Program)
1 Scaciscics Course
Master of Science Degree in Community Agency Counseling
Rehabilitation Counseling Track
This Rehabilitation Counseling program is designed for
counselors who wish co combine their knowledge of psychology
and understanding of disabilities with skills in counseling,
evaluation and job placement to help individuals with disabilities mobilize their strengths.

REHABILITATION COUNSELING PROGRAM TRACK
M.S. in Community Agency Counseling
54 Credits
Area I Counseling Core Courses
CED 702/PSY 7 41 Counseling Theory
CED 724 Experiential Group Process
CED 705 Developmental Group Counseling
CED 7 10 Counseling Skills & Techniques
CED 720 Cross-Cultural Counseling
34

California University of Pennsylvania

Credits
3
3
3
3
3

Area II Planning and Delivery Qf Rehabilitation Services
RHB 701 Found. & Organization of Rehab. Couns.
RHB 702 Delivery of Rehab. Services
RHB 703 Career & Job Place. Scrac. in Rehab. Couns.
RHB 704 Med. & Psych. Aspects of Disabilities
RHB 705 Practicum I
RHB 706 (optional) Practicum II
RHB 7 10 Internship I
RHB 7 11 (optional) Internship II

3
3
3
3
3
(3)
9
(3)

Area III Psychological Foundations
CED 717 Diagnosis & Treatment in Mental Health 3
PSY 721 Advanced Tests & Measurements 3
PSY 713 Psychology of Growth & Development 3
Area IV Research
CED 785 Research Seminar in Counselor Education
Thesis (optional)

3
(4)

Area Y Electives: Select one from the following or advisor
approval.
CMD 772 - Assiscive Technology
ESP 501 - Introduction to Exceptionality
ESP 503 - Diagnostic Testing & Prescriptive Teaching
ESP 506 - Habilicacion Training Transition
PSY 746 - Psychology of Learning Disabilities
Totals 54
*Prerequisites: Either grad or undergrad with at lease a "C"
grade.
May be taken during Master's program but in addition to
Master's requirements and electives.
1 Computer Course
12 Credits in Psychology (may cake after acceptance into
program)
1 Scaciscics course required prior to CED 785 .
Department website:
www.cup.edu/graduate/counsed

EARTH SCIENCE
Master of Science Degree in Earth Science
The Master of Science degree with a major in Earth Science is a
program intended for those students who desire more trai~ing
in specialized areas of earth science or wish to broade~ theu
present science background. A graduate student entenng the
program should have an undergraduate major in one of the
sciences or in mathematics.
Applicants should have basic Earth Science co~rses, 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 candi~acy fo_r the degree
immediately after successfully completing SIX credits of
graduate work. The graduate student must pass a comprehensive examination.
The program offers two options: Option A, in ~hich ~ Mas~er's
Thesis or Research Project is required, and Opuon B, m which
neither a Master's Thesis nor a Research Project is required.
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 ni~e c_redits
of required research courses and a minimum of 12 credits m
Earth Science, but not the Research Project or the Master's
Thesis.
Curriculum
(An asterisk designates a required course.)
I. Earth Science Core:
Methods of Research in Earth Science
3
*EAS 800
Computer Applications in Water Resources 3
*EAS 538
Any field course, research course or seminar
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
EAS720
EAS 725
EAS 740
EAS 741
EAS 742
EAS 751
EAS 755
EAS 760
EAS 762
EAS 764
EAS 765
EAS 771
EAS 780
EAS 781
EAS 792
EAS 794
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

Tectonics
Advanced Environmental Geology
Reservoir Evaluation
Regional Climatology
Invertebrate Paleontology
Coastal Geomorphology
Hydrology
Weather Analysis
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
Field Mapping
Readings in Earth Science
Research in Earth Science
Seminar in Geology
Seminar in Meteorology
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
3
VA
VA
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
4

If you would like further information about any of th~se
programs, phone or write the Department of ~arch_ Sciences,
California Universiry of Pennsylvania, 250 Umvers1ry Avenue,
California PA 15419-1394, 724-938-4180, or the School of
Graduate Studies and Research at 724-938-4187.

Graduate Catalog 2001-2003

35

ELEMENTARY EDUCATION
Students wishing to enroll in this program must have an
undergraduate Q.P.A. of at least 3.0 or score 35 on the Miller
Analogies Test.

Master's Degree in Elementary Education
The Master's Degree in Elementary Education is available to
students who wish to broaden their knowledge of elementary
education.
Curriculum
I. General and Professional Education (16 credits)
PSY 71 1 Advanced Educational Psychology
OR
PSY 712 Advanced Psychology of Learning
PSY 7 13 Psychology of Growth and Development
EDP 617 Educational Sociology
(or approved substitute)
ESP 501 Introduction to Exceptionality (required)
ED E 700 Historical Background of the
Elementary School
EDE 70 1 Development and Organization
of the Curriculum

II. Professional Core (32 credits) (required)
EDE 728 Problems in Health and Physical Education
EDE 737 Literature and Literacy K-12
EDE 7 15 Recent Trends in Language Arts
EDE 723 Instructional Strategies
EDE 722 Introduction to Elementary Teaching Seminar
EDE 7 16 Problems in Elementary Social Studies
EDE 7 18 Arithmetic in the Elementary School
EDE 740 Trends in Elementary School Science
EDE 708 Developmental Reading in the
Elementary School
EDE 795 Student Teaching Internship

California University of Pennsylvania

Students wishing to enroll in chis program must have an
undergraduate Q.P.A. of at least 3.0 or score 35 on the Miller
Analogies Test.

3

3
3

Students who are nor certified in Pennsylvania must pass the
PRAXIS I and PRAXIS II tests.

2

2

Candidates for Pennsylvania certification must have evidence of
undergraduate or graduate studies in mathematics, biology,
physical science, environmental studies, U.S. history, geography, and economics.

3

If yo u would like further information abo ut this program,

3

2
3
3
3
2
3
2
3
2
9

2
2
2
2

Research Project
2
Thesis
4
Students who are certified teachers in another specialty are nor
required to rake EDE 795.

36

Teaching Certification

The Master's Degree certification track is designed for students
who have a baccalaureate degree and desire elementary reacher
certification. This program is appropriate for teachers certified
in other areas and for persons with an undergraduate degree
outside of education.

Students must pass the PPST and Elementary Education
Content Knowledge rests prior to student teaching.
III . Research (8 credits)
RES 800 Methods of Research (required)
EDE 706 Evaluation and Measurement in the
Elementary School (required)
GEE 537 Computer Science (required)
ECE 749 Parent Invovlement (required)

Master of Education Degree with Elementary

phone or write the Department of Elementary Education at
California University of Pennsylvania, 250 University Avenue,
California PA 15419-1394, (724) 938-4135, or the School of
Graduate Studies and Research at (724) 938-4187.
Curriculum
Minimum 30 graduate credits with a project or thesis.
Minimum 36 graduate credits without project or thesis.
I. General and Professional Education (16 credits)
PSY 7 11 Advanced Educational Psychology
OR
PSY712 Advanced Psychology of Learning
PSY713 Psychology of Growth and Development
ESP 617 Educational Sociology
(or approved substitute)
ESP 501 Introduction to Exceptionali ty (required)
EDE 700 Historical Background of the
Elementary School
ED E 701 Development and Organization
of the Curriculum

II. Professio nal Core (32 credits) (required)
ED E 728 Problems in Health and Physical Education
EDE 737 Literature and Literacy K-1 2
EDE 7 15 Recent Trends in Language Arcs
ED E 723 Instructional Strategies
EDE 722 Introduction to Elementary Teaching Seminar
EDE 7 16 Problems in Elementary Social Studies
EDE 7 18 Arithmetic in the Elementary School
EDE 740 Trends in Elementary School Science

3
3
3
2
3
2
3

2
3
3
3
2
3
2
3

EDE 708 D evelopmental Reading in the
Elementary School
EDE 795 Student Teaching Internship

2

9

Students must pass the general knowledge and communication
sections of the National Teachers Exam prior to student
teaching.
III. Research (8 credits)
RES 800 Methods of Research (required)
EDE 706 Evaluation and Measurement in the
Elementary School (required)
ECE 749 Parent Involvement
GEE 537 Computer Science (required)

2
2
2
2

2
Research Project
4
Thesis
Students who are certified teachers in another specialty are not
required to take EDE 795.

Graduate Catalog 2001-2003

37

GEOGRAPHY AND REGIONAL PLANNING
Master of Arts Degree
in Geography and Regional Planning
The Master of Arts degree in Geography and Regional Planning is flexible, and allows for diversity in goal development. It
enables a graduate to pursue a professional career in geography
as well as to branch out into cognate areas such as government,
industry and planning. This program accepts students with
varied backgrounds and does not require the prospective
graduate student to have an undergraduate major in geography.
The graduate student must apply for candidacy for the degree
immediately after successfully completing six credits of
successful graduate work. The graduate student must pass a
comprehensive examination.
The program offers two options: Option A, in which a Master's
Thesis or Research Project is required, and Option B, in which
neither a Master's Thesis nor a Research Project is required.
Option A requires at least 30 credits, including six 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 Master's Thesis.
Option B requires at least 36 credits, including six credits
of research courses and a minimum of 18 credits in Geography,
but not the Research Project or the Master's Thesis.

3
3

II. Geography: Field of Specialization at least 12 credits from
the following:
GEO 520
Physiography of the United States
3
GEO 700
Philosophy of Geography
3
GEO 7 11
Demographic Analysis
3
GEO 712
Geography and Urban Politics
3
GEO 714
Urban Environment
3
GEO 729
Regional Economic Geography
3
GEO 733
Land Use Analysis
3
GEO 734
Site Selection
3
Marketing Geography
GEO 735
3
Regional Planning
GEO 739
3
Geographic Information Systems
GEO 737
3
Geography and Urban Policy
GEO 738
3
Geomorphology
GEO 751
3
Climatology
GEO 752
3
Physical Environment
GEO 754
3
Field Methods
GEO 765
3
Field Problems
GEO 766
3
38

California University of Pennsylvania

Map and Aerial Photo Interpretation
Computer Cartography
Statistical Cartography
Readings in Geography
Research in Geography
Comprehensive Planning
Seminar in Regional Planning
Seminar in Geography

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
Master's Thesis
RES 849
IV Research (Option B): 6 credits
+GEO/EAS Seminar
*GEO 800 Methods of Geographic Research

3
3
3
3
3
3
3
3

3
3

2

4

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.

Curriculum
(An asterisk designates a required course.)

I. Research Courses: 6 credits as follows:
*GEO-EAS Seminar
*GEO 800 Methods of Geographic Research

GEO 768
GEO 769
GEO770
GEO 785
GEO 786
GEO 789
GEO 791
GEO 798

MASTERS OF ARTS IN TEACHING SECONDARY EDUCATION
Secondary Education

Curriculum

The MAT Program is a two-track program. Track One
provides initial certification in the following areas: Biology,
Chemistry, Earth Science, Environmental Science, General
Science, Mathematics, and Physics. It is designed for those
wishing to make a career change into secondary teaching.
Track Two features professional development programs for
teachers.

MSE 600 The American Secondary School 6 credits
MSE 601 Coming of Age in America
6 credits
MSE 602 Instructional Technology in
Secondary Schools
6 credits
MSE 603 Pedagogical Studies Secondary Education
12 credits
MSE 604 Research/Thesis
6 credits
Certification Requirements
Varies

Track One
Track Two
The MAT is a "stranded" program, i.e., various professional
studies are integrated throughout. It is designed to be
completed in one academic year-including summers.*
(Various certification area requirements may extend that
time.) *4 terms
All courses are scheduled after 6 p.m. (with the exception of
clinical site experiences) and all are team-taught seminars.
Courses are offered partially online and at various sites
(Southpointe Center and downtown Pittsburgh RET
Center) and via other media (cable television and individual
video tapes.)
Students may enter the program at any semester. Entrance
requirements are as follows:
•

A bachelor's degree from a four-year accredited
university/college.

•

An overall 3.0 GPA for all previous course work. (If the
GPA is below 3.0, the student must take the Graduate
Record Exam or Millers Analogy Test.)

•

The Review Board will consider academic
accomplishments, work experience, letters of reference,
career aspirations, and a personal interview.
Pennsylvania requires the Praxis Teacher Examination
(NTE) for state certification. Praxis I must be taken and
passed and before Pedagogical Studies.
The candidate's progress will be assessed throughout the
program.

•

•

Public school teachers can fulfill their required 180
hours of professional development with a number of
options and programs designed especially for working
professionals. More importantly, these programs offer
experiences beyond the traditional sit/listen/take notes/
test/write papers rourines that teachers have generally
experienced.
Programs are designed to extend teachers' knowledge
and understanding while modeling best practice, i.e.,
doing education rather than talking about it. Teachers
may select what best suits their interests and needs and/
or earn a master's degree. The programs are offered
electronically, at convenient times, online, over
television, as true graduate seminars and with the most
modern technology in Pennsylvania.

When all program requirements have been met, the advisors
will recommend appearance before the Review Board. At the
final review all the candidate's accomplishments will be
considered, including a written and oral examination, course
work, observations and recommendations, and discussion of
the thesis/project.

Graduate Catalog 2001-2003

39

Internships allow teachers co venture co sires rhar offer
challenge and intellectual stimulation intended co renew and
inspire and co keep professionals current and in contact wirh
people at rhe cutting edge of their disciplines. Teachers may
select any of rhe courses, experiences, concentrations
included in rhe MAT or earn rhe MAT degree, described as
rhe most innovative new degree in rhe stare.

Curriculum
MSE 605 Current Issues in
Secondary Education
6 credits
(Orher useful MAT courses may be substituted.)
Focused Studies
15-18 credits
MSE 606 Internship
6 credits
MSE 604 Research/Thesis
6 credits

MAT faculty are drawn from across rhe university. The
program is housed in rhe Department of Educational
Studies, 408 Keystone Education Center.
Phone:
724-938-4140
Fax:
724-938-1590
E-mail:
Carnpbell@cup.edu
www.cup.edu/graduare/marse
Web Sire:
On-campus courses are taught in rhe Teaching of Science
Area - Rooms 380-381 of rhe Eberly Science and Technology
Center. For rhe convenience of rhe working professional,
courses are also available at Sourhpointe Center, RET Center
(downtown Pittsburgh), online, and on television (CUTV).
MSE 606 Internship

6 credits

Such experiences can be scheduled during summers,
weekends, and evenings during sabbaticals. Included: NASA
in Wheeling, WV , anrhropological digs, museums, rhearers,

40

California University of Pennsylvania

studios, field excursions co wetlands and geological sires,
environmental impact areas, laboratories, media centers,
abroad and combined wirh research projects.

MATHEMATICS AND COMPUTER SCIENCE
Master of Education Degree with Mathematics
and/or Computer Science Emphasis
The Master of Education in Mathematics and Computer
Science provides a candidate with academic experiences that
enhance teaching skills, curriculum development skills, and
knowledge of mathematics and/or computer science.
Students in the program will develop research skills in the
areas of mathematics and/or computer science curriculum
and instruction and responsible leadership skills in the use of
technology in the areas of mathematics and/or computer
science. Students will also cultivate the skills necessary to
remain current in curriculum, instruction, and assessment in
the fields of mathematics and/or computer science. Graduates of the program will increase their competency as
facilitators for students learning secondary mathematics and/
or pre-college or community college levels of mathematics
and/or computer science.
Admission Requirements
A graduate student's formal acceptance into the program is
determined by the faculty of the Department of Mathematics
and Computer Science. If applicants are considered deficient
in some aspect of undergraduate preparation, the faculty will
assign selected undergraduate courses to such students to
remedy these deficiencies. Upon acceptance into the
program, the student will be assigned a graduate advisor by
the department chair and have a tentative program outlined
according to the student's area of interest. A student will not
receive graduate credit for courses previously taken as an
undergraduate.
This program has rwo options: Option I, which requires at
least 36 credits, but does not require a Master's Thesis;
Option II, which requires at least 37 credits, including a 4credit Master's Thesis.
Curriculum
(An asterisk designates a requirement.)
A. Professional Education: Option I or II: 6 credits
*One of the following:
EDP 605 Philosophy of Education or
EDP 610 Educational Sociology
and
*One of the following:
EDP 605 Philosophy of Education
EDP 610 Educational Sociology
PSY 711 Advanced Educational Psychology
PSY 712 Advanced Psychology of Learning

3
3

3
3
3
3

B. Mathematics/Computer Science Education: Option I or
II: 6 credits
*One of the following courses:
3
MAT 500 Technology in Mathematics or
GEE 537 Computer Science
3
*One of the following courses:
EDP 760 Seminar in the Teaching of Mathematics or 3
GMA 786 Computer Science for Teachers
3
C. Mathematics and Computer Science:
Option I: A minimum of 18 credits from the following;
Option II: A minimum of 15 credits from the following:
CSC 502 Advanced Visual Programming
3
CSC 700 Computer Operations
3
CSC 724 Computer Graphics
3
CSC 734 Methods in Numerical Analysis
3
3
CSC 735 Discrete Computational Structures
CSC 755 Computer Language and Design
3
3
CSC 756 Data Base Management Systems
CSC 757 Hyper Media Programming CAI
3
CSC 77 1 Computer and Information Science I
3
CSC 772 Computer and Information Science II
3
3
CSC 775 Systems Analysis
CSC 777 Data Organizations
3
CSC 778 Computer Systems'
3
Architectural Structures
CSC 781 Programming with COBOL
3
CSC 782 Advanced Programming with COBOL
3
CSC 783 Assembly Language
3
3
GMA 701 Real Variable Analysis I
GMA 702 Real Variable Analysis II
3
GMA 7 16 Differential Equations
3
3
GMA 724 Linear Algebra II
GMA 725 Theory of Numbers
3
3
GMA 741 Linear Algebra
GMA 743 Projective Geometry I
3
GMA 744 Projective Geometry II
3
GMA 751 Abstract Algebra
3
GMA 755 Topology
3
GMA 76 1 Mathematical Statistics I
3
3
GMA 762 Mathematical Statistics II
GMA 785 History of Mathematics
3

D. Research : Option I: 6 credits; Option II: 1O credits
Option I:
*EDP 600 Statistical Methods
3
*EDP 656 Computer-Oriented Research
3
Option II:
*EDP 600 Statistical Methods
3
*EDP 656 Computer-Oriented Research
3
4
*RES 849 Master's Thesis

Graduate Catalog 2001-2003

41

MENTALLY/PHYSICALLY HANDICAPPED EDUCATION
The master's degree in the area of Mentally/Physically
Handicapped consists of three TRACKS.

B: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design

TRACK A is a certification program for chose who already
hold an instructional/reaching certificate in any area but not
certification in special education.
TRACK B is designed for chose students who already hold
certification in Mentally and/or Physically Handicapped or
any single-category area of special education.
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 certification
and a master's degree.
TRACK A:
For those without certification in Mentally/Physically
Handicapped Education
The graduate student in Track A has completed a B.S. degree
in some area of education but wishes to become certified in
Mentally and/or Physically Handicapped Education.

Those completing chis program are licensed to teach all levels
of the mentally retarded, learning disabled, behavior
disordered, or physically handicapped in Pennsylvania. They
may also teach gifted students in Pennsylvania.
The program consists of a minimum of 36 hours, including
six credits of internship chat may be satisfied at a number of
practicum facilities.
Curriculum

(An asterisk designates a requirement.)
A: Major Area: 33 credits
*ESP 501
Introduction to Exceptionality
Introduction to Behavior Analysis
*ESP 701
ESP 739
Field Experience in Special Education
*ESP 502
Education of the Severely/Profoundly
Handicapped
*ESP 503
Diagnostic Testing and
Prescriptive Teaching
*ESP 504
Methods and Curriculum I For Those
with Learning Problems
*ESP 505
Methods and Curriculum II For Those
with Learning Problems
*ESP 506
Habilitation Training-Transition
*ESP 712
Seminar on Trends and Issues
or Approved Elective
*ESP 720
Internship
(May be taken as two three-credit sessions)

42

California University of Pennsylvania

3
3
3
3

3

3

TRACKB:
For those with certification in
Mentally/Physically Handicapped Education
Students who already hold certification in Mentally/
Physically Handicapped education should enroll in Track B;
no additional certification is awarded. The program consists
of a minimum of 36 hours, with six credits of internship.
Since students in chis crack have already had student teaching
experience, internships can be in a number of different
settings.
Curriculum

(An asterisk designates a requirement.)
A: Major Area: 24 credits
*ES P 502
Education of the Severely/Profoundly
Handicapped
*ESP 503
Diagnostic Testing and Prescriptive
Teaching
*ES P 504
Methods and Curriculum I For Those
with Learning Problems
*ESP 505
Methods and Curriculum II For Those
with Learning Problems
*ESP 506
Habilicacion Training-Transition
*ESP 720
Internship
(May be taken as two three-credit sessions)
Nine credits from the following seminars:
Seminar on Trends and Issues
ESP 7 12
or Approved Elective
Seminar on Assessment and Prescription
ESP 731
Seminar on Special Education
ESP 732
Administration and Supervision
Seminar on Counseling Parents of
ESP 734
Exceptional Children
Seminar on Education of the Gifted
ESP 73 5
Seminar on Legislation and Litigation
ESP 737
Seminar on Teacher Behavior and
ESP 738
Group Dynamics
*ESP 739
Field Experience Seminar m
Special Education

3

3
3
3
3

6

3
3
3

3
3
3
3

3
3

3

3
3
3
3
6

B: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design

3

TRACK C: For those with no teacher certification but
with professional experience in the field
Track C is designed for students who are currently working
with or who have worked with handicapped children or
adults in either a community or an institutional setting, and
want to obtain teacher certification in Mentally/Physically
Handicapped Education. Track C students do not already
hold a teaching certificate.
Applicants must meet the requirements for admission to the
Graduate School and must demonstrate proof of some
successful professional job performance in a setting serving
the handicapped.
Those who complete Track C and pass the National Teachers
Examination receive a teaching certificate and the Master's
Degree in Special Education.

Curriculum
(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
Education of the Severely/Profoundly
Handicapped
*ESP 503
Diagnostic Testing and Prescriptive
Teaching
*ESP 504
Methods and Curriculum I For Those
with Learning Problems
*ESP 505
Methods and Curriculum II For Those
with Learning Problems
*ESP 506
Habilitation Training-Transition
*ESP 712
Seminar on Trends and Issues
or Approved Elective
*ESP 720
Internship/Student Teaching

3
3
3
3
9

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
PS Y 752
Fund. of School Psychology

3
3
3
3
2
3
3
3
3
3
3

C: Research: 3 credits
*ESP 800
Seminar in Advanced Behavior
Analysis and Research Design

3

3
3
3
3
3
3

Note: Although not required, students in all tracks may
complete a two credit research project or a four credit thesis.

Besides the 39 hours required in Track C, graduate students
in this track must also complete a Professional Education
block of at least ten hours unless some of these courses were
part of their undergraduate programs. Track C s~udems
must complete one full semester of student teachmg mcluding professional practicum.

Graduate Catalog 2001-2003

43

MULTIMEDIA TECHNOLOGY
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 oflnternet
and multimedia technologies into businesses and organizations that provide public relatio ns, 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 chose
identified with Internet and Intranet processes and sires.
California University has two programs in Multimedia
Technology - a graduate certificate program and a Masters of
Science. The Certificate Program is primarily designed for
those wishing to acquire multimedia skills that will be used
in their current profession. The Masters of Science is
primarily for those who not only will benefit from acquiring
multimedia skills, but additional knowledge and experience
that develops the professional in the individual.
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, C D 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
Phocoshop®, Acrobat®, and Premiere ® ; M acromed.'
1as
Director®, Authorware®, Dreamweaver®, Fireworks®, and
Freehand®; Microsoft Office®; Sonic Foundry's Sound
Forge®, Peak LE®, Newtek Lightwave®, and Quicktime®.
The computers are pare of the University network allowing
access to 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 che Regional Enterprise Tower (RET) in downtown
Pittsburgh.

44

California University Of Pennsylvania

Graduate Certificate in
Multimedia Technology
The Multimedia Technology (MMT) graduate certificate
program is designed co 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 co learn how to integrate multimedia into
their area of expertise. The program has attracted individuals
with very diverse backgrounds such as television production;
public, private, and higher education; art; journalism; theater
and acting; military service; journalism; and as business
owners. Some of the graduates of the program become
multimedia developers, while others stay in their current
profession and take on new positions or responsibilities
related to multimedia.
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.
The program of study consists of the following five courses:
MMT 701 Multimedia Technology
3 credits
MMT 702Multimedia Systems
3 credits
MMT 703Digital Editing
3 credits
MMT 704Web Publishing
3 credits
MMT 705lnteractive Design
3 credits
Admission Requirements
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;
3. have basic 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.

Masters of Science in
Multimedia Technology
This program is also 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, bur who also desire additional, related areas of professional expertise.
Entrance Requirements
1. A bachelor's degree from a four-year accredited college or
university.
2. A 3.0 minimum undergraduate grade point average based on a
4.0 scale.
3. Acceptance to the School of Graduate Studies and Research.
Other Requirements
The graduate student must apply for candidacy for the degree after
successfully completing six credits, but no more than twelve credits
of graduate work.

Curriculum
The Masters of Science in Multimedia Technology consists of
35 credits. Approximately half 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.
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 (18 credits)
MMT701
MMT702
MMT703
MMT704
MMT705
MMT720

Multimedia Technology
Multimedia Systems
Digital Editing
Web Publishing
Interactive Design
Emerging Tech & Apps in Multimedia

3
3
3
3
3
3

II. Integrative Concepts (17 credits)
Required Courses (8 credits)
CMG714 Mass Media and Society
EDP656
Computer Oriented Research
MMT760 Multimedia Production

3
2

3

Restrictive Electives (choose 9 credits minimum)
CMG701 Communication Perspectives
and Paradigms
3
CMG716 Professional Video Communication
3
EDP600
Statistics
2
EDP663
Computer Assisted Instruction
3
EDP685
Seminar in Audio Visual Techniques
2
Study in Human Creativity
GEE586
3
MGT751 International Business Management
3
MKT711 Marketing Management
3
MKT751 Advertising Management
3
RES800
2
Methods of Research
RES819
Research Paper
1
Master's Thesis
4
RES849
Other courses by approval of MMT committee

III. Total Credit Hour Requirements

35

Department website:
www.cup.edu/graduate/mmt

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.

Graduate Catalog 2001-2003

45

ADMINISTRATION PROGRAM FOR PRINCIPALS
Master of Education Degree in Elementary or
Secondary School Administration and/ or
Certification as Elementary or Secondary
School Principal
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 an elementary, middle
or secondary school principal. The program is competency- based and utilizes a variety of instructional
modes.
Previous professional experiences and academic background are assessed to determine the program of studies
and experiences each candidate must complete to receive
a Master's degree in Education and certification or
certification only for a candidate with a Master's degree.

Candidacy
This program is open to students with either a
Bachelor's or a Master's degree. In addition to meeting
the other requirements for admission to the
School of Graduate Studies and Research, applicants
must meet the following requirements: (a) have an
undergraduate Q.P.A. of 3.0 or higher or a
score of 35 on the Miller Analogies Test, or a completed
Master's Degree; (b) complete the Student Data Sheet;
(c) submit a letter of endorsement
from the principal or immediate supervisor.
After the applicants have been accepted into the School
of Graduate Studies and Research, they will be interviewed by the faculty members of the
program. Selected applicants will be allowed to enter the
program by enrolling in the Orientation and Assessment
Seminar.

Instructional Modes
Unlike the traditional course oriented program, in the
Administration Program for Principals the modes of
instruction consist primarily of supervised field experiences (required of all students), learning contracts,
seminars and workshops, computer- assisted
instruction, independent study, learning activity packets,
and case studies. Courses may also be prescribed.

Competencies and Credit Equivalents
The role of the principal is defined as including seven areas
of learning, or Generic Competencies.
Consequently, the graduate student in this program will
demonstrate or acquire cognitive or affective competencies in
the following areas:
GENERIC COMPETENCY #1 Child Growth and
Development
Description: This competency requires an understanding of
how to help the teacher satisfy the demands of various
curricula including: subject, social
and child centered.
GENERIC COMPETENCY #2 Curriculum/Cocurricular
Description: This competency requires an understanding of
the role of the principal in practical, theoretical and technical
aspects of both curricular
and cocurricular development, maintenance and revision.
GENERIC COMPETENCY #3 Law/Ethics Description:
This competency requires the ability to understand the
relationship which exists
between education and law and to apply appropriate legal
and ethical principles to educational practice.
GENERIC COMPETENCY #4 Group Processes/ School
Community Interaction
Description: This competency requires an understanding of
group dynamics, such as cohesiveness, tensions, learning,
problem-solving and leadership, as well as the basic process
involved in effective school-community inter-actions.
GENERIC COMPETENCY #5 Related Disciplines
Description: This competency requires an understanding of
the contributions of philosophy, economics, political science,
sociology, humanities and
the natural sciences to education.
GENERIC COMPETENCY #6 Administration
Description: This competency requires an understanding
that educational administration is concerned with
accomplishing tasks through the exercise
of the following functions by the school administrator:
planning, organizing, staffing, budgeting, supervising,
coordinating, evaluating and communicating.
GENERIC COMPETENCY #7 Research and Evaluation
Description: This competency requires the ability to
conduct, interpret and utilize research skills to affect the
improvement of the educational program and to demonstrate
the ability to articulate the processes of evaluation as they
relate to students.

46

California University Of Pennsylvania

Curriculum
Course Requirements
All students (both MEd and Certification Candidates) in the
Administration For Principals Program must complete the
four-core courses (12 credits) listed
below:
ADP
ADP
ADP
ADP

626
631
641
662

Instructional Strategies
School Law and Ethics
School Community Relations Seminar
Supervision

3
3
3
3

Students seeking Elementary Principal Certification must
complete the four specialization courses (12 credits) listed
below
ADP
ADP
ADP
ADP

620
646
660
669

Elementary/Middle School Curriculum
Orientation to Elem Principal Assesst*
Elementary/Middle School Admin
Summer Elementary Internship**

3
3
3
3

Students seeking Secondary Principal Certification must
complete the four specialization courses (12 credits)listed
below:

The Supervised Field Experience is a collaborative endeavor
with local school districts and is required of all students.
The experience may be performed during the school year or
during the summer, and may be accomplished at one or
more sites, but must be outside the student's school district
of employment and/or area of residence. The graduate
student is assigned to work with a principal practitioner.
Each placement is made in cooperation with the faculty of
this program, the participating school district, and the
student.
Degree Completion Process Following Admission to the
Graduate School, M.Ed candidates must be approved for
degree candidacy, pass the comprehensive exam, complete a
research project or thesis, and complete a minimum of 30
graduate credits at California University.

ADP
ADP
ADP
ADP

621
647
661
670

Secondary/Middle School Curriculum
Orientation to SecPrin & Assess*
Secondary/Middle School Admin
Summer Secondary Internship**

Students seeking a Master of Education Degree with
Elementary or Secondary Principal Certification must
complete 21 credits as listed below:
ADP 612 Supervised Field Proj/Child GrwtTheory
ADP 622 Supervised Field Proj/Curr/Co-Curr
ADP 664 Supervised Field Proj/AdminLeadership
ADP 671 Elementary Research Project OR
ADP 672 Secondary Research Project
ADP 673 Supervised Field Project/Res & review
RES 800 Methods of Reserach
Elective courses in related disciplines

3
3
3
3

3
3
3
2
3
2
5

* This course must be taken in the first semester of
registration.
** A full-time internship of six (6) credits may be taken
instead during either the fall and/or spring semester.

Graduate Catalog 2001 -2003

47

READING SPECIALIST
*RSP 705 Psychology of Reading
RSP 734 Content Area Reading in Middle and
Secondary Schools
*RSP 706 Adule Literacy
EDE 737 Literature and Literacy: K-12

Students wishing to enroll in any of these programs muse
have an undergraduate Q.P.A. of 3.0 or cake the Miller
Analogies Test and receive a score of 35 or better.
Applicants muse meet all the requirements for admission to
the School of Graduate Studies and Research and possess a
valid teaching certificate. Candidates without a teaching
certificate muse obtain approval from the Dean to apply.

3
3
3
3

II. Psychology:
Option A and B: 6 credits required
PSY 712 Advanced Psychology of Learning

3

Electives:
PSY 711 Advanced Educational Psychology
PSY 713 Psychology of Growth and Devdopment
PSY 720 Neuropsychology ofLeaming Disorders

3
3
3

All students who are accepted into Graduate School and
indicate an interest in completing either the Masters in
Reading or Reading Certification program will be assigned
an advisor on the Reading Specialise faculty. This advisor is
responsible for informing the student of program
requirements, administering the comprehensive examination,
checking graduation requirements, and endorsing
certification.
After completing at lease six, bur no more than 12 credit
hours, all students muse apply for candidacy in the program
of their choice. This application for candidacy is submitted
to the student's advisor, and then submitted to the Graduate
School for approval by the Graduate Dean.

Master of Education Degree in Reading"
The candidate has the options listed below; namely, Option
A, with at lease 39 credits, including a Masters Thesis or
Research Project, or, Option B, with at lease 41 credits bur
nor a Masters Thesis or Research Project.
Upon completion of the required credits, candidates muse
pass a comprehensive examination and present
documentation of program standards endorsed by the
Internacional Reading Association and NCATE.

(*designates course with prerequisites.)

I. Reading and Language Arcs:
Option A: 24 credits required
Option B: 24 credits required
(The first four courses must be taken sequentially.)
RSP 700

3
3
3
3

* Course credits are under review and 2 credit classes may be changed
credits

48

California University Of Pennsylvania

to

Electives (choose one only if completing a project):
EDP 600 Statistical Methods
EDP 706 Evaluation and Measurements
EDP 656 Compurer Oriented Research

2
2
2

Option B: 6 credits required, as follows:
RES 800 Methods of Research

2

Electives:
EDP 600 Statistical Methods
EDP 706 Evaluation and Measurements
EDP 656 Computer Oriented Research

Curriculum

Foundations of Literacy Theory and
Instruction
*RSP 702 Diagnosis and Treatment of Reading
Problems
*RSP 703 Practicum: Diagnostic Case Studies
*RSP 704 Practicum: Remedial Case Studies

III. Educational Research:
Option A: 6 credits required, as follows:
RES 800 Methods of Research
2
and, either:
RES 829 Research Project
2
Or
RES 849 Masters Thesis
4
(The Research Project or Thesis Topic must be in Reading or
Language Arcs.)

3

2
2

IV. Related Courses:
Option A: 3 credits required
EDE 701 Development and Organization
of Curriculum

3

Option B: 5 Credits required
EDE 701 Development and Organization of
Curriculum

3

Electives:
EDP 605 Philosophy of Education
EDP 606 General History of Education
EDE 700 Historical Background of the
Elementary School
GEE 586 Study of Human Creativity
EDP 624 Character Education
EDP 610 Educational Sociology
EDP 611 History of American Education

2
2
2

3
2
2
2

Certification as a Reading Specialist

Certification as a Reading Supervisor

This program is distinct from the two Master's degree
programs listed previously. It is a certification only program
in which no degree is received. In order to be admitted to
this program, the applicant must meet all the requirements
for admission to the School of Graduate Studies and
Research and possess a valid teaching certificate. Students
without a teaching certificate must obtain approval from the
Graduate Dean for admission into the program. Students
must also have an undergraduate Q.P.A. of 3.0 or a score of
35 or better on the Miller Analogies Test. Upon completion
of the required credits, the candidate must pass a
comprehensive examination and present documentation of
program standards endorsed by the International Reading
Association and NCATE.

For admission into the Reading Supervisor's Program, the
applicant must hold a Pennsylvania permanent, or Level II,
Instructional Certificate and have held certification as a
Reading Specialist for five years. After the credentials have been
received, the prospective student is referred to the department
chairperson for an interview before admission into the
program.

Curriculum
35 Total Credits Required
Reading and Language Arts: 24 Credits required
An asterisk designates a course with required prerequisites.
(The first four courses must be taken sequentially.)
RSP 700 Foundations of Literacy Theory and
Instruction
3
*RSP 702 Diagnosis and Treatment of
Reading Problems
3
*RSP 703 Practicum: Diagnostic Case Studies
3
3
*RSP 704 Practicum: Remedial Case Studies
3
*RSP 705 Psychology of Reading
RSP 734 Content Area Reading in Middle and
Secondary Schools
3
3
*RSP 706 Adult Literacy
EDE 737 Literature and Literacy: K-12
3
II. Psychology: 3 credits required
PSY 7 12 Advanced Psychology of Learning

3

III. Educational Research: 2 credits required
RES 800 Methods of Research

2

IV Related Courses: 3 credits required
EDE 701 Development and Organization of
Curriculum

3

The purpose of the Reading Supervisor's Program is to prepare
the holder of Level II Instructional Certification for a
supervisory capacity in the specialized area of Reading.
The role of the Reading Supervisor in the public school is to
design an evaluation program to assess the reading needs of a
given school district (K-12), develop a program to improve
instruction in reading that is consistent with the educational
philosophy of that district, and propose and explore steps for
implementation of the program and evaluation of its progress.
The acquisition of the following objectives will enable the
graduate student to fulfill this role:
The prospective Reading Supervisor will implement the
techniques, principles, and practices of supervision.
The prospective Reading Supervisor will be able to develop and
administer a total Reading program.
The prospective Reading Supervisor will serve as a consultant to
the Reading Specialist, classroom teacher, and other personnel
who request help or information concerning the teaching of
reading.
The prospective Reading Supervisor will coordinate the efforts
of various specialists in related fields.
The prospective Reading Supervisor will have knowledge
concerning reading research, current literature, reading
programs, and appropriate texts and materials.

Curriculum
14 Total Credits Required
RSU 680 Improvement of Instruction through
Supervision
ADP 743 Group Process
ADP 731 School Law
RSP 731 Supervision and Administration of a
Reading Program
RSP 732 Reading Curriculum and Instructional
Materials
RSP 733 Reading Internship

2
2
2
2

2

4

Graduate Catalog 2001-2003

49

SCHOOL PSYCHOLOGY
The School Psychology Program offers graduate study
leading ro a Master of Science degree (31-36 credit hours)
and/or a post-master's certificate (31-37 credit hours) in
School Psychology

Admission to the Master's Degree Program
To be considered for admission to rhe Master of Science
Degree program in School Psychology, candidates must
submit the following:
1.
2.

3.
4.

5.

A completed application form to the Graduate
School.
Official undergraduate 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.
Two professional (e.g., professors, employers)
letters of recommendation.
A 3-5 page autobiographical essay that focuses
on the applicant's motivation to become a
school psychologist.
Miller Analogies Test score.

Candidacy
Students do not have full approval to pursue their master's
degree until they achieve candidacy status. Students should
apply for candidacy after they have completed 6-12 graduate
credits. AU candidates must also meet the residency requirement of the School Psychology Program.

Admission to the Certification Program
Applicants 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 must submit the following:
1.
2.

3.
4.

A completed application form to the Graduate
School.
Official transcripts that substantiate adequate
background in psychology (minimum of 15
credits).
Two professional (e.g., professors, employers)
letters of recommendation.
A 3-5 page autobiographical essay that focuses
on the applicant's motivation to become a
school psychologist.

Special Program Notes:
1.

50

Qualified applicants will be scheduled for an
interview with the School Psychology Admis
sion Committee. Meeting the minimum
application requirements does not guarantee
acceptance into the Program.
California University Of Pennsylvania

2.

International students are required to submit a
TOEFL score.
3.
Summer entry is highly recommended.
4.
Admission to the Master's degree Program does
nor guarantee admission to the Certification
Program.
5.
Students entering the Program at the Certifica
rion level may be required to rake additional
course work beyond the standard Certification
Program requirements. This determination will
be based on a review of the applicant's previous
graduate work.

Application Deadline
Applications must be received by April 1.

Curriculum
A minimum of thirty-one graduate credits is required for the
Master of Science degree when electing Option A, the thesis
option. A minimum of thirty-six credits is required for the
Master of Science degree when selecting Option B, the nonthesis option.
Psxchological and Educational Foundations
PSY 702 Psycholopathology of Childhood
PSY 713 Psychology of Growth
and Development
PSY 712 Advanced Psychology of Leaming
PSY741 Theories of Counseling and
Psychotherapy
PSY720 Neuropsychology
Psxchological Methods and TechniQues
PSY721 Advanced Tests and Measurements
PSY722 Individual Psychological Evaluation I
PSY723 Individual Psychological Evaluation II
PSY724 Practicum in School Psychology
PSY724 Assessment of Personality
and Behavior
PSY742 Techniques of Counseling
and Psychotherapy with Practicum
PSY 756 Consultation and Group
Practices with Practicum
School Programs and Organization
PSY 752 Fundamentals of School Psychology
Research
PSY767
PSY766
PSY 849
PSY796

Research Methods in Psychology
Psychological Statistics
Master's Thesis(Option A)
Seminar in Analysis of
Research in School Psychology
(Option B)

3 er.
3 er.
3 er.
3 er.
3 er.

3 er.
3 er.
3 er.
3 er.
3 er.
3 er.
3 er.

3 er.

3 er.
3 er.
4 er.

3 er.

SOCIAL SCIENCES
Master of Arts in Social Science
The Master of Arts program in Social Science at California
University is a flexible program designed to meet the
demands of a high-technology culture. Instead of a highly
structured program, the program includes a core of several
courses that include the social, economic, political, and
cultural aspects of American society.
The curriculum specializes through several branches or
tracks. These tracks (which can be altered or modified in
course structure without changing the core of the degree)
have been created to serve the various needs and interests of
graduate students who desire degrees in the social sciences.
This system also allows the addition or deletion of tracks
without jeopardizing the basic structure of the program.
Track 1 Cultural Resource Management
Track 2 Political Science
Track 3 Secondary Education
Track 4 History
Track 5 General Social Science
Track 6 Geography
Track 7 Criminal Justice

Admission
Admission to the program requires an undergraduate gradepoint average of at least 3.0 on a 4-point scale or a minimum
score of 35 on the Miller Analogies Test.
Candidacy
Following completion of at least six semester credit hours
and before completion of 12 semester credit hours, a student
must apply to the Graduate School for candidacy (complete
form). The Graduate School will forward the information to
the Coordinator of the M.A. in Social Science Program for
review. If a student has a B average and no grade below B,
candidacy will be granted. If a student has C, I or F grades,
candidacy will be deferred until the student has completed
15 credit hours so that his/her academic performance can be
carefully monitored. If, after completion of 15 credit hours, a
student has no I grades or additional grades below B,
candidacy will be granted.
Grades
All students must maintain a B grade-point average. If a
student drops below a B average at any time, he/she will be
automatically placed on program probation. A student will
have one semester to raise his/her grade point average to a
"B". Failing to do so or at any time again dropping below a
"B" average will result in termination from the program. Any
student earning rwo or more "C" course grades or an "F"
grade will be automatically placed on program probation for
the remainder of his/her tenure in the program. If during the
remainder of his/her program another "C" or "F" course

grade is earned, a student will be automatically terminated
from the M.A. in Social Science Program.
Comprehensive Examination
Following completion of a minimum of 24 course credits in
the program, including all core courses, with no outstanding
I grades, a student may apply to the Graduate School to take
a required comprehensive examination. Once the M .A. in
Social Science coordinator is notified of a student's intent to
take the test, the coordinator will ask rwo or three social
science, justice studies and/or history department faculty
members to each prepare a single examination question for
the student. Questions will only be written by professors
whom a student has had as an instructor in a graduate class.
Students will be notified by letter as to who will write their
examination questions. They will also be encouraged to
consult with those professors on how they should prepare for
the specific test questions.
The examination questions will be graded on a pass/fail basis
by the question author. A student must pass all questions to
pass the examination. Failure of one question equates to
failure of the examination. The Comprehensive examination
may be taken a maximum of rwo times. Failure of the
examination for a second time will result in a student's
termination from the M.A. in Social Science Program. A
student who fails the examination will be allowed to re-take
the entire examination the next fall or spring term when it is
offered (no special tests are given). Students will be notified
by letter from the program coordinator as to whether they
have passed or failed the examination.
Curriculum
Since the following core courses are scheduled only every
other or every third semester or during the summer, every
student needs to enroll in them the first time they are offered
following their acceptance into the program. Students need
to recognize that in order to complete their curriculum it
may be necessary to take the following classes during the
summer.
The curriculum specializes through several branches or
tracks. These tracks (which can be altered or modified in
course structure without changing the core of the degree)
have been created to serve the various needs and interests of
graduate students who desire degrees in the social sciences.
This system also allows the addition or deletion of tracks
withour jeopardizing the basic structure of the program.
Currently there are six (6) tracks in the curriculum.
(1) Cultural Resource Management- a program created to
train graduate students to work in the rapidly growing field
of cultural resource management and historic preservation.
Graduate Catalog 2001-2003

51

(2) Political Science - a curriculum designed for students
interested in a traditional political science program.
(3) Secondary Education- essentially this curriculum is the
same as the Master of Education in Social Science, which
California University successfully offered for many years.
(4) History- a streamlined and updated version of the
university's previously offered Master of Arts in History.
(5) General Social Science
(6) Geography
(7) Criminal Justice

Social Science Research Techniques
Statistical Methods
Computer Science

3
2
2

Computer Oriented Research
Social, Economic, and Political Order
Analysis of Power Structure

2
3
3

* Required
** Required and must be taken first time offered after
acceptance into the MA in Social Science program or before
a student completes more than 12 credit hours.
Track 1: Cultural Resource Management: 24 Hours
*ANT 707
Cultural Resource Management:
Historic Preservation
3
*ANT708
Historic Sites Archaeology
3
Land Use Analysis
GEO 733
3
Map and Aerial Photo Interpretation 3
GEO 768
Studies in the Social and Intellectual
HIS 727
History of the United States
3
MGT 7 12
Organizational Behavior
3
Field Mapping
EAS 77 1
3
Physiography of the United States
GEO 520
3
Geographic Information System
GEO 737
3
Geomorphology
GEO 751
3
Studies in Urban American History
HIS 736
3
MGT742
Human Resource Management
3
Industrial Relations
MGT 731
3
*ANT709 Practicum
4-6
*Required
Track 2: Political Science: 18-24 Hours
Option A: Eighteen hours, including the Master's Thesis.
Option B: Eighteen hours, including the Research Project.
Option C: Twenty-four hours
POS 700
Public Policy
3
POS 704
American Political Ideas
3
POS 705
History of Political Theory
3
POS 711
Politics of Latin America
3
POS 728
Politics of Underdeveloped Nations
3
POS 740
American Defense Policy
3
POS 745
The Legislative Process
3
POS 746
American Chief Executives
3

52

California University Of Pennsylvania

3
Civil Liberties and Judicial Processes
Independent Studies in Political Science 1-3
Research Project
2
Master's Thesis
4

Track 3: Secondary Education: 18-24 Hours
Option A: Eighteen hours, including the Master's Thesis .
Option B: Eighteen hours, including the Research Project.
I. Professional Education- 6 Credits

HUMANISTIC- 2 Credits (minimum)
EDP 605
Philosophy of Education
EDP 606
General History of Education

CORE COURSES: Thirteen (13) semester hours
**SOS 800
*EDP 600
*GEE 537
or
EDP 656
*SOS 716
*SOS 7 17

POS 747
POS 779
RES 829
RES 849

2
2

BEHAVIORAL
Advanced Educational Psychology
PSY 7 11
Psychology of Growth and
PSY 7 13
Development
Social Psychology
EDP 618
Advanced Psychology of Learning
PSY 712
EDP 663
Computer Assisted Instruction

3

3
2

3
2

II. Social Science- 11 Credits
*RES 829
Research Project or
*RES 849
Master's Thesis
* Either required
ANTHROPOLOGY
ANT 701
Archaeology Field School
Cultural Resource Management:
ANT 707
Historic Preservation
Historic Sites Archaeology
ANT 708
Archaeology
Field School
GEE 536

2

4

3
3
3

VA

GEOGRAPHY
Physiography of the United States
GEO 520
3
GEO 700
Philosophy of Geography
3
GEO 7 11
Demographic Analysis
3
Urban Environment
GEO 7 14
3
GEO 729
Regional Economic Geography
3
Land Use Analysis
GEO 733
3
Site Selection
GEO 734
3
GEO 735
Marketing Geography
3
Geographic Information System
GEO 737
3
Geomorphology
GEO 751
3
GEO 752
Climatology
3
Physical Environment
GEO 754
3
Regional Geography
GEO 760
3
Field Methods
GEO 765
GEO 764
Remote Sensing: Map and Aerial Photo
Interpretation
3
Computer Cartography
GEO 769
3
HISTORY
HIS 715
HIS 717
HIS 718

The Civil War and Reconstruction
The 1930's and the United States
The United States Since World War II

3
3
3

HIS 725
HIS 727
HIS
HIS
HIS
HIS
HIS

728
735
736
737
784

Studies of the Afro-American in
American History
Studies in Social and Intellectual
History of che United States
Studies in American Labor History
Studies in American Diplomatic History
Studies in American Urban History
Studies in Pennsylvania History
Workshop in Local History

3
3
3
3
3
3
3

POLITICAL SCIENCE
Public Policy
POS 700
POS 704
American Political Ideas
History of Political Theory
POS 705
POS 711
Politics of Latin America
Politics of Underdeveloped Nations
POS 728
POS 740
American Defense Policy
The Legislative Process
POS 745
American Chief Executives
POS 746
Civil Liberties and Judicial Process
POS 747
Independent Studies in Political Science
POS 779

3
3
3
3
3
3
3
3
3
3

Option C: Twenty-four (24) semester hours
I. Professional Education - 6 credits
HUMANISTIC- 2 Credits (minimum)
BEHAVIORAL
Psychology of Growth and
EDP 617
Development
Social Psychology
EDP 618
Advanced Psychology of Learning
EDP 636
Computer Assisted Instruction
EDP 663

2
2
2
2

II . Social Science 17 credits
ANTHROPOLOGY
Archaeology Field School
ANT701
Cultural Resource Management:
ANT707
Historic Preservation
Historic Sites Archaeology
ANT 708
Archaeology Field School
GEE 536
GEOGRAPHY
Physiography of the United States
GEO 520
Philosophy of Geography
GEO 700
Demographic Analysis
GEO 711
GEO 714
Urban Geography
Regional Economic Geography
GEO 729
Land Use Analysis
GEO 733
Site Selection
GEO 734
Marketing Geography
GEO 735
Geographic Information System
GEO 737
Climatology
GEO 752
Physical Environment
GEO 754
Regional Geography
GEO 760
Field Methods
GEO 765
Remote Sensing: Map and
GEO 764
Aerial Photo Interpretation
Computer Cartography
GEO 769

3
3
3
VA

3
3
3
3

3
3
3
3
3
3
3
3
3

HISTORY
HIS 715
HIS 717
HIS 718
HIS 725
HIS 727
HIS
HIS
HIS
HIS
HIS

728
735
736
737
784

The Civil War and Reconstruction
The l 930's and the United States
The United States Since World War II
Studies of the Afro-American in
American History
Studies in Social and Intellectual
History of the United States
Studies in American Labor History
Studies in American Diplomatic History
Studies in American Urban History
Studies in Pennsylvania History
Workshop in Local History

POLITICAL SCIENCE
POS 700
Public Policy
POS 704
American Political Ideas
POS 705
History of Political Theory
POS 711
Politics of Latin America
POS 728
Politics of Underdeveloped Nations
POS 740
American Defense Policy
POS 745
The Legislative Process
POS 746
American Chief Executives
Civil Liberties and Judicial Process
POS 747
Independent Studies in Political Science
POS 779

3
3
3
3
3
3
3
3
3
3

3
3
3
3
3
3
3
3
3
3

Track 4: History- 18 To 24 Hours
OPTION A: Eighteen (18) semester hours, including the
Master's Thesis.
OPTION B: Eighteen (18) semester hours, including the
Research Project
OPTION C: Twenty-four (24) Semester Hours
HISTORY
The Civil War and Reconstruction
3
HIS 715
The l 930's and the United States
HIS 717
3
The United States Since World War II 3
HIS 718
Studies of the Afro-American in
HIS 725
American History
3
Studies in Social and Intellectual History
HIS 727
of the United States
3
HIS 728
Studies in American Labor History
3
Studies in American Diplomatic History 3
HIS 735
Studies in American Urban History
HIS 736
3
Studies in Pennsylvania History
3
HIS 737
HIS 784
Workshop in Local History
3
2
RES 829
Research Project
Master's Thesis
4
RES 849
Track 5: General Social Science
OPTION A: Eighteen (18) semester hours, including the
Master's Thesis.
OPTION B: Eighteen (18) semester hours, including the
Research Project
OPTION C: Twenty-four (24) Semester Hours
ANTHROPOLOGY

3
3
Graduate Catalog 2001-2003

53

ANT701
ANT707
ANT708

Archaeology Field School
Cultural Resource Management:
Historic Preservation
Historic Sires Archaeology

3
3
3

GEOGRAPHY
Physiography of the United States
GEO 520
3
Philosophy of Geography
GEO 700
3
GEO 7 11
Demographic Analysis
3
GEO 7 14
Urban Geography
3
Regional Economic Geography
GEO 729
3
Land Use Analysis
GEO 733
3
Site Selection
GEO 734
3
Marketing Geography
GEO 735
3
Geographic Information System
GEO 737
3
Geomorphology
GEO 751
3
Climatology
GEO 752
3
Physical Environment
GEO 754
3
GEO 760
Regional Geography
3
Field Methods
GEO 765
3
GEO 764
Remote Sensing: Map and Aerial Photo
Interpretation
3
GEO 769
Computer Cartography
3
HISTORY
The Civil War and Reconstruction
HIS 715
3
The l 930's and the United States
HIS 7 17
3
HIS 7 18
The United States Since World War II 3
Studies of the Afro-American in
HIS 725
American History
3
Studies in Social and Intellectual History
HIS 727
of the United Scates
3
HIS 728
Studies in American Labor History
3
HIS 735
Studies in American Diplomatic History 3
HIS 736
Studies in American Urban History
3
HIS 737
Studies in Pennsylvania History
3
HIS 784
Workshop in Local History
3
POLITICAL SCIENCE
POS 700
Public Policy
POS 704
American Political Ideas
History of Political Theory
POS 705
POS 7 11
Politics of Latin America
POS 728
Politics of Underdeveloped Nations
POS 740
American Defense Policy
The Legislative Process
POS 745
POS 746
American Chief Executives
POS 747
Civil Liberties and Judicial Process
POS 779
Independent Studies in Political Science
RES 829
Research Project
RES 849
Master's Thesis

54

California University Of Pennsylvania

3
3
3
3
3
3
3
3
3
3
2

Track 6: Geography
OPTION A: Eighteen (18) semester hours, including the
Master's Thesis.
OPTION B: Eighteen (18) semester hours, including the
Research Project
OPTION C: Twenty-four (24) semester hours
GEOGRAPHY
GEO 520
Physiography of the United States
3
GEO 700
Philosophy of Geography
3
GEO 71 1
Demographic Analysis
3
GEO 714
Urban Geography
3
Regional Economic Geography
GEO 729
3
Land Use Analysis
GEO 733
3
Site Selection
GEO 734
3
Marketing Geography
GEO 735
3
Geographic Information System
GEO 737
3
Geomorphology
GEO 75 1
3
Climatology
GEO 752
3
Physical Environment
GEO 754
3
GEO 760
Regional Geography
3
Field Methods
GEO 765
3
Compurer Cartography
GEO 769
3
GEO 764
Remote Sensing: Map and Aerial Photo
Interpretation
3
RES 829
Research Project
3
Master's Thesis
RES 849
3

Track 7: Criminal Justice
OPTION A: Thesis option
Criminal Justice Core: Twelve (12) semester hours.
CR] 748
Criminal Justice Organization
and Management
CR] 747
Financial Investigations
Seminar in Justice Studies
CR] 749
Employment Law
CR] 745
CR] 746
Law and Ethics
POS 747
Civil Liberties and Judicial Process
Criminal Justice Electives: Six (6) semester hours
Public Policy
POS 700
GEO 71 1
Demographic Analysis
Urban Environment
GEO 714
Regional Planning
GEO 739
GEO 789
Comprehensive Planning
Map and Aerial Photo
GEO 778
Interpretation
Historic Sites Archeology
ANT 708
SWK 815
Criminal and Juvenile Justice Practice
SWK 816
Practice with Children and Youth

3
3
3
3
3
3

3
3
3

3
3
3
3
3
3

SWK 821
BUS 741
BUS 743
FIN 711
MGT 711
MGT 712
MGT 742

Drug and Alcohol Abuse
Business Law
Business, Society, And Government
Financial Management
General Management
Organizational Behavior
Human Resource Management

Thesis Option: Four (4) semester hours
RES 849
Master's Thesis
OPTION B: Non-Thesis Option
Criminal Justice Core: Eighteen (18) semester hours
CRJ/MGT 742 Human Resource Management
Law and Ethics
CRJ 746
CRJ 747
Financial Investigations
CRJ 748
Criminal Justice Organization
and Management
CRJ 749
Seminar in Justice Studies

3
3
3
3
3
3
3

4

3
3
3
3
3

POS 747

Civil Liberties and Judicial Process

Criminal Justice Electives: Six (6) semester hours
Public Policy
POS 700
GEO 711
Demographic Analysis
GEO 714
Urban Environment
GEO 739
Regional Planning
Comprehensive Planning
GEO 789
Map and Aerial Photo Interpretation
GEO 778
ANT 708
Historic Sites Archaeology
SWK 815
Criminal and Juvenile Justice Practice
SWK 816
Practice with Children and Youth
SWK 821
Drug and Alcohol Abuse
BUS 741
Business Law
Business, Society, And Government
BUS 743
FIN 7 11
Financial Management
MGT711
General Management
MGT 712
Organizational Behavior
Human Resource Management
MGT742

3

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

Graduate Catalog 2001-2003

55

SOCIAL WORK
Objective:
The MSW Program at California University of PA is a
response to the need for more professionally educated social
workers in small towns and rural environments. Its mission is
to integrate knowledge, skills and values in an educational
environment that includes research and service that prepares
graduates for successful advanced generalist social work
practice in rural areas.
Beginning in the fall of 1998, the program is seeking
accreditation through the Commission on Accreditation of
the Council on Social Work Education. It has successfully
cleared Candidacy, the first stage, in the accreditation
process. The process takes time and requires programs to
operate while in candidacy. Following accreditation, degrees
earned while the program was in candidacy can be
retroactively accredited

Program Admission:
Applicants must meet the general requirements for the
Graduate School:
1. Complete the admission application for the
School of Graduate Studies which includes specific sections
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.
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.*

*There are two ways to take the GRE exam: the paper
exam or the computer exam. The paper exam is offered
a limited number of times each year. The computer
exam can be taken within three days of your credit card
registration by telephone.
The two part GRE code number :
California University of PA
R2647
MSW Program
005001
The GRE registration number is 1-800-GRE-CALL.

Transfer Credit:
Prior MSW work and related graduate study 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.

Program of Study:
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 tract
has 42 credits, begins in the spring term and takes one and a
half years of full-time study (Spring & Fall & Summer). Parttime advanced standing students follow requirements for
part-time students and normally finish in seven terms.

Retention:
Regular Program Admission
1. Have completed 30 credits of upper level liberal arts
courses, including content in human biology.
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 "B" average for 12 credits to
be fully admitted.)

Continuance in the MSW Program requires:
1. Maintaining a 3.0 GPA.
2. Earning no more than 6 credits of C. A third C would
require repeating one of the courses in which a C was earned.
An additional C would require dismissal from the program.
An F grade in one course would also require dismissal from
the program.
3.Maimaining a professional demeanor, as demonstrated by
actions that are in keeping with the NASW Code of Ethics.

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 400 hour field practicum under MSW
superv1S1on.

56

California University Of Pennsylvania

Curriculum
Curriculum Totals 60 credits for the Regular Program:
CREDITS
REQUIRED COURSES
SWK 701 Generalist Practice 1
3
SWK 702 Generalist Practice II
3
SWK705 HBSE
3
SWK 707 Human Diversity
3
SWK 709 Social Welfare Policy & Services
3

SWK 710 Policy Process & Program Design
SWK 713 Social Work Research Methodology
SWK 714 Quantitative Research Methods
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 Research
SWK 829 Advanced Field Practicum I
SWK 830 Advanced Field Practicum II
SWK 832 Rural Advanced Generalist
Integrative Seminar
SWK Advanced Generalist Practice Elective
(see below)
SWK General Elective (see below)

3
3
3
4
3
3
3
3

5
5

6

3
60

ADVANCED GENERALIST PRACTICE
ELECTIVES
CREDITS
SWK 811 Practice with Aging
3
SWK 812 Practice in Supervision &Admin.
3
SWK 813 Practice in Health Care and
Health Planning
3
3
SWK 814 Practice in MH/MR
SWK 815 Juvenile & Adult Justice System Practice 3
SWK 816 Practice with Children & Youth
3

Curriculum Totals 44 credits for the Advanced Standing
Program:
CREDITS
REQUIRED COURSES
SWK 701 Generalist Practice I *
3
SWK 702 Generalist Practice II*
3
SWK 710 Policy Implementation &
Programs Design
3
SWK 714 Quantitative Research Methods
3
SWK 801 Advanced Generalist Practice
3
SWK 803 Assessment of Differential
Client Functioning
3
SWK 806 Rural Family & Community Policy
3
SWK 808 Advanced Practice Research
3
SWK 829 Advanced Field Practicum I
5
SWK 830 Advanced Field Practicum II
5
SWK 832 Rural Advanced Generalist
Integrative Seminar
1
SWK Advanced Generalist Practice Electives
6
29-35
ADVANCED GENERALIST PRACTICE
ELECTIVES
CREDITS
SWK 811 Practice with Aging
3
SWK 812 Practice in Supervision & Admin.
3
SWK 813 Practice in Health Care and
Health Planning
3
3
SWK 814 Practice in MH/MR
SWK 815 Juvenile & Adult Justice System
Practice
3
3
SWK 816 Practice with Children & Yourh

* Generalist Practice I and II may be waived.

Graduate Catalog 2001-2003

57

SUPERINTENDENT LETTER OF ELIGIBILITY PROGRAM
The Superintendent Program
T he program for the Superintendent Letter of Eligibility
provides an opportunity for a graduate student to obtain
certification as a superintendent of schools in the
Commonwealth of Pennsylvania. 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.
Adm ission to the Program
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 must possess a QPA
of at least 3.0 in all graduate work taken prior to application
to the program. Applicants must submit to the Graduate
Office a letter of endorsement completed by the chief school
administrator in the school district of current employment.
Final recommendation for admission to the program will be
determined by the Program Coordinator.
C urriculu m
I. Core program (21 credits: 7 courses with a Field
Experience Episode)
SLE 701
SLE 702
SLE 703
SLE 704
SLE 705
SLE 706
SLE 707

Administration Theory, Organization and
Operation
Contract Law, School District Legal Issues
Finances
Technology and Facilities Development
Curriculum and Instruction, Leadership,
Supervision
School/Community, Public Relations,
Marketing
Strategic Planning, Policy Analysis, Board
Relations

All core courses will be taught by experienced
superintendents, members of the program's Academy of
Superintendents, appointed as adj unct faculty in the College
of Education and Human Services.
II. University Seminars (7 credits)
This phase of the program is intended to provide participants

58

California University of Pennsylvania

with a more comprehensive and analytical view of central
office administration. Students will be exposed to a variety of
educational encounters by such experiences as tours of school
districts, seminars on pertinent administrative topics,
theories of administrative practice, synthesizing a code of
ethics, and evaluation of self and goal attainment.
III. Business Management/Education Partnership
(four credits, two seminars)
An important and unprecedented phase of the program is the
involvement of business/industry leaders in the preparation
of future school superintendents. Business/industry leaders
have knowledge concerning budgeting, personnel
management, maintenance, planning, etc. chat is valuable to
potential chief school administrators.
SLE 731 Business/Industry/Education For Profit Seminar I
(2 crs.)
SLE 74 1 Business/Industry/Education Non Profit Seminar
II. (2 crs.)
Student Evaluation Students will be required to complete a
portfolio chat can be used in measuring many of the
outcomes deemed necessary to analyze desired performance
levels. Course testing utilizing essay and objective
information will be used in determining the knowledge and
comprehension acquired by the student.
K-12 Administration Ed.D. Program Through a
Collaboration Agreement between California University of
Pennsylvania and the University of Pircsburgh, students
completing their studies for the Letter of Eligibility at Cal U
and recommended by the Director of the SLE Program can
transfer up to forty five (45) graduate credits to the
University of Pircsburgh, School of Education, Department
of Administration and Policy Studies, K-12 Administration
Program.

TECHNOLOGY EDUCATION
Master of Education Degree
in Technology Education
This program provides an opportunity for chose with
qualifications ro study for the Master of Education Degree
and/or as a preparation for chose pursuing advanced degrees;
in addition, a supervisory certificate in technology education
can be obtained. This degree is very beneficial co inservice
teachers who are converting their programs from industrial
arts to technology education. Additionally, teachers from
other disciplines wishing to receive certification as technology education teachers may apply up to 21 graduate credits
cowards both their technology education certification and a
Master of Education Degree in Technology Education.
The program has three cracks, or plans. Plan A (38 credits)
leads both to the Master of Education degree and che
Supervisory Certificate in Technology Education. Plan B (30
credits) is the general track with a thesis requirement and
leads only co the Master of Education degree. Plan C (36
credits) is a general track program without a thesis requirement. In all three plans, completion of all course work and
program requirements, as well as a satisfactory score on a
comprehensive examination, is required.
Curriculum
I. Human Development
Plans A, B, C: 5-7 credits
PSY711
Advanced Educational Psychology
PSY712
Advanced Psychology of Learning
PSY713
Psychology of Growth and
Development
Educational Sociology
*EDP 610
Introduction to Exceptionality
ESP 501
*GEE 586 A Study of Human Creativity

3
3
3

*TED 750
+TED 735
+TED 745
+TED 755
TED 760
TED 565

Transportation Systems
Advanced Studies in Communication
Advanced Studies in Production
Advanced Studies in Transportation
Technology Education and Industrial
Practices Workshop
Special Problems in Tochnology Education

3
1-3
1-3
1-3
1-3
1-3

IV. Supervision (three years of teaching experience required)
Plan A
8 credits
Plan B
O -4 credits
Plan C
O credits
*TES 781
Improvement oflnsrruction Through
Technology Education Supervision
2
*EDP 685
Group Dynamics
2
*TES 791
Practicum I - Technology Education
Supervision
2
*TES 792
Practicum II - Technology Education
Supervision
2
V. Research Area

Plans A, B:
Plan C
*EDP 600
*RES 800
RES 849

8 credits
4 credits
Statistical Methods
Methods of Research
Master's Thesis

2
2

4

*Required Courses
+ One course is required in Plan C.
NOTE: Students in Plan A must have a minimum of three
years of reaching experience prior co entering the program.

2

3
3

II. Technology Education - Professional
Plans A, B, C: 6 credits
*TED 700 Foundations ofTechnology Education 3
*TED 710 Organization and Administration
of Technology Education
3
III. Technology Education Laboratories
Plans A, B: 9-12 credits
15-21 credits
Plan C:
TED 500
Teaching Technology-Elementary
School
3
TED720
Implementing Technology Education 3
*TED 730 Communication Systems
3
*TED 740 Production Systems
3

Graduate Catalog 2001 -2003

59

COURSE DESCRIPTIONS
ACCOUNTING - ACC
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 7 11. 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 admin istration of controllership functions
in business organizations. (3 crs.)
ACC 721. FINANCIAL ACCOUNTING. Introduction co financial
accounting theory, the formulation of accounting principles, and the
structure of generally accepted accounting principles. (3 crs.)
ACC 73 1. 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.)

ADMINISTRATION PROGRAM FOR PRINCIPALS ADP
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 chat require students co
apply their knowledge and demonstrate proficiency in chose skills
chat contribute to effective performance as an adm inistrator. (3 crs.)
ADP 620. ELEMENTARY CURRICULUM AND INSTRUCTION This course is designed so chat students will learn a variety of
strategies a principal may use in his leadership ro le in curriculum and
instruction in small and large school districts as he works with the
board, staff, parents, students and ocher community members. (3
crs.)
ADP 621. SECONDARY AND MIDDLE SCHOOL CURRICULUM Among che many leadership roles and responsibilities for the
PRINCIPALSHIP, none is more important than educational
program development, adm inistration and evaluation. An important
characteristic of principals of successful schools is their greater
understanding of the complexity of educational programs and their
ability to reflect chis complexity in the leadership they provide. A
school 's educational program is more than the formally stated
curriculum and the content comprising chis curriculum . In chis
course, students will explore the spectrum of educational activities of
the school chat influence teaching and learning; curricular and cocurricular, fo rmal and informal, intended and unintended, known
and unknown. Primary attention will be given to the intended and
unintended curriculum of the school. (3 crs.)
ADP 622. SUPERVISED FIELD PROJECT/ CURRICULUM/
COCURRICULUM Problem-solving activities and field experiences
planned cooperatively with university and school district personnel
are designed in the area of curriculum/co-curriculum chat require
students to apply their knowledge, and demonstrate proficiency in
chose skills chat contribute to effective performance as an administrator. (3 crs.)

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California U niversiry of Pennsylvania

ADP 626. INSTRUCTIONAL STRATEGIES. This course is
intended to provide prospective principals with a practical and
theoretical framework to aid chem in directing teachers coward more
effective instruction. Students are expected co analyze the elements of
effective instruction including objective, methodology and evaluation. Students culminate these activities by designing and implementing models replicating effective instructional strategies. (3 crs.)
ADP 631. PRINCIPLES OF SCHOOL LAW. The general purpose
of the co urse is to assist the students co acquire a working and
practical knowledge of school law. Every aspect of education, in one
manner or another, is regulated by legislative statutes, Department of
Ed ucation rules and regulations or state and federal court decisions.
Hence, every person involved in the educational process should, in
order to be fair, efficient and effective, be aware of che law that
governs his/her daily activities. (3 crs.)
ADP 641 . SCHOOL COM RELATIONS SEMINAR.
The purpose of chis seminar is twofold: (1) to help school administrators develop an understanding of the conditions and changes that
affect school-community interaction and, (2) to help administrators
develop the performance competencies needed in order to anticipate
and deal with ever-changing school/community relations' issues and
demands. (3 crs.)
ADP 646. ORIENTATION TO ELEMENTARY PRINCIPAL
AND ASSESSMENT SEMINAR. The orientation seminar, required
for all students in the program, provides an introduction co the
theory and practice of educational administration. Included are such
topics as ethics and moral leadership, problem analysis, judgment,
stress management, rime management and oral and written communications. (3 crs.)
ADP 647. ORIENTATION TO SECONDARY PRINCIPAL 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 660. ELEMENTARY/MIDDLE SCHOOL ADMINISTRATION. This co urse provides pre-service administration theory and
training for elementary/middle school principals. The course
progresses from basic principles of leadership and leadership styles co
a review of practical strategies to help make important decisions
more effectively. Effective and innovative approaches to solving
complex issues more efficiently and cooperatively wi ll be examined
and practiced. The course will provide a knowledge of practical
methods for using availab le resources within the context of an ever
changing, complex job. (3 crs.)
ADP 661. SECONDARY/MIDDLE SCHOOL ADMINISTRATION. This co urse provides an introduction co the theory and
practice of educational administration. The course progresses from an
overview of leadership and leadership style co a review of the
structures and management systems chat can make good educational
leadership possible and finall y, foc uses 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 course is intended to acquaint the
prospective supervisor with some of the principles, procedures and
techniques which have been found to be most useful and effective in
improving instruction in our schools today. The instruction will
focus nor only on the theoretical basis of supervision, but will have
practical application and relevance to reaching. A clinical supervisory
approach with heavy attention to the due process rights that should
be embedded in the process is the basis of the course. Experience will
include a self assessment of participants' leadership styles, analysis of
teaching, practicing supervisors' perceptions of the supervising
function, supervisory models, taxonomy of instruction and mutual
goal-setting process. (3 crs.)
ADP 664. SUPERVISED FIELD PROJECT/ ADMINISTRATION LEADERSHIP. Problem-solving activities and field experiences planned cooperatively with university and school district
personnel are designed in the area of administration leadership that
require students to apply their knowledge and demonstrate proficiency in those skills that contribute to effective performance as an
administrator. (3 crs.)
ADP 669. SUMMER ELEMENTARY INTERNSHIP. The
Summer Elementary 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 seven generic competency areas. (Variable crs.)
ADP 670 . SUMMER SECONDARY INTERNSHIP. The Summer
Secondary 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 seven generic competency areas. (Variable crs.)
ADP 671. ELEMENTARY RESEARCH PROJECT. (2 crs.)

philosophy, work and aims of that branch of anthropology that
studies the American historic past from a cultural-archaeological
perspective, with study of military, domestic, commercial, and
industrial sires and the people who lived or worked at them. Insight
into the means by which debris from the past occupation of an area
may be made to tell the story of who lived there, why they chose to
settle in certain areas, what the settlers subsisted on, what daily
activities they performed, and rhe relationships of these elements to
one another. (3 crs.)
ANT 709. ANTHROPOLOGY PRACTICUM. (Variable crs.)

ATHLETIC TRAINING - ATE
ATE 500. PHARMACOLOGY FOR ALLIED HEALTH SCIENCES. An overview of drugs commonly used to treat patients seen
by persons working in the allied health professions. Medical reasons
for drug treatment, specific actions of therapeutic agents, and adverse
effects are presented. (2 crs.)
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 710. ADVANCED ATHLETIC TRAINING. The study of the
cognitive, effective and psychomotor behavioral objectives necessary
to properly assess and manage athletic injuries. The course identifies
injury and illness factors associated with participation in athletics.
Thorough clinical evaluation of injuries and illnesses commonly
incurred by athletes makes up a significant amount of the
coursework. (3 crs.)
ATE 715. SPORTS LAW. General legal principles and case law.
Specific attention is placed upon the impact of law and case law on
sport and sports medicine practitioners. (3 crs.)
ATE 720. SPORTS THERAPY. Lecture and laboratory exercises rhar
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.)

ADP 672. SECONDARY RESEARCH PROJECT. (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 rhe area of research and evaluation that require
students to apply their knowledge, and demonstrate proficiency in
those skills rhar contribute to effective performance as an administrator. (3 crs.)

ATE 730. INTERNSHIP IN SPORTS MEDICINE I. The graduate
student intern practices and enhances clinical skills in athletic
training. The student will be assigned to off-campus clinical settings
for this experience. (3 crs.)
ATE 735. INTERNSHIP IN SPORTS MEDICINE II. The
graduate student intern continues to practice and enhance clinical
skills in athletic training. The student will be assigned to off-campus
clinical settings for chis experience. (3 crs.)

ANTHROPOLOGY-ANT
ANT 701 ARCHAEOLOGY FIELD SCHOOL. Acquaints graduate
students with basic prehistoric and historic archaeological field and
laboratory techniques. (Variable crs.)
ANT 707. CULTURAL RESOURCES MANAGEMENT: HISTORIC PRESERVATION. The need for preservation of cultural
resources, rhe state and federal legislation supporting such work, the
various facets of cultural resources work, and a practical scheme for
cultural resources preservation. Parr of the course involves doing
preservation research. (3 crs.)

ATE 745. CONTEMPORARY ISSUES IN ATHLETIC TRAINING. Administrative functions, professional relationships, facility
design, professional conduct, ma~agement 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. (4 crs.)

ANT 708. HISTORIC SITES ARCHAEOLOGY. The techniques,

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61

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.)

BIO 720. HUMAN GENETICS. A study of various genetic and
chromosomal abnormalities found in humans. Some topics are: sexlinked inheritance, karyorype analysis, the genetic code, inherited
metabolic disorders, genetics of immune system, blood group
genetics, new genetic technologies, population genetics, mutations,
and genetic counseling. (3 crs.)
BIO 721. BIOCHEMISTRY I. A comprehensive study of the
characteristics of proteins, lipids, carbohydrates, and nucleic acids,
with special emphasis on enzymes. Other topics include the major
metabolic pathways found in organisms and the regulation of these
organisms. Prerequisite: Organic Chemistry and/or permission of the
instructor. (3 crs.)

BIOLOGY - BIO
BIO 520. NEUROBIOLOGY. An examination of the structure and
function of nervous systems. The course is designed to develop a
detailed understanding of nervous system structure and function
from the molecular level to the level of complex circuits such as
learning and memory. A central theme is the comparison of the
neurological circuits across phyla to identify basic organizational
principles. Prerequisites: BIO 115, BIO 120, BIO 306, BIO 328, or
permission of the instructor. 3 hours of lecture weekly. (3 crs.)
BIO 575. WATER POLLUTION BIOLOGY. A survey of the
impacts of various types of environmental pollutants on aquatic
biological communities. Community responses are analyzed in a
lecture/laboratory format with emphasis on collection in the field.
Three lecture hours and three laboratory hours weekly. Prerequisites:
BIO 115, BIO 120, BIO 125, CHE 101 & CHE 103. (4 crs.)
BIO 700. CELLULAR ULTRASTRUCTURE. The fine structures
of cellular organelles as revealed by the electron microscope are
discussed in relation to organelle and cell function. Ultrafine
structure of the cell membrane, cell wall, nucleus, mitochondria,
Golgi apparatus, locomotor organelles, etc. are included. This course
does not include instruction in the techniques of electron microscopy. (3 crs.)
BIO 706. BACTERIOLOGY. The physiology of the cell with
emphasis on the relationship of cell structure and function. Includes
physical and chemical aspects of cells, the relations of cells to their
environment, energy conversion in cells, membrane permeability,
photosynthesis, and enzyme action . Prerequisite: CHE 331. (4 crs., 3
hr. lab/3 hr. lecture)
BIO 708. MICROBIAL ECOLOGY AND PHYSIOLOGY.
Detailed analyses of the anabolic and catabolic activities of bacteria,
fungi, and algae are studied. The microbiological processes of
nitrification, denitrification, chemosynthesis, bacterial and algal
photosynthesis, fermentation, and antibiosis are examined, with
reference to ecological interactions with man and other organisms.
Prerequisites: Microbiology and Organic Chemistry. (4 crs., 3 hr. lab/
3 hr. lecture)
BIO 710. IMMUNOLOGY. A detailed study of the immune system
of animals covering nonspecific and specific host responses to foreign
materials, the interaction between cells of the specific immune
response, the nature and diversity of the immune response, the
practical applications of the immune response, and disorders
associated with the immune response. Prerequisites: BIO 115, BIO
120 and BIO 318 or BIO 326. Three lecture hours weekly. (3 crs.)

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BIO 723. ANIMAL HISTOLOGY. The study of cellular differentiations in tissue, tissue identification, and special functions, especially
in mammals. Prerequisites: BIO 115 and 120. (4 crs ., 3 hr. lab/3 hr.
lecture)
BIO 724. EMBRYOLOGY. A study of oogenesis and spermatogenesis and resultant developments following fertilization ; factors
involved in morphogenetic determination; organology; sequences of
changes in development. Special emphasis on the chick and
comparative examples of development in other animals. Prerequisites:
BIO 115 and 120. (4 crs., 3 hr. lab/3 hr. lecture)
BIO 725 . MOLECULAR BIOLOGY. A comprehensive course in
macromolecular structure and function in organisms, with emphasis
on proteins and nucleic acids. Topics include bioenergetics, the
genetic code, protein synthesis, recombinant DNA technology, and
methods of analysis of proteins and nucleic acids. Prerequisite:
Organic Chemistry or permission of the instructor. (3 crs.)
BIO 726. HUMAN GENETICS. Chromosomal abnormalities,
Mendel's Laws, and the effect of change of gene action on Mendelian
ratios. Other topics include; sex-related inheritance, random mating,
consanguinity, allelism, mutations, and maintenance of polymorphism. Prerequisites: BIO 115, BIO 120, BIO 125, & BIO 318.
Three lecture hours weekly. (3 crs.)
BIO 727. ICHTHYOLOGY. An introduction to the morphology,
taxonomy, ecology, and distribution of the major groups of freshwater fishes, with emphasis on the fauna of the Northern United States;
field experiences in fishery survey techniques are provided. Prerequisites: BIO 115 & BIO 120. (4 crs ., 3 hr. lab/3 hr. lecture)
BIO 735. COMPARATIVE VERTEBRATE ANATOMY. A
comparative study of the vertebrate organs and organ systems of
animals in the Phylum Chordata, with emphasis on evolutionary
changes. Prerequisites: BIO 115 & 120. Three lecture hours and
three laboratory hours weekly. (4 crs.)
BIO 738. HERPETOLOGY. A study of the anatomy, physiology,
ecology, and taxonomy of the major groups of amphibians and
reptiles. Prerequisite: BIO 120. (3 crs.)
BIO 740. ORNITHOLOGY. The study of birds, with major
emphasis on field observations and identification of resident and
migratory species. Numerous field trips in western Pennsylvania also
illustrate ecological, behavioral, and habitat relations and the impact
of human beings on bird life. Lectures and some laboratories cover
anatomic and physiologic adaptations of the vertebrate structure to
the stringent problems of flight and climate. (4 crs., 3 hr. lab/3 hr. lecture)

BIO 741. ADVANCED RESEARCH STUDIES. An original
research investigation with a qualified research professor in the
graduate student's area of biological research interest. (1-4 crs.)
BIO 742. SCIENTIFIC PHOTOGRAPHY. A basic course in life
and environmental sciences which stresses the myriad ways in which
photography can be applied to enhance the effectiveness of the
teaching and research endeavors of biologists and environmentalists.
Special attention is given to photomicroscopy, macrophotography,
and field photography. Various other illustrative materials are also
prepared, using selected photographic equipment and/or procedures.
(2-4 crs.)
BIO 744. ETHOLOGY. Four principal approaches to ethology:
ecology, physiology, genetics, and development are interpreted within
the framework of evolutionary biology with emphasis on the patterns
of behavioral similarities and differences among different kinds of
animals. Prerequisites: BIO 115, BIO 120, BIO 308, BIO 316 or
ENS 300. Need permission of the instructor. Three lecture hours and
three laboratory hours weekly. (4 crs.)
BIO 745. ENTOMOLOGY. Theoretical and field study of the local
classes of insects and related species: taxonomy, collecting and
mounting, general and specific morphology, metamorphosis and life
cycles, economic importance and control measures. Not open to
those who have already taken Biology 362. (4 crs. , 2 hr. lab/3 hr.
lecture)
BIO 746. PARASITOLOGY. A study of symbiotic relationships in
the animal kingdom, with emphasis on invertebrate endoparasites of
man, his domestic animals, and common wildlife of the area.
Morphology, life cycles, host-parasite relationship, etiology, epidemiology, and treatment and diagnosis are stressed. (4 crs., 3 hr. lab/3 hr.
lecture)
BIO 752. PLANTS AND PEOPLE. Human beings' relationships to
and economic interests in plants from the products from plant walls,
exudates and extractions to those primarily used as food. (4 crs., 2 hr.
lab/3 hr. lecture)
BIO 758 . PLANT ANATOMY AND MORPHOGENESIS. A study
of plant growth and descriptive experimental studies on cells and
meristems. How plant correlation, polarity, symmetry, differentiation, regeneration, tissue mixtures and abnormal growth are involved
in the distinctive phenomena of morphogenesis. Laboratory work
consists largely of the growth of representative plants from the seeds
in the laboratory. Experiments show the effects of light, temperature,
water and various other physical factors together with chemical
substances and the various generic factors. (4 crs. , 3 hr. lab/3 hr.
lecture)
BIO 765 . DESIGN AND ANALYSIS. The theoretical and applied
basis of experimental design, sampling theory and sampling designs,
data input and output, statistical analysis and interpretation for
studies involving ecological research, environmental pollution
monitoring, and environmental impact assessment. The emphasis
will be on experimental design, sampling procedures and the
application of computer methods for data base, spreadsheet, word
processing, and statistical packages. (3 crs.)
BIO 766. BIOMETRY. A study of statistical techniques applied to
experimental design and analysis of biological problems in the field
and laboratory, with emphasis on multi-variant situations and on

insuring validity of results. Prerequisite: College Algebra or Statistics.
(3 crs.)
BIO 768 . TECHNIQUES IN ELECTRON MICROSCOPY.
Derailed training in the operation and care of the electron microscope; techniques of specimen preparation for electron microscope
visualization, including fixation, embedding, and ultrathin sectioning
and special techniques such as replication and shadow casting.
Prerequisite: BIO 762 and permission of the instructor. (4 crs., 3 hr.
lab/3 hr. lecture)
BIO 772. MAMMALOGY. Classification, distribution, and natural
history of mammals, with emphasis on Eastern North American
species. Field studies and preparation of study specimens. Prerequisites: General Zoology, Biotic Communities, or Ecosystems Ecology.
(4 crs. , 3 hr. lab/3 hr. lecture)
BIO 773. PRINCIPLES OF WILDLIFE MANAGEMENT. This
course is designed to provide students with an understanding of the
philosophies and concepts of scientific wildlife management. Major
emphasis will be placed on wildlife management in North America,
but differing perspectives from other regions of the world will be
incorporated into the course. Topics to be covered will include
monitoring habitats and habitat management, population exploitation and administration, economics, and socio-political topics as they
relate to wildlife management. Three lecture hours and three
laboratory hours weekly. Prerequisites: BIO 115 & BIO 120. (4 crs.)
BIO 778. ORGANIC EVOLUTION. An intensive study of the
impact of evolutionary thought on the various disciplines of biology.
Emphasis is on the evolution of life from non-life, organic materials
and the genetic basis of life; also on the elemental forces of evolution,
the sources of variation, the role of natural selection and generic
drift, and the result of evolution through adaptation. Evolutionary
divergence is studied through an understanding of races and species,
isolating mechanisms, the origin if species, and evolution above the
species level. (3 crs.)
BIO 788. CELL BIOLOGY. The biology of the cell with emphasis
on the relationship of structure and function within the cell. It is a
study of cell organelles, growth, division, macromolecules, membranes, synthesis, and regulation. Prerequisites: BIO 115, BIO 120,
BIO 125, & CHE 331. Three lecture hours and three laboratory
hours weekly. (4 crs.)
BIO 790. WILDLIFE MANAGEMENT TECHNIQUES. This
course will cover techniques commonly used by wildlife biologists
with emphasis on those applicable to birds and mammals. Important
techniques covered in the course include aging and sexing of
important game species, habitat measurement and evaluation,
population analysis, and analysis of food habits. The lecture portion
of the course provides an introduction to common techniques and
the lab emphasizes practical use and application of those techniques.
Three lecture hours and three laboratory hours weekly. Prerequisites:
BIO 115, BIO 120 & BIO 125. (4 crs.)
BIO 795 . SEMINAR IN BIOLOGY. Library research, class
discussion, and reporcs by the participants on topics of special
interest. Members of the biology staff are also invited to lead some
discussions in their major fields of interest. (2 crs.)
BIO 800. METHODS OF RESEARCH IN SCIENCE. Consideration of the fundamentals of research in the natural sciences, with
emphasis on the scientific method, technical library use, collection

Graduate Catalog 2001-2003

63

and interpretation of data, and the format of scientific writing for the
thesis and for publication. The AIBS Style Manual for publishing in
primary scientific journals will be used. (2 crs.)

BUSINESS - BUS
BUS 74 1. BUSINESS LAW. The legal aspects of contracts and th e
results of contractual obligations, negoti able instruments, agency,
partnerships, corporations, real and personal property and sales. (3
crs.)
BUS 743. BUSINESS, SOCIETY, AND GOVERNMENT. A
survey of social control of industry and business; the co urse covers
government regulation, consumerism, and the role of technological
change in society. (3 crs.)
BUS 77 1. 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 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.)

COUNSELOR EDUCATION - CED
CED 701. ORGANIZATION AND DEVELOPMENT OF
COUNSELING SERVICES. This course is the initial and fundamental one in th e programs for school and agency counselors. It
examines the rationale, development, scope and nature of American
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 co urse deals with
theories, objectives, principles, and practices of counseling individuals, including children and the family. These theories are applicable
in schools and ocher 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 co mponent process cons ultation 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 co mponent deals
with initial contact, organizational diagnosis, process intervention,
evaluating progress and closure. Prerequisi tes: CED 701 , 702, 710,
7 14. (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 playi ng; personal development in groups; and che
influence of the group processes on individual development.
Prerequisite: CED 702 or permission of instructor. (3 crs.)
CED 708 . SUBSTANCE ABUSE AND ADDICTION. For
graduate students interested in alcohol and other drug rehabilitation

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California University of Pennsylvania

and prevention. Si nce 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 the affected individuals and their significant others.
(3 crs .)
CED 709 . INDEPE DENT STUDY. The graduate student will
have an opportunity to do independent study or research in
counseling. The graduate student is guided by a member of the
faculty in Co unselor Education. Prerequisite: Permission of the
adv iser. (Variable crs.)
CED 7 10. COUNSELING SKILLS AND TECHNIQUES.
Graduate students develop counseling skills by learning and
practicing therapeutic techniques that facilitate the learning process.
In a laboratory setti ng, the students experience perso nally che
elements chat consti cute effective counseling. They learn the
importance of non-verbal behavior in a co unseling setting and che
skills of attending, active listeni ng, and action planning. Likewise,
they are required to explore the uses of audio and video equipment in
counseling situations and to integrate these tools with currently
employed behavioral interventions such as role playing, social atoms,
structured exercises, and simulations. Prerequisites: CED 701,702,
7 14. (3 crs. )
CED 7 11 . PRACTICUM I. In this course the student develops
effective helping ski lls and techniques using one or more recognized
counseling theories. To achieve this goal, the graduate student spends
two full days per week in the field under the supervision of an
experienced counselor and also attends regularly scheduled classes. A
list of co unseli ng competencies to be developed may be obtained
from the Counselor Education Department. Prerequisites: CED 701,
702, 7 14, 71 0, candidacy. (3 crs.)
CED 7 12. PRACTICUM II . A co ntinuation ofrracticum I (CED
711), with emphasis on group counseling. Graduate students in chis
course are required to spend two full days per week under supervision and to atte nd regularly scheduled classes. Prerequisites: all core
courses or departmental approval. (3 crs.)
CED 7 13. PRACTICUM III. A continuation of CED 712, this
course serves as a culmination of practicum experiences. The course
is flexible, so that it may meet individual needs of co unselor trainees
with varying degrees of skills while ensuring the maximum standards
of competence in co unseling. Prerequisite: CED 7 12. (3 crs.)
CED 715. ADVANCED COUNSELING THEORY. The initial
phase of this co urse 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 chis approach through role playing. Prerequisite:
instructor approval. (3 crs.)
CED 7 16. ADVANCED CONSULTING THEORY. A continuation of C ED 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 eval uation of the
project. Prerequisite: instructor approval. (3 crs.)
CED 7 17. DIAGNOSIS AND TREATMENT IN MENTAL
HEALTH . The use and understanding of treatment terminology and
concepts as used by mental heal th treatment centers and clinicians.
Use of the Diagnostic and Statistical Manual-III and American
Psychological Association codes are emphas ized. (3 crs.)
CED 720. CROSS-CULTURAL COUNSELING . Students will
explore che cognitive, affective, and behavioral co nsiderations of
culcurally diverse client groups. Accordingly, co unseling theories and
programmatic approaches relevant co the mental health needs and
concerns of these groups will be introduced . This wi ll include an
examination of how cultural attributes, strategies, and co ping skills
can be effectively synthesized into the co unseling process. (3 crs.)
CED 724. EXPERIENTIAL GROUP PROCESSES. This course
provides a setting for graduate students co grow in self-awareness and
co explore their interperso nal and intraperso nal co ncerns. Emphasis
is placed on personal and social growth, improving human relationships, diminishing human distress, improving co mmunications,
problem-solving, and group membership interaction . The students
are given the opportunity co view and assess their behavior by use of
audio and/or video capes of group process. (3 crs.)
CED 785. RESEARCH SEMINAR IN COUNSELOR EDUCATION. The purpose of chis course is co 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
provides knowledge and process abo ut career information and
counseling in school and agency settings. It may also benefit ocher
professionals such as teachers, administrators, the clergy, etc. The
course emphases include sources of career information; appraisal,
classification, and filing of career information; theories, values and
methods of individual career develop ment; career reso urces centers;
career and vocational education; systems of career guidance; survey of
contemporary and projected world of work; assessment; and perso nal
or problem-oriented implications of career development. (3 crs.)
CED 787. INTEGRATED SEMINAR. Intended for students who
have completed all course requirements in the counseling curriculum, providing the opportunity co synthesize the graduate student's
work and experience in counseling. Prerequisite: instructor permission. (3 crs.)
RHB 701. FOUNDATIONS AND ORGANIZATION OF
REHABILITATION COUNSELING. This course acquaints
students with che scope and context of the field of rehabilitation
counseling. le introduces students co rehabilitation history, philosophy, values, and practice including an examination of the ethical
guidelines and legal parameters affecting the field. Students will
explore current iss ues, community resources, services and processes.
The emphasis is on how che rehabilitation delivery system works
with attention co che role of the counselor. Students will visit
agencies, which employ rehabilitation counselors, hear speakers, and
read che rehabilitation literature. In addition they will be expected co
reflect upon, write and share information with classmates by making
presentations in class. (3 crs.)

RHB 702. DELIVERY OF REHABILITATION SERVICES. This
course presents che case management process in rehabilitation from
both the public and private sector viewpoints. In the public sector,
counselors co nduce a thorough evaluation of the perso n, explore
vocational goals and plans with th e perso n, develop a comprehensive
employment plan, coordinate service delivery, and assist in preparations for placement. Private sector case managers concentrate on
helping injured workers return co their previous jobs as quickly as
possible. In chis case management process, co unselors develop a
transitional employment plan chat involves close communication
with the employee, the employer, the phys ician, the family, the
supervisor, and human resources and safety representatives. Students
will also learn about the impact of managed care on these processes.
Students will hear from speakers, read appropriate materials,
parti cipate in extensive class discussion, reflect and write up case
notes and treatment plans. (3 crs.)
RHB 703 . CAREER AND JOB PLACEMENT STRATEGIES IN
REHABILITATION COUNSELING. This course is designed co
help rehabilitation counselors gain the attitudes and skills necessary
co provide effective job placement services co individuals with
disabilities. le includes such copies as: the meaning and importance of
work; th eories of vocational development; th e effects of disability on
individual's vocational development; job analysis; labor market and
occupational information; job development techniques; affirmative
action and job placement activities. A combination of lecture,
discussion, guest speakers, student presentations will be used. (3 crs.)
RHB 704. MEDICAL AND PSYC HOSOCIAL ASPECTS OF
DISABILITY. This course provides the student with extensive
information about the physical, neurological, and psychological bases
of disability. An overview of all body systems (musculoskelecal
sys tem, central and peripheral nervous sys tems, etc.) will occur early
in the term so chat the student understands che underlying disease
processes and pathologies chat will be highlighted individually both
in text and lectures. In depth information about numerous pathological conditions will be presented. Alcernacive medicine and
ass istive technology and current trends will be discussed within the
realm of rehabilicacion medicine. Through lecture, videotape, site
visi t, and research the student is exposed co all the theoretical and
practical information necessary for basic understanding of the
medical aspects of disability. (3 crs.)
RHB 705. PRACTICUM I.This is che students' ficsc opportunity co
work in an agency as a rehabilitation counselor trainee.
Students will be on site 2 days per week for a minimum of 150 hours
during che term. They will receive a minimum of one-hour
supervision per week by the supervisor on site. In addition students
will be required co attend a class once a week where tapes and cases
will be presented, ethical and legal iss ues discussed, and information
shared. Individual supervision by che faculty supervisor one hour a
week may also be required. (3 crs.)
RHB 706. PRACTICUM II. This continues the students' opportunity co work in an agency as a rehabilitation counselor trainee.
Students will be on sire 2 days per week for a minimum of 150 hours
during the term. They will receive a minimum of one-hour supervision per week by the supervisor on site. In addition students will be
required co attend a class once a week where capes and cases will be
presented, ethical and legal issues discussed, and information shared.
Individual supervision by the faculty supervisor one hour a week may
also be required. (3 crs.)

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65

RHB 710. INTERNSHIP I. This is the students' opportunity to
work professionally in an agency as a rehabilitation counselor trainee.
Students will be on sire full rime (5 days per week for 16 weeks, for a
minimum of 600 hours) . In addition to training that all new
employees in the agency receive, students will receive a minimum of
one-hour supervision per 20 hours by che supervisor on sire. In
addition, students will be required to attend a group supervision class
once a week where students will present cases. Ethical and legal issues
will be discussed, and information shared.
RHB 71 I. INTERNSHIP II. This is a continuation of Internship I
for students whose sites require them to continue for more than one
semester. Students will receive a minimum of one-hour clinical
supervision per 20 hours by the supervisor on sire. Faculty will
coordinate this experience and troubleshoot problem situations, but
direct supervision will be the responsibility of agency.

aging and stress, and neurologic endowment are all discussed. The
central theme of this course is brain "governance" over al] other body
systems. (3 crs.)
CMD 7 1 I. APPLIED THERAPEUTIC PROCEDURES IN
PRESCHOOL SETTING . The student participates in "hands on"
work in the department's preschool where IO norma!Jy-developing
and 10 children with speech-language problems are included. Focus
in on actual work with children, inclusion theory, and normal and
disordered development. (1-3 crs.)
CMD 7 12. APPLIED THERAPEUTIC PROCEDURES IN OUTPATIENT 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 ochers. (1-3 crs.)

COMMUNICATION DISORDERS - CMD
CMD 600. RESEARCH AND PROFESSIONAL PRACTICE IN
SPEECH/LANGUAGE PATHOLOGY. This course is designed co
give the graduate student an opportunity to examine che total field of
Speech Pathology and Audiology and its relationship with a!Jied
professions. Special attention is focused on research in the profession
and on the ethical, clinical, and legal aspects of membership in the
American Speech, Language and Hearing Association. (3 crs.)
CMD 701. LANGUAGE DISORDERS IN ADULTS. The purpose
of chis 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
ocher neurological disorders injuries. (3 crs.)
CMD 702. LANGUAGE DISORDERS IN CHILDREN. The
study of language disorders in children from a language content,
language form, and language use orientation. Students learn to
obtain and analyze a language sample and to plan for remediation of
language disorders in children. (3 crs.)
CMD 703. FLUENCY DISORDERS . Comprehensive analysis of
major diagnostic and therapeutic procedures used for the treatment
of stuttering and other fluency disorders. (3 crs.)
CMD 704. ARTICULATION DISORDERS. This course will
provide the graduate student with traditional views toward articulation and phonology disorders and their assessment and treatment.
Current management and assessment procedures wiJI be presented.
(3 crs.)
CMD 705 . VOICE DISORDERS. The purpose of chis course is to
provide 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 trachea-esophageal practice are
covered in detail. (3 crs.)
CMD 708. NEUROLOGY. The graduate student becomes familiar
with chose 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, brain asymmetry due to gender differences,
disruption of language functions after brain injury, che effects of

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California University of Pennsylvania

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 AUDIO LOGIC DIAGNOSTIC AND
REHABILITATIVE PROCEDURES. The student participates in
"hands-on" 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. Excernship in an educational setting.
(1-3 crs.)
CMD 716. APPLIED NEUROGENIC PROCEDURES IN
HEALTHCARE FACILITIES. Excernship in a healthcare setting. (13 crs.)
CMD 7 18. ADVANCED AUDIOLOGY FOR THE SPEECHLANGUAGE PATHOLOGIST. The purpose of chis course is to
assist the speech-language pathologist in working with hearingimpaired and deaf patients of all ages. (3 crs.)
CMD 725 . AURAL REHABILITATION. The purpose of chis
course is to identify the problems of the aurally handicapped in
society and methods of a!Jeviation and compensation for the hearing
loss. (3 crs.)
CMD 730 . PROFOUND ORGANIC DISORDERS. This course
provides an overview of cleft lip and palace, cerebral palsy and
craniofacial disorders and other common syndromes in children and
adults. Emphasis is placed on the interdisciplinary care of these
individuals. (3 crs.)
CMD 732. COUNSELING THE COMMUNICATIVELY
DISABLED. This course is dedicated to chose who need counseling
to change attitudes, to accept their disorders, to be motivated to
change behaviors, and to understand their communication problems.
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.)
CMD 731. EARLY INTERVENTION IN SPEECH LANGUAGE
PATHOLOGY. This course offers the opportunity for comprehensive study of delayed and deviant speech, language and social
interaction development patterns, hearing loss and deafness, and
feeding and swallowing issues in children from infancy through
preschool age. The student will be provided a complete overview of
the process from referral to assessment to treatment to transition. (3
crs.)
CMD 733 ORGANIZATION AND ADMINSTRATION IN
SPEECH-LANGUAGE PATHOLOGY. This course will cover the
business aspects of providing speech-language pathology services
within healthcare facilities and school systems. (3 crs.)

CMD 722. AUGMENTATIVE AND ALTERNATIVE
COMMUNICATION. This course is an in-depth study of: 1) The
underlying theory of augmentative and alternative communication
systems (AAC) including state-of-the-art and emerging technologies;
and 2) methodology for assessing and training individuals with
communication disorders to use AAC systems. Emphasis is placed on
functional strategies for the practicing clinician in AAC. Hands-on
experience with various AAC systems is an integral part of this
course. (3 crs.)
CMD 785. SEMINAR IN SPEECH PATHOLOGY. The role of the
speech-language pathologist as a diagnostician and interventionist in
disciplinary and interdisciplinary investigations, including counseling
procedures, and organization of programs for various pathologies of
speech and language are considered . (3 crs.)

COMMUNICATION - CMG
CMD 734. MOTOR SPEECH DISORDERS. This course focuses
on various dysarthias, apraxis, and psychogenic disorders that result
from nervous system damage or disfunction. Major content areas
include degining and categorizing the disorders, examining clinets,
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. (3 crs.)
CMD 762. NONVOCAL COMMUNICATION . The various
modes of nonvocal communication are presented . Information
specific to selection of the most advantageous method (or combination of methods) for implementation with clients is considered. (3
crs.)
CMD 763. COMMUNICATION PROBLEMS OF SPECIAL
GROUPS. This course will focus on the difference in speech/
language of non-native and non-standard users of English, with
attention given to assessing when and what types of intervention are
ethically and professionally appropriate. The changes in structure and
function which accompany aging and their effects upon speech and
language functions of the elderly are examined. Verbal and nonverbal
congruency (or lack thereof) is addressed in depth. (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 PCbased instrumentation . (3 crs.)
CMD 765. DYSPHAGIA. This course addresses the evaluation and
management of children and adults with disordered swallowing
secondary to neurologic and structural abnormalities. The relationship of dysphagia to speech disorders is discussed. (3 crs.)
CMD 766. TRAUMATIC BRAIN INJURY. The primary 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.)

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.)
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 communica-

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67

tion criticism. Analysis of significant rexes from a variety of contexts
and genres. Prerequisite: admission to the Communication Graduate
Program or consent of the Coo rdinating Comm ittee and instructor.
Dual listed with: COM 460 SPEECH C RJTICISM . (3 crs.)
CMG 713. PUBLIC RELATIONS CAMPAIGNS. This course seeks
to integrate all che skills required of the professional in designing and
executing a complete public relations campaign. This is a seminar in
which team and group efforcs, rather than individual productivity,
are emphasized. Prerequisite: admission to the Communi cation
Graduate Program or co nsent of the Coordinating Committee and
instructor. Dual listed with: COM 483 PUBLIC RELATIONS
CASES, PROBLEMS, AND CAMPAIGNS. (3 crs.)
CMG 7 14. MASS MEDIA AND SOCIETY. An examination ofche
ways current mass media systems enhance and undermine the kinds
of communication necessary for an open and democratic society. le
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 policies, 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 7 15. 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 7 16. PROFESSIONAL VIDEO COMMUNICATION .
Professional Video Communication presents to the student the field
of business and institutional video. le 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
Communicatio n Graduate Program or co nsent 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 723. SEMINAR IN PUBLIC RELATIONS . This course
surveys theory and research related to a variety of topics such as
issues management, public opinion processes, persuasion, and social

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California University of Pennsylvania

movements as these influence public relations activities. Students will
complete research projects that focus on the application of theory to
actual public relations campaigns and activities. Prerequisite:
admission to the Communication Graduate Program or consent of
the instructor. (3 crs.)
CMG 724. SEMINAR IN INSTRUCTIONAL COMMUNICATION . This course surveys current theory and research on Instructional Communication regarding the nature and role of communication in instructional contexts. Students will be expected to be
educated consumers and producers of research on the relationships
among communication, learning, and instruction . Prerequisite:
admission to the Communication Graduate Program or co nsent of
the instructor. (3 crs.)
CMG 725. LANGUAGE AND SOCIAL INFLUENCE. The focus
of the course will be on the influence of language on social, behavioral, and epistemic practices in contemporary society. Case analysis
of the role language has played in framing or influencing understandings and actions in different contexts and situations will be a
dominant feature of the course. Students will develop specific
applications of current theory on the influence of language to areas
such as public relations, advertising, political communication,
popular culture, and the media. Prerequisite: admission to the
Communication Graduate Program or consent of the Instructor. (3
crs.)
CMG 726. PRODUCTION THEORY AND PRACTICE. An
examination of a variety of topics which relate to the artist's
production choices. These might include: the nature of the text and
signification of visual media, modes and other issues of narrative,
genre, ethics, aesthetics, creativity; and the individual artists role in a
collaboration process. The course should remain flexible and not be
defined as a production course; the student would be free to choose
either a video production or a paper as a course project. Prerequisite:
admission to the Communication Graduate Program or consent of
the Instructor. (3 crs.)
CMG 727. SEMINAR IN MASS COMMUNICATION. An
examination of contemporary topics in mass communication chat
focus on the developments and trends in mass communication
theory and research, legal and ethical issues associated with the
media, technological developments, and the influence of current
social and political events on the media industry. Prerequisite:
admission to the Communication Graduate Program or consent of
the instructor. (3 crs.)
CMG 728. MASS MEDIA THEORY AND CRJTICISM. An
examination of the critical traditions in mass media analysis, with
emphasis placed on outside influences (fo r example: arc, literary
criticism, psychology, sociology) as well as on the ideas and critical
practices originating from within the disciplines . Special attention
would be given to areas of conjunction and conflict among the
various disciplines chat contribute to an understanding of mass
media. Prerequisites: Admission to the Communication Graduate
Program or consent of the Instructor. (3 crs.)
CMG 730. STUDIES IN WRITING. This is a course on writing
about writing. Students will read books and essays by professional
writers discussing their ideas concerning craft, reviewing work by
their peers, considering work within their genre and, in general,
providing a definition of what it means to be a writer. This is also a
writing course where students will be asked to experiment with

different styles and approaches to their own poetry, fiction, nonfiction, or drama. Prerequisite: admission to the Communication
Graduate Program or consent of th e Instructor. Dual listed with :
ENG 352 STUDIES IN WRITING . (3 crs.)
CMG 73 1. NEWSPAPER REPORTING . Newspaper Reporting is a
professional-level course designed to acquaint students with basic
newsroom procedures and instruct them through practical exercises
in the basic techniques of reporting for a daily newspaper. Prerequisites: Journalism I and II. Dual listed with: ENG 334
NEWSWRITING. (3 crs.)
CMG 732. PUBLISHING THE MAGAZINE. Students in this
course publish a magazi ne, Flipside. They co ntribute works of
literature and reportage, illustrate them with original work or with
photographs, solicit co ntributors, finan ce the magazine through
advertising and establish editorial policy. Prerequisite: admission to
the Communication Graduate Program or consent of the Instructor.
Dual Listed with: ENG 35 I PUBLISHING THE MAGAZINE. (3
crs.)
CMG 733. PRESS LAW AND ETHICS . This course helps student
journalists understa nd not only what they can or can't do by law, but
what they should or should not do within commonly accepted
standards of good taste and morality. Prerequisite: admission to the
Communication Graduate Program or co nsent of th e Instructor.
Dual Listed with: ENG 306 PRESS LAW AND ETHICS. (3 crs.)
CMG 734. WRITING FOR PUBLICATION. Upgrade publication
to local, regional and national newspapers and magazines through
the application of proven methods of market analysis, magazi ne
selection, editorial queries, and topical research for multiple article
development. Students review copyright, tax, and contract laws and
learn how to set up proper records so they can approach writing as a
business. Prerequisites: Students should have equivalent course work
or experience in the field . Dual listed with: ENG 496 WRITING
FOR PUBLICATION. (3 crs. )
CMG 735. ADVERTISING . An introduction to marketi ng theories,
behavior patterns, and techniques of advertisi ng campaigns:
copywriting, layout and production of advertising through working
for an actual client. Prerequisites: ENG IO I, 102, and at least one
journalism course, or the permission of the instructor. Dual listed
with: ENG 437 ADVERTISING. (3 crs.)
CMG 736. COPYWRITING. This course focuses on the craft of
copywriting for print, radio and television. Principles of advertising
and writing print ads will be reviewed, radio and television
copywriting will be studied and practiced, and preparing a total
promotional campaign will be studied and applied to real situations,
both on and off campus. Prerequisite: Advertising or permission of
the instructor based on successful completion of other writing
courses. Dual listed with: ENG 401 COPYWRITING. (3 crs.)
CMG 737. SEMINAR IN CREATIVE WRITING . The course will
help students develop the habits of a professional writer, e.g., writing
regularly; writing with discernment; and writing with an eye toward
getting work into print. The professo r will provide detailed critiques
of student manuscripts. Prerequisite: Admission to the Communication Graduate Program or consent of the instructor. Dual listed with:
ENG 495 CREATIVE WRITING SEMINAR. (3 crs.)

CMG 738. ADAPTATION OF LITERARY MATERIALS. Through
reading and writing of assignments, lectures, class and individual
criticism, and, whenever possible, actual production, the student
learns the mechanics of adapting fiction, narrative poetry, and plays
to media other than those envisioned by the original author.
Prerequisi te: admission to the Communicatio n Graduate Program or
consent of the instructor. Dual listed with: ENG 430 ADAPTATIONS OF LITERARY MATERIAL. (3 crs.)
CMG 740. SEMINAR IN PROFESSIONAL WRITING THEORY
AND PRACTICE: NON-FICTION/CREATIVE. A course for
seasoned professional writers to improve skills and publication record
and to establish successful marketing and writing habits. Prerequisite:
co urse work in article writing, journalism, or creative writing
depending on field selected, and/or experience in that field .
Publication is recommended. Familiarity with at least one word
processing system is essential. (3 crs.)
CMG 741. SEMINAR IN TEACHING PROFESS IONAL
WRITING . This co urse is designed to help prepare graduate
professional writing majors for the classroom. Students will beco me
fam iliar with various techniques and approaches to teaching
professional writing. Prerequisite: admission to the Communication
Graduate Program or co nsent of the instructor. (3 crs.)
CMG 742. ADVERTISING WORKSHOP. An advanced workshop
for people seriously interested in advertising as a profession, this
course offers students the opportunity to work under controlled
agency conditions with actual clients. A prior knowledge of marketing and advertising theory is essential. Prerequisites: Advertising,
Copywriting, and/or experience. (3 crs.)
- CMG 743. SEMINAR IN STYLE. This course is a comprehensive
investigation of the matter of style, its definition, history and
components. Students will be introduced to, and will be expected to
conduct analyses of, the following elements of style: diction,
metaphor, symbolism, allusion, point of view, sentence (type, length,
arrangement, rhythm), irony, and tone. The co urse concludes with
the students' own stylistic self-analyses. Prerequisi tes: students should
have a working knowledge of gram mar, professio nal experience or
undergraduate co urse work in English or professio nal writing and, if
possible, prior publication . (3 crs.)
CMG 744. RHETORI C FOR WRITERS . An introductory co urse
in theoretical, historical, and technical rhetoric, particularly the
theory and practice of social, literary, political and pedagogical
aspects of rhetoric and writing. Prerequisite: adm ission to the
Communication Graduate Program or consent of the instructor. (3
crs.)
CMG 750. STAGE PROD UCTION . Advanced practice and
principles of scenery and property construction . Practical experience
with plastics, metals, drafting and advanced woodwork is stressed.
Prerequisite: LIGHTING I or consent of the instructor. Dual listed
with: THE 341 STAGECRAFT II . (3 crs.)
CMG 75 1 LIGHTING FOR THE STAGE. Advanced theory and
practice of lighting design for stage and televisio n. Practical experience is stressed. Prerequisi tes: LIGHTING I or the consent of the
instructor. Dual listed with: THE 304 LIGHTING II. (3 crs.)
CMG 752. HISTORY OF COSTUME. A survey of the histo ry of
costume in the western world. Prerequisite: admissio n to the

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69

Communication Graduate Program or co nsent of th e instructor.
Dual listed with: THE 308 HISTORY OF COSTUME. (3 crs.)
CMG 753. TOPICS IN THEATRE HISTORY I. T he development
of theatre from ics origins co th e Baroque, including representative
plays. Prerequisite: admission co th e Co mmun icatio n Graduate
Program or co nse nt of th e instructor. Dual listed wi th : THE 302
HISTORY OF THEATRE I. (3 crs.)
CMG 754 . TOPICS IN THEATRE HISTORY II. The development
of th eatre from the 18th century co prese nt, including representative
plays. Prerequisite: admission co th e Comm un ication Graduate
Program or consent of the instructor. Dual listed with: T HE 3 12
HISTORY OF THEATRE II. (3 crs.)
CMG 755. TOPICS I AMERICAN THEATRE HISTO RY. The
history of American th eatre from Colonial times co present ,
including representative plays . Prerequisite: admission to th e
Communication Graduate Program or consent of the instructor.
Dual listed with: THE 303 AMERICAN THEATRE HISTORY. (3
crs.)
CMG 756. READER'S THEATRE. The principles and practices of a
group organizing and prese nting literature in primari ly acoustic
methods. Prerequisite: admission co the Co mmunication Graduate
Program or consent of che instructor. Dual listed wich: THE 309
READER'S THEATRE. (3 crs.)
CMG 757. SHAKESPEARE ON STAGE. Representative histories,
co medies and tragedies, studi ed as blueprints for theatrical presentation. Prerequisite: admission co th e Communication Graduate
Program or co nsent of th e instructo r. Dual listed with: THE 305
SHAKESPEARE IN THE THEATRE. (3 crs.)
CMG 758. TOPICS I WORLD DRAMA. C lass ic co 19th century
plays, excluding Shakespeare, studied as blueprints fo r theatrical
presentation. Prerequisi te: admission co th e Communication
Graduate Program or consent of che instructor. Dual listed with:
THE 304 WORLD DRAMA. (3 crs.)
CMG 759. TOPICS IN MODERN DRAMA. 19th and 20th
century plays studied as blueprints for th eatrical presentation.
Prerequisite: admission co th e Communication Graduate Program or
consent of che instructor. Dual listed with: THE 306 MODERN
DRAMA. (3 crs.)
CMG 760 . SCENOGRAPHIC D ESIG N. Advance theory and
practi ce of designing scene ry and lightin g with emphasis on
designing for various environments. Prerequisite: SCENE AND
LIGHT DESIGN I or the consent of che instructo r. Dual listed
with: THE 37 1 SCENE DESIGN II. (3 crs.)
CMG 76 1. COSTUME DESIGN. Basic principles of costume
design . Students complete various design projects for specific plays
selected from a variety of historical periods. Prerequisite: admission
co che Communication Graduate Program or consent of the
instructor. Dual listed with: THE 325 COSTUME DESIGN. (3
crs.)
CMG 762. ADVANCED ACTING. This course challenges the
actor's ability co demonstrate a perso nal and useful acti ng method
through a wide range of textual problems, historical and modern

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California University of Pennsylvania

plays, and acting styles. Prerequisi te: INTERMEDIATE ACTING or
co nsent of the instructor. Dual listed with: THE 33 1 ADVANCED
ACT! G. (3 crs.)
CMG 763. SUMMER THEATRE PRACTICUM. Provides che
student with practical experi ence in the theatre arcs. This co urse is
designed for the practicing teacher who desires more training in che
practical aspects of production. The student will receive assignments
in acting, management, directing, technical, and/or design . Prerequisite: admission co the Communication Graduate Program or consent
of che instructor. Dual listed with THE 358 SUMMER THEATRE
PRACTICUM. (variable credit)
CMG 768. PERFORMANCE AESTHETI CS. An introduction co
the science of aesthetics. This cou rse wiU include the evolution of the
field and che application of the science co selected works of perfo rmance arc. Prerequisite: admission co the Communicati on Graduate
Program or consent of che instructor. (3 crs.)
CMG 769. CONTEMPORARY ISSUES IN THEATRE. A course
exploring current trends in the United Scates and Europe covering
thea tre and related fields. le will involve th e study of play scripts,
direction, acting, design, and tech nology. Prerequisite: admission co
the Communication Graduate Program or consent of the instructor.
(3 crs.)
CMG 770. DIRECTED STUDY I COMMUNICATION. The
student will work with a fac ul ty member on a special project
designed co enhance the student's understanding of a topic area not
cove red in another graduate level co urse. 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 muse be approved by th e student's adv iso r and che Coordinating Committee prior co registration for directed study credit.
Prerequisites: admission co th e Commun ication Graduate Program
and permission of the Coordinating Committee, the student's
advisor, and the instructor. {up co 6 credits)
CMG 77 1. COMMUNICATIO I TERNSHIP. T he student will
complete assigned duti es related co his or her interest area in
co mmunication and commensurate with grad uate level wo rk in an
organization under the guidance of a faculty superviso r and on-site
superviso r. Prior co regis tering for internship credit che student will
develop a learn ing contract in co nsul tation with the faculty superviso r and on-site supervisor. The contract muse be ap proved by che
Coordinating Committee prior co registratio n for internship credit.
Prerequisites: admission co the Comm unication Graduate Program
and permission of the student's advisor and Coo rdin ating Committee. (up co 6 credits)
CMG 800. INTRODUCTION TO GRADUATE STUDY IN
COMMUNICATION. This course provides an introduction co the
study of communication and co research methodology and methods
from che social sciences and humanities chat co ntribute co understanding communication . The interdisciplinary nature of communication research muse be emphasized as th e co urse prepares students
for graduate study. The nature of the course as an introductory
survey of research in the Co mmunication field does not preclude
students completing additional credits in research methods co urses
within their programs of study. Prerequisite: admission co che
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 che most recent version of che Modern
Language Association style or the American Psychological Association style. Prerequisites: admission to the Communication Graduate
Program and permission of the Coordinating Committee and che
student's advisor. (3 crs.)

definitions, data abstractions, strong typing, control structures,
modularization techniques, and issues of program correctness.
Prerequisite: CSC 777. (3 crs.)
CSC 756 DATA BASE MANAGEMENT SYSTEMS. Increases
understanding of how data resources can be managed to support
effectively information systems in organizations. The graduate
student is caught the application, logic, structure, and physical
implementation of database systems. Prerequisite: CSC 782 with
CSC 777 recommended. (3 crs.)

CMG 891. THESIS. The student will conduce 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 chat conforms to the most recent version of the
American Language Association style or che American Psychological
Association style. Prerequisites: admission to the Communication
Graduate Program and permission of the Coordinating Committee
and the student's advisor. (3 crs.)

CSC 757. HYPER MEDIA PROGRAMMING CAI. The design,
development, and evaluation of instructional software will be
discussed in this course. Students will apply learned instructional
design theories by using an appropriate sofrware authoring package.
Prerequisite: Hands-on experience in at least one computer-related
course. (3 crs.)

COMPUTER SCIENCE - CSC

An introduction to such digital computer concepts as data input,

CSC 771 : COMPUTER AND INFORMATION SCIENCE I
. CSC 502. ADVANCED VISUAL PROGRAMMING . This course
uses a visual programming language for Windows and is designed to
teach advanced visual programming concepts. Emphasis will be on
real-world applications. It assumes students have learned basic
Windows skills, database skills, and have knowledge of the introductory course in visual programming. Prerequisites: CSC 150, CSC
201, CSC 202. (3 crs)
CSC 700. COMPUTER OPERATIONS. Designed for the graduate
student who wishes to study che theory of the operation of the
computer, chis course looks at computer operations on the mainframe computer, minicomputer, and microcomputer. Emphasis is
placed on the study of the hardware of the computer and its
peripheral devices, along with operating systems. Prerequisite: CSC
77 I. (3 crs.)
CSC 724 . COMPUTER GRAPHICS. The utilization and development of graphics software with an emphasis on business and
scientific applications. Laboratory sessions utilize the computer via
interactive graphics terminals. Prerequisites: CSC 772. (3 crs.)
CSC 734 . METHODS IN NUMERICAL ANALYSIS. Seeks to
bring about understanding of efficient numerical methods for the
solution of algebraic, transcendental, and differential equations.
Topics include numerical solution oflarge systems of linear equations
using direct and iterative methods; calculation of eigenvalues,
eigenvectors, and inverses of matrices; numerical integration and
differential equations; interpolation and curve fitting. Prerequisites:
Calculus, knowledge of Discrete Mathematical Structures or CSC
735 and programming experience in one high-level computer
language. (3 crs.)
CSC 735 . DISCRETE COMPUTATIONAL STRUCTURES. This
course provides the requisite context for theoretical computer
science. Topics include algebraic structures such as groups, semigroups, fields, and lattices. Application studies in combinatorics,
coding theory, finite state machines, modular arithmetic, and graph
theory. Prerequisites: linear algebra; programming experience in
high-level or in Assembly computer languages. (3 crs.)
CSC 755. COMPUTER LANGUAGE AND DESIGN. An
examination of the various facets of language design and their
implementations. Topics covered include syntax and semantic

data representation, data processing, data output, flow charts,
program logic, and applications. The graduate student learns the
elements of a high-level procedural language. Emphasis is on problem
solving by means of computer programming using well-structured
designs. (3 crs.)
CSC 772: COMPUTER AND INFORMATION SCIENCE II
Graduate students are introduced to programming algorithms using
an object-oriented programming language. Applications in a variety of
areas are addressed. (3 crs.) .
CSC 775. SYSTEMS ANALYSIS. An introduction co che study of
computer-based management information systems. Topics include
che analysis, design, and implementation of management information systems; che operation characteristics of a management
information system; the functional pares of a management information system; file structure techniques; data communication characteristics and system implementation models. Prerequisite: CSC 771 . (3
crs.)
CSC 777. DATA ORGANIZATIONS. Design, implementation,
and analysis of data structures and techniques for information
processing, including, character strings, aggregates such as records
and files, abstract structures such as stacks, queues, sorting, and
storage management. Prerequisites: Knowledge of Discrete Machemacical Structures or CSC 735 and programming experience in one
high-level computer language. (3 crs.)
CSC 778. COMPUTER SYSTEMS ARCHITECTURAL STRUCTURES. The course progresses from an introductory overview of
computer organizations through a detailed examination of the
components and operations of modern computer systems. Prerequisite: assembly programming. (3 crs.)
CSC 781. PROGRAMMING WITH COBOL. The concepts and
theory of data processing through the components of structured
COBOL programming. Prerequisite: One course in computer
science. (3 crs.)
CSC 782. ADVANCED PROGRAMMING WITH COBOL. The
structured methodology of program design, development, testing,
implementation, and documentation of common business-oriented
applications using COBOL. Includes coverage of sequential and

Graduate Catalog 2001-2003

71

random access files and process ing techniques and development of
programs and sys tems of programs for batch and interactive
environments. Prerequisites: CSC 78 1. (3 crs.)
CSC 783 . ASSEMBLY LANGUAGE. Architecture and instructions,
including codin g control structures, indexin g, indirect addressi ng,
character manipulatio n, subprograms, and m acros. Prerequisites:
CSC 77 1, CSC 772 and CSC 777. (3 crs.)
CSC 796. SOFTWARE ENGINEERING . An introd uction to
software engineering through the use of the Ada programming
language. Students will study software requirem ents, specificatio ns,
design, module coding and testing, integration and software
maintenance. Prerequisites: CSC 223. (3 crs.)

EARTH SCIENCE - EAS
EAS 527 . TECTONICS. The nature of the earth's tectonic framework. The following topics are of majo r co nce rn : the locatio n of
tectonic elements; th eories of orogenesis, especially plate tecto ni cs,
crustal types and provin ces; magma and plate bo undaries; the nature
of convergent, divergent, and strike-slip margi ns, and the Appalachian orogen. (3 crs.)
EAS 538. COMPUTER APPLICATIONS IN WATER RESOURCES. An upper-l evel co urse des igned to provide students the
opportunity to apply co mputer and math ematical proced ures co the
solution of hydrologic problems. Applications from other areas within
the earth sciences may be co nsidered . (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 co urse. (3
crs.)
EAS 542. APPLIED C LIMATOLO GY. An advanced co urse 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 co ntinent and the fac tors which
produce them are investigated. Prerequisi te: EAS 242 or instructo r
permiss ion. (3 crs.)
EAS 548. WATERSHED EVALUATION. The purpose of this course
is to analyze in derail rocks which serve for the storage and ultimately
for the production of petroleum. The characteristics of these rocks will
be studied in hand specim en, in thin section, in co res, and on well
logs. Laboratory work and problem solving are emphasized. (3 crs.)
EAS 551. INVERTEBRATE PALEONTOLOGY. This co urse
involves a derailed study of fossil representatives of the vario us
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 co be of interest to students in biology
as well as those in geology. (3 crs.)
EAS 563 . COASTAL GEOMO RPHOLOGY AND MARINE
RESOURCES. A study of the physical processes that shape coastal
landforms and the pelagic and neritic resources of the oceans. To pi cs
include longshore transport, wave action , swash zo ne dynamics,
estuarine and deltaic geomo rphology, ferromanganese and petroleum

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resources, and beach structure. Prerequisite: EAS 163 or permiss ion of
the instructor. (3 crs.)
EAS 7 13. APPLIED EARTH SCIENCE. Investi gatio n 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 occurren ce and movement of water,
physical and chemical characteristics of water, and climatologic and
geologic consideration of water. (3 crs.)
EAS 725 . WEATHER ANALYSIS . The co urse presumes that the
student has a background in elementary principles of meteorology. It is
concerned with the measurements and predictions of weather.
Students present find ings to the class. (3 crs.)
EAS 740. SEDIMENTOLOGY. An advanced co urse that deals with
the derailed analysis of sediments and sedimentary rocks. Both
qualitative and quantitative techniques are utilized co derive the
maximum information from rock samples. This information relates to
the erosional, transporrational and depositional histo ry of the rocks.
To the greatest extent poss ible, the student works independently
through a complete set of problems. (3 crs.)
EAS 74 1. STRATIGRAPHY. A study of the basic principles governing
the interpretatio n, co rrel ation, classification, and naming of stratified
rock uni ts. The stratigraphy of North America is discussed, with
special emphasis placed o n rocks of the Pennsylvanian System.
Problem solvi ng and individual investigations are important elements
of the co urse. (3 crs. )
EAS 742. STRUCTURAL GEOLOGY. This co urse 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 , faul ts, and fo lds. Geologic maps and crosssections are formulated and analyzed. (3 crs.)
EAS 75 1. OPTICAL M INERALOGY. An in depth examination of
the optical behavior of mineral crystals in polarized light with
emphasis on identificatio n. The optical theories of Snell and Huyge ns
will be detailed as they rel ate to the transmission of light through
mineral crystals. Microscopic examinatio n of mineral grain mounts
and thin sections is emphas ized (3 crs.)
EAS 75 5. GEOCHEMISTRY. The basic chemical principles
em ployed in the solution of so me 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 wo rk and mapping techniques. Ir also involves visits to
field locations of interest to the earth scientist and to governmental
and private age ncies devoted to various of the earth science disciplines.
A majo r written report and oral presentation are required. (3 crs.)
EAS 762. FIELD PROBLEMS IN HYDROLOGY. Opportunities for
the graduate student to do practical wo rk co ncerning water and water
budgets. G rad uate students wo rk with problems concerning storage of
water, stream measurement, evaporatio n, infi ltratio n and migratio n,

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.)
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 cable 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 78 1. 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 co define a geologic problem, co obtain
relevant literature, to gather raw data, and co write and present a
research paper. (3 crs.)
EAS 795. SEMINAR IN ATMOSPHERIC SCIENCE. The latest
developments in che field of meteorology and climarology. Students
are required to complete a research project and present findings to the
class. (3 crs.)

EAS 849. MASTER'S THESIS. A written report of exhaustive
research inro 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.)

ECONOMICS - ECO
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 7 12. 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 715. 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.)

ELEMENTARY EDUCATION - EDE
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.)

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. (2 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.)

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.)

EAS 829. RESEARCH PROJECT. A written repo rt on a specific topic
of investigation, based on knowledge of the subject, research techniques, and accurate presentation of the material. (2 crs.)

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73

EDE 706. EVALUATION AND MEASUREMENT IN THE
ELEMENTARY SCHOOL. To gauge success in the practice of
teaching and co explore the science of learning, educators (and
psychologists) need measuring instruments. We look at the consuuccion, calib ratio n, and application of chose insuuments used to measure
achievement, intelligence, and aptitude. We examine the limitations
inherent in such instruments, and cake note co debunk the most
egregious and exaggerated claims of some test publishers. This course
presumes no statistical sophistication on the part of the students. (2
crs.)
EDE 708. DEVELOPMENTAL READING IN THE ELEMENTARY SCHOOL. Emphasis is placed on reading trends and vario us
procedures fo r teaching reading. T hrough research findings, current
literature and discussions, the student will be able to organize,
administer, and evaluate a developmental reading program. (2 crs.)
EDE 7 15. RECENT TRENDS IN LANGUAGE ARTS. Research
findings and current classroom practices in the teaching of language
arcs. Methods of updating past teaching practices are co nsidered and
evaluated. (3 crs.)
EDE 7 16. SPECIAL PROBLEMS IN ELEMENTARY 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. ARITHMETIC IN THE ELEMENTARY SCHOOL.
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.)

emphasis will be placed on wildlife management in North America,
but differing perspectives from ocher regions of the world will be
incorporated into the course. Topics to be covered will include
monitoring habitats and habitat management, pop ulatio n exploitation
and adm inistration, economics, and socio-political topics as they relate
to wildlife management. Three lecture hours and three laboratory
hours weekly. Prerequisites: BIO 115 & BIO 120. (4 crs.)
ENS 775. WETLANDS ECOLOGY. A coordinated lecture/
laboratory approach chat will emphasize wetlands within the continental United States. The course will provide a background in both
historical and modern wetland issues; characte ristics of freshwater,
estuarine and marine wetland types, including important plants and
animals of each; processes of wetland determination and delineation;
regulatory framework of wetlands protection; and procedures involved
in wetland restoration and conservation. Prerequisites: BIO 310 and
permission of instructor. (4 crs.)
ENS 792. AN IMAL POPULATION DYNAMICS. T his course is
designed to provide students with an understanding of theoretical and
applied aspects of animal population dynamics. T he course wi ll
examine variation in population size and sex/age composition,
reproduction and mortality, and quality and condition of animals in
populations. Emphasis will be placed on principles and techniques
used by wildlife ecologists to quantify and predict populations of
vertebrate animals. The lecture portion of the course will include
lecture and discussion on issues and concepts in popul ation dynamics.
The lab portion of the course will emphasize application of common
techniques and models used by wildlife population ecologists. Th ree
lecture hours and three laboratory hours weekly. Prerequisites: BIO
3 10 & MAT 215. (4 crs.)

FINANCE - FIN
EDE 721. SEMINAR IN ELEMENTARY TEACHING . An overview
of elementary school teaching in the 1990's. Observation and
participation in field sites is an integral part of the course activities.
Students identify specific practices in elementary schools chat conform
to the developmental interaccionisc model of teaching/learning. (2 crs.)
EDE 723. INSTRUCTIONAL STRATEGIES. A review of current
research on instructional practices in elementary schools. There is a
special focus on analyzing research related to the developmental
interactionist view of teaching and learn ing. (3 crs.)
EDE 737. LITERATURE AND LITERACYK-12. This course
presents future teachers and inservice teachers with approaches and
strategies for using children's and adolescents' literature as a basis for
the reading program and as a framework throughout the curriculum .
The course uses the constructivist model to accomplish its objectives.
(3 crs.)

FIN 531. BANK MANAGEMENT. Banking environment and an
analysis of operational decisions faced by bank managers in the areas
ofloans, investments, deposit management, and capital management.
(3 crs.)
FIN 7 11 . FINANCIAL MANAGEMENT. An introduction to the
role of financial manager in executive decision-making. Topics include
val uation models, financial planning, analysis and control, capital
budgeting, cost of capital, capital structure, and dividend policy. (3
crs.)
FIN 7 12. ADVANCED FINANCIAL MANAGEMENT. Topics
include capital markets, common stock, debt and preferred stock
financing, lease financing, warrants and convertibles, reo rganization
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 con trol of investment risks and
optimization of investment returns. (3 crs.)

EDE 740. RECENT TRENDS IN ELEMENTARY SCHOOL
SCIENCE. Representative samples of elementary science curricula.
Emphasis is on the inqui ry 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 laborarory activities appropriate
for elementary science. (3 crs.)

FIN 73 1. FINANCIAL MARKETS AND INSTITUTIONS. Survey
of finan cial markets and institutions and their relationship to the
economic process; financial innovations and current topics in financial
markets and institutions. (3 crs.)

ENVIRONMENTAL SCIENCE - ENS

GENERAL EDUCATION - GEE

ENS 773. PRJNCIPLES OF WILDLIFE MANAGEMENT. T his
course is designed to provide students with an understanding of the
philosophies and concepts of scientific wildlife management. Major

GEE 501. CAREER TRANSITION SEMINAR. This course provides
knowledge of a practical preparation for the world of work. Students
conduce self-assessment for career planning, learn how to research

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California University of Pennsylvania

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 er.)

laboratory, action oriented course, intended co simulate real world
creative problem-solving techniques. (3 crs.)

GEOGRAPHY - GEO
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 chat the language of each natio n is its
most distinctive culcural 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 heal ch
and safety problems prevalent in our society. These issues are perceived
in terms of our lifestyle and concepts of personal and community
heal th. Epidemiology, prevention, treatment, rehabilitation, legislation , education, and che role of community agencies are presented.
The purpose is co enable counselors within a school or community
setting co 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 co discover chat the arcs can be modes of
perso nal expression and communication; second, provides experiences
co evoke fluency, flexibility, and originality; and, third, is an integrative
experience as a holistic approach co learning involving the cognitive,
affective, and psychomocor 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 chat of
research. le is assumed chat students have liccle or no background in
archaeology or anthropology. (Variable crs.)
GEE 537. COM PUTER 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, informatio n retri eval, data base d evelopment,
statistical program packages for research, d ata communications, email and che internee. This course combines lecture, demonstration
and hands-on use of che computer in che labs. The content of chis
course changes as computer technology changes. This course has no
prerequisites and is designed for the student who has either no or
liccle previous co mputer background. (3 crs.)
GEE 586. STUDY IN HUMAN CREATIVITY. The primary
purpose of chis co urse is co formally introduce the student co the
study of human creativity as an academic endeavor. le is specifically
designed co establish each perso n's competence as a creative problemsolving facilitator (a teacher, one who is knowledgeable and skilled at
applying creative problem solving methodologies). Individual,
managerial and technical types of problem-solving activities will be
engaged. Each student will conduce (facilitate) several problem-solving
excursions. Each student will study, administer and evaluate several
standardized tests chat evaluate creative problem-solving skills.
Students may evaluate themselves, ochers or both. This is a learning

GEO 520. PHYSIOGRAPHY OF THE UNITED STATES. A
systematic survey of the major physiographic provinces in the United
Scates. Emphasis is placed on the relationship of the underlying
geology, geologic history and climate co 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 co
extension programs co Arc View including network analyses, spacial
analyses, and 3-D analyses. In the lab, students will work on exercises
in all three extensions. (3 crs.)
GEO 700. PHILOSOPHY OF GEOGRAPHY. Development
through oral and written presentations of che classical and contemporary concepts which define che field of geography. (3 crs.)
GEO 7 11. DEMOGRAPHIC ANALYSIS. An analysis of demographic processes, current situations, and consequences of population
trends as they relate co urban and rural distributions. (3 crs.)
GEO 7 14. URBAN ENVIRONMENT. An invescigacion 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 fram eworks and models are developed and
applied co the "core" of economic geography, che subsystem of
agriculture, manufacturing, tertiary activities, and transportation. (3
crs.)
GEO 733. LAND USE ANALYSIS. An analysis of che 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 d eveloped. Explanations of land use
patterns are incorporated. (3 crs.)
GEO 734. SITE SELECTION. The effects of physical features and
spacial economic organization upon the selection of locations for
industrial and commercial activities. Attention is given both co
regional position and co local site. (3 crs.)
GEO 735. MARKETING GEOGRAPHY. The distributive trades of
retailing and related wholesaling and service activities. Spacial 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 che use of various manual and
computer-based technologies. The focus is upon the processes involved
in the colleccion, compilation, and display of geographic data within a
data base. (3 crs.)
GEO 738. GEOGRAPHY AND PUBLIC POLICY. (3 crs.)

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GEO 739. REGIONAL PLANNING. A systematic develop.ment 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 751. GEOMORPHOLOGY. Experiences in geomorphology
involve the study of the origin, characteristics, and classification of
landforms and the processes chat produce chem. Extensive use is made
of topographic and geologic maps, as well as aerial photographs.
Emphasis in placed upon the individual's ability to interpret the
geomorphic history of a region . (3 crs.)
GEO 752. CLIMATOLOGY. A study of world climatic patterns with
in-depth investigations of micro-climatic regions. (3 crs.)
GEO 754. PHYSICAL ENVIRONMENT. The study of the physical
aspects of the human environment including climate, soil, water,
vegetation and topography. (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. Microstudies 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 770. STATISTICAL CARTOGRAPHY. A statistical approach
to cartographic representation. Methods of data manipulation,
problems of symbolization, and techniques of presentation are also
emphasized. (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 ro develop abilities of critical appraisal. (3
crs.)
GEO 786. RESEARCH IN GEOGRAPHY. The organization of
research in an area selected by the student with the approval of the
instrucror. 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.)

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GEO 798 . SEMI AR 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.)

HEALTH AND PHYSICAL EDUCATION - HPE
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.)

HISTORY - HIS
HIS 7 15. THE CML WAR AND RECONSTRUCTION. Causes of
the Civil War; the political crisis of 1860-1861 ; military, political,
economic, and diplomatic analysis of the war; presidential and
congressional reconstruction ; social, political, and economic developments; the erosion of Reconstruction and the Compromise of 1877;
long-range results of the Civil War and Reconstruction Era. (3 crs.)
HIS 717. THE 1930'5 IN THE UNITED STATES. A comprehensive examination of the cultural, constitutional, political, diplomatic,
literary, and economic developments of the 1930s chat made chat
decade a watershed in American history. Special attention is given to
the New Deal; the political leadership of Franklin D. Roosevelt; the
role of the Supreme Court; social and cultural aspects of the times,
such as music and the "radical" Literature of the period; the end of the
isolation, the coming ofWorld War II; and the varied theories chat
historians have drawn from the thirties in America. (3 crs.)
HIS 7 18. THE UNITED STATES SINCE WORLD WAR II . A
consideration of the major events, problems, and trends in the
American experience since the Second World War, with equal
attention to domestic and foreign problems. Emphasis on the
revolution in Civil Rights, space, learning, and (possibly) special
attention to the rol e of the United States as a world power. (3 crs.)
HIS 727. STUDIES INTHESOCIALAND INTELLECTUAL
HISTORY OF THE UNITED STATES . Selected aspects of social
and intellectual thought and their contributions to American
civilization, with emphasis on the early evolution of American
institutions and the recent impact of the city on American social and
intellectual thought and institutions. (3 crs.)
HIS 728. STUDIES IN AMERICAN LABOR HISTORY. A detailed
examination of particular issues in the history of the American labor
movement, with special emphasis on the emergence of industrial
unionism and its relation to American politics. (3 crs.)

HIS 735 . STUDIES IN AMERICAN DIPLOMATIC HISTORY. A
program of major themes in the hisrory of American foreign relations,
a single topic being selected for class investigation, with attention to
primary and secondary sources and work of general importance in
American diplomatic history. (3 crs.)
HIS 736. STUDIES IN AMERICAN URBAN HISTORY. Selected
topics on the historical development of urbanism in American life,
such as urban demography, ethnic group acculturation, urban politics,
the impact of industrialization on urban development, and the effect
of the city on American thought and social development in a
particular period of the nation's history. (3 crs.)
HIS 737. STUDIES IN PENNSYLVANIA HISTORY. Selected topics
in the transition from the "Holy Experiment" to the Keystone State.
Emphasis is placed on such topics as the frontier role of Western
Pennsylvania, the racial origins, composition, and movements of the
population, and the unique economic, political and social development of Western Pennsylvania. (3 crs.)
HIS 784. WORKSHOP IN LOCAL HISTORY. The study and
analysis of the political, economic, and transportation developments at
the borough, township, county and city levels, in which non-elites are
emphasized . (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.)

INDUSTRIAL MANAGEMENT-IMT
IMT 707.INDUSTRIAL SAFETY. An overview of occupational
accident prevention programs, covering the techniques of measurement, associated costs, accident sources, and problems of selective
corrective actions. (3 crs.)
IMT 709. TIME AND MOTIONS STUDY. An introduction to
methods engineering in industry, surveying the methods designed to
improve performance of both individuals and groups through motion
analysis and principles of motion economy. (3 crs.)
IMT 765. OPERATIONS RESEARCH. An examination of quantitative methods of decision-making in production, marketing, and
finance. Topics include inventory, assignment, transportation, and
linear programming problems. Deterministic, srochastic, and games
theory models are utilized. (3 crs.)
IMT 790. MANAGEMENT INTERNSHIP. This program involves
integration of classroom studies with professional work experience. At
the 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. (3 crs.)

MANAGEMENT - MGT
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.)

MARKETING - MKT
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 nonbusiness 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.)

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MKT 761. BUSINESS MARKETING STRATEGY. This course
focuses on the expanded contemporary marketing strategies chat are
essential for businesses co survive in today's competitive global
marketplace. Emphasis will be placed on case studies, group presentations, and class interaction co equip the graduate student wich a level
of understanding co effectively function wich a greater comprehension
of business marketing while serving in business management.
Prerequisite: MKT 301 (3 crs.)

MASTER OF ARTS IN TEACHING (MSE)
MSE 600. THE AMERICAN SECONDARY SCHOOL. A
foundational course incorporating some history, policy studies, school
law, che school culture, reform efforts, current school organization and
practice, immersion in che daily experience of middle and senior high
schools and some experience in che school leading up co che secondary
level. Shadowing and clinical experiences will be extensive
chroughouc. (6 crs.)

anchropological digs, museums, cheaters, studios, field excursions to
wetlands and geological sites, environmental impact areas, laboratories,
media centers, abroad and combined wich research projects. (6 crs.)

MULTIMEDIA TECHNOLOGY - MMT
MMT 701. MULTIMEDIA TECHNOLOGY. Introduces the
student co the components and terminology of multimedia technology
as a basis for subsequent courses. Multimedia computer systems,
storage devices, printers, sound and video digitizing and playback,
digital cameras, scanners, LCD and projection panels, graphic file
formats, animation and digital video, computer networks and che
Internee, hypertext markup language and distance learning are
investigated. The focus is che application of chese topics co che
student's professional field of study. (3 crs.)

A developmental
MSE 601 COMING OF AGE IN AMERICA
study of che adolescent experience including popular cul cure, social
and psychological development, che formation of values and morality,
che family, and che peer group. Intensive clinical experience will
include not only immersion in school sites, but in juvenile courts,
social agencies and guidance and counseling situations with intensive
shadowing experiences. (6 crs.)

MMT 702. MULTIMEDIA SYSTEMS. Focuses on the application
of graphic design and che 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 boch interactive and non-interactive presentations.
Emphasis will be placed on the process of blending che components
using various hardware platforms and software tools. For a final
project, che student will create and master a CD-ROM based
mulcimedia presentation as che basis of a personal digital portfolio.
Prerequisites: MMT 701 (3 crs.)

MSE 602 INSTRUCTIONAL TECHNOLOGY IN SECONDARY
SCHOOLS .Computer literacy is a prerequisite for chis seminar. This
is essentially a laboratory-style experience making extensive use of
information technology, including distance learning, use of video,
video production, multi-media applications and studies in the effects
of media upon society and che adolescent in particular, including
analysis and aeschecic studies. Internships and projects/presentations/
productions are an important aspect of this experience. (6crs.)

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 che digital realm are major topics. Through a series of laboratory
and collaborative site activities, che student will gain experience using
hardware and software cools co achieve effective digital editing of
audio/video clips and images. Prerequisites: MMT 701 , MMT 702 (3
crs.)

MSE 603. PEDAGOGICAL STUDIES - SECONDARY
EDUCATION . This seminar is an inclusive, comprehensive
experience in which all knowledge and previous experiences are
applied in a clinical setting. A team of professors and clinical site
teachers guides each student chroughout. Many traditional methods
and student teaching experiences are integrated here into che
educational equivalent of che medical internship. Critiques of
observed teaching experiences and student behavior, assessment,
management, diagnosis of problems, alternative approaches,
implementation of best practice-all are included in chis experience.
(12 crs.)

MMT 704. WEB PUBLISHING. The course delves into the
intricacies of publishing on che web and what makes a proficient
webmaster by examining areas such as client-server computing
network operation, intranecs and che Internee, advanced HTML and
server-based support. End-user interaction using web page elements
such as animations, sounds and videos emphasized. Java/JavaScript,
Accive-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 chat published web site. Prerequisites:
MMT 701, MMT 702. (3 crs.)

MSE 604 RESEARCH/THESIS. This directed study involves
intensive research resulcing in an applied project/presentation. This
should be appropriate at che secondary level and be an original
contribution co che profession. This research can be presented in a
school setting, a multi-media presentation or as a sec of materials
developed for use in secondary schools. It will be an integral part of
the final board review. (6 crs.)
MSE 605 CURRENT ISSUES IN SECONDARY EDUCATION.
An intensive seminar to bring secondary teachers up-co-dace wich
current standards, trends and best practice, including new
technologies, materials and mechods. 6crs.
MSE 606 INTERNSHIP
Such experiences can be scheduled during summers, weekends, and
evenings during sabbaticals. Included: NASA in Wheeling, W.V.,

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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 cools co achieve user interaction are centric co chis
course. This course and corresponding laboratory activities will assist
students in applying multimedia cools to cheir 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 che 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 satisfu.ctorily.
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.)

MATHEMATICS - GMA
GMA 701. REAL VARIABLE ANALYSIS I. The course begins with
elementary set theory, relations, functions and cardinality. It continues
with the natural numbers, the completeness axium of the reals,
topology of the reals, and compactness with an introduction into
metric spaces. A rigorous development of sequences in the reals follows
including Cauchy sequences and subsequences followed by theorems
relative to continuous functions, uniform continuity and continuity in
metric spaces. These properties of a real variable are the beginning
essential tools of mathematical analysis. Prerequisite: A strong
background in Calculus. (3 crs.)
GMA 702. REAL VARIABLE ANALYSIS II. A continuation of GMA
701 studying the properties of real variables which are the essen rial
tools of mathematical analysis with a rigorous development of the
theory of differentiation, integration, and infinite series. Sequences
and series of functions are covered from the point wise and uniform
convergence aspects. Prerequisite: GMA 701. (3 crs.)
GMA 716. DIFFERENTIAL EQUATIONS. An in-depth and
thorough study of ordinary differential equations with emphasis on
applications and some proofs. Topics includes first order differential
equations, second order linear equations, higher order linear equations, numerical methods and Laplace transforms. (3 crs.)
GMA 725. THEORY OF NUMBERS . A theory of those classical
results most related to the teaching of mathematics: integers, unique
factorizations, Diophantine equations, congruences, Fermat's and
Wilson's theorems, divisibility, perfect numbers, Euler's Theorem and
function, decimals, Pythagorean triangles, infinite descent and
Fermat's conjecture, magic squares, calendar problems. (3 crs.)
GMA 741. LINEAR ALGEBRA. This course furthers the graduate
student's competency in linear algebra to topics above the level
encountered in the undergraduate curriculum. Topics are chosen from
among eigenvalues and eigenvectors, diagonalization, Shur's theorem,
the Cayley-Hamilton theorem, Jordan canonical form, quadratic
forms , linear programming, graph theory, and game theory. Prerequisite: An undergraduate course in linear algebra or permission of the
instructor. (3 crs.)
GMA 743. PROJECTIVE GEOMETRY. A modern introduction to
n-spaces, emphasizing the interrelationships between projective
geometry, finite-dimensional linear algebra, and algebraic structures.
Prerequisite: an undergraduate course in linear algebra. (3 crs.)

GMA 751. ABSTRACT ALGEBRA. The basic algebraic systems that
comprise modern abstract algebra, to the level of competency where
proofs can be recognized and invented. Algebraic systems investigated
usually include groups, rings, integral domains, and fields. Prerequisite: an undergraduate course in abstract algebra or the permission of
the instructor. (3 crs.)
GMA 755. TOPOLOGY. Preliminaries (sets, relations, cardinality,
etc.), topologies, separation axioms, coverings, compactness, connectedness, continuity, homomorphism, convergence, metric spaces.
Prerequisite: A strong background in Calculus. (3 crs.)
GMA 761. MATHEMATICAL STATISTICS I. The basic concepts of
both discrete and continuous probability theory. Random variables are
studied that occur frequently in probability applications and statistical
inference. Sampling distributions are emphasized and developed, using
moment generating function techniques. At the end of the course the
graduate student will know about many of the important probability
and distribution theory resulcs that form the basis for commonly used
statistical inference procedures. Upon completion the graduate student
will be prepared to take the following course: GMA 762. Prerequisite:
undergraduate calculus sequence and linear algebra. (3 crs.)
GMA 762. MATHEMATICAL STATISTICS II. The fundamental
concepts and methods of mathematical statistical inference. The
graduate student will learn about both classical and modern
statistical techniques and the areas of estimation theory, tests of
hypothesis, regression, and distribution free methods. Topics such as
maximum likelihood methods, Nexman-Pearson Lemma, likelihood
ratio tests, and unbiased minimum variance estimators are covered.
Prerequisite: GMA 761 Mathematical Statistics I or an equivalent
course. (3 crs.)
GMA 785 . HISTORY OF MATHEMATICS. An historical
summary of the development of mathematics. Emphasis will be on
relating mathematics to the development of world culture and its
relationship with all aspects of our culture. The lives and discoveries
of many mathematicians will be discussed. Methods of incorporating the history of mathematics into high school mathematics courses
will be a major focus of the course. (3 crs) .
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.)
POLITICAL SCIENCE- POS
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

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79

controlling factors in the growth of western civilization and American
democracy. (3 crs.)

significance and relevance of these people and events for contemporary American culture are stressed. (2 crs.)

POS 7 11. POLITICS OF LATIN AMERICA. A co mparative analysis
of institutions, processes, and policies of Latin American countries and
how these have been shaped by the international relatio ns of the
region . (3 crs.)

EDP 608. COMPARATIVE EDUCATION. This course centers on
the province of Quebec. Students are introduced to basic rules of
educational compariso n 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.)

POS 728. POLITICS OF UN DERDEVELO PED 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
securi ty. (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. CML LIBERTIES AND JU DICIAL PROCESS. The
Supreme Court as the principal guardian of libertarian principles.
(3 crs.)
POS 779. INDEPENDENT STUDIES IN POLITICAL SCIENCE.
The graduate student has chis 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)

PROFESSIONAL EDUCATION - EDP
EDP 600. STATISTICAL METHODS . This co urse introduces the
student to statistical co ncepts 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
co rrectly apply the appropriate statistical methods in his or her own
research. The SPSS statistical package is extensively referenced
throughout the course. (3 crs)
EDP 605. PHILOSOPHY OF EDUCATION. An introduction to
the discipline of philosophy and the significant contribution chat chis
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 co urse is
designed to develop an historical awareness, appreciation, and
understanding of the people and of the major cultural and educational events chat have shaped education in Western culture. The

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California University of Pennsylvania

EDP 610. EDUCATIONAL SOCIOLOGY. The role of the school
in child socialization, intergroup education, the integfation of school
and community, gro up 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 co ntemporary American education are stressed . (2crs.)
EDP 6 15. TEACHER AWARENESS. A practical approach to the
solurion of daily problems arising from action and interaction with
students, other facul ty members, administrato rs, school board
members, parents, and the communi ty. The co urse is experienceoriented and foc uses on student rights, duties and responsibilities
and the legal rights of teachers; evaluations; classroom procedures;
and lesson planning. (3 crs.)
EDP 619. STUDENT TEACHING SUPERV1SION. For teachers
who are acting as cooperating teachers and for those interes ted in
serving in chis capacity in the future. A prerequisite for admission to
this wo rkshop is three years' teaching experience. The co urse provides
an opportunity to strengthen, clari fy, re-think, and revitalize one's
approach to student-teaching supervision. (Variable crs.)
EDP 620. CURRI CULUM AND METHODS OF TEAC HING
BIOLOGY IN THE HI GH SCHOOL. The BSCS courses of study
and how and why they were developed, along with a critical analysis
of each of the three ve rsions in light of various school backgrounds.
Laboratory projects will be pursued chat 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. C HARACTER 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 chat have been used in the nation's schools. Particular
attention will be paid to developing a comprehensive approach to
moral development chat integrates earlier strategies. This integrative
approach holds chat character education must be a way oflife 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 co urse
teaches necessary co mputer skills to master ( l ) 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 Internee, (2) writing the research report as a publishable paper, (3) publishing the research report as series of web pages
on the Internee, and (4) developing and giving an oral presentation
of the research results co the universiry communiry. This primarily
hands-on course will review computer system co ncepts, will
introduce the student co all facets of computer-oriented research
search strategies (on-line CUP library searching, searching using online databases, searching using commercial databases, searching the
Internee, evaluating Web reso urces, and evaluating search engines) ,
will develop che 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
co include both theory and practice. This course serves co acquaint
the learners with computers and their uses as instructional cools.
Laboratory assignments are designed co 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 co bring together the recent research on teacher
behavior with che theories and research of social psychology and group
dynamics. le aims co give the student some understanding of group
processes and some personal experience helpful in developing a
repertoire of ideas and behaviors chat 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 wane co 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,
probabiliry and statistics, applied mathematics, or integrated mathematics. Relative co the particular chosen content area of mathematics, students in the 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.)

PSYCHOLOGY - PSY
PSY 70 I . PERSONALITY THEORY. A course designed co provide
the student with an understanding of the development of personaliry
from various theoretical points of view. The course draws comparisons
between various theories. The role of personaliry as it affects the
behavior of children, adolescents, and adults is explored. This is a
fundamental course in psychology chat may become the basis for
further development of the student in applied courses and may assist
the student co perform the function of a consultant. (2 crs.)
PSY 702. PSYCHOPATHOLOGY OF CHILDHOOD. This course
is designed to provide a comprehensive understanding of disorders of
childhood and their behavioral manifestations. Various concepts of
normaliry and abnormaliry are used co demonstrate the approaches
available for assessing behavioral disorders. Attention is given to
understanding and identifying a variery of emotional, learning, and

social problems in children. The student becomes acquainted with the
implications of such disorders for the school and for methods of
remediation and treatment. Emphasis is on etiology, diagnosis and
app roaches co treatment or intervention in the schools. Field experiences in settings dealing with exceptional children are required. (3 crs.)
PSY 711. ADVANCED EDUCATIONAL PSYCHOLOGY. Current
issues and recent research in educational psychology are exam ined in
this co urse. Topics discussed center on factors chat impact classroom
learning and include child development, behavioral and cognitive
views of learning, student diversiry, motivation, assessment, and
instructional strategies. (3 crs.)
PSY 7 12. ADVANCED PSYCHOLOGY OF LEARNING. This
course examines the diverse, intricate process of learning. Behavioral
and cognitive views oflearning are emphasized with special attention
being given co the educational implications of learning theory. (3 crs.)
PSY 713 . PSYCHOLOGY OF GROWTH AND DEVELOPMENT.
How people grow and develop from infancy to old age. Maturation,
learning, and their interrelationships are studied. Physical growth
patterns are noted, along with emotions, intellectual and social
development, with implication for the school, communiry, and home.
(3 crs.)
PSY 720. NEUROPSYCHOLOGY. This course focuses on the
biological bases of behavior and presents che neuropsychological
approach co the identification and education of children with learning
disorders. The central nervous system and brain regions and their role
in learning are studied in depth . Neuropsychological assessment
techniques are introduced co clarify cognitive strengths, weaknesses,
processing preference patterns (simultaneous-sequential), and the
identification of neuropsy_chological deficits in children. This course
focuses on issues related co children with learning disorders, including
etiological factors, epidemiological studies, gender differences,
subryping, emotional concomitants oflearning disorders, diagnostic
instruments, and remedial techniques. The intent of chis course is co
provide the necessary theoretical framework from which more effective
remedial programs can be developed for learning disordered children.
(3 crs.)
PSY 721. ADVANCED TESTS AND MEASUREMENTS. This
course is designed co provide the student with an understanding of the
use of tests for diagnostic studies of all rypes of clients. le explores the
way in which tests are constructed, the questions of validiry, reliabiliry,
objecciviry, standardized conditions, test administration, requirements,
normative data, and the ethical uses of tests. The course provides a
survey of some representative tests of achievement, aptitude, intelligence, and interests. Students also receive practice in administering,
scoring and interpreting such tests through a practicum involving an
eval uation of themselves and at lease one client. (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-IV and the Bender Visual Motor Gestalt Test with
school-aged children . Theory and experience with ocher infant and
child measures of intelligence such as the Bayley II, and the K-ABC
are included. Psychological report writing is stressed. Prerequisi te: PSY
721. (3 crs.)
PSY 723. INDIVIDUAL PSYCHOLOGICAL EVALUATION II
WITH PRACTICUM. This course emphasizes the theoretical

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81

underpinnings of intellectual assessment and the development of and
competence in the administration, scoring, and interpretation of the
Wechsler Scales: WISC-III, WPPSI-R, and WAIS-III. Attention is
directed toward the use of these scales in measuring imellecrual
levels,in identifying cognitive strengths and weaknesses, and in
identifying and describing learning/adjustment/developmental
problems. Practical experiences are required and the srudent must
demonstrate competency in the administration, scoring, and interpretation of each scale. Psychological report writing is also stressed.
Prerequisite: PSY 721. (3 crs.)
PSY 728. PRACTICUM IN SCHOOL PSYCHOLOGY. A
practicum in psychoeducational assessment in which srudents work
wi th clients in the School Psychology Clinic. Srudents develop
competence in the admin istration, sco ring, and interp retation of
individually administered assessment tools, with an emphasis on
diagnostic testing and comprehensive report writing. Under faculty
supervision, srudents conduct comprehensive evaluations of clients,
including gathering background information, test administration,
report writing and consultation with clients. Prerequisites: PSY 721,
PSY 722& PSY 723. (3 crs.)
PSY 734. ASSESSMENT OF PERSONALITY AND BEHAVIOR I.
An introduction to the theory of projective techniques in the srudy of
personality, motivation, abnormality, and dynamics of behavior.
Experience is given in the adm inistration, scoring, and interpretation
of some of the more widely used projective tests, such as the Bender,
Human Figure Drawing, Sentence Completion, H-T-P, T.A.T. and
C.A.T. Behavior rating scales and self report personality inventories are
also included. Srudents receive extensive supervised practice in
administration, scoring and interpretation utilizing subjects aged fo ur
to adult and experie nce in interpreting protocols rhey obtain from
subjects aged four to adult. Particular attention is given to the use of
such tests in understanding psychological disorders and planning for
remediation or treatment. Practical experiences will be gained by
testing clients of various ages in the School Psychology C linic.
Prerequisites: PSY 702, PSY 721, PSY 722, & PSY 723 . (3 crs.)
PSY 735. ASSESSMENT OF PERSONALITY AND BEHAVIOR II.
A course on the theoretical rationale, administratio n, scoring, and
interpretation of the Rorschach technique as a method of personality
assessment. Extensive supervised experience is provided in the scoring
and interpretation of protocols. Prerequisites: PSY 721, PSY 722, PSY
723, & PSY 734. (3 crs.)
PSY 74 1. THEORJES OF COUNSELING AND PSYCHOTHERAPY. This course is designed to introduce students to the most
common therapeuti c approaches in use roday. Lectures, classroom
demonstrations, tapes and role playing are utilized to illustrate these
various orientations. Srudent participation is required. A research
paper comparing and contrasting theories is required. A position paper
staring the srudent's own orientation is required. (3 crs.)
PSY 742. TECHNIQUES OF COUNSELING AND PSYCHOTHERAPY WITH PRACTICUM. This course is intended to provide
both a didactic and an actual experience in counseling. Students
familiarize themselves with the phases, procedures, and goals of
counseling and therapy through assigned readings, rapes, and group
discussion of case presentations. Srudents are simultaneously required
to assume responsibility for a minimum of two cases in an approved
setting. Srudents are generally assigned a caseload of six clients
involving volunteers and actual cases as they become available. Those
srudents currently working in a school district may select cases from

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California University of Pennsylvania

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.
Srudents are seen outside of regularly scheduled group meetings for
individual supervision during the week, when necessary. Prerequisite:
PSY 74 1. (3 crs.)
PSY 746. PSYCHOLOGY OF LEARNING DISABILITIES. This
course is designed to acquaint the srudent with an understanding of
the co mmon types of learning disabilities. The course explores causes
and effects of vario us learning disabilities in terms of brain-behavior
relationships. The course introduces the student to methods of dealing
with children with learning disabilities and the development of
remedial strategies. Assessment of learni ng difficulties is also included
in the course. The course is directed toward the role of the school
psychologist in the identification and the placement and the educational treatment of the learning-disabled child . (3 crs.)
PSY 752. FUNDAMENTALS OF SCHOOL PSYCHOLOGY. T his
course is an introduction to the profession of School Psychology. T he
issues discussed revolve around the roles and functions of school
psychologists. Topics include school systems, personnel and policies,
the law and school psychology, and professional ethics. Field experiences are required. (3 crs.)
PSY 756 . CONSULTATION AND GROUP PROCESSES, WITH
PRACTICUM . A variety of group methods and co nsu.ltation
techniques utilized by the school psychologist are introduced. This is
accomplished by assigned readings, group discussions, and case
presentations. Students will tape group sessions and present these to
the class. Students will explore and utilize a variety of consultation
techniques in problem situations. (3 crs.)
PSY 766. PSYCHOLOGICAL STATISTICS. This course teaches the
student the fundamentals of statistical design of experiments, statistical
analys is of results of experiments, and the use of statistics as a model in
understandi ng the types of inference to be drawn from published
literature. The power and the limitatio ns of various statistical methods
are explored. (3 crs.)
PSY 767. RESEARCH METHODS IN PSYCHOLOGY. This course
is designed to assist the srudent to understand how to design,
implement, and analyze the results of research. Consideration is given
to the use of published literature as a source of ideas about research
problems, and the student is assisted in the development of such
problems into an appropriate proposal for research study. The course
assists the student in conducting research and provides a resource for
the interpretation of existing research in the literature. (3 crs.)
PSY 773. INTERNSHIP IN SCHOOL PSYCHOLOGY. The
internship experience requires a minimum of 1200 hours 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 (i.e.,
clinic, hospital, etc.). The intern is expected to demonstrate all of the
competencies of the practicing school psychologist. (I 2 crs.)
PSY 774. INTERNSHIP IN SCHOOL PSYCHOLOGY: CLINICAL. This course is unique in its offering the student the opportunity
to complete a portion of the internship in the School Psychology
Clinic, or other alternative setting, such as mental health facility,
hospital, or residential treatment center. This course parallels the
School Psychology Internship, but is unique in its ability to offer

experiences with clients in settings other than the schools. In this
setting, the intern will have in-depth, hands on experiences working
more directly with clients including children and parents than the
school setting affords. The intern will develop, integrate, synthesize,
and apply acquired knowledge, skills and professional competencies in
school psychology to such alternative settings, working with clients of
varying ages and varying presenting referral questions. Prerequisites:
Required courses in certification program. (1-4 crs.)
PSY 795. SEMINAR IN BEHAVIOR MODIFICATION WITH
PRACTICUM. This course provides the student with the knowledge
and skills necessary 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. (3 crs.)
PSY 796. SEMINAR IN THE ANALYSIS OF RESEARCH IN
SCHOOL PSYCHOLOGY. This course consists of an examination of
current research in School Psychology. Critical study and evaluation of
research findings applicable to the school-age child and classroom
learning situations are undertaken. The student locates, analyzes,
summarizes, critiques and orally presents findings of relevant current
published research. A major component of this course is the development, by each student, of either a written research proposal or a paper
summarizing research in an area relevant to school psychology.
Prerequisites: PSY 766, PSY 767. (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.
However, as this course is taken in conjunction with the internship in
School Psychology, discussions tend to be dynamic and framed within
the contest of actual experiences encountered by interns. (3 crs.)
PSY 849. MASTER'S THESIS. The student conducts an independent, scientific research study in a classroom or other structured
educational setting. The thesis is presented as a written document that
conforms to American Psychological Association style. (4 crs.)

RESEARCH - RES
RES 819. RESEARCH PAPER. (I er.)
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 Manual
of the American Psychological Association is to be used. (2 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.)

READING SPECIALIST - RSP
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. Prerequisites: RSP 700 (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. Prerequisites:
RSP 700 & RSP 702. (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

Graduate Catalog 2001-2003

83

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.)

SLE 706. SCHOOL COMMUNITY PUBLIC RELATIONS/
MARKETING. This course is designed to familiarize the future
school district superintendent with effective co mmunications strategies
for positive school public relations and marketing techniques. (3 crs.)

READING SUPERVISOR - RSU

SLE 711. UNIVERSITY SEMINAR: ADMINISTRATION
THEORY, ORGANIZATION AND OPERATION. This seminar
is designed to expand and enhance course objectives covered in
Administration Theory, Organization and Operation (SLE 701)
through general University Seminar activities. (1 er.)

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.)

SUPERINTENDENTS LETTER OF ELIGIBILITY - SLE
SLE 70 1. ADMINISTRATIO THEORY, ORGANIZATION AND
OPERATION.
This course offers the participant opportunities to gain competencies
in and understanding of the applications of administrative theory.
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 adm_inistration.
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.
Federal and state constitutional provisions and statutes, along with
administrative regulations, co ntract law, local school board policies
and case law research necessary in decision- making process. 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. 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 ro learn and
demonstrate competencies in planning, developing and managing
technology and facilities in Pennsylvania school districts. Through
classroom activities and on-site visitations, the participant will deal
with challenges that are faced by school superintendents. (3 crs.)
SLE 705. CURRICULUM AND INSTRUCTION, LEADERSHIP/
SUPERVISION. This course is designed so that future
superintendents wilJ learn a variety of strategies that may be used in
his/her leadership role in curriculum and instruction in small and large
school districts as he/she works with the board of education, staff,
parents, students and other community members. (3 crs.)

84

California University of Pennsylvania

SLE 707. STRATEGIC PLANNING , POLICY ANALYSIS, BOARD
RELATIO S. 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. (3 crs.)

SLE 7 12. 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 (S LE 702) through general University Seminar
activities. (1 er.)
·
SLE 7 13. UNIVERSITY SEMINAR: SCHOOL FINANCE. This
seminar is designed to expand and enhance course activities covered in
School Finance (SLE 703) through general University Seminar
activities. (1 er.)
SLE 7 14. UNIVERSITY SEMINAR: TECHNOLOGY AND
FACILITIES DEVELOPMENT. This seminar is designed to expand
and enhance course activities covered in Technology and Facilities
Development (SLE 704) through general University Seminar
activities. (1 er.)
SLE 7 15. 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)
through general University Seminar activities. (1 er.)
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) through general
University Seminar activities. (1 er.)
SLE 7 17. 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) through
general University Seminar activities. (1 er.)

SOCIAL SCIENCES - SOS
SOS 716. ECONOMIC, SOCIAL, AND POLITICAL ORDER.
Analysis of the diverse social institutions that guide and shape the
economic process, with special emphasis on the major types of systems
that allow economic challenges to be confronted and solved. Several of
the more recent rapid growth economies are used as models. (3 crs.)
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 resea,ch 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 7 14. QUANTITATIVE RESEARCH METHODS. Use of
descriptive and inferential statistics in analyzing research data.
Understandi ng quantitative and qualitative methodologies. Development of skills for understanding and conducting social research.
Prerequisites: SWK 7 13 or Advanced Standing. (3 crs.)

SOCIAL WORK- SWK

SWK 730. FIRST YEAR PRACTICUM. Required a 240-hour
placement in a supervised social agency setting that provides opportunities for generalist social work practice and advocacy with and for
varying size client systems. Prerequisites: SWK 701 & SWK 705. (6
crs.)

SWK 701. GENERALIST PRACTICE I. Foundation framework for
generalist social work practice including the problem solvi ng process,
social work values/ethics, and social work roles as they apply to varying
size client systems. Develops specific intervention skills, such as
interviewing, assessment, contracting/goal setting and evaluation for
diverse client systems with emphasis on rural settings. Prerequisites:
Program admission . (3 crs.)

SWK 801. ADVANCED GENERALIST PRACTICE. Use of
individual, group and organizational skills within the community
agency setting. Practice concerns, certification, supervision, and
making referrals. Working with individuals and groups to meet
community needs. Prerequisites: SWK 702 & SWK 705 or Advanced
Standing. (3 crs.)

SWK 702. GENERALIST PRACTICE II. Builds on generalist
practice foundation and focuses on the comm uni ty/rural community
context of practice. Explores advocacy, crisis intervention and
management. Overview of practice areas such as aging, mental health,
disability, substance abuse, criminal justice, etc. Prerequisites: SWK
701. (3 crs.)
SWK 705. HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT. Foundation for working with individuals, families; groups and
community resources. Basic concepts of human development
throughout the life cycle are presented within the person-in-environment perspective. The framework is multidimensional considering the
impacts of class, race, ethnicity, gender, sexual preference and the
social environment on human behavior and development. Viewed in
relation to practice with varying size client systems. Prerequisites:
Program admission. (3 crs.)
SWK 707. HUMAN DIVERSITY. Foundation knowledge for
analyzing and understanding the dynamics involved with prejudice
and discrimination, and resulting racism, sexism, homophobia and
ageism at the micro and macro levels. Explores cultural and regional
differences and forms of oppression impacting on social work practice.
Prerequisites: Program admission. (3 crs.)
SWK 709 . SOCIAL WELFARE POLICY AND SERVICES.
Examination of the history and value base of social policy in America,
with frameworks for policy analysis. Special emphasis on the impact of
these policies and related services on rural areas. Prerequisites: Program
admission. (3 crs.)
SWK 710. POLICY PROCESS AND PROGRAM DESIGN.
Examination of the process from legislation/policy adoption to actual
program development. Focus on how the process, including budgeting, results in service delivery systems. Skills developed in policy
analysis for developing and changing programs. Examples focus on the
rural experience. Prerequisites: SWK 709 or Advanced Standing. (3
crs.)
SWK 7 13. 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. Prerequisites: Program admission. (3
crs.)

SWK 803. ASSESSMENT OF DIFFERENTIAL CLIENT FUNCTIONING. Examination of hum an differences and community
systems and their relationship co client functioning. Understanding
psychosocial aspects, within a framework oflevels offunccioning, as
they relate to community resource systems, particularly in the rural
environm ent. Person-in-environment perspective, including personal,
family, cultural and regional influences on client functioning.
Prerequisites: SWK 705 & SWK 707 or Advanced Standing. (3 crs.)
SWK 806. RURAL FAMILY AND COMMUNITY POLICY.
Explores che design, function and impact of community and family
policies. Historical development of specific policies and che effects of
the policy on fami ly and community institutions and organizations.
Skills in analyzing and synthesizing policy are applied to rural
situations and change scracegies. Prerequisites: SWK 705, SWK 709 &
SWK 7 13 or advanced standing, SWK 7 10. (3 crs.)
SWK 808. ADVANCED PRACTICE RESEARCH. Use of research
to evaluate practice and programs, includes si ngle system design and
program evaluation. Skills developed for assessing and adding to the
knowledge of social work practice. Prerequisites: SWK 7 14. (3 crs.)
SWK 811. PRACTICE WITH AGING . Integration of knowledge
about agi ng, rural aging, services for the aging and che principles of
social work practice. Prerequisites: 2nd year standing or instructor
permission. (3 crs.)
SWK 812. PRACTICE IN SUPERVISION AND ADM! ISTRATION. Supervision, management and control in human services
organizations. Theoretical and functional models to assist staff to grow
and function competently as professionals. Understanding the
elements of programming, budgeting, staffing, communication and
control within the organization. Identifying formal and informal
systems, the impacts of human diversity, and how all of this functions
in rural settings. Prerequisites: 2nd year standing or instructor
permission. (3 crs.)
SWK 813. HEALTH CARE PRACTICE. Overview of health care
delivery systems, social work strategies for working from within or
outside these sys tems to assist clients and their families with physical
or emotional problems. Traditional and non-traditional rural settings
are examined. Prerequisites: 2nd year standing or instructor permission. (3 crs.)

Graduate Catalog 2001-2003

85

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, chemical), are related to
social work roles and val ues in the context of rural communi ty needs.
Prerequisites: 2nd year standing or instructor permission . (3 crs.)
SWK 8 15. CRIMI AL AND JUVENILE JUST! CE PRACTICE.
O verview of the juventle and adult justice systems; the day-to-day
philoso phy of these systems; and social work strategies for working
with varied clients and their families who are involved with these
sys tems, including rural clienrs. Prerequisites: 2nd year standing or
instructo r permission. (3 crs.)
SWK 8 16. PRACTICE WITH C HILDREN AN D YOUTH.
Examines the major problems, legal and clinical issues encountered
when wo rking with children. Special concern for victimized and at risk
children in th e rural setting. Prerequisites: 2nd year standing or
instructor permission . (3 crs.)
SWK 821 . DRUG AND ALCOHOL ABUSE. Explores the biopsycho-social processes which influence substance use and abuse, as
well as service provision and regul atio ns in chis region and treatment
modalities and issues for varied client groups, including women,
youth, minorities and the elderly. Prerequisites: 2nd year standing or
instructor permission. (3 crs.)
SWK 829. ADVANCED FIELD PRACTICUM I. Two semester
placement in supervised social agency setting for three days a week,
providing opportunity for advanced generalist practice with varying
size client systems. Prerequisites: 2nd year standing, co ncurrent SWK
830 & SWK 832. (4 crs.)
SWK 830. ADVANCED FIELD PRACTICUM II. Two semester
placement in supervised social agency setting for three days a week,
providing opportunity for advanced generalist practice with varying
size client systems. Prerequisites: 2nd year standing, co ncurrent SWK
829 & SWK 832. (4 crs.)
SWK 832. RURAL ADVANCED GENERALIST INTEGRATIVE
SEMINAR. Integration of theory and practice within the co ntext of
professionalism and social work ethics. Prerequisites: co ncurrent with
SWK 830. (I er.)
SWK 840. SPECIAL TOPICS. Study of selected topics of significance
or current importance and interest to th e social work profession.
Prerequisites: Instructor permission. (Variable crs.)

SPECIAL EDUCATION - ESP
ESP 501. INTRODUCTION TO EXCEPTIONALITY. This course
introduces th e 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 handicap-

86

California University of Pennsylvania

ping conditions. Studenrs are required to do tutoring at facilities for
chis population. (Variable crs.)
ESP 503. DIAG OSTIC TEST! G AND PRESCRIPTIVE
TEACH! G. This course reaches 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 PLANNI G AN D METHODS I. This
co urse is offered to Special Education majors the semester prior to
their student reaching experience. Curriculum Planning and Methods
I is a materials and methodology course for pre-service special
education teachers. An emphas is is placed on assessment, instructional
techniques, and materials necessary to reach reading and language arts
skills and co nceprs to children with disabilities. The course stresses: (I)
a behavioral diagnosis of comm uni cation 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. CURRI CULUM PLANNING AND METHODS II. This
course is offered to Special Education majo rs the semes ter prior to
their student teaching experience. Curriculum Planning and Methods
II is a methods course for Special Education teachers in training whi ch
emph asizes the assessment, instructional skills and materials necessary
to teach arithmetic concepts to children with disabilities. The co urse
stresses: (I) a behavioral diagnosis of arithmetic strengths and
weaknesses, (2) the development and implementation of intervention
strategies for various populations of exceptional chi ldren, (3) th~
selection and/o r development of appropriate materials for instruction,
and (4) the procedures and techniques for co ntinuous evaluation for
the instructio nal process. (Variable crs.)
ESP 506. HABILITATIO TRAI ING/TRANSITION. This course
deals wi th special education programs for senior high school students
as well as those persons who reside in the communi ty. Emphasis is
placed on vocational preparation and training. Specific techniques for
task analysis of jobs, datly living skills, and social adaptation constitute
a major portion of chis course. Emphasis is placed on the developm ent
of functional skilJs that co ntribute to normalized development.
(Vari able crs.)
ESP 701. I TRODUCTIO TO BEHAVIOR ANALYSIS. The
basic learni ng principles of operant and classical conditioning, with
the application of these principles wi th handicapped individuals. (3
crs.)
ESP 7 12. 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 assess ment, deinscitutionalization
and curriculum issues. (3 crs.)
ESP 720. SPECIAL EDUCATION TEACHING PRACTICUM/
INTERNSHIP. Required of all graduate students. Educational work
with handicapped children or adulrs in a variety of settings, including
special public school classes and classes in residential treatment centers,
special schools, and hospitals. Opportuniti es for case conferences,
learning seminars, and reaching 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 activiry 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.)
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.)

TECHNOLOGY EDUCATION - TED
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 700. FOUNDATIONS OF TECHNOLOGY EDUCATION .
This course examines the roles of technology and technology
education in today's public schools. A historical review of the liberal
and manual arts as they evolved over the past 10,000 years provides
the student with a broad understanding of the philosophies and goals
of general education. The study of technology and its systems are
examined as an academic discipline. This effort will assist in-service
instructors to redirect their teaching methods currently used in grades
K-12. (3 crs.)
TED 710. ORGANIZATION AND ADMINISTRATION OF
TECHNOLOGY EDUCATION. A critical analysis of the administrative and organizational problems related to the various types of
technology education problems and the role of the administrator and
teacher in developing, organizing, and evaluating these efforts as an
integral part of the total school program. Emphasis is placed on
teaching methodologies and activities used in the technology
education laboratory: e.g., the organization of facilities, resources for
an instructor, measure of teacher effectiveness, meeting the needs of
special students and human growth and development as they relate to
this field of education. (3 crs.)
TED 720. IMPLEMENTING TECHNOLOGY EDUCATION. A
course to assist in-service industrial arts teachers in understanding and
implementing technology education. Presentations will focus on
historical perspectives, contemporary content, teaching strategies,
instructional resources and standards for technology education.
Participants develop curriculum materials for a technology education
program that includes the technological systems of Communications,
Energy/Transportation and Manufacturing/Construction. Emphasis is
placed on change strategies, student activities, and program evaluation.
(3 crs.)
TED 730. COMMUNICATION SYSTEMS. An in-depth study into
the types of communication systems and their concepts of operation,
transmission and retrieval of information. An insight into such topics
as artificial intelligence, satellites, digital audio, LAN architectures,
and fiber optics will be covered in this course. The graduate student
participates in products/activities and develops a communication
system related to classroom teaching. (3 crs.)
TED 735. ADVANCED STUDIES IN COMMUNICATION. A
course which provides opportunity for advanced study or investigation
into the various components of communication technology. Study is
in the form of short concentrated sessions or on an individual basis.
(1-3 crs.)
TED 740. PRODUCTION SYSTEMS. This course provides the
technology education graduate student with educational experiences
and activities related to the teaching of manufacturing and construction technology. Class participants research the current trends and
possible future directions of the technology education field. Skill
development in the technical content of areas of manufacturing and
construction such as computer applications in CAD/CAM is included.
Students also develop and test curriculum materials for the manufacturing and construction content areas on the elementary, junior and
senior high school levels. Based upon prior student experiences, peer
teaching and participation in a student-directed enterprise activity may
be included. (3 crs.)
TED 745. ADVANCED STUDIES IN PRODUCTION. This
course provides the graduate student with the opportunities to
experience and research various technologies and methods in the areas

Graduate Catalog 2001-2003

87

of manufacturing or construction. An intense in-depth study is made
in relation to selected topics on an individual basis or as a short term
concentrated study session for a group. (1-3 crs.).
TED 750. TRANSPORTATION SYSTEMS. A student-directed
course consisting of three components: (a) enhancement of technical
skills related to transportation technology, (6) conducting research in
the field of transportation, and (c) creating and testing transportation
curriculum and instructional materials. Students will design transportation-related curricular materials based on their research whi le
developing the laboratory skills necessary to teach courses/units in
transportation technology education. (3 crs.)
TED 755. ADVANCED STUDIES IN TRANSPORTATION. The
graduate students enrolled in this class will be part of concentrated
study sessions or individually conducted investigations of learning new
technologies or methodologies related to the systems of land, air, water
or space transportation. (1-3 crs.)
TED 760. TECHNOLOGY EDUCATION AND INDUSTRIAL
PRACTICES WORKSHOP. A workshop course designed to acquaint
the student with industrial plants and practices in the Tri-state area.
The workshop provides the student with an opportunity to understand the operation of a variety of industries and the incorporation of
the information into selected teaching techniques for technology
education classes. (1-3 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 791. PRACTICUM I: TECHNOLOGY EDUCATION
SUPERVISION. Supervised school experiences that provide the
prospective supervisor with the opportunity to observe such duties,
and to learn about school organization and procedures essential for
successful supervision. The prospective supervisor performs functions
in association with teacher interviewing, budget planning, teacher and
student scheduling, and evaluation of technology education facilities
and programs. (Practicum I may be scheduled when initial enrollment
is made in the supervisory plan.) (2 crs.)
TED 792. PRACTICUM II: TECHNOLOGY EDUCATION
SUPERVISION. A conrinuation of supervisory experiences from
Practicum I, with more emphasis placed on the supervisory candidate
playing the role of a technology education supervisor. The candidate
demonstrates supervisory competencies through the development,
planning, and conducting of an in-service program for technology
education teachers; public relation activities in terms of news releases
and industrial relations; and participates in inner-city or rural school
experiences. Prerequisites: Admission to Candidacy for the Supervisory
Certificate and TED 791 . (2 crs.)

88

California University of Pennsylvania

UNIVERSITY SERVICES
Louis L. Manderino Library
The Louis L. Manderino Library houses a collection of some 377,000
volumes, 1.4 million microforms, 60,000 audiovisual materials, over
46,000 US Government Documents, and subscribes co over 800 serial
publications.
PILOT: The Library Catalog

access-much of it in full-cexc-co a wide range of
information . Databases include: Academic Search Elite, Business
Source Premier, Newspaper Source, Health Source Plus, and
ochers.
Lexis-Nexis Academic Universe:
Almost completely full-text access co a wide range of news,
business, legal, medical, and reference information.
Proquest Direct:
Some full-text coverage of ten national newspapers.

Computerized information retrieval has made library research faster,
more thorough, and more efficient. PILOT, the library's online public
access catalog, is a user-friendly resource chat can be used co quickly
locate books, audiovisual materials, or government documents in che
library's collection, and also co print, download, or email the retrieved
information. PILOT uses a Web interface and is accessible from any
computer connected co the World Wide Web, whether in the library,
on campus, or elsewhere in che world. All of the university libraries in
the Scace System of Higher Education use the same system, so users at
California University may search any of the ocher Scace System
university libraries.

Subject-specific Resources:
General -Current Biography, Essay & General Literature Index
Education - ERIC, Education Abstracts Full Text
Health and Spores - CINAHL, SPORT Discus
Humanities -Art Abstracts, MLA International Bibliography
Science - Applied Science & Technology Abstracts, Biological
Abstracts, GeoRef
Social Science - Criminal justice Abstracts, NASW Clinical
Register, PAIS International, PsycINFO,
Sociological Abstracts, Social Work Abstracts, Mental
Measurements Yearbook

PALCI Virtual Union Catalog

* Manderino Library is committed co offering quality on-line
resources. This list reflects our offerings as of Spring 200 l. Given che
dynamic nature of electronic reso urces, changes may occur-including
the addition of more resources. For current information, please visit
the library's Web site: http://www.library.cup.edu.

The ability co search the vase amount of material contained in ocher
library catalogs cook a major seep forward in 2000 through che
implementation of the PALCI Virtual Union Catalog. This service allows
patrons from almost rwo dozen Pennsylvania universities and colleges
not only co search each ochers' catalogs, but co initiate their own
interlibrary loans online-wichouc mediation. The PALCI Catalog
provides California University students and faculty with online search
and retrieval access co major resources in the state, including the libraries
of: Carnegie Mellon Univ., Penn Scace Univ., Univ. of Pittsburgh, Univ.
of Pennsylvania, Villanova Univ., Bryn Mawr College, Dickinson College,
Haverford College, Swarthmore College, and ochers.
Electronic Resources

Library patrons have access co over 7,000 fu11-cext periodical titles through
the library's collection of online databases. Several thousand more
periodical titles may be searched online for citations and abstracts. Users
may view the cable of contents from over 20,000 periodicals using the
CARL UnCover and EBSCO Online resources. To supplement the
research potential of students, trained librarians will, on request, conduce
mediated online searching of che extensive resources found in the
DIALOG and FirstSearch databases.

Reference Services

The library is committed co providing students the assistance they need
in order co use our resources effectively. Reference librarians are available
in the library, by telephone, or through e-mail co provide guidance.
Students may ask for brief, impromptu cu co rial sessions, or may schedule
longer and more in-depth appointments. Help in using the electronic
resources is also available online. The library faculty presents a number
of classes each semester which are designed co teach effective researching
skills for the specific content of particular university courses.
Interlibrary Loan

The Louis L. Manderino Library provides access co the following
electronic resources:*

When research uncovers needed materials chat are not available in our
library, patrons may place a request for chem through the Interlibrary
Loan office. Using a nerwork chat literally searches the globe, even hard
co find items can be located. Although various factors may affect the
duration of chis process, journal articles are typically received within a
day, and books within a week. The library does not charge any fees for
journal articles retrieved through Interlibrary Loan, and only very rarely
for very unusual books.

Britannica Online:

Ocher Services

The entire Encyclopedia Britannica available via the World
Wide Web.
Buckmaster Annual Stockholder Reports:

Fortune 500 company annual reports.
CIOS: Communication Institute for Online Scholarship
Resources specifically for communication studies
research.

EBSCOhost:
A collection of indexing and reference databases providing

The library offers users a number of ocher services, including: a large
reference collection, access co the World-Wide Web, photocopiers,
syllabi for California University courses, computer sofrware, a
collection of arc slides, a curriculum library for teacher education
students, a media services center with equipment and audiovisual
materials, and lamination and binding services. In addition, the Louis
L. Manderino Library is an official Federal Government Documents
Depository and regularly receives large numbers of government

Graduate Catalog 2001-2003

89

documents, such as census data, reporcs, maps, and the Congressional
Record. The Documents Librarian is available to provide assistance
with the use of these important resources. The staff of the Louis L.
Manderino Library is "user-friendly" and eager to be of service.

Technology On Campus
Computing Services Center
The University Computing Services Center is located in the
basement of Manderino Library. Staff offices are open Monday
through Friday from 8 a.m. until 4 p.m. User facilities in the
World Culture Building are available for student use.
The computer facilities at the university are separated imo two
distinct functional areas. One area deals with providing computer resources ro meet the instructional and research needs of
the university, such as student access for coursework and the
Manderino Library on-line catalog. The other area deals with
providing resources to meet the administrative needs of the
university.
Computer Accounts
Students who register for classes automatically have a VMS and
Windows/NT computer account created for their use during the
semester. 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 ATM local area network. Fiber
Optic ATM connects every floor to the campus backbone and
each floor has switched Ethernet to every room including
offices, classrooms, labs and dorm rooms. Southpointe Center
is connected via a high-speed ATM WAN which extends all
computer resources to Southpointe. The network also provides
the capability for distance learning programs. The university is
connected to the Internet via SSHENET II. This statewide
network includes 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 the
basement of the World Culture building is the main center for
student campus network access and general use desktop computing. This facility contains various personal computer systems
and printers in the laboratories and classrooms. The facility
provides access to adaptive technology systems.
Entrance to the ICF is through the University Avenue (west)
entrance or via the elevator. 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 938-4335 or by typing HOURS at the
system prompt.
Distance Education
As a leader in technology instruction, California University of
90

California University of Pennsylvania

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. These courses are delivered instantly using
state-of-the-art videoconferencing systems across the
university's data network.
Distance Education equipment allows the transmission of
audio and video between two or more locations for the
purpose of delivering instruction, enhancing educational
experiences, conducting meetings, and participating in
conferences. Equipment includes multimedia projection
systems; document stands for displaying documents, photos,
and objects; automatic tracking cameras; and computers for
demonstrating software, accessing the Internet, and making
multi-media presentations.
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
Additional campus microcomputer laboratories are located in
and operated by various departments on campus including
Applied Engineering and Technology, Business and Economics,
Mathematics and Computer Science, College of Education,
and the English Departments's Word Processing Laboratory
and Computer Center. 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 Office ofLifeLong Learning operates a
microcomputer laboratory in Manderino Library. The
Southpointe Center provides a laboratory for instructional use.
Contact your department for specific information about
laboratory facilities available for educational purposes.

Teacher Education Computer Lab
The College of Education and Human Services maintains a
computer laboratory in the Keystone Education Building, Room
402. The facility is equipped and designed to train prospective
teachers to use computers as tools to suppon their teaching and
instructional management roles.
Equipment includes 16 teaching stations, each consisting of one of
the Apple Macintosh family of computers with one hard drive, one
floppy drive, and a color monitor. In addition, each station is pan
of an AppleTalk Network linked to a Macintosh Hsi. Each position
is linked to a laser printer or one of several dot matrix printers.
There are more than 100 titles of instructional software available
for examination and evaluation.

The laboratory facilities are used for formal instruction for the
course EDF 301, Computers for Teachers, about one half of
each weekday.
During the remainder of the day, until 10:00 p.m., the
laboratory is staffed and available to complete assignments for
the course, which is required of all Teacher Education majors,
or other uses students may have. Other than the inexpensive
data disks, there is no cost to students.
English Department Computer Center (EDCC)
The English Department has its own computer center for word
processing, desktop publishing, Internet research and distance
learning. The EDCC, located in World Culture 203, consists of
a lab classroom with 26 PC-compatible computers, an open lab
area with 10 PC-compatible computers, and an additional lab
with 10 Macintosh computers. The EDCC classroom is available
for various English courses, including Scientific and Technical
Writing, Business Writing, Journalism and English Composition
I and II. When the EDCC is not being used for teaching, it is
available for general student use.
These computers are a part of the university's network, and
they can be used to communicate via e-mail, access the Internet
and browse the World Wide Web. Currently, the PC-compatible computers facilitate word processing through WordPerfect

5.1 and MS Word 7.0. The Macintosh computers have
MacWrite II and Pro, ClarisWorks, and Super Paint. For
desktop publishing, the lab has Windows 95 with MS Office
97, Paint Shop Pro, Calera Wordscan, Aldus Pagemaker 5.0
and a few other graphics conversion utilities for creating Web
pages.
For printing, there are four laser printers networked to the
computers. Two or three expert student workers are always on
hand to assist students and monitor the equipment. The
EDCC also has opportunities for work-study jobs for students
with a moderate to strong background in word processing or
computer science.
The EDCC director is available via e-mail or in person to
answer questions about the lab. More information about the
EDCC or the English department is available on the
department's website at http:/ /www.english.cup.edu.

Student Access Center Computer Lab
Located on the first level of the Natali Student Center, the
access center houses a Macintosh Computer Lab.
The computer lab permits student access to a number of
computers provided for personal use. The lab is open seven
days a week (including evening hours) and remains open
twenty-four hours a day during the last weeks of the semester.
The Student Association, Inc. , supports and maintains the
computer lab.

Graduate Catalog 2001-2003

91

Campus Learning Labs

Mathematics Lab
The following services and resources are offered free in the
Mathematics Laboratory in 11 5 Noss Hall:
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
938-5893 to schedule a 30-rninute 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. They are informative to
students who need algebra assistance in any course. The tapes,
15-30 minutes long, are available for use in the Math Lab and
on overnight sign-out basis.
One hundred fifty computer-directed instruction software disks
are available. The disks give two to three screen overviews, three
or four worked problems, and three or four practice problems.
Software is available for topics from basic mathematics to
calculus. Most computer software lessons can be completed in 15
minutes.
Nationally renowned authors claim that half of all college students
are math anxious. Many math anxious students have physiological
symptoms, including headaches or stomach aches. Students with
these symptoms only in math environments should discuss this with
a Math Lab tutor or with the Math Lab Director.

Reading Clinic
When your reading assignments make you feel as if you are lost
in the university jungle, come to the Reading Clinic for a free
one-hour tutoring session. Staffed by one faculty member and
two graduate assistants, the Clinic teaches techniques to improve
reading comprehension and vocabulary.
The Clinic offers help in identifying main ideas, making
inferences, drawing conclusions, understanding concepts and
facts , test-taking skills and building vocabulary. Students make
appointments to work privately with a tutor or schedule an
independent lab session that is staff-directed.
The Reading Clinic is housed in the Keystone Building, Room
200A and is open from 9 a.m . to 4 p.m., Monday through
Friday.

92

California University of Pennsylvania

Writing Center
The Writing Center, Noss 120, is a non-credit English language
resource provided by, and administered through, the English
department. An integral part of the three-course Composition
Program; the Writing Center's main purpose is to assist students
at every level and from every academic discipline with their
writing projects. Students visit the Writing Center for various
types of assistance, including help in getting started on a writing
assignment; consultation about thesis, organization and development; assistance with grammar; information about bibliographies
and footnotes; and help with proofreading and editing. Proceeding entirely on a one-to-one basis, visitors receive the optimal
amount of individual attention from aained tutors who use a
collaborative model tutoring method. In this model, tutors
function not as authoritarian experts who take over a student's
paper in order to "fix it up," but rather as coaches and guides
who collaborate with writers in ways· that facilitate the process of
writers solving their own writing problems and developing their
own ideas.
The Center is open during the regular academic year from
9 a.m. to 9 p.m. , Monday through Thursday, 9 a.m. to noon on
Friday, and 4 p.m. to 9 p.m. on Sunday. A variable summer
schedule is also offered. In addition, the Center provides on-line
tutorial services via its "Virtual Writing Center," accessible at the
following URL: www.english.cup.edu/wcenter/wcenter.html
At this web site, students can utilize the "Virtual Library," a
collection of eight rich links dealing with just about any writing
subject imaginable, from scores of grammar handouts, to on-line
dictionaries and search engines, to the broad world of publishing
and more. In addition, students can receive on-line tutoring
assistance with their writing via the OWL (On-line Writing Lab).
The OWL allows a writer to elecaonically pose a question about
her writing, or to elecaonically send a portion of her writing, to
which she will receive an e-mail answer or response from one of
the Writing Center tutors.
A completely free service, anyone is welcome to walk in, call for
an appointment 938-4336, or visit via the Virtual Writing
Center.

CO-OP Eligibility for Master's degree students

Career Services
The Primary purpose of Career Services, located in the Eberly
Science and Technology Center, is to assist students, in
developing, evaluating, and effectively implementing
appropriate career plans. Undergraduates, seniors, graduate
students, and alumni may obtain general advice and
information on career search and job search strategies.
On-campus interviews and informational sessions are scheduled
for students interested in meeting with representatives from
business firms, government agencies, industries and school
districts seeking candidates for employment. The "career ·
center" houses career planning and company literature as well
as information on current job opportunities.

*
*

Completion of 6 credits (Master's degree)
Students must have at least a 3.0 overall quality grade
point average

Three Ways to Fit CO-OP Into an Academic
Program:
1.
2.
3.

Work part-time while still enrolled full time in classes.
Work full time with no classes scheduled for the
summer.
Work full time or part-time in the summer.

Where Can I Work?
Students are encouraged to visit Career Services
*
*
*
*

*
*
*
*

*
*
*

w:

Schedule a session on the computerized guidance
system;
Use the career center media, including videos, audio
tapes, and computerized software resources;
See a staff member about any career issues, including
graduate and professional schools;
Attend career workshops, job fairs , and special
programs;
Learn about alum~i who will discuss their careers.
Investigate cooperative education, internships, and
community service opportunities;
Utilize Career Services' website www.cup.edu.
Search and apply for full time, part-time, co-op and
internship positions on our Career Services/ State
System sponsored website: www.collegecentral/
pasystem.com
Information guides for resume writing, interviewing,
cover letters, and job search;
Get the most up-to-date information on company
recruiting visits;
Sign-up for campus interviews and information
sessions; search the "web" for job opportunities.

Please visit our website at www.cup.edu

*
*
*

Students can work either locally or nationwide.
CO-OP advertises approximately 750 positions a
year 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.

Cooperative Education
Cooperative Education allows students to be employed whether in business, industry, government, education or service
organizations-in paid positions directly related to their
academic major or career plans. Cooperative Education
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. Undergraduates, as well as graduate students, in all
academic majors are encouraged to participate provided they
meet the eligibility requirements.

Graduate Catalog 2001-2003

93

Public Safety

Character Education Institute

The Department of Public Safety and University Police at
California University is a fully recognized law enforcement agency
as authorized by 7 1 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 California University Character Education Institute
opened in January 1995 in response to a report from the
Pennsylvania State System of Higher Education urging the
System's universities to give increased attention to values
during the 1990s.

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, and secretarial staff, provides continuous
24 hour assistance to the university community.

Goals of the Institute

The staff includes a director, assistant director, two shift
supervisors and ten additional commissioned police officers
who have received training at the Pennsylvania State Police
Academy. Three public safety communications officers and one
departmental secretary contribute to the operation of the
department. Public safety personnel are certified in CPR, basic
first aid procedures, and the emergency medical airborne
evacuation policy and procedure for transportation of the
seriously ill or critically injured.
Additional services offered to university students, faculty, and staff
consist of parking and uaffic 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, the Cleary Act, post-secondary institutions, including
colleges and universities, must provide information with respect to
campus crime statistics and security policies of the institution and
prepare, publish and distribute to all applicants, students and
employees, annually, information with respect to these areas ..
The information is compiled by California University, and made
available through the Office of Admissions, the Office of Student
Development and Services, the Office of Public Safety, and the
University website.

The Character Education Institute has three broad goals:
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.
To provide an outreach to local school districts and
•
parents as they influence the moral development of their
children.
To help prepare students in the College of Education for
•
their unavoidable role as character educators.

Services
•

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 and to staff and school directors from local school
districts.
The director of the Character Education Institute can
provide consultant help to members of the university
community as they seek to infuse the school's core values
into their areas of responsibility.
Consultant services are also available to local school
districts that want to study formal character education
programs.
Parenting programs are available to local school districts
and other organizations concerned with character develop
ment.

The Character Education Institute is located in 409 Keystone
Education Center, across Third Street from Natali Student
Center. To obtain additional information about the California
University Character Education Institute, please contact:
Director, Character Education Institute
California University of PA
250 University Avenue
California, PA 15419-1394
Telephone: 724-938-4500
Fax: 724-938-4156
Web: www.cup.edu/education/charactered

94

California University of Pennsylvania

University Advancement
The Office of University Advancement for California University
of Pennsylvania was foremed in 1992 co provide a full range of
internal and external communicaicon services co Californai
University of Pennsylvania. It worls co enhance relations with
alumni and friends, the general public, prospecitve students,
foundations, businesses, policy makers and others. Advancement also provides liason with the Foundation for California
University of Pennsylvania, the Californai University Alumni
Association, university administrators and others. The Vice
President for University Advancement is located in Old Main,
Room 114, telephone number: 724-938-5938.

Foundation for California University of Pennsylvania
The Foundation for California University of Pennsylvania,
located on the second floor of Old Main, receives funds from
fo undations, businesses, alumni, staff, faculty and friends co
benefit the university and its programs. The Foundation
conducts anual fund-raising campaigns, including a
phonathon. It also is responsible for deferred or planned
giving, and for capital campaigns. the Foundation administers
dozens of endowment funds that provide students with
scholarship support.

Mon Valley Renaissance
Alumni Relations
The Office of Alumni Relations, located in Old Main under
the twin towers, is the lia°ison between the university and its
38,000 living alumni, who receive copies of The Cal U Review
(alumni magazine), and notices about various special events.
The office coordinates Move-In Day, Homecoming, Alumni
Day, and numerous social and cultural programs for alumni
both on and off campus. Alumni Relations manages the
network of alumni chapters across the nation and works closely
with the Alumni Association (see below). In addition, the office
of Alumni Relations is home co the Student Ambassadors
Program and maintains a coll-free telephone hotline with
information changing daily (1-800-4-CAL-NEWS or 9384507 locally) .

Public Relations
The Office of Public Relations informs the campus community
and public at large of the university's activities and news . For
example, this department notifies hometown newspapers of
studeni: accomplishments. The department also manages
university advertising, information on the university web site,
produces numerous publications and acts as the university's
media contact.

Mon Valley Renaissance, located on the first floor of South
Hall and and with satellite offices in Pittsburgh and Slippery
Rock, is the university's unique, public service agency dedicated
co regional economic development. Its mission is co foster and
support job creation and job retention in southwestern
Pennsylvania. It assists individuals and businesses through
counseling, training, consulting, and governemnt contracting/
export assistance and has been in existence since 1984.

Alumni Association
The California University Alumni Association serves California
University and its alumni by fostering beneficial relationships
among alumni, students and the university. The university's
alumni have been organized since 1939. Today, nearly 38,000
graduates and numerous former students are members of the
Association. A board comprised of three classes of alumni
directors is elected for four-year terms. The board officers work
closely with the university's President and the Office of Alumni
Relations.

Graduate Catalog 2001-2003

95

STUDENT DEVELOPMENT AND SERVICES
Inherent in the university's mission is a commitment to the total
development of all students. The Office of Student Development
and Services, under the direction of the Vice President for Student
Development and Services, is administratively responsible for the
implementation of this commitment.
The central focus of the program is personalization of the university experience, with concern for not only individual intellectual
development but for personal, social, and physical development as
well.
For additional information and regulations governing student
life and conduct besides what is given below, students should
refer to the current edition ofThe 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. This can be an opportunity
to enhance curriculum studies.
Student D evelopment and Services provides services to students
in the following areas:

Academic Honorary Fraternities
Many academic departments at California University feature
honorary fraternities for outstanding students. Please see the
department description or talk to yo ur advisor about an
honorary fraternity in your major.

Activities
ADA Compliance
ArhJecics
Adule Student Organizatio n
Book score
Cal Ca.rd Services
Cam ps/Conferencing
Cam pus Mi nistry
Co mmuter Center
Counseling Center
Dining Services
Drug/Alcohol Programs
Greek Life
Health Center
Hereon Recreation and Fitness Center
H ousing
Internacional Students
Judicial Affairs
Leadership Development
Media/Publications
Minority Affai rs
National Student Exchange
Off-Campus H ousing
PEACE Project
Residence H all Programming

96

Services for Students with Disa.bilicies
Student Association, Inc.
Student Center and Activities
Student Government
Student Life Studies
Study Around The World
Underground Cafe
Veterans Affairs
Victim Advocacy Center
Website Development
Wellness/Awareness
Women's Center

California University of Pennsylvania

CALCard-University ID Card
The CalCard is both a campus identification card and a
convenient and safe 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 yo ur needs.

CalCard Services
AAA - Part of the basic service of each student CalCard is the
AAA - Roadside Assistance Program. California is first and only
school in the country to offer this service. 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 yo ur CalCard. For
more details, stop by the Information Desk for a AAA brochure.
Manderino Library - The CalCard is the key to checking out
materials. This basic service is included on every CalCard. Your
CalCard is also used to check out materials online through 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.
Fitness Center* - Cal U students receive unlimited access to the
Herron Recreation and Fitness Center. Faculty, staff, alumni
and Southpointe students who have purchased a membership
use their CalCard to gain admission to the fitness center.
Entertainment* - Cal U students receive free admission to most
entertainment events sponsored by the Student Association,
Inc. Your CalCard provides free admission to the Vulcan
Theater, Underground Cafe, as well as dozens of other events
each semester.
Access - Students who reside in Johnson, Binns, Stanley, and
Clyde Halls use their CalCard to access these halls.
*Students matriculating at Cal U Southpointe Center or the
Regional Enterprise Tower must purchase membership or
tickets for recreational and entertainment events on campus.

CalCard Accounts
CalCard works like a credit card; you don't have to carry cash.
But it's better than a credit card because you deposit money in
your account in advance so you don't have to worry about
paying a bill at the end of the month. Finance charges are
eliminated.
CalCard works like a checking account in that your accounts
are debited each time you make a purchase. But it's better than
a checking account because you don't have to carry your
checkbook, replace checks, or carry several forms of identification for check approval.

The Cal U Student Bookstore offers a variety of other items:
Cal U clothing and giftware, magazines, newspapers, CDs,
greeting cards, and computer software. School supplies, general
reading books, and health and beauty aids are also available.
We offer free special orders for any book that is not in stock.
Convenient store hours are:
Monday - Thursday 7:45 a.m. - 7 p.m.
Friday 7:45 a.m. - 5 p.m.
Saturday 11 a.m. - 5 p.m.
To place telephone orders or make inquiries, call 724-938-4324
during business hours.

Meal - Everyone enrolled in a meal plan will use the CalCard

Campus Ministry

to pay for their meals. Whether eating at Gallagher Dining
Hall, using the meal exchange or cash equivalency options at
the Metropolitan Cafe or the Food Court, just give your
CalCard to the cashier. Your Meal account is automatically
reduced by one meal. Everyone enrolled in a meal plan will
automatically receive a Dine account with an amount of $100,
$125, or $250 depending on the meal plan purchased.

Spiritual development is an integral part of the process of
education and of human growth. A campus ministry, staffed
by professional campus ministers, fosters the development of
spiritual and religious student life.

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 Gallagher Dining Hall, Herron
Patio, the Metropolitan Cafe and Convenience Store, and the
Washington Food Court.
Shop - A CalCard Shop account is the master debit account.
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 at all food service locations, Cal U Student
Bookstore, vending machines, laundry facilities , Manderino
Library for photocopies (7¢) and overdue book fines, pool hall,
information center for tickets, manuals, stamps and CalCards.
Shop dollars carry over from semester to semester and can be
refunded through complete withdrawal from the University.

Along with the various campus services, your CalCard can be
used to receive discounts. This offer is good for all University
students, faculty and staff. Stop by the Information Center for
details or call the CalCard Office at 724-938-4300 or e-mail
CalCard@cup.edu. Be sure to check the Cal Card website for
information at www.cup.edu.

The Campus Ministry of California University of Pennsylvania
is located in the Natali Student Center, Room 143. Office
hours are from 10 a.m. until 4 p.m. on weekdays while the
university is in session. Campus ministers are on call twentyfour hours a day. Some of the services provided are worship,
pastoral counseling, spiritual direction, information about local
churches, and literature from participating faiths. The Campus
Ministry sponsors or co-sponsors a variety of religious and
service programs.
Students and their families, faculty and staff of the university
are welcome to come to the Campus Ministry office at all
times. They may also call the Campus Ministry at 724-9384573. Campus Ministry cooperates with Student Development and Services and with other university departments for
the well-being of the students.
The Catholic chaplains are funded by the Catholic Diocese of
Pittsburgh. The Protestant chaplain is funded by the United
Campus Ministry Council of California, which also places
members of the Coalition for Christian Outreach. Although
the chaplains are members of particular denominations, they
serve all students, regardless of church affiliation. The chaplains will put students in touch with a priest, minister, cleric or
rabbi of their chosen denominations.

The California Times & Publications
Cal U Student Bookstore
The Cal U Student Bookstore, located on the first level of the
Natali Student Center, offers a variety of services for all
students, faculty and staff. Students can purchase new or used
textbooks for their classes, with used books representing a 25%
savings. A textbook reservation service is also available, allowing
students to pre-order books before the first week of class. The
bookstore also offers on-line service at www.efollett.com.

The California Times is the university's student newspaper,
owned and operated by the Student Association, Inc. The
purpose of The Times is to support the educational mission of
California University and the State System of Higher Education by providing educational opportunities in publishing,
utilizing students in leadership, production and reporting roles.
These "hands-on" roles will give students measurable educational experiences in technical areas such as desktop publishing,
graphics, ad sales, layout and photography, as well as newspaper
reporting. All these skills will be acquired, practiced and
Graduate Catalog 2001-2003

97

measured through a weekly newspaper. This paper will also be a
service to the area by providing information of campus and
regional community interest. Students will also gee experience
working on ocher various publications produced by the area
including spores media guides, handbooks, brochures and the
annual yearbook. For further information call 724-938-4303 or
e-mail wheeler @cup.edu.

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.
They are advised by student selected members of the faculty
and staff. Students are encouraged to initiate and support new
groups which reflect interests not represented by existing
organizations. A complete list of SAi-funded organizations,
their current advisors and phone numbers may be found in the
Student Handbook.

both the Commuter Center and Commuter Council web pages
via the Cal U website, www.cup.edu.

Counseling and Psychological Services
The Counseling Center staff provides personal, social and
psychological services to students with problems char interfere
with their adjustment and effective educational performance
while at the university.
Students having trouble understanding their feelings, maintaining satisfactory social and interpersonal relationships, or coping
with academic demands, may benefit from seeing a counselor
or psychologist at the Counseling Center.
Students can call the Center at 724-938-4 191 for an appointment with a licensed psychologist or counselor. They can make
the appointment themselves or be referred by a professor, fellow
student, staff person or management personnel.
Students can talk to a counselor in private with assurance chat
the discussion will remain confidential.

General Code of Conduct
The responsibility for administering student discipline at the
university is vested in the Division of Student Development.
Scaff in the division investigate cases of misconduct, meet with
students to discuss their rights and responsibilities and refer the
case to the appropriate hearing body. Conduce rules, disciplinary penalties and complete hearing procedures are contained in
the Rules of Conduce and Judicial Procedures handbook.
The university reserves the right, in the interest of all its
students, to decline admission, to suspend, or to require the
withdrawal of a student from university housing and/or the
university after all appropriate university procedures have been
followed .
Registration at the university assumes the student's acceptance
of responsibility for compliance with all regulations published
in the catalog, as well as any rules fou nd in any official publication.

Commuter Center and Services
Commuter 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 hose of services
and opportunities for involvement to commuter students.
The Commuter Center provides lounging areas, general
information, computers, lockers, microwaves, a refrigerator,
and cable television. In addition to providing a comfortable
place to break away from classes, the Center is also a place for
students to make social connections.
The Office of Student Development and Services and the
Student Association jointly support commuter students at Cal
U. All are encouraged to visit the Commuter Center or to view
98

California University of Pennsylvania

The professional counselors have extended their services by
developing a strong referral system locally on campus and off
campus. Referrals can be made to any department or office on
campus.
Please call 724-938-4191 or drop in at the Health Center.
Office hours: 8 a.m. to 4 p.m. daily, Monday through Friday.
Weekend and evening sessions are by appointment

PEACE Project
The PEACE Project (Prevention, Advocacy for Change and
Empowerment) educates the campus and community to
prevent sexual assault, stalking, and domestic violence. PEACE
offers survivors and their loved ones advocacy, counseling and
support on their journey to healing. The PEACE Project is
funded by a grant from the United Scares Department of
Justice through the Violence Against Women Act. PEACE is
located at 430 Park Street (behind the library). Members of the
campus and the larger community are welcome to stop by, to
call 724-938-5 707, or to e-mail, peace@cup.edu fore more
information.

California University Television (CU1V)
California University Televi ion (CUTV) is the
university's cable television station which is owned and
operated by the Student Association, Inc. CUTV is seen in
over 80,000 homes, 24 hours a day on the Charter Communications, Armstrong and AT&T Cable systems. It also
provides local sports programming to millions of other
homes through various cable/ satellite networks. The
mission of CUTV is to produce and provide programming
of regional community interest, while providing valuable
"hands-on" educational experience fo r 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 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.
CUTV produces a variety of informational, educational
and entertainment programs. For example : CUTV
Newscenter - a weekly news show; Pride and Progress - a
news magazine show focusing on Fayette County; a variety
of local government meetings, including the Washington
County Commissioners; Fright Night Fridays - a skito riented horror movie show; and Outtakes w ith Fiore - a
show dedicated to previewing and reviewing new movies.
CUTV is heavily involved w ith university and area high
school sports coverage. Over the p ast several years, CUTV
has produced all of Cal U's football and basketball contests. Many of these games were rebroadcast by Fox Sports
Pittsburgh and WBGN-TV, to a multi-state audience of
over four million homes. A weekly coach's show for the
sport in season, as well as our popular high school football
game of the week are also produced. Finally, CUTV has
been responsible for producing several distance learning
courses. These classes provided area viewers with the
oppo rtunity to earn college credits from the comfort of
their homes.
To o ur credit, CUTV has been recognized by several
national organizations. The National Association of
Collegiate Broadcasters (NACB) has presented CUTV the
"Best in the Natio n" award in 1998, and awards for news,
sports and news magazine shows. These awards were
judged by representatives from CNN, ESPN and A&E.
The station received multiple TELLY awards for our
sports, news and documentary coverage. In addition,
CUTV has received awards from the Society of Professional]ournalists, and was named the best collegiate station
in the mition for 1997-98.
Offices and studios are located in the Natali Student
Center. CUTV maintains a fully-loaded production truck ,
capable of producing multi-camera field events. The
program employees a staff of three professionals, and
enjoys student membership of more than 50. For more
information stop by room 150, Natali Student Center, 724938-4303, 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.

Do you want an all-you-can-eat, one-price-at-the-door option?
The Gold Rush offers something for everyone, and even
provides take-out. Are you looking for fast food with friends
between classes? The staff at Herron Patio and the Washington
Food Court aim to please. What about an early morning bagel,
gourmet coffee or late night munchie? The Metropolitan Cafe
provides those items, and much more. Need advice on special
dietary concerns? The dining service management team
provides dietary service for all your needs.
Students living in the residence hall have the opportunity to
choose from three meal plans:
Plan A: 19 meal plan with $100 Dine dollars.
Plan B: 14 meal plan with $100 Dine dollars.
Plan C: 125 meal/$250 dine Block Plan.
Plan D: 10 meal/$200 Dine dollars
Commuters may choose from the three meal plans above, or
select from the following additional options offered specifically
to meet the needs of the busy off-campus resident:
Plan E: 7 meal plan with $100 dine dollars .
Plan F: 125 meal/$125 dine Block Plan
Plan G: Dine dollars only plan, with initial minimum balance
of $50 dine dollars.
Plan H: 75 meal with $125 Dine dollars
All students who live in a university residence hall are required
to accept assignment to the meal program. The off-campus and
commuter plans are for one full semester and may not be
terminated. Dine dollars are included in each meal package and
are non-refundable. The meal package refund policy for
students who withdraw from the university is based on the
Refund/Repayment Schedule published by the Bursar's office
under the refund section of this catalog. A detailed dining
service brochure may be obtained from the assistant dean for
student services, Natali Student Center, 724-938-4513.

Drug and Alcohol Programs
The drug and alcohol education and prevention program is
located in Downey Garofalo Health Center. It provides
programs for the university aimed at increasing awareness of
alcohol and drug related issues. This program includes
consultation, intervention, counseling, education and awareness. CHOICES is the assessment and intervention program
designed to assist those whose behavior may be harmful to
themselves or others because of alcohol or drug use. This
program offers an opportunity for students to learn facts and to
dispel myths concerning the use of alcohol and other drugs.
Through group interaction activities students gain a sense of
self and the impact their actions have on them. It is one
approach by California University of Pennsylvania to provide a
drug free community. For more information call 724-9384191.

Graduate Catalog 2001-2003

99

CHEERS (Collegians Helping Educate Each Orher Regarding
Substances) is an educational co mponent of rhe drug and
alcohol program. Awareness, alternatives, peer education and
other programs are offered rhrough CHEERS. For more
information call 724-938-4191.
BACCHUS (Boost Alcohol Consciousness Concerning rhe
Health of University Students) is a national student organization developed under the guidance of advisors from Student
Development and Services. Through education and activities
designed to increase awareness of changing alcohol issues,
BACCHUS advocated informed, independent decision making
and respect for rhe choices of others. The BACCHUS
philosophy is rhar students can play a uniquely effective role in
encouraging their peers to consider, talk honestly about and
develop responsible habits and attitudes in their behavior
toward beverage alcohol use or nonuse. BACCHUS operates a
weekly coffeehouse. The Underground Cafe in Herron Patio
showcases rhe talents of Cal U students and promotes a
responsible and healrhy lifestyle. For more information check
our rheir web page at www.cup.edu/ ~bacchus/.
California Campus Communi ty Coalition is a committee
represented by borh rhe university and community. Ir addresses underage and dangerous drinking on campus and in the
community.
Sourhwesrern Pennsylvania Drug and Alcohol Consortium is a
combined effort by California in neighboring universities to
provide a forum for discussion of relevant and current issues in
drug and alcohol prevention and education as well as sharing of
developmental programming ideas. The Consortium offers
California and orher universities access to a resource library
consisting of videos, books, pamphlets and orher information
related to drug and alcohol use and abuse.

Emerging Leaders
The Emerging Leaders program equips potential student
leaders wirh skills such as public speaking, ream building, goal
setting, motivation and event planning. Participants are
introduced to several styles and rheories of leadership. This
interactive program invites speakers to host sessions on their
area of expertise, while providing experiential exercises so that
students may immediately put rheir new skills into action. This
program is limited to 25 first-year students and is conducted
during rhe fall semester. For more information call 724-9384303 . A similar program specifically designed for members of
the Greek system is held in the spring semester of each academic year.

Health Services
The mission of rhe University Healrh Services is to provide
high quality healrh care for our students; ro direct students to
orher healrh care providers when appropriate; to provide
emergency care for all members of rhe university community;
to address the specific healrh needs of chose members of rhe
100

California University of Pennsylvania

student population wirh special problems; and to conceive,
develop and implement relevant healrh education programs for
rhe university community.
The Downey-Garofalo Health Center is open 24 hours a day,
seven days a week while the university is in session. A staff of
full-rime registered nurses is on duty at all hours. A qualified
physician is on duty Monday rhrough Friday, during specified
hours.

Medical Absences
Students who are unable to attend classes because of illness
should contact rheir professors, explain rheir absences, and
arrange for completion of any work chat may have been
missed. The Health Center does not issue medical excuses, but
will send a written notification to rhe professors only in rhe
following circumstances, provided rhe student initiates the
request:
(1) If a student consults a healrh care professional at rhe Healrh
Center, and rhe health care professional determines rhat the
student has or had sufficient medical reason not to attend class
(or to fulfill orher academic obligations), notification will be
sent to rhe student's professors but only if rhe student makes a
request at rhat time.

(2) If a student has consulted a private physician, who has
determined rhac rhe student has or had sufficient medical
reason not to attend class (or to fulfill orher academic obligations), and rhe physician notifies the Healrh Center to chat
effect in writing, notification to rhis effect will be sent to the
student's professors.
(3) If a student is confined for longer treatment or care at the
infirmary section of rhe Health Center, verification of rhe
confinement will be sent to rhe student's professors. If a student
is hospitalized elsewhere or requires extended recovery with bed
rest, written notification should be sent from rhe attending
physician to rhe Healrh Center, which will notify the student's
professors.
Upon notification from rhe Health Center or any ocher health
care professional, rhe professor may decide wherher to consider
rhe notification as a valid excuse from class or orher academic
obligations.
A professor may call rhe nurse supervisor of rhe Health Center
for verification of a student's visit, bur a visit can be verified
only if a student was actually seen by a health professional.
The delivery of high quality healrh care is rhe heart of the
Health Center. All areas of rhe Healrh Center are under strict
rules of confidentiality. Medical information will be released by
patient's written consent, by a properly executed subpoena, and
to appropriate university offices in an emergency if knowledge
of rhe information is necessary to protect rhe healrh and safety
of rhe student and orher individuals.

Students must submit completed health forms as part of the
admissions process. University health services are available to
all registered undergraduate and graduate students. Employees,
both faculty and staff, conference participants, visiting athletes
and other visitors will be given emergency treatment if such an
emergency occurs on the university campus. The physician will
also refer students to local hospitals in emergencies and for
other treatment beyond the capabilities of the University
Health Center. (The University Health Center does not assume
responsibility of doctor bills, hospital bills or prescription costs
accrued by the students for treatment beyond capabilities of the
University Health Center. The final decision in hospital
selection is the student's).

University Off-Campus Housing Disclaimer
The information contained in the off-campus housing list is
provided as a service to students. The data collected or
transcribed may at times be inaccurate. The university, its
employees, or the students are not responsible for any claims or
damages that may be incurred. The Off-Campus Housing and
Affairs Office makes no warranty of 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 offcampus housing. This does not create an enforceable obli~ation to any party from California University of Pennsylvania,
the Pennsylvania State System of Higher Education, or the
students of California University.

Off-campus Housing
The Office of Off-Campus Housing and Affairs works with
students, landlords and borough officials to educate and
promote the safety and welfare of all students resi~ing i_n offcampus facilities. The office also assists students m their search
for off-campus housing by providing an updated, boroughsanctioned, off-campus housing list, as well as various resource
materials such as the student Educational Guidebook for OffCampus Living. For more information call 724-938-4439 or
our website, www.sai.cup.edu/housing/och.

International Student Office
California University views the presence of international
students as having a positive impact on the entire university
community. The 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 Office is to meet the
unique needs of the international students enrolled at the .
University and to provide each one with a sense ofbelongmg.
In addition, the International Student Office strives to provide
opportunities for the international student to experience not
only the American culture, but other representative cultures as
well. The International Student Office, located in the DowneyGarafalo Center, is open 8 a.m. to 4 p.m.

Intramural Program
The Intramural Program is designed to provide students with a
flexible, yet structured environment in which to participate.
Activities are administered in league format with various
divisions servicing men's, women's, open and co-ed recreational
teams. Teams and individuals must formally register for
activities. The program is open to all current students, faculty
and staf( For more information contact Recreational Services,
724-938-5907.

Multicultural Student Programming
The Office of Multicultural Student Programming provides
programs and activities which 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 of Multicultural Student Programming is located in
the Center for Student Growth and Development, telephone
extension 4056. Hours are 8 a.m. to 4 p.m. Monday through
Friday

Multi-Media Access Center
Located on the first level of the Natali Student Center, the
access center houses a Macintosh Computer Lab.
The computer lab permits student access to a number of
computers provided for personal use. The lab is open seven
days a week (including evening hours) and remains open
twenty-four hours a day during finals week. The Student
Association, Inc., supports and maintains the computer lab.

Non-Traditional Student Organization
The University has a long-standing tradition of serving our
region by providing educational opportunities to non-traditional students. These students may be seeking a degree
following a hiatus from schooling; seeking a second degree;
seeking career skills enhancement; or taking non-degree or
continuing education courses. Many non-traditional students
carry family and work responsibilities in addition to being
students.
The Office of Student Development and Services advocates
better service to non-traditional students across campus and
sets an example through services and support for these students.
All non-traditional students are encouraged to view the NonTraditional Student Organization (N.S.O.) web page via the
Cal U website at www.cup.edu. The N.S.O. web page provides
useful information and convenient opportunities for networking and meeting other students using the computer or in
person.

Graduate Catalog 2001-2003

101

Office for Students With Disabilities
California University of Pennsylvania welcomes otherwise
qualified students with disabilities . The university recognizes its
responsibility to these students and is committed to providing
reasonable accommodations to insure equal access and full
participation as guided by Section 504 of the Rehabilitation
Act of 1973, as amended, and the Americans with Disabilities
Act (ADA).
Requests for accommodation should be submitted directly to
the Office for Students with Disabilities (OSD). Students
requesting accommodations must provide the university with
documentation to substantiate the request.
Students with disabilities follow the same admission procedures
and standards as required by California University'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 available
services for students with disabilities and required documentation should be directed to the Office for Students with
Disabilities (OSD) 724-938-5781. Students are encouraged to
contact OSD prior to arriving on campus.

Parking for Students with Disabilities
Numerous parking spaces have been reserved for the exclusive
use of persons with disabilities who have mobility or other
physical problems. These spaces are reserved for such use at ail
times.
Persons with disabilities who require special parking privileges
must apply for a special temporary/permanent parking permit
at the Office of Public Safety. Persons with disabilities desiring
a permanent privilege must apply to the state Department of
Transportation. Applications are available at the Office of
Public Safety.

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 . Recreational Services instills in participants a
lifelong appreciation for physical activity as well as enhancing
the social, psychological and physiological development of the
university community members it serves.
The Department is comprised of seven service areas:
extramurals, fitness, informal recreation, instructional programs, intramural sports, outdoor recreation and sports clubs.
Extramural sports programming provides structured tournaments, contests and meets between participants from different
institutions. The champions from intramural events are the
102

California University of Pennsylvania

teams or individuals competing in these programs.
Fitness programming provides opportunities and assistance to
participants who wish to be involved in a personal exercise
program. This voluntary program is designed to motivate
individuals, assess their level of fitness, and influence their
decision to maintain a positive fitness lifestyle.
Informal recreation programming provides a self-directed
approach to participation. This program area accommodates
the desire to participate in sport for fitness and fun, often with
no pre-determined goals except that of participation.
Instructional programming provides learning opportunities,
knowledge and skill through lessons, clinics and workshops.
These programs are designed to enhance participant performance and enjoyment.
Intramural sports programming provides structured contests,
meets, tournaments and leagues limiting participation to
individual members of the university community.
Outdoor recreation programming provides participants with
opportunities to interact and gain experience in a variety of
natural settings.
Sport club interaction provides for individuals to organize
based on a common interest in a specific sport activity. The
basic nature of sport clubs allows members to direct their
interest both within and outside the university setting.

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 executive serves as the liaison
between SAI and the university.
Programs provided by the Student Association, Inc. , are
determined by Student Congress and by the Student Association, Inc. , board of directors. Student Association fees are
budgeted, appropriated, disbursed and accounted for by SAI
with the concurrence of the President of the university.
SAI coordinates the co-curricular activities provided by the
university, including homecoming, Road.man University Park,
concerts, plays, musical productions, movies, outdoor recreation, the Herron Recreation and Fitness Center, intramural
sports, dances, picnics, California University Television
(CUTV), WVCS Radio, and other 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.
Publications coordinated by SAI include a student handbook,
an organizational handbook, The California Times (the student
newspaper) , Monocal (the yearbook), and a number of
brochures and pamphlets.

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, and
intramural fields ; picnic areas and Adamson Stadium.

payments of educational benefits. Veterans are also advised to
take advantage of the University's program to award college
credits for military service schools.
The on-campus Veterans Club sponsors the Colonel Arthur L.
Bakewell Veterans' Scholarship.

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 call
Edward Eagle at 724-938-4303.

Women's Center
The Women's Center in Clyde Hall is a service provided
primarily for female students of the university. However, males
as well as community residents are welcome to participate in
the activities of the Center.
The goals of the Women's Center are to supplement the
academic education of the students and to prepare them to deal
with barriers in life.

Student Judicial System
The Dean of Student Development is responsible for administration of the judicial system and the conduct regulations. This
office 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 disciplinary
matters.
For additional information and regulations governing student
life and conduct, students should refer to the current edition of
the Student Handbook and the Rules of Conduct and Judicial
Procedures handbook.

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 724-938-4444 or
check our website at univconfsrv@cup.edu.

Veterans Affairs
The Office ofVeterans Affairs, located in Johnson Hall, is open
from 8 a.m. to 4 p.m. , Monday through Friday. Evening hours
may be arranged by appointment. The phone number for the
office is 724-938- 4076.
All matters pertaining to veterans and those entitled to veterans'
benefits are handled in this office. The staff also processes all
VA forms and enrollment certifications for eligible students.
All Veterans, Reservists, National Guard personnel, and eligible
dependents applying for entrance to the university should
contact the Office of Veterans Affairs at an early date so that
necessary VA paperwork can be processed to assure timely

Activities are designed to help female students grow and
develop an understanding of how women can impact the
future. Through special programs and individual counseling,
the Center highlights options available to women. In addition,
the Center provides programs to help students find creative
ways to solve problems and manage the ever-changing roles of
women.
The Center recognizes the needs of women and serves as a
conduit to see that the needs are addressed. The services
provided are advocacy, counseling, information, interest
assessment, referrals, support groups, workshops, special events
and activities.
Opportunities are available for students to serve on the
Advisory Board of Directors, serve on special events committees, share ideas for programs and participate in the Mentoring
Program. The Women's Center, 114 Clyde Hall, is open
Monday through Friday from 8: a.m. to 4 p.m. Its phone
number is 724-938-5857.

WVCS, California Radio Station
Owned and operated by the Student Association, Inc. (SAI),
California University's radio station, WVCS, is a 24 hour a day,
3300 watt FM station with a coverage radius of 40 miles. The
typical audience ofWVCS is in the 15-35 age bracket and
residing in the five-county region (Washington, Fayette,
Greene, Westmoreland and Allegheny) . Additional listeners are
located in parts of Maryland and West Virginia.
WVCS, founded in the early ?O's with a mission of broadcasting to the regional audience, features news, sports, public
service information and the best in popular musical entertainment from a variety of genres. WVCS accomplishes this
mission with student broadcasters, thus providing an important
educational opportunity, through hands-on experience. Since
WVCS is owned by SAI, students involved with the station
don't have to be Communication Studies majors. Students need
only to have the desire to become involved. Students who have
Graduate Catalog 2001-2003

103

this interest go through a designed training program that
familiarizes the student with the equipment, FCC rules and
regulations, broadcasting skills and production. Students who
successfully complete the training program are able to become
on-air DJ's or news reporters. WVCS has an upscale, Top 40
format, with a variety of specialty shows covering all forms of
music from country to alternative. WVCS is a comfortable
place to work and learn and many life- long friendships have
started at Power 92. All this experience makes the student
extremely marketable in the field. For those involved just as an
activity, the various skills translate into other majors. Besides,
being a radio personality is just plain fun! Students can take a
personal tour and talk in further detail about the exciting
opportunities available at WVCS . Questions may be directed to
724-938-4303 or by e-mail: flores@cup.edu or
wheeler@cup.edu.

104

California University of Pennsylvania

FACULTY
(Dace of permanent appointment to California University of
Pennsylvania.)
Holiday Eve Adair. (1998) Associate Professor, Psychology. B.A.,
University of Akron; M.A., University of Akron; Ph.D., University of
Akron
David G. Argent. (2000) Assistant Professor, Biological and
Environmental Sciences. B.S., Indiana University of Pennsylvania;
M .S., Virginia Polytechnic Institute; Ph.D ., Penn Scace
Dencil K. Backus. (1983) Assistant Professor & Chair,
Communication Studies. A.B., Glenville Scace College; M.A., West
Virginia University
Rollin M. Barber. (1976) Professor & Chair, Social Science. B.S. ,
Ohio State University; M.S., Ohio Scace University; Ph.D., Ohio Scace
University
Sylvia J. Barksdale. ( 1999) Associate Professor, Social Work and
Gerontology. B.A., University of Piccsburgh, M.S.W., University of
Piccsburgh, Ph.D., University of Piccsburgh
Bruce D. Barnhart. (1986) Professor, Health Science and Sport
Studies. B.S ., California University of Pennsylvania; M.Ed., California
University of Pennsylvania; ATC, Ed.D., West Virginia University
Peter J. Belch. ( 1968) Professor & Coordinator of the Graduate
Program, Special Education. B.S., California University of
_Pennsylvania; M .A., West Virginia University; Ed.D., West Virginia
University
William B. Biddington. (1977) Professor & Chair, Health Science and
Spore Studies. B.S. , West Virginia University; M.S., West Virginia
University; ATC; Ed. D., West Virginia University
Foster E. Billheimer. (1969) Professor, Biological and Environmental
Sciences. B.S., Pennsylvania Scace University; M .A., University of
Texas; Ph.D., Rutgers University
Jerry M. Blackmon. (1985) Associate Professor & Chair, Mathematics
and Computer Science. B.S., Oklahoma Scace University; M.S.,
Oklahoma Scace University; Registered Professional Engineer
(Electrical) P.E.
William F. Blank. (1965) Associate Professor, Mathematics and
Computer Science. B.S., Indiana University of Pennsylvania; M.A.T.,
Duke University

Barbara H. Bonfanci. (1994) Associate Professor & Chair,
Communication Disorders. B.S., Indiana University of Pennsylvania;
M .S., Sc. Francis College of Illinois; M.Ed. , California University of
Pennsylvania; Ph.D., University of Piccsburgh
Kaddour Boukaabar. (1997) Associate Professor, Mathematics and
Computer Science. B.S. , University ofWahran, Algeria; M.S. , Florida
Institute ofTechnology; Ph.D., Bowling Green Scace University
Mark E. Bronakowski. (1984) Professor, Applied Engineering and
Technology. Coordinator of Distance Education. B.S. , California
University of Pennsylvania; 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., University of
Pittsburgh; J .D ., University of Pittsburgh
Edward Brown. (1967) Associate Professor & Chair, Social Work and
Gerontology. B.S., University of Piccsburgh; M.L.S., Carnegie Mellon
University; M.S.W, University of Pittsburgh
Robert A. Brown. (1969) Professor, Counselor Education and
Services. B.A., University of New Hampshire; M .Ed., University of
Piccsburgh; Ph.D., University of Piccsburgh
Gloria Cataldo Brusoski. (1997) Associate Professor & Chair,
Counselor Education and Services. B.A., Duquesne University; M.Ed. ,
Gannon University; Ph.D ., University of Piccsburgh
Thomas P. Buckelew. (1969) Professor, Biological and Environmental
Sciences. B.S., Muhlenberg College; M .S., University of South
Carolina; Ph.D., University of South Carolina
Malcolm P. Callery. (1978) Professor, Theatre and Dance. B.S.,
California University of Pennsylvania; M.F.A., Southern Illinois
University
David N . Campbell. (1988) Professor & Chair, Educational Studies.
B. Ed. , Southeastern Louisiana University; M .S., University of Illinois;
Ph.D ., Univers ity of Illinois
Dorothy M. Campbell. (1973) Professor & Assistant Chair,
Elementary and Early Childhood Education. B.S., Indiana University
of Pennsylvania; M.S., Bucknell University; Ph.D., University of
Piccsburgh
Nancy Carlino (2000) . Assistant Professor, Communication Diso rders.
B.S. Duquesne University; M.A. , University of Piccsburgh

William F. Blose!. (1976) Associate Professor, Business and
Economics. B.S., Pennsylvania Scace University; M .B.A., University of
Pittsburgh; C.P.A.

James 0. Career. (1990) Assistant Professor, Communication Studies.
B.A., Marshall University; M .A., Ohio University

David F. Boehm. (1989) Professor & Chair, Biological and
Environmental Sciences. B.S., West Liberty Scace College; M .S., West
Virginia University; Ph.D. , West Virginia University

Richard Cavasina. (1992) Professor, Psychology. B.S., Duquesne
University; M .S., Duquesne University; Ph.D., West Virginia
University

Jane Bonari. (2000). Instructor, Elementary Education and Early
Childhood. B.S. California University of Pennsylvania; M .Ed.,
California University of Pennsylvania

Y.C. (Karen) Chan. (2000) Assistant Professor, Library Services. B.S.
Sc., Chinese University of Hong Kong; M .L.S. University of
California, Los Angeles; M.S. , Eastern Washington University

Graduate Catalog 2000-2001

105

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., University
of Illinois; Ph.D., University of Illinois
Margaret Christopher. (1995) Associate Professor, Social Work and
Gerontology. B.A., Moun t Sc. Mary College; M.S.W., University of
Pittsburgh; M.Ph., University of Pittsburgh; Ph .D ., University of
Pittsburgh
Edward J . Chute. (1990) Professor, English. Director of Honors
Program. B.A. , St. Vincent College; M .A., Un iversity of Minnesota;
Ph.D ., University of Minnesota

Robert F. Dickie. (1966) Professor, Special Educatio n. B.S.,
Bridgewater State College; M.A., Michigan State University; Ed.D.,
Michigan State University
Robert W Dillon, Sr. (1970) Professor, Engl ish. A.B., Fairfield
University; M.A., O hio University; Ph.D ., Ohio University
Gail S. Ditkoff. (1986) Professor, Psychology. B.A. , State University of
New York at Binghamto n; M.S. , Ed. S., State University of New York
of Albany; Ph.D., State University of New York at Albany; NY and PA
certified school psychologist, licensed psychologist

Pamela B. Cigneni (1990) Professor, Elementary and Early Childhood
Ed ucation. B.S., California University of Pennsylvania; M.Ed.,
California University of Pennsylvania; Ed.D., University of Pittsburgh

Dilawar Mumby Edwards. (1972) Professor, Educational Studies.
I.Sc. , St. Aloys ius' College, Jabalpur, India; B.E. (H ons.), Govt.
Engineering College, Jabalpur, India; M .E.(I), Indian Institute of
Science, Bangalore, India; M.Sc. in Ed., Indiana Un iversity; Ph.D .,
Indiana University

Jesse A. C ignetti (1968) Professor. C hemistry and Physics. B.S.,
Slippery Rock University of Pennsylvania; M.Ed. , California
University of Pennsylvania; Ph.D., Ohio State University

Sylvia L. Foil. (1990) Associate Professor, Communication Studies.
Director ofTelevision Studio. B.S.S. , Northwestern University; M.A. ,
Northwestern Un iversity; Ph.D. , Northwestern Un iversity

Debra M. Clingerman . (1984) Associate Professor, Busi ness and
Economics. B.A., California University of Pen nsylvan ia; M.B.A., West
Vi rgi ni a University

Nicholas S. Ford. (I 992) Professor, Mathematics and Computer
Science. B.S ., Michigan State University; M .S., West Virginia
University; Ph.D ., Michigan State University

Ismail Cole. (1988) Professor, Business and Economics. B.A. , H arvard
College; M.A., Tufts University; Ph.D., University of Pirrsburgh

George J. Fran gos. (1966) Professor, Educatio nal Studies. B.S. ,
California University of Pennsylvania; M.A., West Virginia University;
Ph.D ., T he Ohio State University

Donald J. Conte. (1968) Associate Professor, Earth Sciences. B.S.,
Cal ifo rnia University of Pennsylvania; M.A., Indiana University of
Pennsylvania; M.S. , California University of Pennsylvania
Joni L. Cramer-Roh. (1991) Associate Professor, Health Science and
Sport Studies. B.S., West Virginia University; M.A., University of
North Carolina at Chapel Hill; ATC; Ed.D. , West Virginia University

Rick Allen Cumings. (I 992) Associate Professor, Com munication
Studies. B.A., University of Illinois; B.A., Moody Bible Institute;
M.A. , Marquette University; Ph.D., Pennsylvania State University
Robert David. (1998) Associate Professor, Elementary and Early
C hildhood Education. B.S. , California Un iversity of Pennsylvania;
M.Ed., California University of Pennsylvania; Ph.D ., University of
Pirrsburgh
Laura Defazio. (2000) Assistant Professor, Art and Design. B.F.A.,
Indiana University of Pennsylvania; M.F.A., Kent State University
William Dieterle. (2000) Assistant Professor, C hemistry & Physics.
B.S., Arizona State University; Ph.D., University of Califo rnia,
Berkeley
Anette M. DeNardo. (1985) Professor, Mathematics and Computer
Science. B.S ., California University of Pennsylvania; M.Ed., California
University of Pennsylvan ia; Ed.D ., West Virginia University
Elwin Dickerson . (1989) Professor, Elementary and Early Childhood
Education. B.S., California University of Pennsylvania; M.Ed.,
California Univers ity of Pennsylvania; Ed.D ., West Vi rginia University

106

California University of Pennsylvania

Gab riel C. Fusco. (1967) Professor, C hem istry and Physics. B.S. ,
Duquesne University; M.S., Duquesne University; Ph.D., University
of Colorado
John S. Gibson, Jr. (1967) Associate Professor, Mathematics and
Computer Science. B.A. , Washin gton and Jefferson College; M.A.,
Michigan State University
Lizbeth A. Gille.rte. (1986) Professor, Educational Studies. B.S. ,
Carnegie Mellon Un iversity; M.Ed., University of Pittsburgh;
M.Pub.Mgmt. , Carnegie Mellon University; Ed.D ., University of
Pittsburgh
Charles A. Gismondi. (1969) Associate Professor, Communication
Disorders. B.S ., California University of Pennsylvania; M.S., West
Virgin ia University; CCC Speech Pathology
Wi lliam A. Gustin. (1988) Associate Professor, Earth Sciences. B.S.,
Indiana State University; M.A., Ind iana Seate University
Judith I. Hall. (1984) Associate Professor, Mathematics and Computer
Science. B.S., University of Pennsylvania; M.S., University of
Pittsburgh
John M . Hanchi n. (1967) Professor, English. B.A. , Duquesne
University; M.Ed. , California University of Pennsylvania; Ph.D .,
Indiana Unive rsity of Pennsylvania
Patricia L. Hartman. (1989) Professor, English. B.A., Abilene
Christian University; M.A.T., Johns Hopkins University; M.A., Ohio
University; Ph.D., Ohio University

Wilburn Hayden, Jr. (I 998) Associate Professor & Director of MSW
Program, Social Work and Gerontology. B.A., St. Andrews College;
M.S.W., University of North Carolina; Ph.D., University ofToronto

Indiana University of Pennsylvania; Ed.D., Indiana University of
Pennsylvania; NCSP; Pennsylvania Certified School Psychologist;
Pennsylvania Licensed Psychologist

Joseph C. Heim. (1990) Associate Professor, History and Political
Science. B.A. , University of Pittsburgh; 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

David T. Jones. (1985) Associate Professor, Business and Economics.
B.S., Waynesburg College; M.S., W:est Virginia University; C.P.A.

Richard James Helldobler. (I 988) Associate Professor & Chair,
Theatre and Dance. B.B.A., University ofToledo; M .A., Bowling
Green State University, Ph.D., Bowling Green State University
William Hendricks. (1990) Professor, English . B.A., Case Western
Reserve University; M .A., University of Pinsburgh; Ph.D., University
of Pinsburgh
Keith D. Hepner. (1995) Associate Professor, Educational Studies.
B.S. , California University of Pennsylvania; M.Ed., California
University of Pennsylvania; Ed.D ., University of Pittsburgh
Nancy H . Hepting. (1997) Associate Professor, Communication
Disorders. B.S., Clarion University of Pennsylvania; M.S., California
University of Pennsylvania; Ph.D., University of Pittsburgh
Barbara Hess. (1990) Associate Professor, Mathematics and Computer
Science. B.S., Clarion University of Pennsylvania; M.Ed. , Indiana
University of Pennsylvania
Rebecca Hess. (2001) Assistant Professor, Health Science and Sport
Studies. B.S., West Virginia University; M.S., West Virginia
University; Ph.D ., Universtiy of Pittsburgh.
Glenn Hider. (1999) 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

Elizabeth Jones. (1992) Associate Professor, Social Science. B.A.,
American University; M.A. , American University; Ph.D . American
University
MacDonald N. Kale. (1985) Associate Professor, Communication
Studies. B.A., Governors State University; M .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., California University of Pennsylvania; M.Ed., California
University of Pennsylvania; Ed.D., University of Pittsburgh
Robert H . Kane, Jr. (1988) Professor, Health Science and Sport
Studies. B.S., University of Connecticut; M .S., University of Southern
Maine; P.T.; ATC; Ed.D., West Virginia University
Chad M. Kauffman. (2001) Assistant Professor, Earth Sciences. B.S. ,
Salisbury State University; M .S., University of Nebraska-Lincoln;
Ph.D., University of Nebraska-Lincoln.
William G. Kimmel. (1976) Professor, Biological and Environmental
Sciences. B.A., Wilkes College; M .S., Pennsylvania State University;
Ph.D., Pennsylvania State University
Rene L. Kruse. ( 1989) Professor, Applied Engineering and Technology.
B.S., Peru State College; M.S., Texas A&M University; Ph.D ., Texas
A&M 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

Karla A. Hoffman. (1990) Associate Professor, Mathematics and
Computer Science. B.S., Towson State University; M .Ed., University
of Massachusetts; CAGS, University of Massachusetts

Robert J. Kopko. (1979) Associate Professor, Business and Economics.
B.S., Elon College; M.S., Pennsylvania State University; C.P.A.

Larry D. Horath. (1990) Professor, Applied Engineering and
Technology. B.S ., Eastern Illinois University; M .S., Eastern Illinois
University; Ph.D., Texas A&M University

Kevin A. Koury. (1999) Associate Professor, Special Education. B.S.,
West Virginia West!eyan College; M .A. , West Virginia University;
Ed.D., West Virginia University

Henry A. Huffman. (1995) Associate Professor, Educational Studies.
B.S. , California University of Pennsylvania, M.Ed., University of
Pittsburgh, Ed.D ., University of Pittsburgh

Paul L. Lancaster. (I 969) Associate Professor & Chair, Special
Education. B.S., California University of Pennsylvania; M.Ed.,
California University of Pennsylvania

Barry B. Hunter. (1968) Professor, Biological and Environmental
Sciences. B.S., California University of Pennsylvania; M.S., University
of Minnesota; M.Ed., California University of Pennsylvania; Ph.D.,
West Virginia University

Regis Lawr. (1972) Associate Professor, Special Education. B.S.,
California University of Pennsylvania; M.Ed., University of Delaware

Susan A. Jasko. (1998) Assistant Professor, Communication Studies.
Director of Communication Lab/Research Center. B.A., William
Patterson College; M.A. , Ohio State University; Ph.D., Ohio State
University

Karen L. LeMasters. (1986) Professor, Business and Economics. B.S.,
West Virginia University; M.B.A., West Virginia University; Ph.D.,
University of Pittsburgh
Robert T. Little. (1986) Professor, Mathematics and Computer
Science. B.S., California University of Pennsylvania; M.Ed., California
University of Pennsylvania; Ed.D., West Virginia University

Kirk R. John. ( 1990) Professor, Psychology. Director of School
Psychology Clinic. B.A., California University of Pennsylvania; M.Ed.,

Graduate Catalog 2001-2003

107

Sam P. Lonich. (I 989) Associate Professor & Chair, Psychology. B.S.,
Califo rnia University of Pennsylvania; M .S., California University of
Pennsylvania; Pennsylvania Certified School Psychologist, Licensed
Psychologist
Andrew J. Machusko. (1970) Professo r, Mathematics and Computer
Science. B.S., Califo rnia University of Pennsylvania; M.A., University
of Georgia; Ph.D., University of Georgia
Sean C. Madden. (1989) Professor & Chair, History and Political
Science. B.A., Xavier University; M.A., University of Notre Dame;
DA., Carnegie Mellon University
Virginia Majewski. (199 1) Associate Professor, Social Work and
Gerontology. Ph.D. , University of Pimburgh
J. G regory Marcin. (1969) Professor, Elementary and Early C hildhood
Education. B.A., Miami University; M.A.T., Cornell University;
Ph.D. , Cornell University
Nickolas Martin. (2000) Instructor, Psychology. B.S., University of
Pittsburgh; M.S.W. , University of Pimburgh; M.S., Californ ia
University of Pennsylvania; Ed.D., Indiana U niversity of Pennsylvania
Elizabeth Mason. ( 1987) Professor, Psychology. Supervisor of School
Psychology Clinic. B.S. , Indiana University of Pennsylvania; M .Ed.,
Indiana University of Pennsylvania; Ph.D., Bal] State Un iversity;
NCSP; Pennsylvania Certified School Psychologist; Licensed
Psychologist
Beth McElhany. (2000) Instructor, H ealth Science and Sport Stud ies.
B.S., California University of Pennsylvania; A.A.S., Houston
Com muni ty College
Drew McGukin. (1990) Associate Professor, Communication Studies.
B.A., Freed-Hardeman College; S.C.T. , Murray State University;
Ph.D. University of Nebraska
Phyllis S. Mcilwain. (1969) Professor; Elementary and Early
C hildhood Ed ucation. B.S., Slippery Rock Un iversity of Pennsylvania;
M .Ed., Indiana University of Pennsylvania; Ph .D. , University of
Pittsburgh
Beverly J. Melenyzer. (199 1) Professo r, Elementary and Early
C hildhood Education. B.S., California University of Pennsylvania;
M.Ed. , Califo rn ia University of Pennsylvania; Ed.D., Indiana
Un iversity of Pennsylvania
Edward Mendola. (1989) Associate Professor, Business and
Economics. M.S. , Waynesb urg College; M.S., Robert Morris College;
C.P.A.
Ronald L. Michael. (1969) Professor, Justice Studies. B.S. , Jamestown
College; M.A., University of North Dakota; Ed.D. , Ball State
University
John E. Michaels (1999) Associate Professor, Business and Eco nomics.
B.S., American University; M.B.A., American University; D .B.A.,
George Washington University
Patricia Milford. (1989) Associate Professor, Communication Studies.
B.A., George Mason University; M.A., Eastern Michigan University;
Ph.D., Pennsylvania Scace University

108

Califo rnia University of Pennsylvania

C. Allan Miller. (1976) Professo r, Biological and Environmental
Sciences. B.S. , Buena Vista College; M.A. , Mankato Scace College;
Ph .D ., North Dakota Scace Univers ity
Patrick L. Miller. (1967) Assistant Professor, Communication Studies.
B.S. , Dickinson Scace University; M.A., Colorado Scace University
Susan J. Mangel!. (1990) Associate Professor, Business and Eco nomics.
B.A., Seton Hill College; M.A., Unive rsity of Pimburgh; Ph.D.,
University of Pimburgh
Thomas C. Moon. (1969) Professor, Biological and Environmental
Sciences. B.A., Kalamazoo College; M.A.T., Oberlin College; Ph.D. ,
Michigan Seate University
Lawrence L. Moses. (I 969) Professor & Chair, Earth Sciences. B.S. ,
Edinboro Un iversity of Pennsylvania; M.Ed., Pennsylvania Scace
University; Ph.D. , University of Pimburgh
·
Thomas R. Mueller. (1999) Assistant Professor, Earth Sciences. B.S. ,
Towson Scace University; M .A., University of Connecticut; Ph.D. ,
Un iversity of Illinois
Diane H . Nettles. (1989) Professor, Elementary and Early Childhood
Education. B.A., University of South Florida; M.A., University of
South Florida; Ph .D. , University of South Florida
George D. Novak. (1959) Associate Professor, Mathematics and
Computer Science. B.S., California University of Pennsylvania;
M .Litt. , University of Pimburgh
Mark L. Nowak. (1985) Professor, Applied Engi neering and
Technology. B.S. , University of Wisconsin, Stout; M.S., Texas A&M
University; Ed.D., Texas A&M University; C.P.R.
William W O 'Donnell. (1995) Associate Professor, Theatre and
Dance. B.F.A., Pennsylvania Scace University; M.F.A., Wayne Scace
University
Mahmood A. K. Omarzai. (1979) Professor, Business and Economics.
B.A., Y.D. College, India; M.A., Karachi University, Pakistan; M.A.,
Indiana University; Ph.D., Indiana University
Michele A. Pagen . (1998) Assistant Professo r, Theater and Dance.
B.A. , California University of Pennsylvania; M.A., Bowling Green
Scace University; Ph .D ., Bowling Green State University
Young J. Park. (1977) Professor, Business and Econom ics. B.P.A.,
Korea University; M.A., Temple University; Ph.D., Temple University
Praml C. Pathak. (1990) Professor & Chair, English. B.A. , University
of Delhi, India; M .A., University of D elhi, India; L.L. B., University of
Delhi, India; M.A., University ofWisco nsin-Milwaukee; Ph.D.,
University of Wisconsin-Milwaukee
Brian K. Paulson . (1989) Professor, Biological and Environmental
Science. B.A., Gustavus Adolphus College; M .S., Michigan
Technological University; Ph.D., University of Oklahoma
Alton N. Powe. (1973) Professor, Academic Development Services.
B.A., Slippery Rock University of Pennsylvan ia; M .Ed., Califo rnia
University of Pennsylvania; Ph.D. , University of Pimburgh

Anthony S. Pyzdrowski. (1990) Professor, Mathematics and Computer
Science. A.S., Pennsylvan ia State Un ivers ity; B.S. , West Virginia
University; M .S., West Virgin ia University; Ph.D ., West Virginia
Un ivers ity; E.I.T.
Rebecca A. Regeth . (2001) Assistant Professo r, Psychology. B.A.,
Western Washin gron University; M.S., Western Washingron
University; Ph.D. , University of N ew Hampshire
Clyde A. Roberts. (1992) Professo r, Business and Economics. B.S. ,
Marshall University; M.B.A., Marshall University; D.D.A. , University
of Kentucky
Lawrence D. Romboski. (1969) Professor, Mathematics and
Computer Science. B.A., Washingto n and Jefferso n College; M .A.,
Rutgers Un iversity; M.S., Rutgers Un iversity; Ph.D., Rutgers
University
Joseph A. Sanfilippo. (1965) Professor, Applied Engi neering and
Technology. B.S., California University of Pennsylvan ia; M.S., Ball
State University; Ed.D., West Virginia University
Joseph G . Schickel. (1988) Assistant Professo r, Applied Engineering
and Technology. B.S., California University of Pennsylvania; M. Ed.,
Clemso n University
Lisa M. Schwerdt. (1990) Professor, English. B.S ., Florida
Internatio nal University; B.A. , Florida International University; M .A. ,
Purdue Un iversity; Ph.D ., Purdue University
Richard D . Scott. (1971) Professo r, Psychology. B.A. , Pennsylvania
State Un ivers ity; M.S ., University of Massachusetts; Ph.D., University
of Tennessee
Mary Seman. (1998) Assistant Professor, Special Education. B.S. ,
California University of Pennsylvania; M.Ed ., Un iversity of Vermont;
Ed .D., West Virginia University
Louise E. Serafin. (1991 ) Professo r, Business and Economics. B.S.,
Californi a University of Pennsylvan ia; E.M.B.A., University of
Pittsburgh; Ph.D., University of Pittsburgh
Caryl Sheffield. ( 199 I) Professo r, Elementary and Early Childhood
Education. B.S., Californ ia Univers ity of Pennsylvania; M .Ed.,
Slippery Rock University; Ph.D. , Un iversity of Pittsburgh
John W. Shimkanin . (1990) Professor, Elementary and Early
C hildhood Education. B.S., Moravian College; M.S. , C larion
Un iversity of Pennsylvania; Ph.D., Penn State Un iversity
Sylvia E. Sholar. (1995) Associate Professor, Co mmunication Studies.
B.A., Georgia Southern Univers ity; M.A. , University of Georgia;
Ph .D., Temple Univers ity
Nancy A. Skocik. (1990) Associate Professo r, Mathematics and
Co mputer Science. B.S., California University of Pennsylvania; M .Ed.,
Califo rnia University of Pennsylvania; Ed.D., West Virginia University
Robert Skwarecki (2000). Assistant Professor, Communication
Disorders. B.S., Duques ne University; M .S., University of Pittsburgh;
Ph.D., University of Pittsburgh

Michael J. Slavin. ( 1989) Associate Professor, Theatre and Dance.
B.S., Califo rnia University of Pennsylvania; M.A., West Virginia
University; Ph.D., Bowling Green State University
Rosalie Smiley. (1999) Associate Professo r, Social Work and
Gerontology. M .S .W, University of Pittsburgh; M.P.H., University of
Pittsburgh; Ph.D, University of Pittsburgh
Madeline C. Smith. (1990) Professo r, Engl ish. B.A., Mt. St. Mary
College; M.A. , SUNY-New Paltz; Ph.D ., West Virgi nia University
Grego ry A. Spicer. (1998) Assistan t Professor, Communication
Studies. B.S., Clarion University of Pennsylvania; M.S., Southern
Illinois University
Margaret A. Spratt. (1988) Associate Professo r, History and Political
Science. B.A. , Transylvania University; M .A., Duke University; Ph.D .,
University of Kentucky
Michael C. Steinagel. (1998) Assistant Professor, Health Science and
Sport Studies. B.S. , Duquesne University; M.Ed. , University of
Virginia
Jeffrey S. Sumey. (1990) Assistant Professor, Applied Engineering and
Technology. B.S., California University of Pennsylvania; M.S. , West
Virginia University
De nnis C. Sweeney. (199 1) Professor, Psychology. B.S., Un iversity of
North Carolina; M .A., Bowling Green State University; Ph .D .,
Bowling G reen State Un iversity
Marc A. Sylvester. (1973) Professo r, Biological and Environmental
Sciences. B.A., Washington and Jefferso n College; M.S. , West Virginia
University; Ph.D. , West Virginia University
Shirl ey T. Sylvester. (1999) Assistant Professor, Elementary and Early
C hildhood Ed ucation. B.S ., Un ivers ity of So uthwes tern Louisiana;
M.Ed., University of Southwestern Louisiana; Ph.D ., Louisiana State
University
James E. Syphers. (1991 ) Assistant Professor, Social Work and
Geronto logy. B.A., University of New Hampshire; M .S.W , University
of Pittsburgh; Ph.D ., Walden Unive rsity

P. Ronald Tarullo. (1978) Professo r, Business and Economics. B.A.,
Marietta College; M.A., Univers ity of Pittsburgh; Ph.D., Un iversity of
Pittsburgh
Linda Toth . (2000) Assistant Professor, Psychology. B.S ., Califo rnia
University of Pennsylvania; M .S., Duquesne U niversity; Ed.D., West
Virginia University; PA licensed psychologist.
Laura Ann Tuen nerman-Kaplan (2000). Ass istant Professor, History
and Political Science. B.A., T he College ofWooster, M.A., University
of Delaware; Ph .D ., University of Minnesota
Pamela C. Twiss. (1999), Associate Professor, Social Work and
Gerontology. B.A., Point Park College; M.S.W., University of
Pittsburgh; Ph.D ., University of Pittsburgh
Virginia Rider Valentino. (1992) Associate Professor, Mathematics and
Co mputer Science. B.A. , West Virgini a University; M.S., West
Virginia University; Ed.D. , West Virgini a Univers ity

Graduate Catalog 2001-2003

109

John R. Vargo. (I 970) Associate Professor, Elementary and Early
Childho.o d Education. B.S., California University of Pennsylvania;
M.A., Wesc Virginia University

Richard M . Wyman. (1992) Professo r & Chair, Elementary and Early
Childhood Education. B.A., Franklin and Marshall College; M .Ed.,
Tufts University; Ed.D., University ofWashingcon

Robert A. Vargo. (1984) Professor, Earth Sciences. B.S. , California
University of Pennsylvania; M.S ., Syracuse University; Ph.D ., Syracuse
University

William A. Yahner. (1989) Associate Professor, English. B.S .,
Edinboro University of Pennsylvania; M .A., Edinboro University of
Pennsylvania; Ph.D., Indiana University of Pennsylvania

Jacqueline Walsh. (1998) Assistant Professor, Counselor Education
and Services. B.S., California University of Pennsylvania; M.S.,
California University of Pennsylvania; Ph.D., Kent Scace University

Mohamed Yamba. (1989) Assistant Professor, History and Political
Science. B.A., University of Ghana; M.A.I.A., Ohio University; M.A.,
Ohio University; Ph.D., University ofpittsburgh

Carole A. Waterhouse. (1986) Professor, English. B.A. , University of
Pittsburgh; M .F.A. , University of Pittsburgh; Ph.D., Ohio University

Roy Yarbrough (1999) Associate Professor, Health Science and Spore
Studies. B.S., Greenville College; M.S. Eastern Illinois University;
Ed.D., University of occh Carolina ac Greensboro

Thomas Dean Wickham. (2000) Assistant Professor, Earth Sciences.
B.S., Slippery Rock University; M.S., West Virginia University, Ph.D.,
Pennsylvania Scace University

George Yochum. (1988) Associate Professor, Communication Studies.
B.A., University of Pittsburgh; M.A. , University of Pittsburgh; Ph.D.,
University of Pittsburgh

Paul D. Williams. (1986) Professor, Mathematics and Computer
Science. Director of Mach Lab. B.S., California University of
Pennsylvania; M.S., Clarkson University; Ed.D., University of
Pittsburgh

John R. Young. (1990) Associate Professor, Educational Studies. B.A.,
Lincoln University; M .Lic., University of Pittsburgh; Ph.D., University
of Pittsburgh

Beverly G. Willison . (1980) Professor, Social Work and Gerontology.
B.A., Duquesne University; M .S.W., University of Pittsburgh; Ed.D. ,
West Virginia University; .C.C., L.S.W., A.C.S.W.

Joseph Zisk. (2000) Assistant Professor, Educational Studies. B.S.,
California University of Pennsylvania; M.Ed. California University of
Pennsylvania; M.S., Drexel University; Ed.D., Temple University.

James Wood. (1987) Professor, History and Political Science. B.A.,
Colorado Scace University; M.A., Arizona Scace University; Ph.D. ,
Arizona Scace University

Edwin M. Zuchelkowski. (1985) Professor, Biological and
Environmental Sciences. B.S., California University of Pennsylvania;
Ph.D. , West Virginia University

Peter H. Wright. (2000) Associate Professor, Applied Engineering and
Technology. B.A. , Yale University; M.A., West Virginia University;
Ed.D. , West Virginia University

110

California University of Pennsylvania

1.
2.
3.
4.
5.
6.
7.
8.

Azorsky Administration Building
Frich Biological Science Bldg. (BSC)
Carter - Black Culture Center
Coover Hall (COO)
Dixon Hall (DIX)
Gallagher Dining Hall
Hamer Hall (HAM)
Downey-Garofalo Health Services Bldg.
Student Growth and Development Center
9. Herron Fitness Center (HER)
10. Industrial Arts Building (I.AR)

1I.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Keystone Education (EDU)
Morgan Learning and Research Center (LRC)
Main Hall (MAJ)
Manderino Library (LML)
Career Services
Natali Student Center
New Science Building (NSC)
Noss Annex
Noss Hall (NOS)
Public Safety

22.
23.
24.
25.
26.
27.
28.

South Hall
Steele Auditorium
Student Development Annex
Vulcan Hall
Duda World Culture Building (WCU)
Watkins Academic Building (WAC)
Eberly Science and Technology Center (ESC)

RESIDENCE HALLS
29.
30.
31.
32.
33.
34.

Binns Hall (Men 's Donn)
Longanecker Hall (Men's Dorm)
Stanley Hall (Women's Donn)
Clyde Hall (Women's Donn)
Johnson Hall (Cal Hall Honor's Donn)
McCloskey Hall (Men's Dorm)

OTHER BUILDINGS
35. Maintenance Building
36. Maintenance Building
37. Maintenance Building

s

15.

~~

..

Garden
Third Street

PARKING AREAS

•

D

I

~~

s

•

B
C
D
E

I

s

-

J -

'\.

'\

•

L
M
IS
X

-

Faculty and Staff
Faculty and Staff
Faculty and Staff
Faculty and Staff
Faculty and Staff
Faculty and Staff
Faculty and Staff
Student
Faculty and Staff

_
[~]ID --~
..___,

_____.

11

6.

Handicap Access

m

Handicap Parking

[m

.Lc6

BUILDING
DIRECTORY
EI
~

ree

\

s

\IHI{~

~ - California University
~
of Pennsylvania

Where is California University of Pennsylvania?
California University of Pennsylvania is nestled in a bend of the Monongahela River in Washington County. Located
just 30 miles south of Pittsburgh, the campus contains 38 buildings on 80 acres. The 104-acre Roadman Park, located 1 mile
from campus, contains athletic fields and courts, running facilities, and Adamson Stadium.
Cal U also offers classes at Southpointe Technology Center located in Canonsburg, in central Washington County. The
Cal U Southpointe Center offers state-of-the-art classrooms, laboratories and computer facilities. Southpointe Technology Center
is located between Washington, Pa. and Pittsburgh, just oflnterstate 79.

How to get to California University of Pennsylvania
Regional Map
Local Area Map
Campus Map
Cal U Southpointe Center Map
Driving Directions to Cal U

Roadrnan Park
& Stadium

112

California University of Pennsylvania

Cal U Southpointe Center
Located in the Bailey Engineers II Building, just off I-79 in the Southpointe Technology Center
to Pittsburgh

!

North

a.>

c

Southpointe
Golf Course

·o

O-

s

:::,

Follow 1-79 to Exit 48, follow Southpointe Blvd. to the second intersection of
Technology Drive and turn right.

<2
Southpoin
ommons

~

Baile

Southpointe Center
135 Technology Drive
Canonsburg, PA 15317
724-873-27 60

Enginee

~
CALV

Southpointe
Center

to Exit 1O

to Washington

Graduate Catalog 2001-2003

113

Tentative Academic Calendar
FALL SEMESTER 2002

FALL SEMESTER 2001

August 26

Move-In Day for Residence Hall Students

August 25

August 27-28

New Student Orientation & Residual Registration

August 26-27

August 29

Classes Begin

August 28

Classes Begin

September 3

Labor Day (no classes)

September 2

Labor Day (no classes)

November 21-24

Thanksgiving Break (no classes)

November 27-30

Thanksgiving Break (no classes)

December 15

Semester Ends

December 14

Semester Ends

December 17

Grades Due From Faculty

December 16

Grades Due From Faculty

SPRING SEMESTER 2002

Move-In Day for Residence Hall Students
ew Student Orientation & Residual Registration

SPRING SEMESTER 2003

January 13

New Student Orientation

January 12

January 14-15

New Student Orientation & Residual Registration

January 13-14

New Student Orientation & Residual Registration

January 16

Classes Begin

January 15

Classes Begin

March 11-16

Spring Break (no classes)

March 10-15

Spring Break (no classes)

March 23

Honors Convocation

March 22

Honors Convocation

March 29-30

Easter Break (no classes)

April 18-19

Easter Break (no classes)

May 11

Semester Ends

May 10

Semester Ends

May 11

Commencement

May 10

Commencement

May 13

Grades Due from Faculty

May 12

Grades Due from Faculty

Summer College 2002

ew Student Orientation

Summer College 2003

May 20-August 17

Special Sessions

May 19-August 19

Special Sessions

May27

Memorial Day (no classes)

May26

Memorial Day (no classes)

June 10-July 13

First-Five Week Session

June 9-July 12

First-Five Week Session

June IO-August 17 Ten-Week Session

June 9-August 16

Ten-Week Session

July 4

Independence Day (no classes)

July4

Independence Day (no classes)

July 15-August 17

Second Five-Week Session

July 14-August 16

Second Five-Week Session

114

California University of Pennsylvania

INDEX
Absences (Medical) ......... .................. .......... ...... ... ........ ... 100
Academic Calendar .......... ........ ...... ...... ........ .... .......... .. ... 114
Academic Policies ... ........ ..... ....... ......... ........ ... .......... ..... .... 1O
Accounting Courses (ACC) .... ...... ...... ..... ... ..... ...... .. ....... .. 64
Administration Program for Principals ..... .. .............. ...... ... 46
Administrative Program for Principals Courses ... .......... ... 64
Admission to Graduate Study ...... ...... .... .. ... .............. ... ....... 8
---to a graduate degree program .. ........ ...... ........... ......... ... ... 8
---to a program beyond the master's degree ...... ... ... ............. 9
---as a non-degree student ....... .. .... ..... ............... ........... ..... .. 9
---to candidacy for a degree ........... ..... ............ ... ..... ........... 12
Alumni Association .... .................. ..... ............... .... .... ....... .. 95
Anthropology Courses (ANT) ... ...... ... ............... ..... .. ... ... .. 65
Approval for Degree .. ....... .......... ... .... ..... ........ ..... ..... ... ...... 13
Appeals ...... ..... .. ................. ............... ....... ....... .............. .... 10
Assistantships .. ... .. .. .......... ........ ........ ..... ........ ..... .... .... .. ..... 21
Athletic Training, Master of Science Degree in ............ ...... 27
Audiology: See Communication Disorders ... ....... .. .. .. ........ 30
Biology Degree Programs ........ .. .............. .... .. ... .. .... ... ... ... .. 28
Biology Courses (BIO) ... ........ .. ... ...... ... ...... .. .. ................... 66
Business Administration Degree Program ... ............ ......... . 29
Business Management Courses (BUS) ... .......... .................. 77
Industrial Management Courses (IMT) ...... ..... ................. 77
Cal-Card ..... ....... .... ....... .... .. .... .......... ........ .. .. ..... ... ......... ... 96
Calendar, Academic ...... ....... ...... .................... ............ ..... 1 14
Career Services ............ .......... ... ...... .............. ................ ..... 93
Candidacy ...... ...... ...... ..... .. .............. ...... .. ..... ... ..... ............ . 11
Certification ... .... .. ............. ........... ..... ....... ...... ..... ... .. .. .. .... 12
Cheating and Plagiarism ......... ............ ........... ............ ..... .. 13
Communication Degree Program ................ ..... ...... ....:..... 31
Communication Courses (CMG) ............... ...... ... ... .... ...... 67
Communication Disorders ......... ..... ................ .... .... ... ..... .. 30
Communication Disorders Courses (CMD) .......... ........... 66
Completion of Degree: time granted for ......... .... ..... .. .... ... 13
Comprehensive Examinations .. ...... .. ............... ... ... ...... ..... . 12
Computer Center .......... ................... ......... .. .... ..... ... .. ..... .. 90
Computer Lab, Teacher Education ... ...... .......... ........ ...... ... 90
Computer Science Program ........... ..................... ..... ...... ... 41
Computer Science Courses (CSC) ......... ............. .... .... ...... 7 1
Conferring of Degrees ... .... ...... ...................... ........ ............ 13
Confidentiality of Student Records .. ....... ................... ....... 13
Cooperative Education .......... .... ........ ..... ..... ........... ... ....... 93
Counseling Services .... .. .. .. ............... ... ........ ...................... 98
Counselor Education Degree Programs .... ................. ........ 32
Counselor Education Courses (CED) ...... .. ......... ... ...... ..... 64
Course Load .... ........... ............. ........ ........... ......... ....... ...... 11
Credit Options for the Master's Degree
---approval ................ ........................... .... .. ......... .. ...... .. ... . 13
---when conferred ..... ...... ... ....... ......... .......... ......... ......... ... 13
Disabled Student Services ...... ...... .. ......... ....... ......... .... .... 102
Disclosure of Student Records ... ......... ..... ..... .......... ....... .... 13

Drop/Add ............... .... .... ... .......... .... ......... ...... ............. .... . 11
Earth Science Degree Program ....... ................. ............. ..... 35
Earth Science Courses (EAS) ........ ..... ......... ... .... ............ ... 72
Economics Courses (ECO) ..... .... ........ .. ........ ... .... .... .... ..... 73
Elementary Education Degree Program ..... ..... .............. .... 36
Elementary Education Courses (EDE) .. ... ..... ............ ..... ... 73
English Dept. Computer Center ...................... .............. ... 92
Equality of Opportunity .. .... ......... .... ..... .. ...... ... .. ..... ........... 2
Faculty ....... .. ........ .. ... .......... ......... ........ .. .... .. .... ....... ........ 105
Fees .... ... ...... .. .... ... ......... ... ........ ... ...... .... ..... ....................... 16
Financial Aid ........ ...... ..... ....... ............ ..... ........ ........ .... ..... 18
Finance Courses (FIN) ............... ....... ... ..... ...... .............. .... 74
General Education Courses (GEE) ....... .......................... ... 74
Geography and Regional Planning
Degree Programs ................. .... .. .. ..... ..... .......... ............ . 3 5
Geography Courses (GEO) ... .. .............. ........ .......... .... ...... 75
Goals .. ...... ... .... ...... .............. ..... ... ..................... ........ .......... 6
Grade Appeal ........ ............ .. ..... ..... ............... .......... ...... ..... 10
Grading System .. .... ........................................ ............ ..... . 12
Graduate Assistantships ..... ..._. .. .... ....... ..... .......... ... ..... ... .... 21
Guidance Programs: See Counselor Education .... ...... ........ 32
Health Services .... ........... ........... ...... ...... ................ .... ..... 100
History Courses (HIS) ... .. ..... ... .......... .... .......... ...... ....... ... . 76
International Students .................... ...... ............. ..... ......... 101
Library ... ..... ... ...... .. ...... ...... .:...... ... .... .. .. .................. .. ...... .. 89
Mail, Registration by .... ......... ...... ........... .... .... ..... ............ ... 8
Maps: Campus, California, Southpoime ......................... 111
Management: See Business Administration ............. .... ...... 29
Management Courses (MGT) ...... .... ...... .... ...... ...... ........... 77
Marketing Courses (MKT) ... ..... ..... ......... .......... ......... .. .... 77
Mathematics Degree Programs .... ...... ..... ............... ... ... .. .... 4 1
Mathematics Courses (GMA) ............. ............................ .. 79
Mathematics Lab ......... ...... ... ........... ................................ . 97
Mentally/Physically Handicapped Program ..... .... ...... ....... . 42
Mentally/Physically Handicapped Courses (ESP) ...... .... ... . 86
Multimedia Technology Certificate Program ..... .. ... ...... .... . 44
Multimedia Technology Courses (MMT) ........ ......... .... .... 78
Objectives .. ....... ....... .......... ............. .... .................. .. ...... ...... 6
Off-Campus Housing .. ........................... ..... ... ... .. ...... ..... 1O1
Payment of Fees .. ... ........ .............. ... ... ..... .... ......... .... ...... ... 17
PA Certification for Teaching:
See Certification ..... ................. ..... ...... ... .. ........ ............ 10
Plagiarism ........... ....... ............. ..... ............. .......... .............. 12
Political Science Courses (POS) ........ ...... ....... ....... ............ 79
Professional Education Courses (EDP) ........ ... ....... ......... .. 80
Psychology Degree and Certification Programs:
See School Psychology Programs ............... .. ......... ........ 48
Psychology Course (PSY) ...... ... ... ....... ... .... ...... ..... ........ ..... 81
Public Relations ...... ....... ....... .. ..... .. ........ ... ........ ........... ..... 95
Public Safety ... ...... ...... ...... .............................. ........... ....... 94
Reading Clinic ..... ....... ....... .......... ......... ........... .. ..... .......... 92

Graduate Catalog 2001-2003

115

Reading, Master of Education .... ... ............... ....... ... ....... .... 48
Reading Specialist Certification Program ............... ..... ...... 48
Reading Specialist Courses (RSP) .. ....... .... .... ..... ... .. ....... .. .. 83
Reading Supervisor Courses (RSU) .. .... ........ ........ ... ... .. .. .. . 84
Recreational Services .. ...... ....... ..... ......... .... .... ..... ... .... .. .... 102
Refund of Fees .. ..... ...... ...... ........ ... ......... ....... ...... .... .... ...... 17
Registration, By Mail or in Person ....... ...... ........ ....... ..... .... . 8
Regulations, responsibility for ....... ......... ... ............... ...... ... .. 9
Research Courses (RES) .... ..... ........ ........ .... ...... .... ...... ....... 83
"Residency" Requirement ...... ...... ..... ... ... ..... .... ..... .... ........ 11
School Psychologist Degree Program .. ............... .. .. ... ..... .... 50
School Psychologist Supervisory Program ........ .......... ..... .. 50
School Psychologist Courses:
See Psychology Courses (PSY) ...... .. .. ............. ............... 81
Social Science Degree Program .. ......... ... ........... ..... ...... ..... 51
Social Science Courses (SOS) ............ .. .. ... ........ ..... .. .. ........ 84
Social Work Degree Program ..... ... ............. ....... .. ...... ... ..... 56
Social Work Courses (SWK) ... ................... .................. ... .. 85
Special Education Degree Program:
See Mentally/Physically Handicapped Program ... ... .. .... 42
Special Education Courses (ESP) .. ....... ... .. ..... ... ......... ....... 86
Special Grades .... ...... ........ ......... ...... ..... ..... .... ............. ... ... . 23

116

California University of Pennsylvania

Student Association, Inc . ......... ..... .. .... ........ ... ....... .......... 102
Student Bookstore .. ..... ... ...... ...... ... ..... ..... ...... ...... ............. 97
Student Judicial System ... ... ...... .............. .... ... .. ... ........ .. ... 103
Student Newspaper ... ..... ..... .. ..... ..... ..... ... ..... ............... ...... 97
Student with Disabilities ...... ................ ................ ... .. .. .. .. 102
Style Manuals .. .... ....... ... ... ..... ... .. .. ... .. ....... .... ..... ........... .... 10
Superintendent Letter of Eligibility Certification Program 58
Superintendent Letter of Eligibility Courses (SLE) ............ 84
Teacher Education Computer Lab .... .... ......... ..... ............ .. 90
Technology Education Courses (TED) .. ........ ....... ............ 87
Technology Education Degree Program .... ... ...... .......... .... . 59
Technology Education Supervision Certificate .... ....... .. .. ... 59
Tuition .. ..... .... ...... .... ........ .. ... .. ......... ......... ....... ..... ............ 16
University Advancement .... .... ................ ........ ....... ............ 95
University Fees ..... ................ ... .... .. ....... , .. .......... ... .. ........... 16
Veterans Affairs ...... .................... ............... ...... ..... ..... ... ... 103
Withdrawals: From Some or All Courses ... .............. .... ..... 11
Withdrawals: Administrative .... ...... ....... ....... .......... ....... ... . 12
Withdrawals: Refunds ....... ......... ..... ....... ................ .... ...... . 17
Women's Center ... ............. ....... ....... ......... ....... .. ..... ......... 103
Writing Center ...... .... .. ...... ........ ....... ........ .. ........ ............. . 92